10th BIM Academic Symposium & Job Task Analysis Review, Orlando, FL, 4-5 April 2016

  R. Raymond Issa, Ph.D., J.D., P.E., Editor  

ID Proceedings Papers Presenter
103 The AEC Students’ Perspective in the Learning Process of CAD and Gulbin Ozcan-Deniz
BIM
104 Advancing Building Information Modeling Knowledge Through Michael Gonzalez
Engaging Stakeholders At Local and Regional Levels
106 Integrate Building Information Modeling across the Undergraduate Wei Wu
Construction Management Curriculum: Experiential Learning
through a Tiny House Project
107 Development of a Peer Review-Based Activity to Improve Students Michael Beauregard
BIM Process Mapping Understanding
111 Building Information Modeling Skills for Career Success Rahimi A. Rahman
113 Developing an International Framework for BIM Education in the HE Mark Shelbourn
sector
118 Knowledge transfer into a BIM course through technology-driven Marcel Maghiar
solutions for real-world construction projects
119 Digital Project Coordination Experience in Undergraduate Rui Liu
Construction Education
120 A Comparison Study: SketchUp Pro and Revit Architecture in a Tony Graham
Sophomore Construction Engineering Management Class
121 Lessons Learned:  The Impact of Planning on Model Development Tamera McCuen
and Model Management
123 Site-Building Integrated BIM Models: Lessons Learned in Education Guillermo Salazar
124 Collaboration With BIM: An Experiential Learning Case Julide Bozoglu
125 Enhancing BIM Educational Experiences With Integrated Keystroke Nathan Blinn
Capture Software
126 Incorporating BIM in a Pre-Construction Services Course Kevin Miller
127 Integration of BIM (3D CAD) Throughout an Industrial Construction Fatemeh Orooji
Educational Track
128 BIM Curriculum Development Richard Faust
129 The implementation of BIM in the Introductory Building Construction Jose Ferrandiz
Course at the United Arab Emirates University
130 The Development of a BIM-enabled Curriculum: Planning Freshman Scott Vlasek
Year
131 Formwork Material Efficiency Using BIM and Cascading Model Dolly Mansuri
132 Benefits of Inter-Institutional Collaboration in the Delivery of BIM Alan Hore
Education in Ireland: Reflections of an Irish Masters Program
 

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 10th BIM Academic Symposium & Job Task Analysis Review, Orlando, FL, 4-5 April 2016

THE AEC STUDENTS’ PERSPECTIVE IN THE LEARNING

PROCESS OF CAD AND BIM

Gulbin Ozcan-Deniz, Assistant Professor, [email protected]

College of Architecture and the Built Environment, Philadelphia University, Philadelphia, PA

ABSTRACT
The architecture, engineering, and construction (AEC) industry has prominently developed into a sector
of interdisciplinary knowledge and collaboration over the past decade. As a collaborative tool, building
information modeling (BIM) has emerged as an alternative to computer-aided design (CAD) drafting. As
the BIM field matured, educators became more interested to include BIM courses in the AEC curriculum.
Some universities have chosen to include BIM courses in their undergraduate core curriculum, while
others have addressed the need via elective graduate courses. No matter what the type of integration was,
it has become a challenge to provide appropriate techniques to teach CAD and BIM simultaneously, and
yet sustain the transfer from CAD to BIM. In order to find out the appropriate teaching process and
benefit students from both CAD and BIM applications, the educators should be aware of the learning
pattern of the AEC students. This paper aims to reveal the learning path from students’ perspective by
presenting a freshman level course, taught at Milwaukee School of Engineering (MSOE). The course
applies the basics of CAD and BIM philosophies to prepare students for the forthcoming design courses
in the curriculum, as well as for their future careers. The study conducts a survey to learn the perception
of students in CAD and BIM-based software in terms of ease of use, ease of learning, and benefits for the
curriculum and construction industry. The results showed the benefits and challenges of learning both
CAD and BIM-based software from students’ perspectives. They will be used to improve the learning
outcomes of a CAD and BIM course to better help students in their learning process.

Keywords: Building information modeling (BIM), computer-aided design (CAD), architecture,

engineering, and construction (AEC) education

1. INTRODUCTION
Computer-aided design (CAD) drafting has been used for two dimensional (2D) drawings since the 1980s
and three dimensional (3D) drawings for the last two decades. Being more than an alternative to CAD,
building information modeling (BIM) has advanced starting from the 21st century. BIM concept has
brought computed-generated models to the industry to simulate phases of a construction project from
planning to operation. Besides modeling the functions, BIM is capable of modeling the behavior of
building systems and components (Sacks et al., 2004). With its inevitable advantages over CAD, the
industry is transforming into this new technology. In 2009, almost fifty percent of the AEC industry was
using BIM and twenty percent of non-users were planning to adopt it within two years (McGrawHill,
2009). In 2012, the engagement with BIM increased to 71% among users including architects, engineers,
contractors and owners (McGraw-Hill 2012).
Lack of adequately trained BIM personnel is a significant constraint hindering the use and adoption of
the technology in the industry (Sacks and Barak, 2010; McGraw-Hill, 2012). In order to overcome this
problem, educators has started to make BIM a part of the undergraduate and/or graduate AEC curriculum.
There are many researchers supporting the usage of BIM as a design and construction education tool in

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higher education institutions (Ibrahim and Rahimian, 2010; Sacks and Barak, 2010). The survey by Dean
(2007) summarized two main reasons to teach BIM in construction: (1) approximately 70% of the
industry participants indicated that they were either using or considering using BIM in their companies
and (2) approximately 75% of survey participants considered employing candidates with BIM skills to
have an advantage over candidates who lacked BIM knowledge. Recently, Becerik-Gerber et al. (2011)
revealed that 80% of the architecture programs, 60% of the construction management programs, and 44%
of the engineering programs of all AEC programs in the U.S. currently incorporate BIM into their
curriculum. The trend in BIM, as well as the shift from CAD to BIM tools created a need to provide
appropriate techniques to teach CAD and BIM simultaneously to construction students.
This paper presents a freshman level course, taught at Milwaukee School of Engineering (MSOE), to
look at the perception of students in CAD and BIM-based software in terms of ease of use, ease of
learning, and benefits for the curriculum and construction industry. The study will help to accelerate the
BIM movement as well as its concurrent usage with CAD in the AEC education. A survey was created to
collect data from students in order to reveal the benefits and challenges of learning both CAD and BIM-
based software from students’ perspectives. The survey also helps to learn students’ studying paths to
excel in CAD and BIM. The results will benefit educators in the academia and in the industry regarding
the principles and application of both CAD and BIM.

2. CURRENT STATUS OF CAD AND BIM EDUCATION IN AEC

Many researchers are advocates of keeping up with the changing technical needs of the industry and
emphasize the need to implement related information technology concepts in the curriculum (e.g. Peña-
mora et al. 2009).With the increasing trend in BIM, there is a variety of CAD and BIM courses related to
the AEC industry. In the U.S., many departments related to AEC such as Architectural Engineering (AE),
Civil Engineering (CE), and Construction Management (CM) are introducing BIM in their curricula.
Some of the institutions keep the CAD courses as they are, while some decrease their content and
substitute CAD information with BIM topics. The CAD/BIM courses are different not only in terms of
their content, but also in terms of the year they are introduced into the curriculum. MSOE, Georgia Tech,
and Purdue University are some examples that offer freshman year graphics courses, while universities
like Florida International, Michigan State, and Penn State prefer to offer sophomore level drawing courses.
Washington State University is an example of a junior level CAD class. Among these universities, MSOE
offers both CAD and BIM content in the same class, while Penn State has created a graduate level course
dedicated to BIM. The content descriptions of these courses are shown in Table 1.
Courses given in Table 1 are representative of how 2D modeling is still kept in the curriculum and 3D
modeling is added to keep up with the changes in the industry. According to Buchal (2001), this process
eliminated the descriptive geometry and instrument drawing content of the generic freshman year
engineering graphics courses, and added instructions to cover for 3D modeling. Still, many universities
are missing to teach 3D modeling with integrating the BIM content. Sacks and Barak (2010) argued, in a
mandatory freshman year course that teaches both theoretical and practical aspects of BIM, that BIM
could and should be taught as a course itself rather than as part of a traditional drafting course. It is still
common to include BIM only in the graduate level. For example, Polytechnic Institute of NYU has 2
graduate level BIM courses as: CE 8243 Construction Modeling Techniques and CE 8303 Information
Systems in Project Management. The first one covers the development of 2D and 3D design documents
with the development of BIMs. The second one applying three-dimensional (3D) building information
models (BIM) and four-dimensional (4D) and fully integrated and automated-project processes. Both
require graduate standing to take the courses. Similarly, University of Washington offers CM 515
Innovative Project Management Concepts to reflect on emerging (BIM) technologies in the context of
Project Management and Integrated Delivery, and includes visualization, 3D clash detection, fabrication
automation, digital site layout, 4D modeling, as-built model generation, and digital information
management.

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Table 1. Content Descriptions of Typical CAD/BIM Graphics Courses from Different Universities
Course University Department Year Description
This first course in the graphics sequence for AE and CM students teaches the basics of CAD drafting and Building Infor-
mation Modeling (BIM).
AE 1312: Introduction
MSOE AE, CE, CM Freshman The CAD programs used are AutoCAD and REVIT Building. No previous CAD experience is required. General CAD top-
to BIM I
ics include basic drawing and editing of details in AutoCAD, 3D building modeling, and an introduction to the concept of
utilizing REVIT Building to produce estimates.
CEE 1770: Introduction
to Engineering Graphics Georgia Tech AE, CE Freshman Introduction to engineering graphics and visualization including freehand sketching, 2D/3D and solid CAD models.
and Visualization Development and interpretation of drawings and specifications for product realization
An introductory course in the area of computer graphics documentation for civil engineering- and construction-related pro-
CGT 164: Graphics For
Purdue fessions.
Civil Engineering CE Freshman
University Experiences focus on accepted industry graphic standards and their technical visual applications. The course emphasizes
And Construction
creation and distribution of graphics to enable communication.
CE 107: Introduction to
Civil Engineering USC CE Freshman Graphic communication and drawing; use of instruments, lettering, dimensioning,
Graphics and detailing of engineering drawing; free-hand sketching, drafting, and modeling.
ENGR 2100: Intro to
Clemson Uni-
Engr/Computer CE Freshman Introduction to graphics applications or engineering and related professions. 2D and 3D drawings are used to visualize,
versity
Graphics communicate, rapid prototype and analyze engineering problems.
EGEN 116:
ENGINEERING Montana State
CE Freshman
GRAPHICS University
LABORATORY Hands-on laboratory experience in two dimensional computer-aided design (CAD) for engineering design graphics.
ENGR 100: Beginning Introduces students to computer-aided graphics techniques and the use of a state-of-the-art, computer-aided design/drafting
Drexel Uni-
Computer Aided Draft- AE Freshman package. Students will learn 2-D and 3-D modeling techniques to support the design process. All students will be required
versity
ing for Design to take a competency quiz on 4 of 6 available AutoCAD labs.
Florida Inter-
BCN 2253: Building
national Uni- CM Sophomore Prepare plans, elevations and sections appropriate to general construction using computer assisted modeling
Construction Drawing
versity techniques
IDES 240: Computer- Michigan
Aided Design for De- State Univer- CM Sophomore
signers sity Designed to help students use the software to represent 2D and 3D objects.
AE 222: Working Draw- Materials and methods of construction used in residences and commercial buildings; preparation of working drawings for
Penn State AE Sophomore
ings small building.
Washington
CSTM 254: Construc-
State Univer- CE Junior Visual literacy and details in construction documents using drawing
tion Graphics
sity techniques.
This is a special topics course which is focused on an ongoing research project aimed at the development of a BIM Execu-
AE 597G: Building In-
tion Planning Guide. This guide is targeted toward owners and early project team members with the goal to assist them in
formation Modeling Ex- Penn State AE Graduate
the selection of appropriate BIM technologies along with the development of an execution plan for implementing appro-
ecution Planning
priate BIM technologies on a project.
MCM 602: Construction Philadelphia Design to advance Revit, including architecture, structure, and mechanical, electrical, plumbing (MEP) components. Stu-
CM Graduate
Information Modeling University dents are also introduced to estimating and collaboration skills with Revit.

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Although CAD/BIM courses can be thought in different times throughout the AEC curriculum, it is
essential to: (1) cover the basics of the graphics content at the beginning of the degree and (2) integrate
BIM in design courses whenever possible. This paper focuses on the first part, and details a CAD/BIM
course as a key element of the AEC curriculum. The next section will give an overview about the course
and how CAD and BIM are handled in the same course.

3. THE CAD AND BIM COURSE OVERVIEW

"AE 1312 Introduction to BIM I" is the first course for AE, CE, and CM students to teach the basics of
CAD and BIM. The course teaches Autodesk AutoCAD and Revit. As the students take this class on the
first quarter of the freshman year, they are not required to have any previous experience. At the first class,
the students are told about the content of the class, as well as the fundamental differences between CAD
and BIM. The lecture material is introduced through a series of structured lectures and workshop hours.
At the first class of each week, the students are introduced the related topic and the professor performs the
required work in class. At the second class of each week, students use workshop hours to practice the
required work on their own laptops and ask the professor one-to-one questions to clarify unclear points.
As the pace of each student is different in using the related software, one-to-one workshop hours enable
the professor to help students better on their own timing.
The lecture program focuses on AutoCAD for the first 5 weeks of the quarter by using the AutoCAD
Manual created by the MSOE professors. The next 5 weeks cover Revit architecture topics by using
"Commercial Design Using Revit Architecture" (Stine, 2014). The weekly schedule of topics is shown in
Table 2. As the topics are extensive and cumulative, students’ progresses are tracked by weekly
assignments. For example, for the topics covered in Week 1, they have an assignment due at the
beginning of the first class of Week 2. Additionally, they have 2 quizzes on AutoCAD and 1 quiz and the
final exam on Revit. They are expected to deliver certain figures or building components within the given
time limits of the exams.

Table 2: Weekly Schedule of Topics

Weeks Topics
MSOE network requirements, AutoCAD menu structure,
Week 1 Coordinate systems, Entity creation, Deleting and basic editing of entities,
Saving drawings, Setting up a new drawing using limits
Week 2 Creating circles and arcs, using object snaps, Using layers
Week 3 Adding dimensions, Dimension options AutoCAD, Adding text, Crosshatching
Week 4 Moving and copying entities, Creating Blocks
Week 5 Block Attributes, Prototype Drawings, Title Block Creation and Use, Use of Viewports
Week 6 Getting Started with REVIT
Week 7 Wall types, Doors, Windows
Week 8 Wall types, Doors, Windows, Elevators
Week 9 Floors, Floor to Floor Height, Common Walls
Week 10 Roof Types, skylights
Week 11 Final Exam

The expected outcomes of the class includes but not limited to: (1) learning the basics of AutoCAD
and Revit, (2) being familiar with the user-interface, (3) being able to detect the students' own mistakes,
(4) creating building plans and architectural systems, and (5) being able to use both software in the
forthcoming courses and for students' future professional career. The assignments and exams test students'
knowledge, as well as timing and organizational skills to determine whether they complete the course
requirements successfully to pass, or not. Considering the fast speed of the quarter system, the students
are expected to balance their time while learning both AutoCAD and Revit, which are two different
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drawing/modeling tools. By this way, the students are challenged to improve their technical skills and
study habits via the simultaneous introduction of the two software tools.

4. STUDENT SURVEY AND EVALUATION OF RESULTS

To find out how the perception of students was in CAD and BIM-based software in terms of ease of use,
ease of learning, and benefits for the curriculum and construction industry, the students were given a
survey at the end of the quarter. The survey was filled by all students in two sections. Forty eight survey
results were collected. The data collected was a mix of quantitative and qualitative information. The
students were asked multiple choice questions, which resulted in quantitative date. On the last part of the
survey, feedbacks from students were collected with the help of open-ended questions.
The first part of the survey included questions regarding the background of the students. As all AE,
CE, and CM students were required to take this class, the students were asked about their degrees. The
degree distribution of students is shown in Figure 1. As given in this figure, nearly half (45%) of the
students in the class were in the AE degree program, while 11% were CM, 13% were AE/CM, and 31%
were CE. The students were also asked about their previous experience in the construction industry in
general. Only 21% of the students had previous experience (such as internship, part-time, or full time
jobs), while most of the class (79%) did not have any experience.

50.00%
45.00%
40.00%
35.00%
30.00%
25.00%
20.00%
15.00%
10.00%
5.00%
0.00%
CM AE  AE/CM  CE

Figure 1: Degree Distribution of Students

In the second part, data regarding the link between construction experience and the drawing tools, and
the benefits of CAD/AutoCAD and BIM/Revit for their future career were collected. For the question of:
"I think previous construction experience is needed to better use ________ to design a structure", most of
the students (40%) voted for "Neither Revit nor AutoCAD" as given in Figure 2. This shows that the
majority of the students did not see previous experience as a requirement to cover the basics of AutoCAD
and Revit.
The following part of the survey included questions to compare AutoCAD and Revit from various
perspectives such as ease of use, ease of learning, and benefits for the curriculum and construction
industry. The students were given questions like: "I think there is an increasing demand for graduates with
_______ knowledge in construction industry" and "I believe learning _______ is beneficial for my future
career" to choose between or select both AutoCAD and Revit. Around 76% of the students thought that
there was a need for graduates with both AutoCAD and Revit knowledge, while around 82% of them
believed that both AutoCAD and Revit would be beneficial for their future career. Only small amount of
students chose between AutoCAD and Revit, showing that the students were aware of the increasing trend
in BIM tools such as Revit and also, they knew that CAD tools were still in the industry and would stay
there for a while.

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45.00%
40.00%
35.00%
30.00%
25.00%
20.00%
15.00%
10.00%
5.00%
0.00%
Revit AutoCAD  Neither Revit nor 
AutoCAD

Figure 2: Results for "I think previous construction experience is needed to better use ________ to
design a structure"
The CAD and BIM assignments were not similar by the difference in the nature of the tools. CAD
assignments were based on ‘drawing’ building structures as CAD is a drafting tool. On the other hand,
BIM assignments were based on ‘modeling’ building elements with their properties as BIM is a modeling
tool. In terms of the ease of use comparison questions, 82% found it easier to create an architectural
model with Revit compared to AutoCAD. In a similar fashion, 69% found it time consuming to generate
the architectural model in AutoCAD compared to Revit. The results were dominant on the side of Revit in
terms of the friendliness of the user-interface and help functions, as shown in Figure 3. Additionally, 68%
of the students found it easier to self-detect mistakes in Revit, while 31% voted for AutoCAD. On the
other hand, when students were asked about the easiness of self-teaching Revit compared to AutoCAD
(i.e. without training or workshop instructions), 45% agreed Revit was easier to self-teach, while 55%
disagreed and were in favor of AutoCAD.

70.00%

60.00%

50.00%

40.00%

30.00%

20.00%

10.00%

0.00%
Revit AutoCAD 

Figure 3: The Results for "The user-interface and help functions were friendlier in ______"
The dominance of Revit was apparent in the following questions, which asked about easiness of
understanding the structures and architectural systems. 97% of students agreed that they can create a
Revit model including floor plans, elevations, and 3D view by themselves, after taking this class. More
importantly, 100% of students agreed that they can study on their own to improve their Revit skills, as
they got the basics in this class. This result was one of the expected outcomes of this class, and it was
fulfilled successfully with 100%. Similarly, 100% of the students thought that there is a need to integrate
Revit into the related design courses in the curriculum.
For the final part, students submitted written feedback on what they liked most in AutoCAD and
Revit. Regarding Revit, 45% of the students wrote positive comments about the ease of creating the 3D

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view and updating the design. More than 30% liked ease of use, and around 10% just put "everything"
showing that Revit is their preferred software.
In terms of the evaluation from an instructor's point of view, the students had to cope with two
dissimilar styles of software. At the time, when they got used to entering AutoCAD commands and using
AutoCAD interface, they switched to Revit that required the creation of building elements in a different
style. While in AutoCAD, only drawing elements were created, in Revit, building components were
created as models including their properties. Although, the students were struggled with some problems
while practicing the software programs, they appreciated workshop hours for the opportunity of getting
hands on experience. The survey results showed that they know the importance and future potential of
Revit and willing to improve their Revit knowledge in further courses as well as in the construction
industry.
The survey results were further used to improve the learning outcome of CAD/BIM courses. With
its current status, the survey results fulfills all of the expected learning outcomes of the course (as
mentioned in Section 3). The students are already aware of the importance of BIM/Revit for their future
endeavor. However, the importance of CAD needs to be pointed out for students. Additionally, the
expected outcomes should be extended to change a BIM/CAD course from being a software-only course.
The following learning outcomes are proposed to extent the limits of possible CAD/BIM courses: (6)
understanding the value of CAD tools and the link between CAD and BIM, (7) recognizing the
importance of CAD and BIM for AEC students, (8) working collaboratively on BIM projects, and (9)
using BIM models for various purposes such as estimating or energy analysis.

5. CONCLUSIONS AND FUTURE WORK

This paper approached graphics education in the AEC curriculum by analyzing the student perspectives
on both CAD and BIM software courses. An example freshman level course from MSOE was used to
collect data from students through a structured survey. The survey revealed that most of the students did
not think past industry experience was required to fulfill the requirements of such as freshman CAD and
BIM class. Most of the students were aware of the importance of both AutoCAD and Revit in their future
processional career. The results also indicated that the students kept track of the industry changes, as most
of them said there was a need for graduates with both AutoCAD and Revit knowledge. Comparing
AutoCAD and Revit functions specifically, the majority found Revit easier to use than AutoCAD, and
AutoCAD more time consuming compared to Revit. The ease-of-use of Revit mostly caused by the
friendliness of the user-interface, help functions, and self-detection of mistakes. In overall, all students
agreed that they can study on their own to improve their Revit skills, as they got the basics in this class.
This was the indication that students needed to learn the logic behind BIM and Revit in a class during
their undergraduate education. They should be introduced Revit in the AEC curriculum to be able to make
the software an essential part of their professional lives built upon what was thought in class. This was
one of the expected outcomes of this class, and it was fulfilled successfully. The students were also
advocates of integrating Revit into the related design courses in the curriculum, which showed that they
were comfortable in using the software and they were willing to see its applications throughout the
curriculum.
Considering the results from students’ perspectives, it is suggested to have an undergraduate course to
introduce BIM to AEC students earlier in their studies. The BIM content of the class can be limited to the
freshman course example in this paper to offer basic modeling techniques. It is also suggested to separate
AutoCAD and Revit into different courses, so that students can focus on one software and one type of
user-interface at a time. When students learn the basics of BIM/Revit, BIM can be integrated into
different types of courses. An example can be a senior design/capstone course, where students can design
and create a real building by using BIM.
The above observations will help educators to improve the design of CAD and BIM courses to better
help students in their learning process. There is, for sure, room to improve this topic by researching on
higher level courses than freshman, which are dedicated to more advanced modeling concepts with BIM,

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such as using structural and mechanical, electrical and plumbing (MEP) systems. Another possibility is to
change the sequence of teaching CAD and Revit, i.e. teaching Revit first and CAD second to see if there
is a change in the survey results. Additional studies can be performed to compare various CAD/BIM
courses worldwide in the future.

