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Ghosh, A, Parrish, K and Chasey, A D (2015) Implementing a vertically-integrated BIM curriculum in an undergraduate construction management program. International Journal of Construction Education and Research, 11(02), 121-39.
- Type: Journal Article
- Keywords: construction education; vertical integration; BIM education; collaboration; pedagogy; curriculum development; building information modeling; information management; retention; knowledge
- ISBN/ISSN: 1557-8771
- URL: https://doi.org/10.1080/15578771.2014.965396
- Abstract:
The popularity of Building Information Modeling (BIM) as an integral concept in the Architecture, Engineering, and Construction (AEC) industries has motivated its necessary inclusion in Construction Management (CM) education. Implementing BIM as a mainstream, elective or integrated subject within an established undergraduate curriculum is challenging due to limitations such as available teaching time, knowledge retention in students and the flexibility of the curriculum to adapt with a fast developing technology. Pedagogy must combine fundamental learning of theory, practical experience and the use of technology in a collaborative environment to effectively implement BIM. Vertical integration is one such method that was implemented and evaluated to promote BIM education in the undergraduate Construction Management program at Arizona State University. This article discusses the evolution of the BIM curriculum and focuses on the vertical integration of upper-division and lower-division students for a Site Logistics assignment to improve upon the BIM education continuum. Evaluation and surveys revealed that this methodology increased the appreciation for learning BIM, promoted the use of BIM tools for in-class projects and created an understanding of the importance of information management.; The popularity of Building Information Modeling (BIM) as an integral concept in the Architecture, Engineering, and Construction (AEC) industries has motivated its necessary inclusion in Construction Management (CM) education. Implementing BIM as a mainstream, elective or integrated subject within an established undergraduate curriculum is challenging due to limitations such as available teaching time, knowledge retention in students and the flexibility of the curriculum to adapt with a fast developing technology. Pedagogy must combine fundamental learning of theory, practical experience and the use of technology in a collaborative environment to effectively implement BIM. Vertical integration is one such method that was implemented and evaluated to promote BIM education in the undergraduate Construction Management program at Arizona State University. This article discusses the evolution of the BIM curriculum and focuses on the vertical integration of upper-division and lower-division students for a Site Logistics assignment to improve upon the BIM education continuum. Evaluation and surveys revealed that this methodology increased the appreciation for learning BIM, promoted the use of BIM tools for in-class projects and created an understanding of the importance of information management.;
Lines, B C, Perrenoud, A, Sullivan, K T and Smithwick, J (2015) Implementing new project delivery strategies: Development of a web-based multimedia tool to support owner project team training. International Journal of Construction Education and Research, 11(02), 140-60.
Valdes-Vasquez, R and Clevenger, C M (2015) Piloting collaborative learning activities in a sustainable construction class. International Journal of Construction Education and Research, 11(02), 79-96.
Zhao, D, McCoy, A P, Bulbul, T, Fiori, C and Nikkhoo, P (2015) Building collaborative construction skills through BIM-integrated learning environment. International Journal of Construction Education and Research, 11(02), 97-120.