REFERENCES
Becerik-Gerber, B., Gerber, D.,and Ku, K.(2011). "The pace of technological innovation in architecture,
engineering, and construction education: integrating recent trends into the curricula." Journal of
Information Technology in Construction (ITcon), 16, 411-432.
Buchal, R.O. (2001). "Incorporating solid modeling and team-based design into freshman engineering
graphics." Engineering Design Graphics Journal, 65(1), 19-29.
Dean, R. (2007). "Building Information Modeling (BIM): Should Auburn University Teach BIM to
Building Science Students?", Graduate Capstone, Department of Building Science, Auburn
University.
Ibrahim, R., and Rahimian, F.P.(2010). "Comparison of CAD and manual sketching tools for teaching
architectural design." Automation in Construction, 19(8), 978-987.
McGraw-Hill. 2012. "The Business Value of BIM in North America: Multi-Year Trend analysis and User
Ratings (2007-2012)." Smart Market Report, McGraw-Hill Construction, Bedford, MA.
McGrawHill. (2009). "The business value of building information modeling: getting building information
modeling to the bottom line." SmartMarket Report, McGraw-Hill Construction, Bedford, MA.
Peña-mora, F., Vadhavkar, S.,and Aziz, Z.(2009). "Technology strategies for globally dispersed
construction teams." Journal of Information Technology in Construction, 14, 70-80.
Sacks, R., and Barak, R.(2010). "Teaching building information modeling as an integral part of freshman
year civil engineering education." Journal of Professional Issues in Engineering Education and
Practice, 136(1), 30-38.
Sacks, R., Eastman, C.M.,and Lee, G.(2004). "Parametric 3D modeling in building construction with
examples from precast concrete." Automation in Construction, 13(3), 291–312.
Stine, D.J., (2014). "Architectural Commercial Design Using Autodesk Revit 2015." Mission, KS: SDC
Publications.

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ADVANCING BUILDING INFORMATION MODELING KNOWLEDGE

THROUGH ENGAGING STAKEHOLDERS AT LOCAL AND
REGIONAL LEVELS

Gonzalez Michael Angel, Lecturer II, [email protected]

Department of Civil Engineering, University of New Mexico, Albuquerque, NM, USA

ABSTRACT
Increasingly, Building Information Modeling (BIM) is being integrated into Architectural,
Engineering, and Construction (AEC) coursework because of the increasing demand for a BIM
educated workforce in the AEC industry. The necessity for educators who have sufficient BIM
knowledge, skills, and abilities (KSAs’) to teach BIM related courses is critical in most AEC fields.
Research institutions offer an optimal opportunity to help meet the current and future need of
educational institutions by developing the environment to collaborate and foster learning within a
regional area. Leading institutions have taken a role by developing advanced programs targeting
research areas specific to their strengths. BIM integration has also led the AEC industry to help
foster collaboration between university programs and research opportunities.
Inspiring Science and Engineering students, especially underrepresented groups, towards
innovative technology research is a goal of many engineering programs. Inspiring engineering
students towards BIM research is the challenge of faculty at some institutions which do not have
the knowledgeable faculty or resources to accomplish the greatly needed KSAs’. Many studies
have identified the need for engaging academia, AEC industry, and government to involve in
discussion and research associated with BIM interactions and challenges at every level.
Establishing connections with the professionals in industry to gain additional insight of the need
for advancing the body of knowledge (BoK) related to BIM and innovative technologies
establishes the need for research. This paper uses a case study, a structured event to demonstrate
how to help foster the atmosphere of engaging major stakeholders with vision to that end.
Keywords: architectural–engineering–construction AEC, building information modeling - BIM,
BIM education, BIM research, Body of Knowledge - BoK, civil engineering education,
collaboration, inspiring, knowledge–skills–abilities KSAs, pedagogy
1. INTRODUCTION
In the past and especially the last decade there has been an increased and urgent awareness that the
United States is failing in preparing an appropriate number of students, teachers, and experts in
the areas of science, technology, engineering, and mathematics (STEM) to meet the present-day
and impending future demand in STEM careers (Kuenzi, et al, 2006). U.S. high schools have been
failing to reach student aptitude goals especially in mathematics and science, while many students
are being educated by teachers lacking adequate subject matter expertise (Levine, 2006). Such
concerns have led the National Science Foundation (NSF), a federal funding agency, to support
research and develop multipronged approaches to increase STEM awareness and participation
nationally (Bonsiewich, 2004).

Proceedings of the CIB W## 2016: 10th BIM Academic Symposium –Orlando, FL, U.S.A., 4-6 April

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The notion of American exceptionalism of past dominance in STEM fields is evolving when
it comes to the global competition for highly educated and skilled workers in the STEM fields. If
trends continue, America may be considered exceptional for the simple reason that it can no longer
hold itself at the pinnacle of innovation and economic dominance. Fewer students are coming out
of U.S. educational institutions prepared to meet the demands of current and emerging high-
technology industries (Kuenzi, et al, 2006; Morgan, 2013). Expertise in STEM fields was once the
domain of U.S. students and entrepreneurs, but over the past quarter-century American students
have lost ground to Asian and European colleagues (Holdren, 2010). The impacts of this global
competition ripple through the U.S. economy as innovators and emerging industries look beyond
U.S. borders to more fertile recruitment marketplaces with larger pools of STEM-trained talent
(NSF, 2010). The pipeline of U.S.-born students flowing through STEM academic fields has
diminished both in terms of quality and quantity, becoming a “top priority for researchers,
policymakers, educators, and youth development experts” (GSRI, 2012, p. 4).
The last three U.S. Administrations have all introduced policy to promote advancement of
STEM fields, to stop the tide of loss. In early 1993 President William Jefferson Clinton introduced
“Technology for America’s Economic Growth: A New Direction to Build Economic Strength,”
and ascertain three main goals: (i) Long term economic growth that creates jobs and protects the
environment; (ii) A government that is more productive and more responsive to the needs of its
citizens; and (iii) Regain world leadership in basic science, mathematics, and engineering.
President Clinton’s policy laid out objectives for Technology Policy to encourage economic
growth by: Strengthening industrial competitiveness and creating jobs, inspiring innovation and
investment in new ideas, providing management of technology, building partnerships among
industry, government, and universities; and transforming the U.S. from the Industrial Age to the
Information Age (Clinton, 1993).
Today, more than 20 years later, according to National Science Board (2014), the global
demand for a knowledge-intensive (KI), workforce is increasing due to expanding knowledge-
intensive economies which rely on innovations developed through research which translate into
commercial and economic value. Knowledge and technology intensive industries (KTI)
represented 27% of the world gross domestic product (GDP) in 2012, but in the U.S. these
industries accounted for 40% of GDP, larger than any other country. Science and Engineering
(S&E) trends towards KI economies which rely heavily on research, commercial exploitation, and
intellectual work; which depend on investment in research and development (R&D) to produce
useful innovations which significantly depend on higher education that prepare students to use
S&E knowledge and research skills to develop better processes, products and perform services
(http://www.nsf.gov/statistics/seind14/), (Yoder, 2013). These evolving knowledge-intensive
economies rely on dependable infrastructure in their communities, including contemporary and
reliable transportation and information technology systems used in a broadly educated and literate
population to enable them to function effectively.
2. THE NEED
The last few years the American Society of Civil Engineers (ASCE), quadrennial report-cards,
related that the vast infrastructure is in great need of repair and or replacement
(http://www.infrastructurereportcard.org/). Civil engineering has a wide-ranging set of sub-
disciplines, which consist of transportation, structural, geotechnical, environmental, and water
resources which include wastewater, and drinking water. According to ASCE, women and
minorities are woefully underrepresented within its ranks. Consequential of substantial research

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on paltry retention rates of undergraduate engineering students, a thorough understanding of the

students’ decisions not to remain in engineering programs or their ability to perform well enough
to be retained is not there (Bernold, 2007).
Sustainability issues arising from population growth and expansion of urban areas demand the
increase of civil engineers to accomplish the monumental tasks of infrastructure revitalization.
Engineers will be needed to design, build, and expand intelligent transportation systems, increase
water supply, control pollution, and construct buildings or repurpose existing building facilities.
They also will be needed to repair or replace and maintain existing roads, bridges, and other
underground infrastructure. The AEC industry will require increased efficiency in the design,
construction, and maintenance processes to meet these challenges. Integrating BIM and other
innovative processes are some ways to help realize the shortfall of engineers which will be needed.
3. CHALLENGES & RESEARCH
Underrepresented groups are those groups whose representation in STEM is less than their
representation in the population as a whole—namely Hispanics, Blacks, and Native Americans in
engineering undergraduate programs. Women and underrepresented minorities rose from slightly
less than 26% of the engineering programs to 26.2%, but not near their respective demographics
nationally (Hrabowski, 2011). In 2006, underrepresented minority groups comprised 28.5% of the
U.S. population, but only 9.1% of college-educated Americans in S&E occupations, suggesting
the proportion of underrepresented minorities lacking in S&E would need to triple conservatively
to match their share of participation in the overall U.S. population (Hrabowski, 2011). A review
of available data suggests that increasing the share of students from underrepresented groups who
attain a bachelor’s degree requires dedication to three critical stages: graduating from high school,
enrolling in college, and persevering in college to bachelor’s degree completion. Of the total S&E
bachelor’s degrees, women currently earn approximately 57% since the late 1990s mainly in
biological, agricultural, social sciences, and in psychology; this same period saw women’s
participation in computer sciences, mathematics, physics, engineering, and economics decline
respectively. NSF projections see increases in higher education and are forecasted to come mainly
from minority groups particularly Hispanics and Asians (NCES, 2010). It can be argued that
underrepresented groups in STEM fields including civil engineering are the most available groups
to increase matriculation into freshman engineering programs. Specifically Hispanic
demographics are projected to have the largest increase in the U.S. population and represent the
largest pool of candidates available to increase participation in civil engineering (U.S. Census,
2010).
What are some of the possible reasons that are keeping more of the available underrepresented
groups from enrolling, and graduating from civil engineering programs? Dundee Holt (2002)
specifies some reasons that might be keeping underrepresented groups from enrolling, and retained
through graduation in engineering programs; she states some research has indicated that the white-
male domination in overall engineering programs might be at the forefront of some of the issues
(also see, Hrabowski, 2011). Holt (2002) states that underrepresented minorities may suffer
extreme racial isolation in engineering programs which she defines as the experience of “only-
ness”. Lending support to Holt’s research, (NSF, 2010) Beering suggests stereotyping attitudes of
gender and minorities often leads to an unaccommodating or adverse learning environment which
may diminish self-efficacy, or one’s belief in capabilities to learn and successfully perform in
undergraduate engineering programs. According to Holt (2002, p. 24), the challenge remains with
engineering institutions. “All students suffer through the rigorous curriculum and the less-than-

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welcoming environment, but the added experience of “only-ness” can break even the toughest and
ablest students”. She identifies that underrepresented minorities are less likely to suffer “only-
ness” at institutions that serve minorities or programs with supportive diversity infrastructures and
minority engineering program administrators (MEPs) (Holt, 2002).
Women and minorities as engineering undergraduates experience high attrition rates (Marra et
al, 2009; NSF, 2010). Low self-efficacy of possible underrepresented and female engineers draw
a parallel with the apparent lack of participation in engineering programs, possibly due to negative
attitudes of fellow students and faculty, and may be somewhat to blame for this manifestation
(Ford, et al, 2000; NSF, 2010). Some indications suggest that many of the most talented college
students, including women and minority students, have been moving away from STEM fields
toward other professions (Blue, et al, 2005; Hill, et al, 2010; Reichert, et al, 1997). Often U.S.
students determine early in their education that STEM subjects are too tedious, challenging, or
inhospitable, leaving them inadequately prepared to meet the challenges that their generation will
face (Hill, et al, 2010; Holdren, 2010). Examining Disparities in College Major by Gender and
Race/Ethnicity, Catherine Riegle-Crumb and Barbara King (2010) identify factors that shape
students choices of college major well before they set foot on a college campus. They identify that
a student’s prior academic preparation is the strongest predictor of entrance into STEM majors.
The indication is that this is not really performance-based, but rather not being prepared in
elementary through high school grades for STEM education seems to be the obstacle to equity in
STEM majors with respect to minority and underrepresented groups in engineering programs.
4. CURRENT TRENDS & CONCLUSIONS
Engineering education in the United States has undergone a profound transformation, from a
strong focus on engineering practice to the current emphasis on scientific fundamentals and
mathematical analysis (Prados, 1998). Driven by major federal investment in university research
has led to a structural change in engineering faculty philosophy, away from its traditional origins
in professional practice, toward an academic science perspective with gains based primarily on
research achievement. Rapid and innovative development of technologies have increased attention
on the need for new forms of engineering instruction that will equip graduates with more
competent skills in communication, collaborative teamwork, data assimilation, and fiscal
understanding, as well as rigorous technical and theoretical competencies. Engineering education
is now beginning to adopt this new paradigm, but academic culture changes slowly; the new
paradigm will take some time to be integrated in the majority of U.S. engineering schools. Leading
the force for change include efforts of the NSF, engineering professional societies, engineering
college advisory boards, and the Accreditation Board for Engineering and Technology (ABET).
University and departmental engineering programs must come to the realization that there are
three specific goals and objectives for the respective degrees based on the perspective of first the
administration, which seeks to have engineering students go through their program as quickly and
efficiently as possible; second the faculty, which seek to have the students gain knowledge and
theory, and synthesize that theory within a defined period of time, and possibly go on to graduate
school; and third, the student’s perspective of gaining the knowledge, skills, and entry-level
abilities to find gainful employment in a possible life-long stable career. The appropriate area is
the middle convergence of the three-circle vin-diagram where all three are satisfied, and where we
are all dedicated to developing critically thinking engineers who have competencies in new
technologies, well-established theories, and would be motivated to seek advanced degrees in their
field of study. The beneficiary of these outcomes will be the universities, the students, and society

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as a whole. Not being afraid to reinvent S&E programs to meet the new challenges of the 21st
century and establish new pathways into engineering education must be the selfless driving
motivation in the paradigm of change.
Inspiring students, especially women and underrepresented minority groups to learn how to
learn based on their specific learning strengths like group research projects, team assignments, and
study groups often demonstrates the faculty’s dedication to mentoring and providing avenues for
success in their respective coursework. These early successes can often be the catalyst to inspire
these groups to continue in their engineering programs. The outcome of refining undergraduate
programs in engineering with critical analysis to the quality of coursework is not measurable at
this point. Only through systemic changes, adaptations, and refinements in coursework, faculty,
and motivations can we prepare the next generation of engineering students to gain necessary
knowledge intensive skills they will be expected to have going into the workforce, or pursuing
advanced degrees and completing higher level research, which is the main goal of most research
institutions (Beede, et al, 2011, Woods, et al, 2000). Integrating innovative technologies like BIM;
three-dimensional scanning and printing; database creation, management, analysis, and
nanotechnologies into course curriculum are excellent methods for engineering students to become
inspired and more involved in their engineering programs which distinguish their academic resume
from others.
Students will ultimately make their decision to stay in the S&E programs with their
pocketbook, but it is up to the faculty to whether they will stay in or go away from engineering
programs based on how welcoming they are and inspiring they can be; by directing them to the
proper resources and support available to them to help them succeed. Many students and faculty
specifically come to engineering programs with diverse populations, some only to be dismayed at
the constraints imposed arbitrarily through the bureaucracy and status quo. Finding new ways to
integrate women and underrepresented minority groups into engineering programs must be the
goal of all educational institutions, specific to the local demographics first, and secondly as the
overall demographic of the changing nation. Hispanic women in civil engineering programs offer
an excellent opportunity to break the cycle of generational poverty in New Mexico; and obviously
Native American, and African American populations in different geographical regions as well.
More research must be completed on underrepresented groups, namely Hispanics in
undergraduate civil engineering programs to appropriately make recommendations for future
investment to ensure diversity goals are met eventually. Identifying top performing undergraduate
civil engineering programs nationally, and comparing results to successful national leading
underrepresented civil engineering programs may provide the systemic framework for
restructuring programs to help achieve goals. The overall diversity demographics, including
faculty in these programs might also shed light to issues encountered in changes and
recommendations for all STEM undergraduate programs.

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5. RECOMMENDATIONS
Engineering programs which have innovative technology courses integrated into their respective
degree curriculum must also provide local stakeholders the opportunity to shape the desired KSAs’
and outcomes for engineers that will be entering the workforce and likely intern and be hired by
them. Including industry advisory committee/ boards and Government agencies are also likely to
be interested in shaping research and KSAs which will help them advance their agency’s BIM
goals and objectives (Marosi, Steinhurst, 2012).
Supplementing curriculum with invested stakeholder events like the joint bimSmartfoundation
(bSf) and University of New Mexico (UNM) BIM Summit, BIM-Storm, and learning sites like
AutoDesk’s BIM Curriculum website are excellent measures that may help inspire and foster a
better understanding of the need for a BIM educated professions, which bring new synergy and
inspired vision to the AEC industry. The UNM department of civil engineering co-hosted the 2nd
annual UNM-bimSmartfoundation Summit on Friday September 18, 2015 with a full-day of new
presentations, panel discussions, and collaborative sharing of history along with the current and
future vision of the use of BIM theories and practice in the AEC industry and current academic
research.
The 2015 UNM-bSf event brought together local practitioners, university professors,
undergraduate and graduate students from various colleges and even high school students for a
day of presentations looking at the industry from the global to the local view; truly a think globally,
act locally event. The intent was to identify how this community could work together to support
each other’s needs. Sponsors were given the opportunity to demonstrate their successes and also
included local technology support for implementing the opportunities. this is an opportunity for
the complete community to get an annual update on what is happening that they should be aware
of from many levels and then can network monthly to help each other implement those ideas. Next
year’s UNM-bSf event will start to increase the size and scope of the event to eventually becoming
a regional event which will seek to identify local BIM needs, research opportunities and attract
underrepresented students toward BIM research.
Research and innovation centers maybe the catalyst to inspire more students toward AEC
programs and inspire students to advance the overall BIM BoK and provide the anticipated needed
BIM educated workforce. These types of events also help foster collaboration and advancing the
BoK for BIM in the AEC industry to give owners a better understanding of potential lifecycle
investments through facilities management, operations and maintenance which can have long-term
impacts to society globally. BIM and Bridge Information Modeling (BrIM), 3-D Scanning and
other emerging technologies are quickly gaining traction and research opportunities and intra-
department collaboration will be available in the future. Research of resilient structures,
communities and infrastructure through the increase utilization of drones for inspection, analysis
and maintenance offer an expanded opportunity to attract new students, especially
underrepresented groups to the AEC professions.
Achieving demographic and gender equity of underrepresented groups in civil engineering,
and engineering as a whole can be realized in the future through additional and more in-depth
research and tracking demographic breakdowns in engineering programs throughout the country.
NSF and all concerned subgroups in engineering need to lead the way by adopting demographic
breakdowns in their funded research projects that include minority undergraduate students. If
minorities, including Hispanics and women are to matriculate in civil engineering undergraduate

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programs, they must feel welcomed and see a represented demographic in their faculty. Mentoring
programs that have successful underrepresented role models in PhD and Master’s degree programs
must be implemented to emulate the desired atmosphere and help diminish the stress in
undergraduate engineering students of color.
Emphasis in grade school through high school education should integrate simple basic
concepts that might help younger students identify with problem-solving skills. Dual enrollment
high school-college courses may also help bridge the gap by inspiring younger students to consider
engineering programs through early success in entry-level engineering classes. Societal challenges
and social responsibility is another avenue to involve younger students in an attempt to help solve
environmental issues such as climate change. A great way to change stereotypes and involve girls
earlier in their youth is through programs like the Girl Scouts - Generation STEM program which
seeks to mentor young girls with successful scientist and engineer female role-models.

REFERENCES

Beede, D., Julian, T., Khan, B., Lehrman, R., McKittrick, G., Langdon, D., & Doms, M. (2011).
Education supports racial and ethnic equality in STEM. ESA Issue Brief #05-11, US De-
partment of Commerce; Economics and Statistics Administration
Bernold, L. E. (2007). Understanding our students: A longitudinal study of success and failure
in engineering with implications for increase retention. Journal of Engineering Educa-
tion, July 2007, 96(3), 263-274
Blue, C. E., Blevins, L. G., Carriere, P., Gabriele, G., Kemnitzer, S., Rao, V., & Ulsoy, G.
(2005). The Engineering Workforce: Current State, Issues, and Recommendations: Final
Report to the Assistant Director of Engineering. National Science Foundation.
Bonsiewich, M. (2004). University studies engineering diversity. Civil Engineering (08857024),
74(11), 32-32.
Clinton, W.J. (1993). Technology for America’s Economic Growth, A New
Direction to Build Economic Strength. Library of Congress, Washington, D.C.
Ford, D. Y. G., Tarek, C., & Whiting, G.W. (2008). Culturally and linguistically diverse students
in gifted education: recruitment and retention issues. Exceptional Children, 74, 289-306.
Girl Scout Research Institute. (2012). Generation STEM report. Girl Scouts of the USA.
Hatch, S. E. (2008). Diversity by Design: Guide to fostering diversity in the civil engineering
workforce. American Society of Civil Engineers, ASCE Library, doi:
(10.1061/9780784409831)
Hill, C., Corbett, C., & St Rose, A. (2010). Why So Few? Women in Science, Technology,
Engineering, and Mathematics. American Association of University Women. 1111 Six-
teenth Street NW, Washington, DC 20036.
Holdren, J.P. (2010). Report President’s council of advisors on science and technology. Prepare
and inspire education in science, technology, engineering, and math (STEM) for Amer-
ica’s future. Library of Congress, Washington, D.C.
Holt, D.B. (2002). A Promise Deferred. Leadership & Management in Engineering, 2(4), 23.

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Hrabowski, F.A. (2011). Expanding underrepresented minority participation. National Academy

of Sciences, Engineering, and Institute of Medicine. The National Academies Press,
Washington, D.C.
Kuenzi, J. J., Matthews, C. M., & Mangan, B. F. (2006). Science, technology, engineering,
and mathematics (STEM) education issues and legislative options. LIBRARY OF
CONGRESS WASHINGTON DC CONGRESSIONAL RESEARCH SERVICE.
Levine, A. (2006). Educating school teachers. Education Schools Project.
Marosi, K.T., & Steinhurst, M.B. AC 2012-4475 (2012). Increasing the retention of
underrepresented students in engineering through connections with an industry advisory
committee. American Society for Engineering Education. (AC 2012-4475)
Marra, R. M., Rodgers, K.A., Shen, D. & Bogue, B. (2009). Women engineering students and
self-efficacy: a multi- year, multi-institution study of women engineering student self-ef-
ficacy. Journal of Engineering Education, 98(1), 1-12.
Morgan, S. (2013). Feeding the pipeline: gender, occupational plans, and college
major selection, Social Science Research, 42(2) 989-1005
National Science Foundation (US). (2010). Preparing the next generation of STEM innovators:
Identifying and developing our nation's human capital. National Science Foundation.
Prados, J. W. (1998). Engineering education in the United States: Past, present, and future.
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Reichert, M., & Absher, M. (1997). Taking another look at educating African American
engineers: The importance of undergraduate retention. Journal of Engineering Educa-
tion, 86(3), 241-253.
Riegle-Crumb, C. & King, B. (2010). Questioning a White male advantage in STEM:
Examining disparities in college major by gender and race/ethnicity. Educational Re-
searcher, 39(9) 656-664
US Department of Education, National Center for Education Statistics (2010). Digest of
Education Statistics. Washington, DC: National Center for Education Statistics Report
Number 2011-046.
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Education Statistics. Washington, DC: National Center for Education Statistics Report
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Woods, D. R., Felder, R.M., Rugarcia, A. & Stice, J.E. (2000). The future of engineering
education III - Developing critical skills. Change, 4, 48-52.
Website, American Society for Engineering Education, (ASEE)
http://www.asee.org/papers-and-publications/publications/college-profiles
Yoder, B. (2013). By the Numbers. American Society for Engineering Education
Journal for Engineering Education Publication 2013 ASEE Profiles of Engineering
and Engineering Technology Colleges, 2013 Engineering Statistics

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INTEGRATING BUILDING INFORMATION MODELING

ACROSS AN UNDERGRADUATE CONSTRUCTION
MANAGEMENT CURRICULUM: EXPERIENTIAL LEARNING
THROUGH A TINY HOUSE PROJECT

Wei Wu, Assistant Professor, [email protected]

Brad Hyatt, Associate Professor, [email protected]
Department of Construction Management, California State University - Fresno, Fresno, CA, USA

ABSTRACT
As building information modeling (BIM) becoming a standard component of undergraduate curricula in
architecture, engineering and construction (AEC) programs, educators have been testing proper pedagogy
to cultivate students’ knowledge, skills and abilities (KSAs) desired for effective BIM implementation. The
emphasis of BIM education, as observed from the literature, has been transforming from software skill
training to project execution and management. Project-based learning as a vetted pedagogy thus has been
broadly adopted. This paper highlighted a case of BIM integration across an undergraduate construction
curriculum and documented the experiential BIM learning using a Tiny House project. Broad student
participation, including underrepresented minority groups, and comprehensive inclusion of both lower and
upper division courses exemplify high-impact BIM educational practices. The tiny house project also
provides the desired pedagogical construct where essential student learning outcomes such as
communication, problem-solving, critical thinking and leadership can be assessed. This paper delineates
the pedagogical design in experiential BIM learning, and presented initial student learning outcomes
through the tiny house project.

Keywords: BIM, experiential learning, pedagogical design, student learning outcomes, assessment

1. INTRODUCTION
Building information modeling (BIM) is gaining continued momentum as the US construction industry
stays strong and major market players are reaping more BIM revenue (Barista 2015). The broad spectrum
of BIM implementation across the architecture, engineering and construction (AEC) sectors necessitates an
unprecedented market demand for workforce with drastically diverse set of knowledge, skills and abilities
(KSAs) to deal with day-to-day job tasks and meet projects’ business performance requirements.
Companies are facing intense challenges in human resources and many of them have integrated employee
training and continuing education programs for in-house talent development (Joseph 2011). Nevertheless,
from the longer term perspective, college education holds the promise to cultivate the next-generation of
workforce to sustain the development and diffusion of BIM (McGraw-Hill Construction 2009; Smith and
Tardif 2009). This paper describes an unique case of BIM integration in an undergraduate construction
management (CM) curriculum through a specially scaffolded learning experience, the Tiny House project.
The paper focuses on the experiential learning-based pedagogy design and articulates how it is being
utilized to improve target student learning outcomes (SLOs) as part of the strategic planning of curriculum
redesign driven by industry expectations of student BIM competencies in the regional and local contexts.

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2. BACKGROUND

2.1 BIM in college curriculum

Incorporating BIM in college curricula has gradually grown into a common practice (Barison and Santos
2010; Sabongi and Arch 2009; Wu and Issa 2014) despite considerable barriers and the lack of standard
practices (Clevenger et al. 2010; Sacks and Pikas 2013; Woo 2006). Priorities were originally given to
technological aspects of BIM while recently shifted to emphasize more on the implementation process and
the value propositions of BIM (Sacks and Pikas 2013). Comprehensive literature review conducted by (Lee
and Dossick 2012; Lee and Hollar 2013; Sacks and Pikas 2013) revealed that the trends in academia
experiments with BIM teaching strategies had migrated from individual courses to more systematic and
curriculum level integration (Barison and Santos 2010; Clevenger et al. 2010; Wu and Issa 2014). It is also
noticed that industry perspectives have been consistently consulted by scholars in pedagogic design
(Gardner et al. 2014; Lee and Hollar 2013; Miller et al. 2013) with intention and efforts to bridge the gap
between drastic uptake of BIM and the lack of competent workforce that are proficient in both technological
and business terms of BIM project execution. There are ongoing efforts in strategically planning for BIM
education and pedagogic approaches with clearly identified student learning outcomes that match desired
workforce competencies (Pikas et al. 2013; Sacks and Pikas 2013; Wu and Issa 2014).

2.2 Learning theory and pedagogy approaches in BIM education

By nature, any form of BIM education in college curricula represents a certain pedagogic theory and
practice that is deemed as appropriate to deliver the contents to students, to engage students in the learning
process, to achieve the expected student learning outcomes, and eventually to develop the BIM knowledge,
skills and abilities (KSAs) that prepare students for future roles in their professional career. Put under the
lens of Bloom’s Taxonomy (Bloom et al. 1956), the topics addressed in generic BIM education entails
knowledge of concepts, definitions, processes, practices and skills with technologies and functionalities,
analyses and applications for problem-solving in project delivery, and evaluation of implementation
strategies and assessment of project outcomes (Lee et al. 2013; Sacks and Pikas 2013). Apparently, the
breadth and depth of BIM education necessitate careful pedagogy design to ensure progressional
development of student competency, which can be facilitated with solid understanding of learning theories
and utilization of established pedagogical models. Among the best practices of documented literature,
exposure to real-world knowledge and implementation of BIM through case studies, guest lectures and
capstone projects were frequently cited as one of the most effective approaches in curriculum design and
student learning engagement (Gardner et al. 2014; Lee and Hollar 2013; Miller et al. 2013; Sacks and Pikas
2013; Wu and Issa 2014).
Practitioners appreciate BIM’s business value not only as a solution to discipline-specific issues, but
also a collaborative platform that improves communication among members of an intrinsically
heterogeneous project team (Becerik-Gerber et al. 2012; McGraw-Hill Construction 2009). The roles and
responsibilities played by project participants in domain-specific and organizational (e.g. team as a
temporary organization) contexts determine that both individual and organizational BIM competencies
should be expected from future workforce. Correspondingly, pedagogy design in BIM education should
reflect both individualized and team-based learning needs. Experiential, project-based learning thus seems
to be a promising option.

2.3 Experiential learning and project-based learning

Experiential learning theory (ELT) draws on the work of John Dewey, Kurt Lewin, Jean Piaget and others
who gave experience a central role in their theories of human learning and development (Kolb and Kolb
2005). Experiential learning (EL) has long been a part of engineering education in the form of special
projects, instruction in design and cooperative programs but most recently with greater variety and degree
of innovation (Harrisberger 1976). EL focuses on the learning process of the individual and concerns the

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development of student’s abilities, such as memory, creativity, and sensitivity to achieve knowledge (Boud
et al. 1993), which was summarized with the very popular David Kolb’s cyclic, multidimensional model
(Kolb 1984) as illustrated in Figure 1. EL is also deemed as an important facilitator to smoother transition
of students from university preparation to professional fulfillments (Lynch and Russell 2009), and
encourage the cultivation of self-directed life-long learners (Jiusto and DiBiasio 2006).

Figure 1: Kolb’s experiential learning cycle (Kolb 1984).

Project-based learning (PBL) is a proven student-centered interdisciplinary pedagogical approach (Baş
2011) that focuses on real-world issues (Chinowsky et al. 2006). PBL encourages learning in both
individual and collaborative settings where students will build knowledge (Liu et al. 2010), develop critical
thinking, creativity (Kubiatko and Vaculová 2011) and a number of essential soft skills including leadership
and communication (written, oral and graphical) (Walters and Sirotiak 2011). PBL is widely used in
engineering and construction management education (Zhang 2014), and has been increasingly utilized with
improved infrastructure support with advanced information and communication technology (Goedert et al.
2013). PBL instills metacognition and self-monitoring skills of students in facing, analyzing and resolving
problems and complexities in realistic project scenarios (Chinowsky et al. 2006), which is extremely
valuable for project-oriented domains (Goedert et al. 2013).
The combination of EL and PBL can form an ideal scaffold to student learning in BIM fundamentals
and its implementation in project scenarios in and out of classroom. It transfers the roles of instructors
through a series of activities with sustained focus on student-directed exploration, self-reflection, and
engaging in group efforts that lead to clearly defined learning goals and project outcomes of significance.
On-going assessment also provides frequent opportunities for students to receive and provide feedback as
the project is developing, which motivates critical and higher-order thinking and fosters development of
competencies in technological, social, and business dimensions of a BIM project execution.

3. THE TINY HOUSE PROJECT EXPERIENCE

3.1 Project background

A tiny house is a small building created with the intention of making a livable and comfortable space
including most of the conveniences of a typical home but realized at a much smaller living footprint
(Mitchell 2014). The Tiny House competition, launched by Sacramento Municipal Utility District (SMUD)
in the fall of 2014, challenges collegiate teams to design and build net-zero, tiny solar houses. The event is
anticipated to be held in the fall of 2016 and is spearheaded by SMUD’s Energy & Technology Center and
Community Solar program. The competition is modeled after the U.S. Department of Energy’s Solar

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Decathlon. An educator or other school administrator will mentor each team with a size of 10 to 24 students.
During the two years leading up to the event, students will design and build the energy-efficient houses
with allowable sizes between 100 and 400 square feet, and a maximum budget of $25,000. Judging criteria
of the competition cover four major categories, i.e. architecture (juried), energy (juried and measured),
house life (juried and measured) and communications (juried). Each category is further elaborated with a
list of evaluation provisions (SMUD 2015).

3.2 Project approach and BIM integration

Faculty in the construction management department envisioned the Tiny House competition as a possible
facilitator to the undergoing curriculum redesign that aimed to improve student learning engagement and
core learning outcomes including BIM, sustainability, communication, critical thinking, interdisciplinary
teamwork, leadership and entrepreneurship. Given the time frame of the competition, which lasts for two
years, a cyclic rolling strategy was taken to break down the design and construction phases of the project
and allocated critical design and construction tasks concurrently into several lower- and upper-division
courses. The goal is to maximize learning experience to students at different academic levels so there will
be enough students that have exposure to the Tiny House project at the final stage of the competition in fall
2016. Student leaders in CM and other engineering, business, marketing and mass communication majors
were identified earlier at sophomore, junior and senior levels to form a truly collaborative and
multidisciplinary project team.
BIM plays an essential role throughout this competition. Table 1 summarizes a list of courses that are
committed to support or directly incorporate certain components of the Tiny House project at different
phases, and indicates the potential learning activities and expected outcomes pertinent to BIM. As an entry
level course, CM4: Construction Graphics replaced the traditional CAD-based graphics class and laid the
foundation to essential knowledge and modeling skills for incorporating BIM in ensuing CM courses in the
curriculum. Both CM20 and CM180AS address the design efforts of the project while the former course
emphasizes the design concepts and documentation, the latter one focuses on the pre-construction aspects,
performance modeling and evaluation, as well as project execution planning. CM180B is for the actual
construction operation and management. Students are expected to build the first prototype by the end of fall
semester in 2015, and continue on performance-testing and improving the Tiny House per judging criteria
till the final competition exhibit in fall 2016.
Table 1. Curriculum integration of BIM in the Tiny House project.
Course Info BIM Learning Activities Expected Learning Outcomes
CM4: Print reading, exposure to BIM concepts; Able to: read and interpret
Construction fundamental drafting and modeling with major construction plans; create building
Lower Division

Graphics BIM software applications information models per plans

CM20: Tiny House feasibility analysis; architectural Able to: conceptualize, author and
Contracts & and structural design; construction evaluate design models; create
Specifications documentation and specification conceptual cost estimates; create
construction documentation &
specifications
CM180AS: Tiny House design review and detailing; Able to: create and check
Upper Division

Capstone 1 building system evaluation, performance construction models; conduct

modeling; cost analysis; project scheduling performance modeling and 4D
simulation; create cost models
CM180B: Tiny House construction; project controls and Able to: utilize BIM to procure,
Capstone 2 management install and manage the Tiny House
project; track budget and schedule

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3.3 Project process and experiential, project-based learning

The project kicked off in spring semester 2015, with concurrent participation of students from CM20 and
CM180AS. While CM180AS took the lead in team building, feasibility analysis and strategic planning, both
courses performed design authoring and evaluation, and performance analysis. A grand task for CM20
students was to produce the construction plans and specifications that could be passed along to CM180B
students for construction in the fall. The overall project process and expected key events are illustrated in
Figure 2.

Figure 2. Overall process map of the Tiny House project.

The experiential, project-based learning started with a site visit to a local tiny house builder. Students
were introduced to the history and philosophy of tiny house, its design criteria and construction process,
and system/material selection and performance guidelines. This direct and comprehensive exposure to tiny
houses grabbed students’ attention immediately and quickly turned into the basis for their own design.
During the feasibility analysis and strategic planning, such understanding was reinforced, which led into
the design authoring and evaluation process. Students were required to propose at least three design options,
and compare the pros and cons of each design against the competition judging criteria at a very generic
level. Interviews with local contractors and visits to material and equipment vendors were strongly
recommended to students so they could make decisions based upon real world scenarios. BIM provided
students with insights and flexibility to visualize such variances among these design options and helped
determine the optimal design. From design to construction, which signals the transition from
conceptualization to experimentation, is a critical step in experiential, project-based learning process.
Again, BIM provided students with valuable affordance to plan and control the project outcomes with
powerful 3D representation, 4D simulation and 5D cost estimating capacities. Such affordance could sustain
through the construction process when students referred to BIM for field installation, performance
verification, cost and schedule tracking, to name a few. Figure 3 updates Kolb’s experiential learning cycle
with the experiential, project-based learning process of Tiny House project so far.

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3.4 Student reflection on the Tiny House experience

In order to gauge the BIM learning experience in the Tiny House, a survey was administered to students
from CM20, CM180AS and CM180B at the end of fall semester, 2015. A total of 39 students were reached
with 21 responses (response rates at 53.8%). It was worthwhile mentioning that 90% of the students were
minorities and for 57% of them English was not the first language.

Figure 3. The Tiny House experiential, project-based learning cycle.

The surveyed focused on BIM usages and core SLOs in the Tiny House project. Top BIM usages in the
design phase include design authoring ( schematic 85%, detail 80% and conceptual 60%), feasibility
analysis (60%), visualization and presentation (60%). Top BIM usages in construction phase include plan
& specs view for scope of work (70%), measurements and framing details (65%), and construction site
layout plan (50%). For SLOs, Table 2 summarizes core SLOs in the Tiny House project experience
perceived by the students. Leadership, entrepreneurship and overall student engagement in learning
received highest rating.

4. CONCLUDING REMARKS
Appropriate pedagogic design is essential to effective college BIM education. To meet the breadth and
depth of BIM competency expectations for future workforce, pedagogical models such as experiential
learning and project-based learning were experimented through a Tiny House project in this study.
Noticeable characteristics of this project include curriculum-level BIM integration, broad participation of
minorities students at various academic levels, and a relatively flexible project time frame that allows for
repetition and continuous improvement of target SLOs. Regardless of the relatively small scope of the Tiny
House project, the BIM learning activities and student learning experience were well contained and
scaffolded. So far, student perceptions and feedback from the informed campus units and local community

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are very positive overall. Most importantly, students attained valuable BIM project execution experience at
a relatively affordable cost, which rarely happened in other pedagogical approaches. Further investigation
and a more comprehensive student learning assessment will be performed after the final competition in fall
2016.
Table 2. Student reflection on core SLOs in the Tiny House project.
Likert Scale
(1: Strongly Disagree to 5: Strongly Agree)
Category Student Learning Outcomes
Min Max Standard
Mean Variance
Value Value Deviation
Enhanced understanding of BIM
2 5 3.63 1.05 1.02
Fundamentals

concepts and definitions

Enhanced understanding of BIM usage
BIM

2 5 3.75 0.6 0.77

in different stages of project delivery
Enhanced understanding of business
2 5 3.73 0.64 0.8
benefits of BIM to different stakeholders
Enhanced skills in BIM modeling for
2 5 3.75 0.73 0.86
architectural design and space planning
Enhanced skills in BIM modeling for
Communication
BIM for Design

2 5 3.75 0.6 0.77

structural framing and detailing
Enhanced skills in BIM modeling for
2 5 3.88 0.78 0.89
building systems
Enhanced skills in design visualization
2 5 3.93 0.78 0.88
and presentation
Enhanced skills in design specifications
2 5 3.67 0.95 0.98
and documentation
Enhanced skills in building performance
3 5 3.93 0.64 0.8
and sustainability analysis
Enhanced skills in model-based quantity
3 5 3.8 0.6 0.77
takeoff and cost estimating
BIM for Problem-solving

Enhanced skills in preparing

3 5 3.87 0.55 0.74
construction site layout
Enhanced skills in extracting
construction information (e.g.
3 5 3.8 0.46 0.68
measurements, details, finishes and
workmanship) from BIM
Enhanced skills in managing project key
performance indicators (schedule, 3 5 3.73 0.5 0.7
budget, safety) with BIM
Enhanced skills in project quality
3 5 3.73 0.5 0.7
control with BIM
Essential SLOs

Enhanced teamwork and collaboration 2 5 3.88 0.78 0.89

BIM for Other

Enhanced leadership skills 3 5 4.31 0.5 0.7

Enhanced entrepreneurial spirit 3 5 4.06 0.73 0.85

Overall enhanced engagement in learning 3 5 4.2 0.46 0.68

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5. REFERENCES
Barison, M. B., and Santos, E. T. (2010). "BIM teaching strategies: an overview of the current
approaches." Proc., International Conference on Computing in Civil and Building Engineering
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Barista, D. (2015). "BIM GIANTS: Robotic reality capture, gaming systems, virtual reality - AEC Giants
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reality-capture-gaming-systems-virtual-reality-aec-giants-continue-tech>. (Dec. 15, 2015).
Baş, G. (2011). "Investigating the effects of project-based learning on students’ academic achievement
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Construction Engineering and Management." J Prof Iss Eng Ed Pr, 138(3), 234-245.
Bloom, B. S., Engelhart, M. D., Hill, W. H., Furst, E. J., and Krathwohl, D. R. (1956). Taxonomy of
Educational Objectives - The Classification of Educational Goals, Handbook I: Cognitive
Domain, David McKay, New York.
Boud, D., Cohen, R., and Walker, D. (1993). Using Experience For Learning, SRHE and Open
University Press, Bristol, PA.
Chinowsky, P. S., Brown, H., Szajnman, A., and Realph, A. (2006). "Developing Knowledge Landscapes
through Project-Based Learning." J Prof Iss Eng Ed Pr, 132(2), 118-124.
Clevenger, C., Ozbek, M., Glick, S., and Porter, D. (2010). "Integrating BIM into Construction
Management Education." EcoBuild 2010 BIM Academic ForumWashington D.C.
Gardner, J. C. H., Hosseini, M. R., Rameezdeen, R., and Chileshe, N. (2014). "Building information
modelling (BIM) education in South Australia: Industry needs." 5th International Conference on
Engineering, Project, and Production Management (EPPM 2014)Port Elizabeth, South Africa,
293-302.
Goedert, J. D., Pawloski, R., Rokooeisadabad, S., and Subramaniam, M. (2013). "Project-Oriented
Pedagogical Model for Construction Engineering Education Using Cyberinfrastructure Tools." J
Prof Iss Eng Ed Pr, 139(4), 301-309.
Harrisberger, L. (1976). "Experiential Learning in Engineering Education." American Society for
Engineering Education, Washington, DC.
Jiusto, S., and DiBiasio, D. (2006). "Experiential Learning Environments: Do They Prepare Our Students
to be Self-Directed, Life-Long Learners?" Journal of Engineering Education, 95(3), 195-204.
Joseph, J. (2011). "BIM Titles and Job Descriptions: How Do They Fit in Your Organizational
Structure?" Autodesk University 2011, Autodesk, Inc., Las Vegas, Nevada.
Kolb, A. Y., and Kolb, D. A. (2005). "Learning Styles and Learning Spaces: Enhancing Experiential
Learning in Higher Education." Academy of Management Learning & Education, 4(2), 193-212.
Kolb, D. A. (1984). Experiential Learning: Experience as the Source of Learning and Development.,
Prentice Hall, Inc., Englewood Cliffs, New Jersey.
Kubiatko, M., and Vaculová, I. (2011). "Project-based learning: Characteristic and the experiences with
application in the science subjects." Energy Educ. Sci. Technol. Part B, 3(1), 65-74.
Lee, N., and Dossick, C. S. (2012). "Leveraging Building Information Modeling Technology in
Construction. Engineering and Management Education." 2012 ASEE Annual Conference,
American Society for Engineering Education, San Antonio, TX.
Lee, N., Dossick, C. S., and Foley, S. P. (2013). "Guideline for Building Information Modeling in
Construction Engineering and Management Education." J Prof Iss Eng Ed Pr, 139(4), 266-274.
Lee, N., and Hollar, D. A. (2013). "Probing BIM Education in Construction Engineering and
Management Programs Using Industry Perceptions." 49th ASC Annual International Conference,
Associated Schools of Construction, San Luis Obispo, CA.
Liu, Y., Lou, S., Shih, R., Meng, H., and Lee, C. (2010). "A case study of online project-based learning:
The beer king project." Int. J. Technol. Teach. Learn., 6(1), 43-57.

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Lynch, D. R., and Russell, J. S. (2009). "Experiential Learning in Engineering Practice." J Prof Iss Eng
Ed Pr, 135(1), 31-39.
McGraw-Hill Construction (2009). "The Business Value of BIM: Getting Building Information Modeling
to the Bottom Line." McGraw-Hill Construction, Bedford, MA.
Miller, K. R., Farnsworth, C. B., and Weidman, J. E. (2013). "Integrating Industry BIM Practices into
University Curriculum." 120th ASEE Annual Conference & Exposition, ASEE, Atlanta, GA.
Mitchell, R. (2014). Tiny House Living: Ideas For Building and Living Well In Less than 400 Square
Feet, Betterway Home, Cincinati, OH.
Pikas, E., Sacks, R., and Hazzan, O. (2013). "Building Information Modeling Education for Construction
Engineering and Management. II: Procedures and Implementation Case Study." Journal of
Construction Engineering and Management, 139(11), 05013002.
Sabongi, F. J., and Arch, M. "The integration of BIM in the undergradudate curriculum: an analysis of
undergraduate courses." Proc., Proceedings of the 45th ASC Annual Conference, The Associated
Schools of Construction.
Sacks, R., and Pikas, E. (2013). "Building Information Modeling Education for Construction Engineering
and Management. I: Industry Requirements, State of the Art, and Gap Analysis." Journal of
Construction Engineering and Management, 139(11), 04013016.
Smith, D. K., and Tardif, M. (2009). Building Information Modeling: A Strategic Implementation Guide
for Architects, Engineers, Constructors, and Real Estate Asset Managers, John Wiley & Sons,
Inc., Hoboken, NJ.
SMUD (2015). "Tiny House Competition." <https://www.smud.org/en/about-
smud/environment/renewable-energy/tiny-house-competition.htm>. (December 24th, 2015).
Walters, R. C., and Sirotiak, T. (2011). "Assessing the effect of project based learning on leadership
abilities and communication skills." 47th ASC Annual International Conference, Associated
Schools of Construction, Omaha, NE.
Woo, J. H. (2006). "BIM (building information modelling) and pedagogical challenges." 43rd Associated
Schools of Construction (ASC) National Annual Conference, Associated Schools of Construction,
Macomb, IL.
Wu, W., and Issa, R. R. A. (2014). "BIM Education and Recruiting: Survey-Based Comparative Analysis
of Issues, Perceptions, and Collaboration Opportunities." J Prof Iss Eng Ed Pr, 140(2), 04013014.
Zhang, D. "Research on the Project-Based Learning Used in the Teaching of Construction Management
Specialty." Proc., 2014 International Conference on Construction and Real Estate Management,
American Society of Civil Engineers, 37-44.

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DEVELOPMENT OF A PEER REVIEW-BASED ACTIVITY TO

IMPROVE STUDENTS BIM PROCESS MAPPING
UNDERSTANDING
Michael Beauregard, Graduate Research Associate, [email protected]
Suleiman Alsafouri, Graduate Research Associate, [email protected]
Steven K. Ayer, Ph.D., Assistant Professor, [email protected]
Ira A. Fulton Schools of Engineering, School of Sustainable Engineering and the Built Environment, Del E. Webb
School of Construction, Arizona State University, Tempe, AZ

ABSTRACT:
Building Information Modeling (BIM) adoption has been steadily increasing in the Architecture,
Engineering, Construction, and Operation (AECO) fields. Universities have evolved in the way they teach
BIM, preparing students for this new AECO paradigm. Part of the educational challenge is in teaching
students the technical skills of how to use a constantly growing list of BIM software applications. Another
more abstract, yet equally important, component is in teaching students how to plan for the execution of
BIM on a project, requiring students be able to: define BIM phases; identify responsible parties; and
determine associated information exchanges between those parties. Prior educational research identified
challenges in getting students to develop process maps as a method to conceptualize and illustrate a BIM
execution plan. This current iteration of the research explores the value of a peer review-based, in-class
activity providing students with a simplified version of a real-world BIM planning scenario. The activity
challenged students to: conceptualize a basic level 1 and level 2 BIM process map for an example project;
trade process maps with one of their peers to analyze and assess their peer’s process maps, and; collect their
peer edited process maps and reflect on the feedback they received to include modifying their original
concepts. Pre- and post-activity questionnaires completed by the students illustrate observable shifts in
perception as a result of the activity. The results confirmed initial observations that students currently lack
understanding and comfort with developing BIM process maps to illustrate an execution plan. While the
findings of this initial implementation primarily illustrate challenges with this mode of education, they also
provided some insight into ways to further simplify the peer-review activity for future semesters. Future
work will modify the learning activity, simplifying the concepts, with the objective of enabling students to
achieve a comfort of and ability to develop process maps for BIM execution.
Keywords: BIM, BIM Process Mapping, BIM education, Peer Review

1. INTRODUCTION
The built environment has become increasingly complex. Building Information Modeling (BIM) has
responded accordingly, becoming an indispensable component of the construction process. When
effectively implemented BIM enables project participants from various disciplines to collaborate,
identifying and resolving potential conflicts prior to construction. The ability of BIM to serve as a
collaborative tool is essentially a result of the data embedded in a three dimensional model and the utility
of that data to add value to the overall project(Eastman et al. 2011). The data embedded in BIM allows for
communication between those engaged in the construction of the model, execution of the project, and
facilities management.

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A traditional collaboration of responsible parties, tasked with authoring the embedded data, is
essential to the successful implementation of BIM in support of an Architecture Engineering and
Construction (AEC) project(Eastman et al. 2011). In contrast, the pedagogical structure of BIM education
has indirectly favored the technical implementation of BIM over the interdisciplinary dialog BIM is capable
of fostering(Barison et al. 2010).
Prior research focused on project execution planning (PxP) educational strategies from the perspectives
of previous educators who lead and assisted with course instruction. The aim of this initial phase of research
was to better understand the students’ comprehension of PxP techniques and the teaching methods used to
foster this understanding (Ayer 2014). In this work, two different teaching and assessment strategies were
analyzed for presenting PxP concepts. While certain benefits were suggested by the different teaching
strategies, several common challenges were also observed related to student understanding of PxP concepts.
The research presented in this paper further explores the topic of PxP education from the perspective of
both educators and students. Specifically, it addresses the following research questions:
 Can students demonstrate an understanding of the various project participants’ roles and
responsibilities for a BIM project, effectively planning for a BIM implementation? And
 Are students able to document plausible project information flows in their process maps?

To address these questions, a new learning module was developed and implemented with students
enrolled in a fourth-year Construction Management course at Arizona State University (ASU), called CON
453. The developed learning module involved a simplified process mapping activity where students were
challenged to organize five, common BIM uses into a level-one process map, and subsequently develop a
detailed workflow for one particular BIM use (Phase Planning (4D Modeling)) in a level-two process map.
After creating these process maps, students reviewed a set of maps developed by one of their peers. Finally,
students re-reviewed their own process maps based on the feedback they received from their peer. This
paper summarizes the findings of this research from the students’ and instructors’ perspectives.

2. BACKGROUND
BIM implementation allows for more collaboration in terms of project delivery methods, providing a
paradigm shift in the current construction processes (Mihindu et al. 2008; Roorda et al. 2008). In order to
fully implement and realize BIM potential, a project manager must clearly identify the flow of information
from ground breaking through every subsequent phase of construction (National Institute of Building
Sciences 2007). The act of mapping the BIM process addresses the challenges in BIM adoption and
implementation at an early stage and throughout the project (Saluja 2009; Coates et al. 2010). Additionally,
process mapping helps to better represent the tasks a project team must perform to effectively implement
BIM at different project milestones (Saluja 2009). The construction industry has also used BIM process
mapping to identify interdisciplinary constraints and communicate the project execution plan (Kreider et
al. 2013). Moreover, sustainability efforts and green building principles are now integrating Lean standards
within BIM process maps (Lapinski et al. 2005; Klotz et al. 2007), and system engineering (Bersson et al.
2012).
It is critical for a project team to author a detailed and comprehensive process, enabling a successful
implementation of activities associated with a BIM project (Wu et al. 2014). Specifically, a process map is
defined as a visual or graphical depiction of a process flow (Cooper et al. 2013). A typical BIM process
map provides details for the execution of BIM activities, business goals, process inputs/outputs, responsible
parties, and tasks or sub-processes. However, there are two different BIM process maps that may be
involved within a project execution plan: 1) a high level map that shows the identified BIM use cases (Level
1), and; 2) a detailed map describing each BIM use case individually (Level 2) (CIC 2010). Process maps
are not intended to have a fixed structure. Rather, the structure of a process map is largely subjective,
differing by author, yet may reach a similar overall purpose. It is expected that concurrent or sometimes

 
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reiterated activities may occur within a process map for the same BIM activity (CIC 2010). However, the
design of a BIM process map can be examined to aid in the understanding of the overall BIM execution
plan, additionally, the design of the map clarifies where BIM can typically be used throughout project life
cycle (Wu et al. 2014; Cooper et al. 2013).
Overall, BIM process maps contain three primary elements (Eastman et al 2010). The first element
includes the activities that have specified purpose throughout a projects life cycle. This also serves to define
the specific tasks that BIM use-cases address. The second element represents how these activities are linked
and interrelated. This can be shown as solid or dashed lines, and arrows between the activities indicating
the direction of the information flow and precedence relationship. The third element represents the
information exchanges needed at a particular process or activity.
In general, the level of knowledge obtained is influenced by educational strategies and methods to
include process mapping and peer review (Balogh et al. 2013). Differing pedagogical strategies are
suggested by researchers to enhance BIM education specific to construction engineering and management.
For example, (Wu et al. 2013) conducted a comprehensive review of BIM teaching strategies, concluding
that a considerable number of AEC programs (16.5%) developed BIM within specific courses.
Additionally, a brief review of how BIM teaching techniques are being introduced by different universities
around the world were also investigated (Barison et al. 2010).
Universities have responded to the demand for BIM offering an ever increasing academic
offering(Sacks et al. 2013). The pedagogical models and methods used by these institutions to present BIM
education vary. In fact, there is no accepted pedagogical strategy for teaching BIM in AEC-related
curriculum(Woo 2006). Although BIM is commonly understood to be interdisciplinary, 90% of the
educational platforms are developed on a single Architecture or Engineering platform(Barison et al. 2010).
This uncertainty in how to best prepare students with the BIM skills necessary for future, career success in
the AECO fields supports the need for improved pedagogical strategies. This work takes a first step toward
addressing this goal by creating a learning module intended to improve student understanding of PxP
process mapping.

3. METHODOLOGY
To understand how best to present BIM process mapping learning concepts, a new learning module was
developed and implemented in a fourth-year course (CON 453) at ASU. CON 453 meets twice weekly for
a seventy-five-minute lecture and one hour per week in a laboratory setting. The course lecture focuses on
the theoretical application and potential industry impact of BIM. The lab sessions target the hands-on
execution of BIM, including model manipulation using commercial modeling software. The course
involves a semester-long project where students are challenged to develop a theoretical BIM PxP and also
apply software skills to demonstrate their BIM abilities. The learning module developed and implemented
in this research aims to better prepare students with fundamental BIM process mapping skills that can be
used on the semester project and after graduation.
Pre-activity Lecture Content:
The activity of process mapping was introduced in lecture the week prior to the study, with an objective of
creating a familiarity with the documentation, process, and purpose of BIM process mapping. Principle
aspects of a process map were covered at length to include the dialog box, inbound and outbound flow,
decision hubs etc. The lecture concluded with an overview of a completed Level 1 and Level 2 process
map, capturing informational exchanges and creating a visual connection between the completed map, BIM,
and PxP.

 
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After the introductory lecture on BIM process mapping, students were tasked with applying these concepts
through the peer-review-based process mapping activity. This activity consisted of several components,
which served to illustrate students’ perception and abilities regarding BIM process mapping. The
components involved in the activity are described in the following sections.
Pre-activity Assessments:
Prior to beginning the developed process mapping activity, a pre-activity questionnaire was given to
students along with an informed consent sheet, in accordance with the Institutional Review Board (IRB)
requirements. This pre-activity questionnaire targeted baseline information related to the students’
background experience. The initial grouping of questions targeted professional experience as well as the
students’ industry experience working with BIM. Secondary questions used a seven-point Likert-scale to
understand the students’ knowledge of and experience with: BIM, BIM process mapping, and; the role of
PxP in BIM implementation. The pre-activity assessment concluded with subjective questions to
understand the students’ experience working with BIM and PxP, as well as their overall comfort with
process mapping.
In addition to the pre-activity questionnaire, the pre-activity documentation included an informed
consent form, in accordance with IRB requirements. Students were required to complete the in-class process
mapping activity for course credit, but could elect to not allow their responses to be used for research
purposes. Because the instructor for the course was also involved in this research, a graduate research
assistant, who was not involved with course grading, administered all pre-activity documentation while the
instructor was not present in the classroom. Furthermore, this graduate research assistant maintained
possession of all research activity documents until the end of semester after grades were posted. Use of an
impartial third party, the graduate student, encouraged candid, anonymous responses from the students.
Process Mapping Activity:
Once the students had completed all pre-activity assessments, they were given the actual learning activity
documentation consisting of one Level 1 and one Level 2 process map template. The learning activity
included several different phases. To better understand what and when students considered when
completing these different components, a color-coding approach was developed. Colored pens were
distributed and collected at three transition points during the activity. A black pen was provided when
students developed their initial level 1 and 2 maps. A blue pen was used by students when reviewing their
peer’s work. Finally, red pens were used by students after the peer review, when students were allowed to
reflect on the feedback received by their peer on their original process map.
Students were given five minutes to complete a Level 1 process map specific to the 4D phase of
BIM execution. Upon completion of this activity an additional ten minutes were provided to complete a
Level 2 process map for Phase Planning (4D Modeling). This level 2 map challenged students to consider
the detailed roles and responsibilities necessary for 4D BIM implementation. While this first phase of the
activity encouraged students to spend approximately 5 minutes on the simplified Level 1 process map and
10 minutes on the detailed Level 2 process map, students maintained possession of both process maps. The
retention of both process maps enabled the student to make modifications to either map as they worked
through what they believed to be the necessary workflow for implementation. The objective of this activity
was to better assess the student’s knowledge of PxP as it relates to the exchange of information.
Once the initial process maps were complete, black pens were collected and blue pens were
distributed. Students were then instructed to exchange their developed maps with a peer and review their
peer’s work using the blue pen provided. Although peer feedback was at the discretion of the reviewer,
students were instructed to focus on the flow of information, content of the dialog box, and the exchange
of information as documented by the map author. The peer review was intended to provide students with
an opportunity to analyze a different process map after having created one on their own. The responses
generated during this phase helped to identify disparities in the comprehension of the subject matter.

 
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After students completed the peer-review activity, blue pens were collected and red pens were
distributed. Students were instructed to review the feedback they received on their original process maps,
incorporating changes as they deemed appropriate, and provide additional commentary as necessary.
At the conclusion of the mapping exercise, the Instructor and TA were again excused from the
room and a post-activity questionnaire was administered by the proctor. The post-activity assessments
included several similar questions as the pre-activity assessments related to process mapping understanding.
Additionally, the post-activity questionnaires elicited responses from the students related to their
perceptions of the peer-review process mapping activity. These subjective, open-ended responses helped
to support or question the findings from subsequent data analysis. Students submitted their completed post-
activity questionnaire at the conclusion of lecture.
Data Analysis:
After the activity was completed, the collected data was organized and refined to include only responses
from students who consented to the research and completed all activity components. Of the twenty Likert
questions asked in the post-activity survey, a total of twelve pre- and post-activity questions were matched
for a paired analysis of the findings. Evaluation of the data was completed using a paired, two sample
statistical analysis with an alpha greater than .05 supporting the null hypothesis. Of the twelve paired
questions, three resulted in a refuted null hypothesis indicating a measurable change occurred as a result of
the process mapping activity.

4. RESULTS
A total of thirty-six students consented to allowing their responses to be used and also completed all
questionnaires and process maps. The class was comprised primarily of Seniors, along with seven Juniors
and two Graduate students. Industry experience averaged 26.2 months with a median of 12 months’
experience. Of those students having experience, no student claimed to have any experience process
mapping a BIM implementation.
Four of the paired questions addressed the educational aspect of PxP to include purpose, structure,
and goals. These questions related to the students understanding of activities to include the ownership of
and planning for activities. Results of the pre- and post-questionnaire showed a measurable shift with regard
to the students’ ability to organize parallel and overlapping activities. The pre-questionnaire assessment
specific to this educational ability resulted in a mean score of 4.7 with a variation of 1.4. The post-activity
mean score of 3.8 and variance of 3.8 generated a paired two tail value of 0.0057 suggesting a measurable
change as a result of the activity. The three remaining questions related to education had a mean paired
two tail value of 0.172 which did not indicate measurable change in the students understanding of BIM/PxP
as a result of the activity.
Two of the pre- and post-questions were designed to address the concept of identification and
application of specific BIM uses most suitable for construction implementation. This assessment showed
no measurable change resulting from the activity with a mean paired two tail value of 0.383. Results of the
study did however reveal a variance increase of approximately 0.8, an average change of 36%, indicating
the students’ confidence level with respect to their understanding of the subject matter varied widely as a
result of the activity.
Managing is the third contributing factor affecting the students overall understanding of cross
disciplinary collaboration, and the survey’s addressed this topic in three paired questions. Although two of
those questions returned no measureable change, the third question yielded results suggesting a measureable
decline in confidence as a result of the activity. Researchers asked the students if the process mapping
activity improved their understanding of the communication requirements necessary to execute a BIM
project. This question resulted in a paired two tail score of 0.009 which would indicate a measurable change
in understanding.

 
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The final contributing factor as measured by the pre- and post-activity questionnaire, captured the
introduction to and application of BIM authoring tools. Unlike the first three contributing factors assessed
by the survey, the students’ understanding of process map authoring seems to have changed positively after
the learning activity. The average mean score increased from 2.37 in the pre-activity questionnaire to 3.16
in the post-activity questionnaire. The measurement of variance however, aligned with the trend having an
increase averaging 0.828 or approximately 25%. This may indicate confusion on the part of the student, or
indicate the students’ inability to assess their comprehension of the subject matter. One authoring question
asked the students to rate their ability to draft a process map dialog box. The collected data showed a
measurable change in their responses to this (P-Value = 0.0002). In contrast to the positive change as
measured from the questionnaires, of the eighty-two Level 1 and 2 process maps submitted only twenty-
two or 27% correctly depicted a process map dialog box in accordance with the template.
In total, three of the twelve paired questions were shown to have a measurable change as a result
of the peer-review activity. The research was successful in capturing the students’ realization of the
limitations of their knowledge regarding the complexity of PxP. Overall, eight of the twelve assessments
resulted in a perceived increase in understanding of the subject matter, although seven of the eight questions
were not measured as a statistically significant change. A secondary measure viewed as successful was the
impact of the peer review in enabling critical thought with regard to the process maps. Of the process maps
submitted 63% were edited by the author as a direct result of peer review feedback.
5. DISCUSSION
In reviewing the students’ process maps, it appears that processes for defining 4D Modeling and project-
level informational exchanges may still be abstract concepts to many students. Completed process maps
were reviewed for the placement of 4D Modeling in relation to the phases of the project. A secondary
review focused on the flow of information between 4D Modeling and supportive informational exchanges.
Based on the placement of 4D Modeling within the template map, 29% of the students demonstrated a lack
of understanding. It is unclear if this perceived educational gap is representative of the students
understanding of 4D Modeling as a deliverable or if the deficiency is associated with an understanding of
4D Modeling in the context of a project. An observation of student feedback collected from the peer review
included comments as such:
“It [Level 1Process Map] should end with 4D Modeling as the last task”, and
“[I] Thought all the activities were leading to 4D Modeling”
The process maps and subsequent peer review comments indicated the students did not have a clear
understanding of the purpose of 4D Modeling and the information exchanges required to develop that
deliverable. A future iteration of this research may address this challenge by choosing a BIM use for
students to plan other than 4D Modeling. Additionally, the observed results suggest potential benefits to
truncating the hypothetical project timeline, thus simplifying the placement of the BIM activities.
A secondary limiting factor appears to be the students’ familiarity with process mapping. The class
was introduced to process mapping as a business tool during a class lecture prior to the research activity.
In this lecture students were asked to create a dialog box documenting Author, Phase, BIM Use, and
Deliverable Name. Students were then introduced to the concept of information flow as defined by “inputs”
and “outputs” to the dialog box. A final topic of lecture was the placement of swim lanes indicating
Reference Information, Process and Information Exchange thus completing the map.
The students’ retention of the process mapping lecture material may have hindered their ability to meet
the expectations of the learning activity. The mean student response rate of 2.7 specific to the pre-activity
question “I am fully prepared to create a Level 1 Process Map” indicates a low level of confidence in the
ability of the class. After completing and reviewing peer review feedback, the post-activity mean rose to
3.2, but this did not illustrate a statistically significant change (p-value = 0.108). This further suggests that

 
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there is an opportunity to refine this activity to better address the students’ lack of confidence in their
process mapping abilities.
Approximately 34% of the process maps created in the study failed to use dialog boxes as a method for
documentation. Of those maps where dialog boxes were used, an additional 30% failed to clearly indicate
a flow of information. These two measurements serve as additional justification of a perceived educational
gap specific to process mapping. The written comment provided by one student, “I can’t critique because
I’m not sure I understand it”, appear to have been a common thread among students based on the peer
review commentary.
Lessons learned as a result of observation and student feedback which may impact the results of future
iterations of the study include changes to the process mapping template and a change to the targeted BIM
phase. Student comprehension of 4D modeling may have impacted the ability to effectively map the
activity and capture PxP in support of the BIM phase. Replacing the BIM phase from 4D Modeling to a
more easily understood BIM phase, such as 3D Modeling, would not compromise the intent or integrity of
the research. Future iterations of the process map template should limit the phases of construction, as called
out by vertical lines of demarcation, to align with the BIM phase. Having called out “operate”, essentially
facility management, may have added an unwarranted degree of complexity as 4D Modeling would have
completed well before entering a sustaining state.

6. CONCLUSION
The study, to include process mapping, peer review, pre and post surveys, provided valuable insight into
the pedagogical approach of CON 453. Of the four areas of cross disciplinary collaboration assessed, a
measurable change was identified in the students’ ability to organize parallel and overlapping activities,
their ability to create a process map dialog box, and their understanding of the communication requirements
necessary to execute PxP supporting BIM implantation.
An intended outcome of the research was evaluating the students’ comprehension of the complexity
associated with organizing parallel and overlapping activities associated with a PxP. The declining change
in self assessment indicates that students may have had a false sense of understanding with respect to these
concepts prior to beginning the activities. Further research is needed to understand if these concepts were
not fully understood as a result of the curriculum or the data simply reflects a knowledge gap specific to
process mapping.
The ability to create a dialog box as part of a process map is a result of an in class lecture addressing
the subject. While the measure of change in assessment of this skill was positive, the students’ assessment
of their ability to create Level 1 and 2 process maps failed to show an equally positive measurable change.
Furthermore, student narratives would indicate process mapping as a business tool documenting workflow
is not fully understood. However, the positive attributes of transitioning conceptual information into a
written document is a valid assessment of skills warranting an increased role of process mapping in further
sessions of CON 453.
A third finding of interest was a perceived inability to effectively identify and communicate the
informational exchanges necessary for BIM implementation. This educational gap may be a result of the
homogeneity in the student population, as 76% of the students are enrolled through the Construction
Management program. A secondary contributing factor may be a lack of industry experience. Results of
the pre-activity survey indicate the average industry experience to be 26.2 months, but the students in this
study were not exposed to cross collaboration as part of that professional experience.
Future iterations of the study must address the educational deficiencies which may have contributed
to a lack of understanding. The concept of embedding scheduling information within a BIM entity and the
value add the 4D model brings to a project appear to be abstract concepts, as indicated by the process maps.
Furthermore, the skill of creating a process map and using that map as a method of clearly communicating
PxP is out of reach for many of the students enrolled in CON 453. Although the path of least resistance
may involve a change in the targeted BIM deliverable, shifting away from 4D to more easily understood
concepts, class curriculum specific to the understanding of 4D modeling warrants additional review and

 
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modification. Process mapping may be introduced as a tool to better understand informational exchanges,
rather than an instrument of study.

REFERENCES:
Ayer, Steven K. "BEST PRACTICES AND LESSONS LEARNED IN BIM PROJECT EXECUTION
PLANNING IN CONSTRUCTION EDUCATION." Proceedings Papers R. Raymond Issa, Ph.
D., JD, PE, Editor.
Balogh, Zsuzsa and Marvin Criswell. 2013. “Framework of Knowledge for Master’s-Level Structural
Engineering Education.” 2014. Journal of Professional Issues in Engineering Education and
Practice 140 (1): 04013007. doi:10.1061/(ASCE)EI.1943-5541.0000176.
Barison, Maria, and Eduardo Santos. 2010. “BIM Teaching Strategies: An Overview of the Current
Approaches.” Proceedings of the International Conference on Computing in Civil and Building
Engineering, 5.
Bersson, Thomas F., Thomas Mazzuchi, and Shahram Sarkani. 2012. “A Framework for Application of
System Engineering Process Models to Sustainable Design of High Performance Buildings.”
Journal of Green Building 7 (3): 171–92. doi:10.3992/jgb.7.3.171.
“BIM Education and Recruiting: Survey-Based Comparative Analysis of Issues, Perceptions, and
Collaboration Opportunities.” 2014. Journal of Professional Issues in Engineering Education and
Practice 140 (2): 04013014. doi:10.1061/(ASCE)EI.1943-5541.0000186.
“BIM Execution Planning in Green Building Projects: LEED as a Use Case.” 2015. Journal of
Management in Engineering 31 (1): A4014007. doi:10.1061/(ASCE)ME.1943-5479.0000314.
Cooper, Tony, and Charlie Moore. 2013. “Use Process Mapping to Improve Quality.” Chemical
Engineering Progress 109 (8): 45–52.
“Delivering Sustainability: Lean Principles for Green Projects.” 2005. In Construction Research
Congress 2005, 1–10. American Society of Civil Engineers.
http://ascelibrary.org/doi/abs/10.1061/40754%28183%296.
Eastman, Chuck, Charles Eastman, Paul Teicholz, and Sacks. 2011. BIM Handbook. John Wiley & Sons.
https://books-google-com.ezproxy1.lib.asu.edu/books/about/BIM_Handbook.html?id=-
GjrBgAAQBAJ.
“Exchange Model and Exchange Object Concepts for Implementation of National BIM Standards.” 2010.
Journal of Computing in Civil Engineering 24 (1): 25–34. doi:10.1061/(ASCE)0887-
3801(2010)24:1(25).
“Framework of Knowledge for Master’s-Level Structural Engineering Education.” 2014. Journal of
Professional Issues in Engineering Education and Practice 140 (1): 04013007.
doi:10.1061/(ASCE)EI.1943-5541.0000176.
Sacks, R., and E. Pikas. 2013. “Building Information Modeling Education for Construction Engineering
and Management. I: Industry Requirements, State of the Art, and Gap Analysis.” Journal of
Construction Engineering and Management 139 (11): 04013016. doi:10.1061/(ASCE)CO.1943-
7862.0000759.
Woo, Jeong. 2006. “BIM (Building Information Modeling) and Pedagogical Challenges.” Proceedings of
the 43rd ASC National Annual Conference, 12–14.

 
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BUILDING INFORMATION MODELING SKILLS FOR CAREER

SUCCESS

Rahimi A. Rahman, Graduate Research Associate, [email protected]

Suleiman Alsafouri, Graduate Research Associate, [email protected]
Pingbo Tang, Ph.D., Assistant Professor, [email protected]
Steven K. Ayer, Ph.D., Assistant Professor, [email protected]
Ira A. Fulton Schools of Engineering, School of Sustainable Engineering and the Built Environment, Del E. Webb
School of Construction, Arizona State University, Tempe, AZ, USA

ABSTRACT
Building Information Modeling (BIM) efforts have been increasing in the Architecture, Engineering,
Construction, and Operations (AECO) fields. Many research efforts focus on BIM education to develop
educational modules that can provide students the necessary skill sets for both career and project success.
However, limited understanding about a few questions related to BIM education and implementation in real
projects might impede the construction industry from effective BIM workforce development. These
questions are: 1) What skills are correlated with BIM skills? 2) Do people who possess more BIM skills
have a higher likelihood, or decrease in years of becoming a project manager? 3) Do people who possess
more BIM skills also possess other typical skills that are not BIM skills and do these increase the likelihood,
or reduce the time to becoming a project manager? This research identifies the BIM skills, and their
relationship to project manager titles through an analysis of AECO professionals’ social media pages on
LinkedIn. The authors collected their endorsed skills and number of endorsements, current and past
positions and years of work experience. The data was analyzed to identify BIM skills and the trends between
BIM skills and project manager titles. The results illustrate an indirect relationship between BIM skills and
project manager titles. This does not necessarily mean that BIM skills do not have value to individuals’
career success. Instead, it may suggest that the newness of BIM technology might influence the lack of
correlation between BIM skills and project manager titles. To better understand this relationship, future
research will perform follow-up studies to understand whether BIM skills might lead to faster promotion
in the long run or potentially to a different path of career advancement. This understanding can enable the
education community to tailor BIM educational design to desired professional outcomes.

Keywords: AECO, BIM, education, social media

1. INTRODUCTION
A Building Information Model (BIM) is a digital representation of physical and functional characteristics
of a facility (buildingSMART alliance, 2007). Implementing BIM in construction projects could result in
diverse potential benefits (Bryde et al. 2013). Adequate BIM skills in project managers can be critical to
implement BIM successfully (Fox and Hietanen, 2007; Gu and London, 2010; Singh et al. 2011). In
addition to BIM implementation, project managers are one of the contributors to successful construction
projects (Sanvido et al, 1992; Chan et al. 2004; Pheng and Chuan, 2006).
BIM education is one of the solutions to hasten the learning curve in implementing BIM by providing
companies graduating students with adequate BIM skills (Young et. al., 2008). The education community
has started to integrate BIM into the Architecture, Engineering, Construction, and Operations (AECO)
curricula to assist the industry demand for engineers with BIM skills (Barison and Santos, 2010; Becerik-

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Gerber et al. 2011). This integration includes creating BIM courses and experimenting BIM pedagogic
strategies to incorporate BIM into the curricula (Wu and Issa, 2013).
However, limited understanding about a few questions related to BIM education and implementation
in real projects might impede the construction industry from effective BIM workforce development. These
questions include: 1) What skills are correlated with BIM skills? 2) Do people who possess more BIM skills
have a higher likelihood, or decrease in years of becoming a project manager? 3) Do people who possess
more BIM skills also possess other typical skills that are not BIM skills and do these increase the likelihood,
or reduce the time to becoming a project manager? Answering these questions can help: Students to find
out the skills they should learn; Industry to identify suitable candidates for certain positions needed in their
BIM projects; And universities to customize their design of BIM courses according to specific industry
needs.
This research analyzes AECO professionals’ social networking profiles from LinkedIn to identify BIM
skills, and the relationship between BIM skills and project manager titles. The authors collected their
endorsed skills and number of endorsements, current and past positions and years of work experiences.
Then, analyzes the collected data to identify BIM skills. Finally, identifies the trends between BIM skills
and project manager titles.

2. METHODOLOGY

2.1 Overall approach

To answer the research questions, the authors explored and analyzed professionals’ social media profiles
from LinkedIn. This data source was selected because it is the most preferential social networking platform
for business professionals (Forbes, 2012). The authors chose this type of data as an alternative to reporting
methods such as interviews and questionnaire surveys. A structured system was developed using Python to
collect the data on 14 November 2015 and 17 November 2015.
From the information collected, the authors categorized the endorsed skills into two categories: (1) BIM
skills; and (2) other skills. Skills that had at least a positive low correlation with a “BIM” endorsement were
considered for this research to be “BIM skills”. Skills that had less than a positive low correlation with
“BIM” were considered to be “other skills”. The following sections describe the method of collecting and
analyzing the data in this research.

2.2 Data collection

This research identifies individuals by using the search feature in LinkedIn. Figure 1 shows the steps taken
in filtering the profiles. The search feature only allows one thousand profiles per search query. Therefore,
the authors used the industry filter to further refine the results. This divides each search result to less than
one thousand profiles per search during data collection. This research considers only profiles from Phoenix,
Arizona to explore the local trend, which may facilitate Arizona State University’s learning objective of
adopting personalized learning practices.
The data collection focused on the following parameters in each individual’s profile: (1) Name; (2)
Current location; (3) Current industry; (4) Endorsed skills and number of endorsements; (5) First year of
employment; (6) Earliest year having only the title “project manager”; and (7) Earliest position and year
having any title containing “project manager” term. The authors collected the first three parameters to
validate and remove duplicate profiles, profiles outside Phoenix and profiles not within the architecture &
planning, construction, design or civil engineering industry. While, the other four parameters were used for
data analyses.

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Figure 1: The steps performed to filter profiles in LinkedIn

After collecting the data, the data was screened for duplicate profiles and skills. The skills feature in
LinkedIn allows members to list skills in a free manner. Thus, the authors grouped together skills that
differed based on their text case or additional special characters. For example, “3D Modeling”, “3D
modeling”, “3D-Modeling” and “3D-modeling” were grouped into one group of “3D modeling”. Then, the
authors removed skills that were endorsed for less than 2.5%, and for more than 97.5% from the total
number of profiles. This truncates the skills to be possessed by 95% of the population.

2.3 Data analysis

During data analyses, this research defines all titles with the title “project manager” excluding assistant
project manager and intern project manager as project manager titles. This includes project manager titles
with multiple titles such as “estimator/project manager” and project manager titles with sub-specializations
such as “architectural project manager.”
Assistant project manager titles were analyzed separately due to the different responsibilities of the
position, which is to assist one or multiple responsibilities of project managers; while project manager is
the ultimate person that is responsible for the whole project (PM4DEV, 2007). Although assistant project
managers do not necessarily have the same roles as project managers, they may become a project manager
in the future as their careers develop. Thus, this research also analyzes the relationship between BIM skills
and assistant project manager titles.
This research analyzed the relationship between BIM skills and both project manager and assistant
project manager titles by performing two approaches. The first approach uses bivariate correlations to
calculate the correlation coefficient between the number of endorsements of each endorsed skill and all
other skills. The same approach was used to calculate the correlation coefficient between the number of
endorsements of each endorsed skill and the number of years taken to attain the titles. The correlation
coefficient value represents the intensity of the relationship between two variables. From the intensity of
correlation as defined by Weber and Lamb (1970), this research considers correlation coefficients with at
least low correlation (≥0.20) as correlated. Here, the authors identifies BIM skills, which are endorsed skills
that have at least a positive low correlation with a “BIM” endorsement. Then, the relationship between BIM
skills and the decrease in years of having the titles were analyzed. This research also analyzed the
correlation coefficients between BIM skills and other skills. The analysis was attempted to further
understand the relationship between BIM skills and other skills that are linked with the titles.
The second approach uses binary logistic regression to analyze the relationship between the number of
endorsements for each endorsed skill towards the title project manager and assistant project manager. There
were two groups during this analysis: number “1” represents the satisfaction of the definition, while “0” for
the opposite. Here, we analyzed the relationship between BIM skills and the likelihood of having the titles.

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3. RESULTS AND DISCUSSION

Table 1 summarizes the characteristics of the collected data. During data collection, 1,784 profiles from
1,995 profiles (90%) were accessible. After data reduction, 1,543 profiles remained for data analysis. A
total of 2,787 skills were possessed by these individuals. None of these skills were possessed by 97.5% or
more of the individuals. After removing the skills that were possessed by 2.5% or less of the individuals,
133 skills remained. These 133 skills were analyzed to determine their relationship to career success.

Table 1: Summary of the data collected

Characteristics Number of Characteristics Number of Min Max Average
observations Observations
Profiles 1,543 All skills 2,787
Industry Endorsed to less than 2.5% 2,654
Architecture & planning 683 Endorsed between 2.5% and 97.5% 133
Construction 655 Endorsed to more than 97.5% 0
Design 127
Civil Engineering 78 Skills within 95% confidence interval 133
Title Endorsements 205,219 0 362 1.20
Project manager (PM) 431
PM 257 Years
PM with multiple titles 108 Of experience 1,530 0 56 15.96
PM with sub-specializations 66 In having PM title 431 0 40 5.01
Assistant PM 45 In having assistant PM title 45 0 18 5.80

3.1 Skills coexist with the skill “BIM”

Table 2 shows the correlation coefficients between skills that have at least a positive low correlation with
“BIM” and other skills listed. Correlation coefficients with “*” represents correlation coefficients that are
statistically significant at α = 0.05. Bolded correlation coefficients represents correlation coefficients having
at least a positive low correlation (≥0.20) and statistically significant at α = 0.05. “Revit”, “CAD” and “3D”
have a positive moderate correlation (0.40 to 0.69) with “BIM.” “Steel detailing”, “Navisworks”,
“submittals”, “modeling”, “construction drawings”, “AutoCAD”, “sustainable design”, “metal fabrication”,
“renovation” and “steel” have a positive low correlation (0.20 to 0.39) with “BIM.” These skills and “BIM”
are the skills that the authors consider as BIM skills.
Table 2: Correlation coefficients between BIM skills and other skills that increases the likelihood or decreases the years of having the title project
manager or assistant project manager
Project Assistant project manager
Analysis BIM
manager
Microsoft Word
Comprehensive

Skills corre-
Architectures

improvement
MicroStation
Architectural

management

lated with
PowerPoint
Microsoft

Site plans

“BIM”/ Other
drawings

planning
Zoning

Design

Tenant
skills
Office
MEP
BIM

3D 0.430* -0.011 0.017 -0.007 -0.030 0.139* 0.033 0.096* 0.063* 0.168* 0.040 0.016 -0.022
AutoCAD 0.299* -0.036 0.226* -0.012 -0.044 0.011 0.170* 0.405* 0.253* 0.307* 0.270* 0.085* -0.088*
BIM 1 -0.002 0.112* 0.077* 0.082* 0.122* 0.127* 0.019 0.012 0.122* -0.004 0.028 -0.001
CAD 0.484* -0.030 0.172* 0.014 -0.049 0.111* 0.165* 0.292* 0.207* 0.258* 0.207* 0.090* -0.066*
Construction 0.343* 0.143* 0.368* 0.186 0.214* 0.222* 0.127* 0.059* 0.009 0.091* 0.005 0.181* 0.123*
drawings
Metal 0.228* -0.010 -0.040 -0.022 -0.029 -0.013 -0.001 -0.011 0.003 -0.011 0.001 -0.017 -0.016
fabrication
Modeling 0.346* -0.006 0.023 -0.002 -0.021 0.000 -0.008 0.097* 0.067* 0.133* 0.061* 0.020 -0.022
Navisworks 0.382* -0.023 0.022 -0.044 -0.062* 0.204* 0.245* 0.020 -0.009 0.100* -0.007 0.029 -0.041
Renovation 0.215* 0.067* 0.146* 0.068 0.137* 0.056* 0.001 -0.001 -0.038 -0.024 -0.037 0.050* 0.335*
Revit 0.534* -0.026 0.210* 0.090 0.088* 0.055* 0.127* 0.145* 0.080* 0.159* 0.092* 0.002 -0.058*
Steel 0.206* -0.012 -0.048 -0.020 -0.019 -0.014 -0.023 -0.018 -0.012 -0.010 -0.014 0.012 -0.011
Steel 0.388* 0.006 0.035 0.019 0.002 0.032 0.015 0.005 -0.012 0.007 -0.014 0.006 -0.019
detailing
Submittals 0.367* 0.203* 0.291* 0.194 0.332* 0.109* 0.056* 0.001 -0.015 0.015 -0.013 0.200* 0.157*
Sustainable 0.255* 0.070* 0.316* 0.324* 0.421* 0.036 -0.065* -0.048 -0.046 -0.034 -0.023 0.083* 0.152*
design
* Represents statistically significant at α = 0.05.
Bolded represents having at least a positive low correlation (≥0.20) and statistically significant at α = 0.05.

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3.2 Relationship between BIM skills and “project manager” titles

Table 3 shows the likelihood of having the title project manager or assistant project manager for each
additional endorsement of BIM skills. Each additional endorsement for “steel detailing”, “construction
drawings” and “modeling” results in a 9.1%, 5.6% and 4.3% increase in the likelihood of having the title
project manager, respectively. These increases were higher than other BIM skills. Each additional
endorsement for “3D”, “renovation” and “Revit” increase the likelihood of having the title assistant project
manager by 24.2%, 15.7% and 8.8%, respectively. Also, these increases were higher than other BIM skills.
From these results, BIM skills increases the likelihood of having the title project manager and assistant
project manager, the highest at 9.1% and 24.2%, respectively.
Table 3 also shows the correlation coefficients between BIM skills and the decrease in years of having
the title project manager or assistant project manager. BIM skills have either positive slight correlation (0
to 0.19) or negative slight correlation (-0.19 to 0) with the decrease in years of having either title. The
results indicate that BIM skills have a weak relationship with the decrease in years of having the title project
manager or assistant project manager. This analysis does not suggest that there is a direct relationship
between possession of BIM skills and quicker promotion to project manager.
Table 3: Logistic regression results on having the title and correlation coefficients on the decrease in years of having the title project manager or
assistant project manager for BIM skills
Analysis Logistic regression Correlation
a b c d e Odds ratio 95% C.I. for odds ratiog
Skill/Variables β S.E. Wald df Sig. Pearson Correlation
Exp(β)f Lower Upper
Project manager
3D -0.051 0.039 1.730 1 0.188 0.951 0.881 1.025 0.013
AutoCAD -0.031 0.015 4.024 1 0.045 0.970 0.941 0.999 -0.030
BIM -0.015 0.011 1.845 1 0.174 0.985 0.964 1.007 0.002
CAD 0.004 0.017 0.043 1 0.836 1.004 0.971 1.037 -0.017
Construction drawings 0.055 0.018 9.589 1 0.002 1.056 1.020 1.093 0.017
Metal fabrication 0.001 0.054 0.000 1 0.990 1.001 0.901 1.111 -0.078
Modeling 0.043 0.053 0.642 1 0.423 1.043 0.940 1.158 -0.009
Navisworks -0.046 0.028 2.791 1 0.095 0.955 0.905 1.008 0.052
Renovation -0.033 0.016 3.925 1 0.048 0.968 0.937 1.000 0.028
Revit 0.008 0.012 0.494 1 0.482 1.008 0.985 1.032 -0.032
Steel -0.020 0.030 0.430 1 0.512 0.980 0.924 1.040 -0.055
Steel detailing 0.087 0.031 8.145 1 0.004 1.091 1.028 1.159 0.000
Submittals 0.016 0.010 2.628 1 0.105 1.016 0.997 1.036 0.027
Sustainable design 0.000 0.013 0.000 1 1.000 1.000 0.975 1.025 -0.012
Assistant project manager
3D 0.216 0.416 0.271 1 0.603 1.242 0.549 2.806 0.171
AutoCAD -0.139 0.083 2.795 1 0.095 0.870 0.739 1.024 0.083
BIM -0.018 0.058 0.099 1 0.753 0.982 0.876 1.100 0.051
CAD -0.337 0.232 2.119 1 0.145 0.714 0.453 1.124 0.127
Construction drawings -0.102 0.122 0.694 1 0.405 0.903 0.711 1.147 0.061
Metal fabrication -6.107 761.687 0.000 1 0.994 0.002 0.000 - -
Modeling -8.731 335.892 0.001 1 0.979 0.000 0.000 - -
Navisworks -0.293 0.310 0.895 1 0.344 0.746 0.407 1.369 0.169
Renovation 0.146 0.084 2.977 1 0.084 1.157 0.980 1.365 -0.036
Revit 0.085 0.062 1.865 1 0.172 1.088 0.964 1.229 0.032
Steel -0.178 0.348 0.261 1 0.609 0.837 0.423 1.657 0.024
Steel detailing -0.032 0.419 0.006 1 0.940 0.969 0.426 2.203 0.173
Submittals 0.003 0.047 0.005 1 0.944 1.003 0.914 1.101 -0.135
Sustainable design -0.141 0.145 0.948 1 0.330 0.869 0.654 1.153 0.087
a
β = logistic coefficient; b S.E. = standard error of estimate; c Wald = Wald chi-square values; d df = degree of freedom; e Sig. = significance;
f
Odds ratio Exp(β) = exponentiated coefficient; g 95.% C.I. for odds ratio = 95% confidence interval for odds ratio.

3.3 Relationship between other skills and “project manager” titles

Table 4 shows other skills that having at least a positive low correlation with BIM skills, while increases
the likelihood of having either a “project manager” or “assistant project manager”, or having at least a
positive low correlation with the decrease in years of having either title. “Zoning” increases the likelihood
of having the title project manager; while “architectural drawings”, “architectures”, “comprehensive
planning”, “design management”, “MEP”, “Microsoft Office”, “MicroStation”, “site plans” and “tenant

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improvement” increases the likelihood of having the title assistant project manager. No skills have at least
a positive low correlation with the decrease in years of having the title project manager; while “Microsoft
Word” and “PowerPoint” have a positive low correlation with the decrease in years having the title assistant
project manager. From these skills, “zoning” and “architectural drawings” increase the likelihood of having
the title project manager and assistant project manager, the highest at 18.6% and 48.6%, respectively.
Table 4: Logistic regression results on having the title and correlation coefficients on the decrease in years of having the title project manager or
assistant project manager for skills that have at least a positive low correlation BIM skills
Analysis Logistic regression Correlation
Odds ratio 95% C.I. for odds ratiog
Skill/Variables βa S.E.b Waldc dfd Sig.e Pearson Correlation
Exp(β)f Lower Upper
Skills that increases the likelihood of having the title project manager or assistant project manager by at least ten percent for each additional
endorsement
Project manager
Zoning 0.171 0.129 1.755 1 0.185 1.186 0.921 1.528 0.011
Assistant project manager
Architectural drawings 0.396 0.159 6.196 1 0.013 1.486 1.088 2.029 -0.059
Architectures 0.136 0.218 0.390 1 0.532 1.146 0.748 1.755 0.185
Comprehensive planning 0.265 0.142 3.479 1 0.062 1.303 0.987 1.721 -0.016
Design management 0.340 0.319 1.135 1 0.287 1.404 0.752 2.623 -0.268
MEP 0.145 0.093 2.417 1 0.120 1.156 0.963 1.387 0.187
Microsoft Office 0.193 0.115 2.811 1 0.094 1.213 0.968 1.519 0.001
MicroStation 0.108 0.488 2.359 1 0.125 1.114 0.813 1.502 0.171
Site plans 0.295 0.378 0.610 1 0.435 1.344 0.640 2.819 -0.330
Tenant improvement 0.109 0.120 0.812 1 0.367 1.115 0.880 1.412 0.072
Skills that have at least a positive low correlation with the decrease in years of having the title project manager or assistant project
manager
Assistant project manager
Microsoft Word -1.281 0.638 4.035 1 0.045 0.278 0.080 0.969 0.209
PowerPoint -0.268 0.659 0.165 1 0.684 0.765 0.210 2.784 0.218
a
β = logistic coefficient; b S.E. = standard error of estimate; c Wald = Wald chi-square values; d df = degree of freedom; e Sig. = significance;
f
Odds ratio Exp(β) = exponentiated coefficient; g 95.% C.I. for odds ratio = 95% confidence interval for odds ratio.

Table 2 also shows correlation coefficients between skills that having at least a positive low correlation
with BIM skills. “Submittals” has a positive low correlation at 0.203 with “zoning”, which increases the
likelihood of having the title project manager by 18.6% for each additional endorsement. Two BIM skills
have a positive moderate correlation with skills that increases the likelihood of having the title assistant
project manager for each additional endorsement. Those skills are “sustainable design” with a correlation
at 0.421 with “comprehensive planning” that increases the likelihood by 30.3%; and “AutoCAD” with a
correlation at 0.405 with “Microsoft Office” that increase the likelihood by 21.3%. There are also several
other BIM skills that have positive low correlations with skills that increases the likelihood of having the
title assistant project manager. “AutoCAD” and “CAD” have a positive low correlation with both
“Microsoft Word” and “PowerPoint”, which have a positive low correlation with the decrease in years of
having the title assistant project manager. The results indicate that there might be a relationship between
BIM skills and skills that increases the likelihood or decreases the years of having the title project manager
or assistant project manager. In other words, there might be an indirect relationship between BIM skills and
project manager titles.
From the results, the authors identified “BIM”, “Revit”, “CAD”, “3D”, “steel detailing”, “Navisworks”,
“submittals”, “modeling”, “construction drawings”, “AutoCAD”, “sustainable design”, “metal fabrication”,
“renovation” and “steel” as BIM skills. BIM skills increases the likelihood of having the title project
manager and assistant project manager at 9.1% and 24.2% the highest, respectively, while having a weak
relationship with the decrease in years of having either title. On the other hand, BIM skills are correlated
with other skills that are not correlated with “BIM.” These other skills increases the likelihood of having
the title project manager and assistant project manager at 18.6% and 48.6% the highest, respectively, or
having a positive low correlation with the decrease in years of having the title assistant project manager.
These results indicate that there might be an indirect relationship between BIM skills and project manager
titles.

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Although the results indicate BIM skills has a weak relationship with the title project manager
compared to other skills that are not correlated with “BIM” , the authors does not claim BIM skills has none
or minimal value to individuals’ career success. Instead, this could indicate that the newness of BIM
technology might influence the lack of correlation between BIM skills and project manager titles. On the
other hand, while BIM is increasingly deployed into the current curricula, the speed of deployment also can
be influenced by understanding the current situation in the real field. In this case, the question becomes is
it worthy to increase the speed of deploying BIM in education or should the education community assess
the impact of BIM implementation beforehand? To validate this, future researches may perform follow-up
studies by checking back on individuals’ profile to understand if possession of BIM skills by assistant
project managers leads to faster promotion into project managers in the long run. If so, it might indicate
that BIM skills could influence career success. Conversely, if possession of BIM skills by assistant project
managers do not lead to faster promotion into project managers, or it leads to other titles, future research
may perform studies to understand the implications of adopting BIM education into the AECO curriculum.
The output from this follow-up research may assist the education community and individuals to better
understand and design the desired BIM education contents.

4. LIMITATIONS AND FUTURE WORKS

This research offers insights into the relationship between BIM skills and project management success, but
it does have some limitations. The authors only analyzed profiles from Phoenix, Arizona. Ideally, profiles
from other areas could have been gathered. It is possible that individuals in different locations may have
different skills that are linked to BIM and project management success. Also, there were a small percentage
of profiles (10%) that were excluded due to limited access to private profiles. This provides an opportunity
for future research to improve the results by including profiles from other locations or analyzing all profiles
that are available.
Additionally, this research focused on analyzing skills that are correlated with “BIM”, without taking
into account skills that are highly regarded with the title project manager such as leadership skill and project
management skill. This research attempts to understand the general relationship between BIM skills and
project manager titles, therefore does not analyze the relationship between BIM skills and the different type
of project managers and other skills that might have a higher significant relationship with the title project
manager. Future efforts may further analyze the relationship between BIM skills and the different types of
project managers, which may have different or more specified responsibilities and required skills.
Furthermore, the titles are unverified peer-reported titles since the data was obtained through social
media. The information may be altered to improve the attractiveness of the individual if the profile is mainly
utilized as a medium for job hunting. On the surface, this would seem to be a major limitation to this work,
but if users were truly using LinkedIn as a platform to “inflate” their professional profiles, the results
observed would seem unlikely. For example, if users wanted to make it look like they had more skills than
they actually do, they might be inclined to accept more skill endorsements on their page. This was not
observed in the collected data. There might also be a possibility for individuals that utilizes the platform
minimally so that they do not list their full information including employment history or not utilize the skill
feature. The authors could not validate all the data collected because this research uses observation method
for data collection. Therefore, future effort should analyze the relationship between BIM skills and career
success through other methods such as interviews or questionnaire surveys.

5. CONCLUSION
This research analyzes AECO professionals’ profiles to understand the relationship between BIM skills and
AECO project management success. BIM skills increases the likelihood of having the title project manager
and assistant project manager at 9.1% and 24.2% the highest, respectively, while having a weak correlation
with the decrease in years of having either title. On the contrary, BIM skills are also correlated with other
skills that are not correlated with “BIM.” These other skills increases the likelihood of having the titles the

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highest at 18.6% for project managers and at 48.6% for assistant project managers, or having a positive low
correlation with the decrease in years of having the title assistant project manager. These results illustrate
that there might be an indirect relationship between BIM skills and project manager titles.
This research does not attempt to suggest BIM skills has a weak relationship in having the title project
manager compared to other skills that are not correlated with “BIM.” Instead, this situation could indicate
that the newness of BIM technology may influence the lack of correlation between BIM skills and project
manager titles. To validate this, future efforts should perform follow-up studies by checking back on
individuals’ profiles to understand if the possession of BIM skills by assistant project managers leads to
faster promotion in a long run. The output may assist the education community and individuals to better
understand and design the desired BIM education contents.

REFERENCES
Barison, M. B., and Santos, E. T. (2010). “BIM teaching strategies: an overview of the current approaches.”
In Proc., ICCCBE 2010 International Conference on Computing in Civil and Building Engineering.
Becerik-Gerber, B., Gerber, D. J., and Ku, K. (2011). “The pace of technological innovation in architecture,
engineering, and construction education: integrating recent trends into the curricula.” Journal of Infor-
mation Technology in Construction, 16, 411-432.
Bryde, D., Broquetas, M., and Volm, J. M. (2013). “The project benefits of building information modelling
(BIM).” International Journal of Project Management, 31(7), 971-980.
buildingSMART alliance. (2007). “United States National Building Information Modeling Standard: Ver-
sion 1 - Part 1: Overview, Principles, and Methodologies.” National Institute of Building Sciences,
Washington D.C.
Chan, A. P., Scott, D., and Chan, A. P. (2004). “Factors affecting the success of a construction project.”
Journal of construction engineering and management, 130(1), 153-155.
Forbes. “Your LinkedIn Intervention: 5 Changes You Must Make.” http://www.forbes.com/sites/dai-
lymuse/2012/07/06/your-linkedin-intervention-5-changes-you-must-make/ (7/6/2012)
Fox, S., and Hietanen, J. (2007). “Interorganizational use of building information models: potential for
automational, informational and transformational effects.” Construction Management and Economics,
25(3), 289-296.
Gu, N., and London, K. (2010). “Understanding and facilitating BIM adoption in the AEC industry.” Au-
tomation in construction, 19(8), 988-999.
Pheng, L. S., and Chuan, Q. T. (2006). “Environmental factors and work performance of project managers
in the construction industry.” International Journal of Project Management, 24(1), 24-37.
PM4DEV (2007). “The Roles, Responsibilities and Skills in Project Management.” Project Management
for Development Organizations.
Sanvido, V., Grobler, F., Parfitt, K., Guvenis, M., and Coyle, M. (1992). “Critical success factors for
construction projects.” Journal of construction engineering and management, 118(1), 94-111.
Singh, V., Gu, N., and Wang, X. (2011). “A theoretical framework of a BIM-based multi-disciplinary
collaboration platform.” Automation in construction, 20(2), 134-144.
Weber, J. C., and Lamb, D. R. (1970). “Statistics and research in physical education”. Mosby Distributed
by Kimpton.
Wu, W., and Issa, R. R. (2013). “BIM Education and Recruiting: Survey-Based Comparative Analysis of
Issues, Perceptions, and Collaboration Opportunities.” Journal of Professional Issues in Engineering
Education and Practice, 140(2), 04013014.
Young, N. W., Jones, S. A., and Bernstein, H. M. (2008). “Building Information Modeling (BIM)-
Transforming Design and Construction to Achieve Greater Industry Productivity.” SmartMarket
Report, 48.

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DEVELOPING AN INTERNATIONAL FRAMEWORK FOR BIM

EDUCATION IN THE HE SECTOR

Shelbourn, M.A., Senior Lecturer, [email protected]

School of Art, Design & Architecture, University of Huddersfield, UK
Macdonald, J., Senior Lecturer, [email protected]
School of the Built Environment, University of Technology Sydney, Sydney, Australia
Mills, J., Professor, [email protected]
School of Natural & Built Environment, University of South Australia, Adelaide, Australia

ABSTRACT
There has been an increased use of Building Information Modelling (BIM) over the past decades by the
global construction industry. The increased use has been contributed to governments, large clients,
architects, builders & contractors, & various engineering specialisms recognising its importance across the
building lifecycle. The increased use by industry has seen a number of higher education (HE) institutions
rethinking their Architecture, Engineering & Construction (AEC) provisions. This paper will concentrate
on those institutions in Australia, USA, & the UK. There has been much debate about how BIM is currently
employed in the teaching & learning of undergraduate students in Australia, USA, & the UK. The debate
surrounds the inclusion of BIM as a stand alone subject in a programme, or whether BIM should be an
underlying theme across the programme. Alongside this dilemma research has been conducted around
theories of practice of how BIM education should look like in the future. Increased use will only increase
the complexities of this debate.
This paper describes research conducted as part of an Office of Learning & Teaching funded project
from the Australian Federal Government. The project is called codeBIM. The paper begins with a literature
review of current theories of BIM teaching across global HE institutions in AEC. This is followed by a
summary of good practice. A framework for the inclusion of BIM in undergraduate education is described
– the IMAC Framework. The framework represents increasing levels of BIM inclusion at different levels
of learning. These levels are: Illustration; Manipulation; Application; & Collaboration & they correspond
to the increasing levels of learning across undergraduate education. The paper describes a case study of
using the IMAC framework before reflections & conclusions are drawn.

Keywords: Building Information Modelling (BIM); IMAC Framework; Architecture, Engineering &
Construction (AEC)

1. INTRODUCTION
Due to the success of some BIM software vendors’ marketing campaigns, many members of the
construction industry believe that one or more of these vendors invented or patented BIM & that by buying
the vendor’s software, their company is automatically ‘doing BIM’. However, this is false; no single person
can claim to have invented BIM, though Eastman, generally, is credited with coining the term (Yessios,
2004). BIM is process-driven & does not rely on any single piece of software to work. It does not have to
be a single building model or single database. It can (more accurately) be described as a series of
interconnected models & databases. The increasing adoption of BIM has been instrumental in some of the
major changes that are occurring in the broader building industry. Over the past 30 years, we have witnessed

Proceedings of the CIB W78 2012: 29th International Conference –Beirut, Lebanon, 17-19 October

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the change from the drawing board to the two-dimensional (2D) electronic CAD (computer aided design)
drawing, with little change in the format of the drawings, or the process by which they are produced. The
CAD drawing is still generally composed of lines that have no intelligence associated with them. Changing
from 2D CAD to 3D BIM requires a shift not only in the technology used, but also in the way design &
construction teams work together.
Unfortunately, some of the loudest ‘BIM evangelists’ have assisted in BIM washing & keeping the
focus on the 3D modelling aspects of BIM. Many current BIM managers have come from a drafting
background, working their way up from 2D CAD to 3D CAD to ‘BIM’ & commanding large salaries &
elevated titles due to the demand for BIM skills. Many do not have professional qualifications beyond
drafting-related qualifications, & have a tendency to approach problems from the tools/modelling
perspective, not necessarily from an information-management perspective. The industry really needs to
examine what skills are actually needed for the new BIM paradigm. This paper describes efforts to
determine what these skills are & how they can be taught at the higher education level.

2. BIM IN GLOBAL AEC EDUCATION

In order for industry to change to a new, collaborative, way of working, significant changes are needed in
the way future AEC professionals are educated. The current shortage of building design professionals,
trained in collaborative design & construction practices, remains a barrier to universal adoption of
collaborative working practices in the industry. Just as industry must undergo a paradigm shift from its old
combative culture to one of integration & information sharing, so must academia.
McGraw-Hill has published various reports based on surveys of North American AEC firms. The 2009
SmartMarket Report (McGraw Hill, 2009) stated that more internal staff with BIM skills, more external
firms with BIM skills, more incoming entry-level staff with BIM skills & more readily available training
in BIM were required in order to realise the potential value of BIM. The 2012 report (McGraw Hill, 2012),
shows slight decreases in the percentages allocated to BIM skills required (possibly reflecting uptake by
the industry), but BIM training was still placed among the top three targets for investment by industry.
Henderson & Jordan (2009) suggested that some of the skill-sets that modern construction professionals
need to acquire, in addition to their traditional uni-disciplinary training, include: “knowledge of data
management, information technology, energy & material conservation, integrated building design, systems
thinking, life cycle analysis, the design processes, business & marketing skills, & project finance” (p.35).
Educators should be able to instil in undergraduates the concepts of collaborative design & the full
potential of BIM, before they learn about the “old ways” of working in the industry. These new graduates
would then be able to have a profound effect on the industry & to lead the charge in adopting BIM &
developing innovative approaches to working practices. Many educators still view BIM as just another
CAD program that students should learn in their own time. Some argue that it is not the university’s role to
produce “CAD technicians” & that there is no educational value in using CAD, or that CAD “threatens
creativity” (e.g. Becerik-Gerber et al., 2011). These concerns are reasonably justified, whereby the adoption
of computers & 2D CAD has coincided with a decrease in documentation quality & productivity (Engineers
Australia, 2005). However, this argument misses the point that BIM is not merely a new CAD tool or
computer application: it is a new paradigm & its benefits extend much further than mere visualisation.
Students cannot be expected to "teach themselves BIM" any more than they could be expected to "teach
themselves structural engineering". From a pedagogical point of view, there is little difference between
learning manual drafting techniques & learning 2D CAD. However, BIM provides opportunities to model
every part of the design & construction process & can allow multiple design proposals to be compared &
building performance to be modelled. 2D (& even 3D) CAD merely provides a way of documenting
information about the building whereas BIM actually represents the building in virtual reality with all the
crucial information within it. Thus, analyses can be performed with greater speed & accuracy, & design
team professionals can be provided with critical information at earlier stages of the design & build process.
In addition to the resistance to using new technologies in teaching, the current structure of AEC faculties
is a major barrier to collaborative teaching practice. Since engineering & architecture emerged as separate

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professions from the historic job title of “Master Builder”, students of the different AEC disciplines have
been educated in isolation from each other. According to Pressman (2007: p3), “…many academic
programs still produce students who expect they will spend their careers working as heroic, solitary
designers. But integrated practice is sure to stimulate a rethinking of that notion. Pedagogy must focus on
teaching not only how to design & detail, but also how to engage with & lead others, & how to collaborate
with the professionals they are likely to work with later.”
Starzyk & McDonald (2010) note that the focus of architectural education in the past was on developing
individual skills such as being able to draw. Now, however, they state, “the importance of personal skill is
yielding to the primacy of collective knowledge”. In the majority of universities in US, Europe & Australia,
AEC students continue to be educated in separate departments, with little or no integration or collaboration
between the disciplines. Often the first time that students from each AEC discipline are exposed to working
with design team members from other disciplines is in the workplace after graduation. It is important for
graduates to have an understanding of the roles played by other construction professionals & the impact
that their design decisions have on projects overall. However, the isolated manner in which they are
currently educated does not provide this understanding.
The complexity of modern building projects & technologies means that nobody can be a master of all
anymore. Often the separate professions do not have a deep understanding of the information that each
requires at different stages of a project. Time is thus wasted stripping out & even rebuilding models, when
the models could have been set up more efficiently from the start of the process & unnecessary detail
excluded prior to model exchange. If students are educated to work collaboratively & to learn the
requirements of the other disciplines before they graduate, this level of misunderstanding is likely to be
removed in future & trust improved. BIM actually provides a great opportunity to engage students more
effectively & to aid understanding of how buildings are constructed. Hardy, quoted in Deutsch (2011, p202)
states: “When I look at the logic of construction means & methods that BIM inherently teaches, I see the
potential to educate…”. Nawari (2010) states, “students need to know how each discipline is related to the
other & how one discipline impacts the other”. However, In order to bridge the disciplinary silos in industry,
we need to start by breaking down the silos that exist in academia.
A potential framework for breaking down these silos is presented in the paper with an example of a
case study from a construction project management programme from an Australian university is described.

3. RESEARCH METHODOLOGY
Quantitative methods dominated research until the late 1960s/early 1970s. After this time, qualitative
methods emerged & increasingly gained acceptance, though this was not a smooth process, particularly
during the period of the “paradigm wars” (Punch, 2009). Many researchers firmly adopted either a
quantitative methods or a qualitative methods stance, & would never cross into the other domain. As Punch
(2009, p.289) stated, “the idea of mixing the two types of methods & data was not popular” until the late
1980s or early 1990s, when the foundations of mixed methodology research were laid. Since this time,
various researchers have sought to define what is meant by mixed methods design, & these definitions have
variously focused on the methods, research processes, philosophy & design of the research (Creswell &
Plano Clark, 2011). Using a mixed methods stance is a pragmatic approach to research, that generally
focuses on the methods necessary to answer the given research questions. The “fundamental principle of
mixed methods research”, according to Johnson & Onwuegbuzie (2004, p.18) is to: “combine the methods
in a way that achieves complementary strengths & non-overlapping weaknesses.”
Johnson, Onwuegbuzie & Turner’s 2007 paper provided a composite definition of mixed methods
research, based on 19 published definitions by 21 authors, which was: “…mixed methods research is the
type of research in which a researcher or team of researchers combines elements of qualitative &
quantitative research approaches (e.g., use of qualitative & quantitative viewpoints, data collection,
analysis, inference techniques) for the purposes of breadth & depth of understanding & corroboration…”
(p. 123). As this research study was concerned with the potential impact of the IMAC framework on
collaborative learning of students, a mixed methods methodology appeared to be the most suitable.

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4. IMAC FRAMEWORK
The majority of the literature in this field has tended to focus too much on the learning of BIM tools, without
an overarching educational purpose or curriculum framework. The aim of the research described in this
paper is to develop a framework to assist academics in developing their students’ collaborative working
skills, using BIM tools to help, rather than just focusing on how to use specific BIM software.
Mark et al. (2001) proposed “the ideal computer curriculum” framework for architectural education,
which modified the existing curriculum to take advantage of computing technologies without having to
introduce new subjects &/or remove existing ones. In fact, they offered two alternative frameworks; one
that merged technology into an existing traditional architectural curriculum, & a more radical approach that
displaced some existing subjects. Both frameworks were split into Basic, Intermediate & Advanced level
courses. Unfortunately, the frameworks only focused on using new computer technologies to teach
modelling for visualisation or analysis within the architectural discipline alone; they did not consider
collaboration with the other disciplines.
The challenge for academics wanting to educate undergraduates to be able to work effectively within a
collaborative team, putting together virtual (& eventually real-life) buildings, is when & how to introduce
elements of disciplinary knowledge, BIM technologies & development of team working skills. BIM
education should be developed in stages, increasing in complexity as the students’ knowledge of the
building design & construction process grows (e.g. Gordon et al., 2009).
In developing a framework to assist academics in developing more collaborative, BIM-enabled
curricula, the approach taken followed principles of constructivism & mastery learning. In essence,
constructivism holds that students “construct” knowledge based on their (active) learning experiences. A
related concept (of experts assisting novices to learn) is the idea of “scaffolding” of learning, &, indeed the
terms “scaffolding” & “zone of proximal development” are sometimes used interchangeably in the
literature. The use of the term “scaffolding”, in relation to learning, appears to have first emerged in a paper
by Wood, Bruner & Ross (1976). Bruner described scaffolding as “the steps taken to reduce the degrees of
freedom in carrying out some task so that the [learner] can concentrate on the difficult skill [they are] in the
process of acquiring” (Bruner, 1978, p.9, cited in Mercer, 1994). Scaffolding provides much support to
learners in the early stages of developing a particular skill, thus reducing the steepness of the “learning
curve”. The support gradually lessens as the student progresses, until they are able to achieve learning goals
by themselves.
The term “Mastery Learning” was coined by Bloom in 1968; Bloom believed that “perhaps over 90
percent” of students could master a subject, given the right support materials & tuition (Bloom, 1968). In
Mastery Learning, students are required to master a (prerequisite) simpler subject before moving on to the
next, more complex one. Recent applications of Mastery Learning include the self-paced or flipped learning
approach (e.g. Suen, 2014; Driscoll & Petty, 2013, Bergmann & Sams, 2012), where technologies are
harnessed to allow students to work through topics at their own pace, moving on to the next when they are
ready. This is an approach that could be encouraged for the earlier stages of the proposed collaborative
curriculum, for topics than can be studied by students in their own time, without the need to work with
others. For example, students might be required to work through online-based tutorials on certain software
tools at their own pace, before they are allowed to take more complex courses requiring them to apply their
software skills.
Collating the recommendations from the educational taxonomies & industry guides, a four-stage
framework for implementing collaborative curricula is proposed. Part of the reason for choosing four stages
was to correspond, roughly, with the typical four-year undergraduate program provided in Australia & other
countries. However, the framework does not dictate in which academic year each stage should be
introduced; students may start at a higher stage if they have previous experience of a topic, or may progress
through two or more stages within a single course or year. Students from the different AEC disciplines
study programs of varying lengths & some skills are introduced earlier in some programs than in others.
For example, students of architecture tend to be introduced to modelling tools from first year whereas
students of structural engineering might only be introduced to them in third year.

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The four stage structure was also influenced by the revised version of Bloom’s taxonomy by Anderson
et al. (2001), & the uni-structural to extended abstract categories of the SOLO Taxonomy (Biggs, 2014). It
therefore follows a constructivist, scaffolded approach to learning, with each stage building on experiences
gained in the previous stage. As the IMAC framework aims to assist development of both technical (I.T &
discipline-specific) & interpersonal (collaborative & teamwork) skills, it straddles the cognitive & affective
domains of Bloom’s Taxonomy. The expanded framework considers suitable delivery methods at each
stage, aiming to achieve deeper levels of learning & understanding as a student progresses through their
education. Koltich & Dean (1999), described two paradigms of teaching; the transmission model & the
engaged critical model. The latter emphasises the need for students to engage with what they are studying
& thus develop a deeper level of understanding, & promotes the use of teaching methods such as problem
based learning.
The four stages of the IMAC framework are described in
detail, below. The corresponding categories from the revised
version of Bloom’s Taxonomy of the Cognitive Domain
(Anderson et al, 2001) & Affective Domain (Krathwohl et al,
1964) are shown in brackets. The descriptions include suggestions
as to how BIM tools may be used to assist teaching & learning at
each stage.

Figure 1: The IMAC Framework

Illustration Stage (Remember/Understand & Receiving/Responding)
This is an introductory stage. Building Information Models may be used to illustrate key concepts to
students & students will typically be taught in their separate disciplines at this stage. Models will have
sufficient detail to allow lecturers/tutors to highlight different components/connections to show how
buildings are constructed, insulated & waterproofed for example. Students are introduced to basic concepts
such as what BIM is, how the industry is changing, their role in the industry, & the role of the other
disciplines. They will start to work on small (basic) projects with other students from their own discipline,
with guidance on what is required to be an effective team worker.

Manipulation Stage (Understand/Apply & Responding/Valuing)

At this stage, students start to interact with & manipulate existing models themselves. They will be required
to make simple changes &/or create basic elements within the models in relation to their disciplines. They
are also continuing to develop their teamwork & basic IT literacy skills, in addition to developing discipline-
specific knowledge.

Application Stage (Analyse/Evaluate & Valuing/Organising)

At this stage, students have acquired basic theoretical knowledge in their disciplines & are starting to apply
this knowledge to solve discipline-related problems. For architecture students, they will start to build
models from scratch & learn how to set the models up for effective inter-disciplinary collaboration.
Engineers will start to use tools to analyse models using exports from models. Construction managers will
develop 4D & 5D schedules, & plan logistics & materials ordering using models from other disciplines. All
disciplines will be taught principles of Value Engineering & Sustainable design & how BIM tools can be
used to assist these. They will also be introduced to the roles that the other disciplines play in a construction
team, & how models are set-up to facilitate information exchange.
Collaboration Stage (Evaluate/Create & Characterising)
At this stage, the students from the different disciplines come together to work on joint projects. Ideally this
will involve groups containing a student from each AEC discipline. Learning through teaching others can
be encouraged by pairing senior engineering & construction students with junior architecture students, for
example. Ideally, real-world problems will be given to the students to solve. To ease students into the
process, they can be given partly-finished models to start with, & then be asked to make some changes to

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these models due to “new project information” arising. The students will also learn about the types of
contract that facilitate BIM & collaborative working, & will continue to learn about group dynamics &
improving teamwork.
Having discussed the development of the framework, the next stage of the paper describes using the
IMAC framework to develop the curriculum of a course that involved students from each of the AEC
disciplines. The Design Team Management course offered within the Construction Project Management
(CPM) degree program at the University of Technology, Sydney was used as a case study for this purpose.

5. CASE STUDY
As Felder et al. (2000, p.2) stated, “…the literature is full of articles by professors who have tried new
methods & written about the results. However, the validity of a method must remain suspect if the only
evidence on its behalf is one person’s testimony that “I tried this & liked it & so did the students…”.
Educational research typically proceeds following either a paradigm-driven approach or a pragmatic
approach (Punch, 2009). The former approach involves selecting a paradigm, describing it clearly, & then
developing suitable research questions & methods aligned with that paradigm. The pragmatic approach, on
the other hand, starts with defined research questions, & then methods are selected that are likely to yield
answers to these questions. The authors realise that, while it is important to reflect on the philosophical
underpinnings of any research project, their own preference initially was to adopt a pragmatic approach;
starting from the basis of the research question, & then adopting the most appropriate methods to answer
this question. However, after studying the various paradigms & arguments for their use, it was concluded
that the proposed research questions, & the authors own observations of teaching & learning in practice,
fitted the constructivist paradigm most closely. It is a paradigm that is widely accepted in education
research, & is also linked to the type of small sample, human-centric research that would be most likely to
yield answers to the particular research question outlined in this paper.
The Design Team Management course is core (required) within the CPM degree, but it is also offered
as an elective course for students in Architecture, Interior Architecture & Civil Engineering degrees.
Consequently, the student cohort that takes the course represents all of the AEC disciplines. The Design
Team Management course was chosen as the case study for several reasons:
 A member of the authors of the paper was the sole coordinator & lecturer for the course & there-
fore had a good level of control over content & structure;
 The course is the only course currently taught at UTS that includes students from all three of the
AEC disciplines, & one of the very rare examples worldwide of an undergraduate course that in-
cludes all three disciplines from across separate Schools & Faculties;
 The course corresponded to IMAC stage level “C” (Collaboration) & could therefore provide re-
sults related to both the effectiveness of the framework as a curriculum design tool, & as a tool
for improving students’ collaboration skills.
 The course was split into twice-weekly sessions in Autumn 2014, allowing for comparison be-
tween a large class format “control” group & a smaller studio class format “IPD” group within
the same cohort of students.
 The assessment tasks allowed for the gathering of a large quantity of data without appearing too
obtrusive in questioning of the students

The case study offering of Design Team Management was delivered in the Autumn (first) semester of
the third year of the CPM program in 2014. When the author took over the (elective) original course, it had
no fully established structure or content, & the teaching format consisted of traditional-style lectures, with
a final essay-based exam as the main assessment task. Topics covered themes around management & team
practices in construction. The course had not been very popular with students, receiving fairly low feedback
scores (below 3/5 overall). The author was thus given relative freedom in how to deliver the course, though
the School administrators emphasised their wish to “include BIM”, while not specifying how exactly they

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wanted that to be done. This course therefore appeared to be a good choice for implementing & testing the
principles of the IMAC framework for curriculum design, as described above.
The course as taught for the case study involved two separate versions taught on Tuesday & Thursday
evenings over a 12 week semester. The Tuesday night class was delivered in “blended learning mode”. The
first hour was dedicated to student-led assigned topic discussions. The students were each assigned 3 topics
spread over the course of the semester. Each week, assigned students had to present their topic to their small
groups based around working pods. This was followed by them facilitating a discussion related to that topic,
& summarising the outcomes of the discussion. Each topic was given 30 minutes to conclude, before
swapping to the following topic. The following hour, either the author or a guest would deliver a lecture or
practical demonstration or case study presentation on a topic related to the following week’s student
discussion topics (maintaining consistent themes over the course of the semester).
The Thursday night class involved students working in multidisciplinary groups of 3-6 students. The
groups were given a basic (architectural) Revit model provided by final year architecture students from the
Queensland University of Technology. The students were given some basic parameters & asked to
determine their own final project scope based on these minimum requirements & their group
size/experience. They then worked on this project brief for the remainder of the semester.
The majority of the students attending the Design Team Management course in 2014 were studying
CPM. There were 86 students in the class. There was one architecture student (1.16%), five engineering
students (5.81%) & 80 construction management students (93%) that made up the class. The rest of the
students were all at undergraduate level, with the number of students in each year level being: second year
3.28%, third year 83.6%, fourth year 11.5% & postgraduate 1.64%. The prior BIM & collaborative
experience of the students is important to the results of the case study. The third year CPM students had
generally all been exposed to some BIM concepts (at Illustration to Manipulation level), & a smaller number
of the full time students who had taken Digital Design & Construction 1 had used tools such as Revit &
Navisworks (at Manipulation to Application level). The sole architecture student was a (mature-age) fourth
year student, & had had the greatest exposure to Navisworks (& other modelling & rendering tools such as
Rhino & Grasshopper).

1.1 Assessment Instrument

The curriculum assessment instrument used was similar to that described by Mills (2002), based on earlier
work by Rosier & Keeves (1991), Treagust (1987) & Goodlad (1979). Rosier & Keeves (1991) had adopted
the framework for a global investigation of science & mathematics education in schools. Goodlad’s (1979)
original tool was based on the premise that there is not one, but several different views of any curriculum,
depending on the viewpoint considered. It has been shown (e.g. Prawat, 1992), that instructors will typically
interpret a new curriculum based on their own epistemologies & that the actual curriculum delivered may
be a variation of that intended. Treagust (1987) modified Goodlad’s original evaluation instrument to
include the perceptions of students, & van den Akker (1998) further modified it to include the learning
outcomes achieved (Friedel & Treagust, 2005).
The instrument, as adopted for the research described in this paper, divides the curriculum development
& implementation into four stages: intended; implemented; perceived; & achieved. Mills (2002)
summarised the details of the stages, see Table 1. Some authors have used slightly different names for each
of the stages, but the same intent is implied. Jackson (1992) described a similar four-step approach (in
brackets in Table 1) to evaluating the curriculum, he suggested: official; enacted; delivered; & experienced.
There were a number of methods adopted to collect the information for the analysis. These included:
classroom observation, note-taking, tutor discussions; student blogs; pre & post course questionnaires;
focus groups; & artefact review. Results are still being worked on and it is the intention of the authors that
these will be discussed in future papers.

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Table 1: The four stages of curriculum used for evaluation (adapted from Mills, 2002)

Stage Description
The original vision underlying a curriculum, possibly in the form of a
Intended (Official) Curriculum national curriculum document or accreditation criteria. Within a particular
course, this may be presented in the form of a course document
Implemented (Enacted) Curriculum The actual instructional process as implemented
The actual learning experiences as perceived or experienced by the
Perceived (Delivered) Curriculum
students
Achieved (Experienced) Curriculum The resulting learning outcomes of the students

6. CONCLUSIONS & FUTURE WORK

This paper has highlighted issues surrounding the teaching & learning of BIM at the university level. In
order to negate some of these issues research has been conducted & described to develop a framework for
implementing BIM into the teaching & learning of AEC education around the world. A case study from a
leading Australian university has shown how the framework can be implemented with some reflections &
observations (& the instruments used to make these) have been described.
It is clear from the paper that there is still much to do to implement BIM into the teaching & learning
of the graduates of the future, but the design & development of the IMAC framework may go some way to
help educators with this implementation.

REFERENCES
Anderson, L.W. (Ed.), Krathwohl, D.R. (Ed.), Airasian, P.W., Cruikshank, K.A., Mayer, R.E., Pintrich,
P.R., Raths, J., & Wittrock, M.C. (2001), A taxonomy for learning, teaching, & assessing: A revision
of Bloom’s Taxonomy of Educational Objectives (Complete edition), Longman, New York
Becerik-Gerber, B., Gerber, D. J., Ku, K. (2011), ‘The pace of technological innovation in architecture,
engineering, & construction education: integrating recent trends into the curricula’, Journal of
Information Technology in Construction, 16 (2011): 411-432
Bergmann, J., & Sams, A. (2012), Flip Your Classroom: Reach Every Student in Every Class Every Day,
International Society for Technology in Education (ISTE), Eugene, OR, USA
Biggs, J.B. (2014), ‘Solo Taxonomy’ page on the John Biggs Blog, available at:
http://www.johnbiggs.com.au/academic/solo-taxonomy/ (accessed Dec 2014)
Bloom, B.S. (1968), ‘Learning for Mastery’, Instruction & Curriculum, Regional Education Laboratory for
the Carolinas & Virginia, Topical Papers & Reprints, Number 1, available:
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Bruner, J.S. (1978), ‘The role of dialogue in language acquisition’, in Sinclair, A., Jarvelle, R.J. & Levelt,
W.J.M (eds.), The Child’s Concept of Language, Springer-Verlag, NY
Creswell, J.W. & Plano Clark, V.L. (2011), Designing & Conducting Mixed Methods Research, 2nd Edition,
SAGE, Thousand Oaks, CA
Deutsch, R. (2011), BIM & Integrated Design: Strategies for Architectural Practice, John Wiley & Sons,
Inc., New Jersey
Driscoll III, T. F., & Petty, K. A. (2013), ‘Student-Driven Education with Flipped Learning & 20-Time’,
in L. Kyei-Blankson & E. Ntuli (eds.) Practical Applications & Experiences in K-20 Blended Learning
Environments, 120-135, IGI Global, PA, USA
Engineers Australia (2005), Getting it Right First Time: A Plan to Reverse declining standards in project
design documentation within the building & construction industry, Engineers Australia, Brisbane.
Available at: http://codebim.com/wp-content/uploads/2013/06/Getting-It-Right-The-First-Time.pdf
(viewed Nov 13)

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Felder, R.M., Woods, D.R., Stice, J.E., Rugarcia, A. (2000), ‘The Future of Engineering Education II.
Teaching Methods that work’, Chemical Engineering Education, 34(1), 26-39 (2000)
Friedel, J.M. & Treagust, D.F. (2005), ‘Learning bioscience in nursing education: perceptions of the
intended & the prescribed curriculum’, Learning in Health & Social Care, 4 (4), Blackwell, pp. 203-
216
Goodlad J.I., (ed.) (1979), Curriculum Inquiry: the Study of Curriculum Practice, McGraw-Hill, New York
Gordon, C., Azambuja, M., & Werner, A. M. (2009), ‘BIM across the construction curriculum’, in Proc. of
the 2009 ASC Region III Conference, Downers Grove, Illinois, October 21-24
Henderson, L. & Jordan, N.L. (2009), ‘A Modest Proposal for a Transdisciplinary Curriculum for the
Design, Construction, Management & Maintenance of Architecture’, Journal of Building Information
Modeling, Fall 2009
Jackson, P. (1992). Conceptions of curriculum & curriculum specialists. In P. Jackson (Ed.), Handbook of
Curriculum Research, pp. 3-40. New York: MacMillan
Johnson, R. B., Onwuegbuzie, A. J., & Turner, L. A. (2007), ‘Toward a definition of mixed methods
research’, Journal of Mixed Methods Research, 1(2), 112–133
Koltich, E. & Dean, A.V. (1999), ‘Student Ratings of Instruction in the USA: Hidden assumptions &
missing conceptions about ‘good’ teaching, Studies in Higher Education 24(1), 27-42
Krathwohl, D.R., Bloom, B.S., Masia, B.B. (1964), The Taxonomy of Educational Objectives: The
Classification of Educational Goals, Handbook II: Affective Domain, David McKay Company, New
York, N.Y
Mark, E., Martens, B. & Oxman, R. (2001), The Ideal Computer Curriculum, Architectural Information
Management: eCAADe Helsinki, pp. 168-175
McGraw Hill (2009), SmartMarket Report: The Business Value of BIM: Getting Building Information
Modeling to the Bottom Line, McGraw Hill Construction, Bedford, MA
McGraw Hill (2012), SmartMarket Report: The Business Value of BIM in North America: Multi-Year
Trend Analysis & User Ratings (2007-2012), McGraw Hill Construction, Bedford, MA
Mills, J.E. (2002): The Effectiveness of Project-Based Learning in Structural Engineering, PhD Thesis,
Curtin University, available at http://espace.library.curtin.edu.au/R?func=dbin-jump-
full&local_base=gen01-era02&object_id=12603
Nawari, N.O. (2010), ‘Intelligent Design in AEC Education’, ITcon Vol 15, p 306-317, June 2010
Prawat, R. S. (1992), ‘Teachers’ beliefs about teaching & learning: A constructivist perspective’, American
Journal of Education, 100, 354-395
Pressman, A. (2007), ‘Integrated Practice in Perspective: A New Model for the Architectural Profession’,
Architectural Record, May 2007, http://archrecord.construction.com/practice/projDelivery/0705proj-
3.asp
Punch, K.F. (2009), Introduction to Research Methods in Education, Sage Publications Ltd, London
Rosier, M.J. & Keeves, J.P. (Eds.) (1991), The IEA study of science I: Science education & curricula in
twenty-three countries, Pergamon Press, London
Starzyk, G.F. & McDonald, M. (2010), ‘The Collaborative Dance: Only Three Steps’ in Proc of the BIM-
Related Academic Workshop, December 7-9 2010, Washington DC, eds. Salazar, G. & Issa, R.
Suen, H. K. (2014), ‘Peer assessment for massive open online courses (MOOCs)’, The International Review
of Research in Open & Distance Learning, 15(3)
Treagust, D.F. (1987), ‘Exemplary Practice in High School Biology Classes’ in Tobin, K.G. & Fraser, B.J.
(eds.) Exemplary practice in science & mathematics education (pp. 29-44), Curtin University of
Technology, Perth
Van den Akker, J. (1998), ‘The science curriculum: between ideals & outcomes’, in: International
Handbook of Science Education (eds B.J. Fraser & K.G. Tobin). Kluwer, London
Wood, D., Bruner, J.S., Ross, G. (1976), ‘The Role of Tutoring in Problem Solving’, Journal of Child
Psychology & Psychiatry, 17 (2), pp. 89-100, Pergamon Press, UK
Yessios, C. I. (2004). ‘Are we forgetting design?’, AEC Bytes Issue 10, available at www.aecbytes.com
(accessed 05/07/10)

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KNOWLEDGE TRANSFER INTO A BIM COURSE THROUGH

TECHNOLOGY-DRIVEN SOLUTIONS FOR REAL-WORLD
CONSTRUCTION PROJECTS

Marcel Maghiar, Ph. D., A.M. ASCE, [email protected]

Department of Civil Engineering and Construction Management, College of Engineering and Information
Technology, Georgia Southern University, Statesboro, GA, USA

ABSTRACT
The traditional education model is quite difficult for our students in-and-out of classes which involve use
of construction technology. Invited guest speakers are notorious in bringing value to classroom through
current, updated information and best practices from the companies they are representing. Transferring
knowledge this way and making it even available after the fact may benefit every student enrolled in a
dedicated Building Information Modeling (BIM) course.
Blending technology-driven solutions applied to construction projects enhance even more student
understanding of real-world practices. Specifically, it enables our students, practitioners and even
community members to learn by accessing knowledge derived from specific BIM applications in
construction project management. When video lectures, software tutorials or other industry presentations
and webinars are viewed outside of class time, the in-class time may become available for students to
receive one-on-one attention from their professors or practitioners to work collaboratively. Therefore this
time is more valuable as knowledge transfer and enriched experiences stemming from case studies
presenting real world technology-driven solutions.
The paper will reveal some hands-on collaborative activities during class time involving various
industry participants. The author created a model that can motivate students’ success because it allows
them to truly understand BIM applications by immersing into situational, real project challenges. Also,
students are encouraged to practice or play specific roles if they are having difficulties understanding the
case scenario exposed by industry materials. With industry support and participation, this educational
model (project technology-driven solutions) starts with the belief that students really do care about their
BIM understanding and its applications to solve industry problems. Using a reversed model (technology-
based, industry-oriented) will enable students to account effectively for the challenges and duties they
will face to their future jobs, therefore becoming more marketable into a thorough and technology-driven
job market.

Keywords: BIM course, knowledge transfer, project management, technology-driven solution, job
market

1. INTRODUCTION
Contemporary computer technology changes rapidly, forcing people to adjust the way they work in
accordance with new challenges. Construction and architectural design are some of the businesses
affected by such change. From the process of manual drawing and drafting buildings and other
construction projects of more than twenty years ago, the profession has moved on and adopted CAD
(computer-aided design) for the presentation and production of architectural, structural and systems
within buildings documents, especially with construction drawings.

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The transformation has been fast moving forward so that one can barely find an office still practicing
manual drafting. New graduates are more accustomed to CAD and BIM (Building Information Modeling)
programs than the drafting table. Computer representation allows clients to see the project in which they
are investing serious dollars the very tiniest details before the construction process begins. The more the
client sees, the further they can question, investigate or work to protect their investment, therefore
computer technology allows them to take advantage of this opportunity. This characteristic coincides with
the reality of growing complexity in the business of construction design. A building needs to respond to
several simultaneous issues: energy consumption, meeting green building standards, LEED (Leadership
in Energy and Environmental Design) requirements, cost-effective facility management, environmental
impacts, and construction uncertainties, among others. Because of these competing agendas, the CAD
technology begins to reach its limit, as it is best used in the static presentation of architectural drawings
and scaled models. BIM extends some of the CAD limitations. In addition to the capacity to creating
drawings and scaled models, BIM can also embed information into the representation of building parts
and elements. (BIM Academic Forum, 2013)
BIM allows the building owner, architect, contractor, building manager and other users to predict the
future performance of buildings, using techniques of simulation to anticipate and prevent problems before
the actual construction process begins. Also, new virtual BIM software will help them reduce risks in
their projects and therefore reduction in the risk is going to make the adoption of technology solutions
easier for construction companies. Various BIM applications automates the change while detecting
change automatically between iterations in 3D models and 2D design drawing sets. Consequently,
applications make things easy to understand to all stakeholders. They can help understand the design and
the change in design more easily, so it will also help anticipate different issues. When problems have been
analyzed in an earlier stage, stakeholders have the chance to work collaboratively and remove them
before they occur and that means decreased construction costs. Construction management students are in
definite need to be exposed to situations like this in which the risk is better controlled and construction
costs reduced. Risk factor is definitely going to be minimized with the help of BIM applications.
Transferring knowledge this way and making it even available after the fact may benefit every student
involved in such applications. These applications are essential constituents of the dedicated BIM course
within the Civil Engineering and Construction Management department.
By providing constructability analysis capabilities, technology-driven solutions applied to
construction projects augment even more student understanding of real-world construction practices.
They are enabling our students and future practitioners to learn by accessing knowledge derived from
specific BIM applications in construction project management. A better understanding of construction
risks and the need to reduce construction costs may be effectively taught through BIM applications into
the real project circumstances.

2. BIM APPLICATIONS AS TECHNOLOGY-DRIVEN SOLUTIONS

2.1 Real-world construction projects solutions

Applications for construction permits are now transforming; in some cases when more progressive
contractors are involved, BIM models with a specific level of development specification may be
submitted in lieu of traditional construction drawings (BIM Points Blog, 2013). BIM allows for the clear
inspection of every detail in the virtual building or on the potential site concerns prior to the issuance of
construction permits. Some construction companies and several other specialized construction services
have already begun to require BIM files in the application for construction permits.
Another solution for the practice of constructing a data-rich BIM model is the investment into a
virtual model that is capable of constructability analysis and simulation of actual construction, including
changes for materials, methods and means of building construction, therefore requiring specialized
knowledge and skills. Architects or architectural firms who produce the architectural designs are not
really performing constructability analysis. But creating a data-rich BIM model would require additional

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expertise and labor hours to put into and usually drive up expenses. Added to regular design fees,
normally this modification would be acceptable to project owners because these additional expenses
would counterbalance costs that could be saved during various construction phases. Furthermore, if BIM
modeling were to be used in the post-construction period to assist building maintenance and operations,
the project would require a higher level of detail in design documentation that would make it even more
expensive.

2.2 Real construction projects scenarios in classroom environment

When we address BIM workflow, we always make a strong mention of the way it redefines approaching
to projects. Studying how BIM will affect your design workflow cycle, project deliverables and internal
quality will not only allow organizations to retool the project approach, but more importantly how to
obtain resources, staff projects and make deliverables. These are difficult to covey into a traditional
education model. Students in-and-out of classes use technology for various purposes. Their “smart phones”
can wake them up, provide with access to information, and direct students to places they would like to go.
Various digital devices may use calendars, date books, and “apps” that assist with many daily functions.
Also, everyone nowadays use technology in homes, schools, work places, or in our health care facilities.
Virtual software programs in our work places design buildings, analyze potential structural problems,
and suggest materials for construction. Technology runs business, keeps track of money and inventory,
facilitates “meetings” with people from all over the world by way of virtual “meeting rooms” and
provides us with information that allows for business decisions and tracks international markets. Our
students also are now used to go to school “on-line” in virtual classrooms where all the students in those
“classrooms” are literally from many distant locations. Our government has mandated that health care
facilities track health information using an electronic medical record (EMR) that will be linked in order to
provide instant health information about patients anywhere they may travel and need this information in
order to be treated effectively. Because of the dependence on technology in the professional world, higher
education must prepare students to be able to use both basic and specific technologies required for job
performance in their selected professional pursuits after graduation. However, there is a growing concern
about the extent that students’ educational preparation may not be keeping pace with the demands and
expectations of corporations and companies who will employ college graduates (Hart Research
Associates, 2013). Therefore the rising questions is: How well are graduates prepared to be able to
transfer/transport classroom learning to workplace applications?
Invited guest speakers are notorious in bringing value to classroom through current, updated
information and best practices from the companies they are representing. Transferring knowledge from
industry professionals and making it even available after the fact may benefit every student enrolled in a
dedicated Building Information Modeling (BIM) course. Blending technology-driven solutions applied to
construction projects enhance even more student understanding of real-world practices.
Students need to comprehend and be assessed on the overall workflow plan that will define project
programing, design-development through construction management and hand-over to the customer. The
workflow should showcase how BIM requires an entirely new approach to design tools from
documentation, visualization and even engineering calculations. In author’s opinion, the basic portable
skills the course students need to be able to apply in real-world scenarios are:
 Workflow of the construction process
 The role of technology within the workflow
 Roles and responsibilities of designers/owners/construction managers
 Collaboration and integration of individuals in the construction delivery
 Interoperability/capabilities of the software used
Construction Management program in the College of Engineering and Information Technology at Georgia
Southern University offers the BIM for Construction Management course which is based on the belief
that when video lectures, software tutorials or other industry presentations/webinars are viewed outside of
class time, the in-class time may become available for students to receive one-on-one attention from their

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instructor and practitioners to work collaboratively. Therefore, the author believes that the actual time
used in class is more valuable to the knowledge transfer needed to perform in construction industry
environment.
Enriched experiences stemming from case studies are presented into real world technology-driven
solutions. This paper will reveal some hands-on collaborative activities during class time involving
various industry participants. The instructor of the course created an environment which motivates student
to succeed because it allows them to truly understand BIM applications by immersing into situational,
real project challenges. Along with industry support and participation, this educational model (project
technology-driven solutions, figure 1) starts with the belief that students really do care about their BIM
understanding and its applications to solve industry problems. The industry involvement in the course is
complementing the understanding of how technology applications are meant to solve company-based
problems through use of various case studies presented during the semester-long course.

BIM process

Technology‐driven  Software tools & 
solutions Technology

Collaborators  Case study 
involvement  (scenario details)

Situational, project 
challenge

Figure 1: Project technology-driven solutions conceptual framework

3. COLLABORATIVE ACTIVITIES INVOLVING BIM APPLICATIONS TO

FACILITATE KNOWLEDGE TRANSFER

3.1 Site logistics – A simulation for obtaining permits

In this practical project, students work in small groups to look at some of the simple modeling tools that
can be used to create a fairly comprehensive site logistics plan. The site logistics plan exercise creates
scenarios analyzed by the teams to produce and establish efficient and safe working conditions for all
involved parties adjacent to and within the construction zone. The plan is inclusive of major equipment
placement, pedestrian and vehicular travel paths, staging of facilities and required temporary functions,
lay down areas as well as means of emergency operation routes (see Figures 2 and 3, one created
example). The assessment of this activity requires only electronic site logistic plans for every considered
construction site, therefore students have the opportunity to understand and analyze in-depth the
challenges of site location and conditions prior to obtaining a building permit. In addition, a preliminary
estimating exercise is rewarded with bonus points if they calculate the cost on the fence installation
needed to surround the jobsite by estimating the total cost for the type of fence used in the site logistics
project. All of them are advised to consider latest material costs, the units in the family imported in the
model or basic linear feet cost. Then, students are advised to calculate the perimeter where that site fence
is placed. Considerations of renting vs. buying the fence can be made. However, the students are further
instructed to document the sources obtained on the web, from contractors, vendors, etc. for cost of units
or for renting the entire fence and for the construction time the respective fence will be used on site. This

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way they are forced to analyze what type of building will be constructed on site and the magnitude of
project seeking construction permit.

Figure 2. Example of site logistics exercise – 3D view and analysis

Figure 3. Site logistics exercise – top view analysis

The site logistics plan for each student is assessed as site specific plans that are considered strategic for
each particular site conditions and produced to establish efficient and safe working conditions for all
parties involved in the site work. As mentioned before, when the organization of the site is assessed, the
plan should be inclusive to five categories of site elements in the respective models: 1. major equipment
placement; 2. pedestrian and vehicular travel paths; 3. staging of facilities and required temporary
functions; 4. lay down areas for materials handling; 5. means of emergency operation routes (site
accessibility for emergencies). Categories with points that may be obtained for each rubric assessment are
provided in the followings (in parenthesis, the maximum percent that can be obtained) and they are
measuring the comprehensiveness of the above five areas for the site logistics exercise:
 Missing most components, plan not well-developed (up to 25)
 Not a well-developed plan, missing a few components (up to 50)

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 Well-developed, but missing a few components (up to 75)

 Well-developed plan with all components in place (75 - 100)

3.2 ADA compliant house design – a project application for relevant building codes and
regulations
On this application module, students work in larger groups and guest speakers from local industry are
invited to present and help towards the project completion. In the first phase, students are provided time
to review and practice some video tutorials and pick up quickly the modeling skills to the intermediate
levels or even more advanced levels that will help and guide them throughout this project assignment.
From the very beginning, students are directed to focus on the level of details and the code compliance of
the proposed design instead of the overall appearance of the BIM model. They are also encouraged to
explore creative designs that fit into the context of local community. Plenty of resources are provided in
the online learning management tool of the university system. The project intends to respond to an
emerging market demand on senior-friendly housing by a rapidly increase of senior population. The
proposed housing design requires the students to take into account the specific design features (e.g.
Universal Design criteria) and applicable code requirements (e.g. ADA accessibility guidelines, State and
Federal regulations regarding accessibility codes, etc.) for the main floor of the proposed house design.
The housing design is discussed collaboratively in the first sessions in order to reflect realistically the
seniors’ needs for floor level of a basic residential unit. Students are encouraged to form groups of at least
five individuals to distribute the working load. This activity is completed during class time and various
roles are assigned to each individual within a team: construction manager, architect/interior designer,
project superintendent, code compliance official/building inspector or project engineer. The required
project deliverables are worked out in collaboration with invited industry speakers from local community
and consist of a completed senior-friendly housing design model including basic design documentation
(site plans, floor plans, elevations, sections views, detail views and renderings) and a comprehensive
narrative report on design process and the outcomes of the implemented housing features. Figure 4 below
is a delivered example of a main floor plan and a section view through a kitchen and bathroom design.
Peer evaluation of teamwork is part of this project assessment and it is a ranking-based evaluation.
The individuals within a team are receiving factors (multipliers) applied to the team score, based on a
points distribution system created by instructor to reflect on the overall contribution reported by the peers.
Categories students are asked to evaluate their peer contributions to the project are based on the following
questions:
(a). How well is her/his attendance to team meetings in class?
(b). How well is her/his communication with the team?
(c). Did this team member work well with other group members?
(d). How well did s/he bring energy/can-do attitude/excitement to the team?
(e). How well did s/he provide initiative and/or leadership?
(f). How well did s/he seek consensus and/or bring out best in others?
(g). How well was her/his contribution to important points/issues in the assigned tasks/projects?
(h). How well did s/he complete assigned tasks/projects?
(i). How good was her/his overall participation/contribution in this group?
(j). Would you like to work with this member again in a similar group for a different project?
As one of the students reported after completion of this project, it was a great learning exercise,
interactive and collaborative: “This project was a good way to get us thinking out of the box and pay
attention to ADA codes. ADA is not something most of us think about every day but it does have real
world use. Many of the simple things we take for granted must be changed in order for someone who is
confined to a wheelchair to be able to use them. I enjoyed working on this project and it made me realize
some of the real world applications and difficulties construction managers actually face. This is a good
use of BIM to ensure all aspects of an ADA household are met before the project is built.” The duration
of this particular applied project is about one full month considering the two weekly sessions of the

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course schedule and the invited industry/guest speakers sessions. Depending on the speed of the teams’
design and their navigation through the building codes and ADA requirements and accessibility, the
overall duration vary slightly from semester to semester.

Figure 4: Floor plan and section view of a residential ADA compliant model

3.3 Electronic surveying - improving accuracy on a BIM-driven project

The collaborative work on this project (teams of 4-5 students) is also showing how including electronic
surveying with BIM in MP (Mechanical-Plumbing) systems plans increases productivity in large-scale
projects, such as hospitals, residential complexes, and hotels with repetitive floor plans (selected by
students with industry collaborators invited to class). In order to complete this project, actual company
statistics are needed to be provided, therefore this project involves heavily construction professionals. The
statistics are coming from companies that are surveying for their MP construction plans and companies
that are not using this innovative technology. The selection of these companies will be conducted based
on the ratio of MP systems cost with forecast of total project cost and the suitability with these type of
projects. Also larger-scale projects with repetitive floor plans are considered to be undertaken on these
highly interactive “student-professional” projects (see figure 5).

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Figure 5. Multi-floor tower construction, mesh of point-cloud data and MP elements for installation of
equipment

Use of a total station data, laser scanning equipment and MEP modeling software on these projects is
expected to decrease tolerances for installation of this equipment. Another expected benefit of knowledge
transfer on these cases is improvement of specialty crews’ on floor plan logistics, therefore reducing
planning time. Differences of construction companies using electronic surveying are quantified against
companies that are not using this surveying system and use of models for the jobsite coordination. On
large-scale projects, implementing electronic surveying with BIM technologies to mechanical and
plumbing systems can greatly improve construction productivity and quality work of the crews. The
students are asked to report on the findings into a comprehensive research report. The initial assumption
would be the fact that using electronic surveying technology with BIM may cut certain percent of budget
costs, reduce valuable construction scheduling time and minimize conflicting information between sub-
contractors and general contractor. The students are further reporting and presenting as group how
implementing electronic surveying with BIM on MP systems will not only improve large-scale projects,
but will also allow for numerous technological applications resulting in better specialty subcontractor
performances (topographic site surveys, concrete slab flatness, interior measurements, faster installation
time, better control over tolerances when installing HVAC equipment, better crew coordination, etc.).
Their reports are evaluated based on the completeness and thoroughness of the overall project
performances and experienced savings.

4. CONCLUSIONS AND FUTURE WORK

Using a reversed model (technology-based, industry-oriented) is enabling students to account effectively
for the challenges and duties they will face to their future jobs, therefore becoming more marketable into

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a thorough and technology-driven job market. Some of the graduating students may become in the near
future the BIM job captains or BIM Managers for their employers, and through their careers they may
experience complex roles and responsibilities. BIM students need to understand the business thoroughly
and the primary function to manage the process of virtually constructing a building and documenting the
design contract documents accurately. This would encompass managing a team of professionals,
designers and technicians of multiple disciplines and own the construction-documents set through as-built
submittals. It is also critical for them to lead model management and BIM planning, collaboration and
coordination on projects they will lead (Joseph, Autodesk University 2011). The position is finally
responsible on the project for modeling, documentation and verifying design intent during the
construction documents phase. As educators, we have to make sure they are exposed enough and capable
of taking charges in various roles and responsibilities:
 Coach, mentor and supervise the process of virtually constructing a building by production (mod-
eling and documenting tasks)
 Lead the effort of putting together a set of construction documents
 Produce construction documents for one or more disciplines (architectural, structural, MEP, inte-
rior design, etc.)
 Lead BIM coordination meetings: spatial coordination of disciplines, gathering all disciplines
BIM models including civil, site, landscaping and preforming coordination tasks
 Fostering high level of communication and teamwork to assemble a work environment for differ-
ent individuals representing multiple disciplines
The largest percentage of Architecture/Engineering (A/E) firms and General Contractors (GC) seek
project management skills and knowledge of construction processes in their senior staff (McGraw-Hill,
2012) with a significantly higher percentage of GC seeking these type of skills and knowledge. However,
it is notable that, according to the same SmartMarket Report, well over half of the A/E firms consider
knowledge of construction processes to be important when seeking experienced staff, therefore
suggesting an emphasis on a more holistic view of design and construction. The skills firms ranked as
most important for student and recent graduates they would hire largely correspond to emerging
technology trends in the profession (McGraw-Hill, 2012).
Through a few examples used in a BIM course as highly collaborative projects, this paper has
revealed how certain technology-driven solutions to real construction projects may impact, enhance and
create a deeper understanding of the most BIM Manager’s future roles and responsibilities. The transfer
of the most needed construction project management skills in industry can start during these projects
exercises in the BIM classroom environment. The author is currently working with other educators to
expand the range of technology-based applications on other course offerings within the same department.

REFERENCES
BIM Academic Forum (2013). “Embedding Building Information Modelling (BIM) within the taught
curriculum.” The Higher Education Academy, UK
BIM Points Blog (2013). “How LOD 350 Benefits BIM for Building Construction”. Accessed on Jan. 10,
2016: http://www.concreteconstruction.net/bim-learning-center/leica/blog/leica-blog-29.aspx,
Concrete Construction Magazine online edition
Hart Research Associates (2013). “It Takes More Than a Major - Employer Priorities for College
Learning.” Liberal Education, Spring, 22-29.
Joseph, J. (2011). “BIM Titles and Job Descriptions: How Do They Fit in Your Organizational
Structure?” Autodesk University sessions, DL 4436, 1-17.
McGraw-Hill (2012). "SmartMarket Report: Construction Industry Workforce Shortages: Roles of
Certification, Training and Green Jobs in Filling the Gaps." McGraw-Hill Construction, 1-66.

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DIGITAL PROJECT COORDINATION EXPERIENCE IN

UNDERGRADUATE CONSTRUCTION EDUCATION

Rui Liu, Assistant Professor, [email protected]

Department of Construction Science, the University of Texas at San Antonio, San Antonio, TX, USA
Luis Berumen, Director of Construction Technologies, [email protected]
Bartlett Cocke General Contractors, San Antonio, TX, USA

ABSTRACT
This paper presents an experiment of a pedagogy through collaborative BIM (Building Information
Modeling) education at UTSA: real-time BIM coordination meeting in class. Clash detection and
coordination play a key role in implementing the benefits of BIM, such as reducing design errors.
Therefore, for undergraduate BIM education, it is critical that students learn to master the fundamental
function and process of performing clash detection and coordination with different trade sub-contractors.
Despite increasing adoption of BIM education for undergraduate students, there is insufficient student
involvement in collaboration and coordination in BIM practice. The designed BIM for construction
management syllabus covers this skillset in lab sessions with trade subcontractor models, focusing on the
software tools’ function of running clashes and solving problems within software. This approach helps the
students not only understand the software perspective of clash detection, but also to understand the
coordination between different trades and how the GC BIM coordinators resolve conflicts between the
trades. This new approach has been adopted for undergraduate BIM classes at UTSA. A real-time BIM
coordination meeting is conducted in one lab session. The BIM Coordinator from the general contractor
lead students to perform clash detection, experiencing how to use Autodesk Navisworks to color code for
different trades, detect conflicts, perform a 3D “constructability review,” prepare the BIM model for
weekly meetings with subcontractors and explained the cyclical process of coordination work.

Keywords: Collaborative learning, BIM coordination, BIM education

1. INTRODUCTION
A construction project usually involves a multi-disciplinary team combining valuable and unique input of
stakeholders from various domains, including owners, architects, engineers, contractors and facility
managers. Serving as an effective communication and coordination media, Building Information
Modeling (BIM) becomes a standard practice in the Architecture-Engineering-Construction-Operation
(AECO) industry. Many universities and colleges offer construction related programs with integrated
BIM components into their programs (Sacks and Pikas 2013) . Johnson (2010) reasoned that BIM is one
of the most recent trends to be addressed by construction education programs, and at the same time, it is
also one of the most challenging topics. With the rapidly increased adoption of BIM among contractors in
North America, by 2012, there is already 70% rate of adoption for BIM among contractors. Of these
contractors, more than 36% have six or more years of experience, greater than twice the number that were
at that level in 2009 (McGraw Hill Construction, 2014). Although there are various definitions of BIM,
most researchers and practitioners agreed that BIM is not only a product or technology, it is a process that
can improve the project success through project life cycle (Leite 2015). Thus, teaching BIM requires
more emphasis on the process improvement rather than solely technology or software functions.

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This paper describes an undergraduate level BIM for construction management class term project,
which focused on learning the coordination process of BIM instead of the modeling skills. CSM 4533 was
an elective class which became a required class for all construction science major students in 2015. It is
also an elective for students pursuing a minor in construction. CSM 4533 was first offered in fall 2012,
and since then, the course has attracted high interest from the student body. It was offered once a year in
2012 and 2013, and because of the high demand for the students, it has since been offered each semester.
Each semester, it is registered to its full capability. Currently the class has 28 students each semester.
Students gain hands-on experience with different software platforms for various different projects. This
course is also supported by several industry practitioners who are willing to share their experience and
their project information with our students. This paper focuses on the discussion of one term project for
this course.

2. PREVIOUS RESEARCH
BIM has gained wide recognition in the last decade in both academia and AEC industry. Some research
has indicated that BIM adoption is increasing in the AEC industry (Joannides et al. 2012). Based on the
survey distributed to members of the Associate School of Construction, as of 2008, less than 1% of the
construction programs had a stand-alone BIM course, while 9% incorporated BIM as part of the existing
courses (Sabongi 2009). By 2013, 54% of the programs had dedicated and fully-developed BIM classes
included in their curriculum. 52% claimed BIM content was embedded in conventional courses(Wu and
Issa 2013). In BIM education, researchers found that BIM is one of the most challenging topics for
construction programs (Casey 2008). As the demand for construction students with BIM skills is
increasing, it is important for the current construction program to provide an effective course that can help
students achieve the corresponding knowledge and skills. However, there are several challenges in BIM
education. First of all, there are many different understandings of BIM in academia and industry.
Depending on the roles of the BIM practitioner, their understanding and implementation of BIM can be
different. It is critical to help the students understand the difference and master the core concept of BIM.
Second, there are many BIM platforms and business processes that can be used in the construction
industry. It is almost impossible for the instructor to cover all platform offerings in merely one course.
Thirdly, technology has been changing rapidly over the past few decades, and what is taught in class
might be “obsolete” soon after students’ graduation. Instructors of BIM should train the students to keep
an open mind for changes instead of following the same procedure(s). Critical thinking and adaptability
towards technology development should be addressed. Finally, BIM technology is used to solve the
business problems. The most effective way to teach the students is by educating them about
current/typical challenges on construction projects, the problems that can be solved, problems currently
being solved by industry BIM experts, and how the industry is utilizing BIM technology for business
applications. In order to better the education experience, partnership is built between the Construction
Program at University of Texas at San Antonio and the BIM professionals from local construction
companies. Front-line practices were introduced to the students as guest speakers and mentors.

3. COURSE DESCRIPTION

3.1 Course Overview

The “BIM for Construction Management” course at UTSA is offered as three-credit hour required course.
The instructor meets the students for 85 minutes twice per week. All the class sessions were assigned to a
computer lab. A background survey is conducted at the beginning of the class each semester to evaluate
the students’ education level and background. The results shows that the class was mainly composed of
senior and junior construction majors who had already completed basic construction courses such as plan
reading, estimating, scheduling, and project management. Because it was the only BIM course in the
curriculum at the time, the course was designed to cover a wide variety of BIM topics such as clash

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detection, constructability review, design, visualization, model based quantity take-off (QTO) and
estimating, and 4D scheduling (Liu et al. 2015).
The course final grade is consisted of one midterm exam (10% of the grade), one final exam (10% of
the grade), homework projects (30% of the grade), quizzes (10% of the grade), and two term projects
(40% of the grade). All homework projects are designed to equip the students with the proper skills for
the term projects. There are two term projects throughout the semester. The Term Project I focuses on the
technical skills of the software functions (Liu and Hatipkarasulu 2014). The Term Project II focuses on
collaboration and communication amongst general contractors and subcontractors during the construction
phase. In previous semesters, students were asked to detect clashes with real-life models and find
solutions for the conflicts. In fall 2015, in order to help the students understand the cyclical and iterative
coordination workflow, Term Project II involves model updates, template setup and conflict re-
examination.
Each class session started with a lecture and were followed by the lab exercises. The lectures were
utilized to teach fundamental BIM concepts and BIM documentation including BIM Execution Plans,
BIM contracts, implementation processes, case studies. In addition, during the lecture, specific steps to
use the software platforms were also demonstrated. The lab portion provided students with hands-on
skills and applications. As there are two platforms that the class focuses on, the semester was divided into
two parts. The first half of the semester focused on the skills for Autodesk Revit 2014. The purpose was
to provide basic modeling skills, teach database concepts and structure. A term project was assigned after
all of the Revit tutorials were finished in the class. The second portion of the semester focused on trade
coordination utilizing Autodesk Navisworks Manage 2014, a model aggregation platform well-known in
the industry for BIM coordination and collaboration. The purpose was to allow students to understand
clash detection process during the construction phase, master the skills to color coding models for
different trades and coordinate with different trades to solve the problems.

3.2 Term Project Example

In previous semesters, the clash detection and coordination term project was addressed in one cycle which
required the students to solve the clashes from various subcontractors with the provided NWC files. The
term project example can be found in this article (Liu et al. 2015). Since fall 2015, an innovation of this
course is that the project focuses on process instead of product. Emphasis has been placed more on
understanding BIM as a project management and problem solving process. With the rapid development
of BIM technology, it is not enough for the students to master one or two software platforms. Instead, it is
more important for them to understand why they need to use the tools and how to implement these
technologies in order to produce successful project execution. In addition, this project emphasizes the
communication and coordination cycles amongst the general contractors and subcontractors. Even
though technology is important, the way to communicate efficiently with technology is even more
important.
In the preparation phase, four tutorials were used as step-by-step instructions for the functions and
procedures in Navisworks. One in-class exercise and one homework were assigned in order to practice the
skills in the tutorials and master the process of setting up projects and performing clash detection.

3.3 Industry Involvement

In the meanwhile, two guest lectures from general contractors were provided to introduce the daily
practice of BIM managers and BIM coordinators. One of the lectures is about the generic BIM
implementation for each phase of a project, beginning during design & preconstruction. The other lecture
was the detailed explanation project BIM/trade coordination and communication with subcontractors.
BIM coordinators from the general contractor and some from the subcontractors showed up to the lab,
and other subcontractors were attended virtually through GoToMeeting. The BIM coordinator from the
general contractor first explained to the class what clashes he had found from the models when preparing

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for the meeting. He then lead the meeting and facilitated the conflict resolution process by working
collaboratively with the subcontractors to propose solutions for each of the conflicts identified.

Figure 1: Coordination Iteration

3.4 Term Project Example

The students were assigned a project to mimic this coordination process. The project description is as
follows.

General Contractor BC has recently been awarded a new clinic project. As a project BIM coordinator,
you have received 3D BIM drawings for its architecture, structure, mechanical, electrical, plumbing
and fire sprinkler system models from the subcontractors. You are required to color code different
disciplines and find possible conflicts in the models for the weekly coordination meetings. Download
all models in the CHCS folder from the shared project server:

Required Elements:
a. Model Alignment: Align all the models (2 points)
b. Color Code Models: Reset the models color according to the following table (5 points)
Architectural

Structural

Ductwork/Mechanical Equipment

Plumbing

Electrical & Lighting

Fire Protection

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c. Create a Selection Set: Select the highlighted elements as shown in Figure 1 from your selec-
tion tree and save this selection as a set (3 points)
d. Clash Detection: Run two clash detection tests between the following disciplines.
 Test 1: FIRE vs. PLUMBING
 Test 2: PLUMBING vs. STEEL
e. Viewpoints
Find at least 8 clashes for each test above. Markup using clouds and comments for the clashes
and save them as viewpoints. Create folders in the “Save Viewpoints” window, name your
folders name according to the disciplines such as “FIRE vs. PLUMBING”. Create one folder
for each clash detection test. Each folder should contain at least 8 clashes with markup. (10
points)
f. A 3D Walkthrough Animation: create walkthrough animation for your model in Navisworks
with highlights of some exterior and interior features. Then export this animation as “last-
nameWalkthrough.avi” (10 points)
g. Clash Detection Iteration (20 points)
Repeat steps a-d with the updated set of NWC files from the subs. Compare the new clash de-
tection results with the first round.
Project Deliverables
 Save your finished Naviswork file after the first iteration as “LastnameTermProjectW1.nwd”
 Save your finished Navisowrk file after the second iteration as “LastnameTermPro-
jectW2.nwd”
 lastnameWalkthrough.avi

3.5 Student Deliverables Examples

The students were required to setup the clash detection for the first week and markup the clashes in
Navisworks. In the second week, new sets of NWC (Navisworks cache files) were distributed to the
students and they were asked to update their NWF (Navisworks file) with the updated models. Some of
the clashes captured by the students in week 1 were shown as in Figure 2. One comparison between the
first week’s clash detection and the second week’s detection was shown in Figure 2. The students can find
out what the subcontractors have revised in their model to solve the clash problems in the second round.
And they can find potential clashes after the subs make changes.

Figure 2. Clash Detection Examples

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Figure 3. Comparison between week 1 and week 2

4. DISCUSSION
There are several aspects from the experience of teaching this course that may be helpful for future
instructors. First of all, BIM education should emphasize the business process instead of specific software
skills. With the understanding of the construction business and coordination process, the students can
understand the utilization of BIM and are more adaptable to apply the skills they learned in the process
even if the software packages are different than what is taught in class. Secondly, industry connections
and involvement from local practitioners are valuable. With the front-line practitioner’s involvement,
students are more motivated and understand the concept much better. With the real-life project experience,
the students can apply their skills and ask questions to the practitioners, which help them master their
skills faster. Thirdly, keep the student open minded. Because technology evolves so rapidly, as a future
BIM professional, they will have to adapt to new technology throughout their careers. The ability to
evaluate technologies, make wise decisions and choose the appropriate technology to use is more
important than mastering the current software. Finally, students’ interest in BIM technology should be
maintained through the semester. How to make complicated software easier for the students to learn is a
lesson a BIM instructor should keep learning, especially when there are some students with weak
computer skills.

5. CONCLUSIONS
This paper focused on explaining one term project on the use of BIM for construction undergraduate
classes. As BIM education should emphasize the process instead of the product, the term project is
revised and improved from previous semesters to incorporate the cyclical and iterative BIM coordination
process. Understanding the core value of BIM processes, while applying critical thinking and problem
solving, is more important than the skills for any software platform.

ACKNOWLEDGMENTS
The authors would like to acknowledge the many industry practitioners and mentors that have shared
valuable inputs and provided projects for the students.

REFERENCES
Casey, M. "BIM in education: focus on local university programs." Proc., Building Smart Alliance
national Conference Engineering & Construction, 2008, Washington DC, USA.

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Joannides, M. M., Olbina, S., and Issa, R. R. A. (2012). "Implementation of Building Information
Modeling into Accredited Programs in Architecture and Construction Education." International
Journal of Construction Education and Research, 8(2), 83-100.
Johnson, B. T., and Gunderson, D. E. (2010). "Educating Students concerning Recent Trends in AEC: A
Survey of ASC Member Programs." Associated Schools of Construction Annual International
Conference, and CIB Workgroup 89, Associated School of Construction, Wentworth institute of
Technology.
Leite, F. "An Example Project-Based Course on Building Informaiton Modeling for Construction
Management." Proc., 9th BIM Academic Symposium & Job Task Analysis Review.
Liu, R., Gajbhiye, A., and Paromera-Arias, R. (2015). "Using Real Life Examples of Buiolding
Construction for Student Projects to Improve Their Understanding and Concept of BIM
Implementation." 9th BIM Academic Symposium & Job Task Analysis ReviewWashington, DC.
Liu, R., and Hatipkarasulu, Y. "Introducing Building Information Modeling Course into a Newly
Developed Construction Program with Various Student Backgrounds." Proc., 121st ASEE Annual
Conference and Exposition, ASEE.
McGraw Hill Construction, (2014). "The Business Value of BIM for Construction in Major Global
Markets: How contractors around the world are driving innovations with Building Information
Modelling." SmartMarket Report, H. M. Bernstein, ed. Bedford, MA.
Sabongi, F. J. (2009). "The Integration of BIM in the Undergraduate Curriculum: an analysis of
undergraduate courses." Proc., 45th Annual Conference of ASC.
Sacks, R., and Pikas, E. (2013). "Building information modeling education for construction engineering
and management. I: Industry requirements, state of the art, and gap analysis." Journal of
Construction Engineering and Management, 139(11).
Wu, W., and Issa, R. R. (2013). "BIM Education and Recruiting: Survey-Based Comparative Analysis of
Issues, Perceptions, and Collaboration Opportunities." Journal of Professional Issues in
Engineering Education & Practice.

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A Comparison Study: SketchUP Pro and Revit Architecture

in a Sophomore Construction Engineering Management
Class

Graham E. Tony, Associate Professor, [email protected]

School of Technology, Department of Built Environment, Construction Management, North Carolina A&T State
University, Greensboro, NC, USA
King Vereda, Associate Professor/Chair, [email protected]
School of Business and Economics, Department of Economics, North Carolina A&T State University, Greensboro,
NC, USA
Hopson B. Linda, Associate Professor, [email protected]
School of Education, Department of Human Development and Services, North Carolina A&T State University,
Greensboro, NC, USA

ABSTRACT
Building Information Modeling (BIM) in construction engineering management undergraduate curriculum
introduces fundamental changes to curriculum content development, implementation and assessment.
Through collaborations by industry and academia, many software applications are available to address
various design and construction solutions. Yet, there are few studies by academia specifically addressing
which software applications are best suited for freshman/sophomore construction engineering management
students in a dedicated stand-alone BIM course. This paper addresses North Carolina A&T State
University’s (NCATSU) Construction Management Program’s approach to introducing BIM-enabled
learning at the freshman/sophomore levels. Essential to this effort is understanding students’ acceptance of
problem solving in a 3D environment for construction. This paper presents the authors’ use of exploratory
teaching methodology and observational research findings to better understand and evaluate freshman and
sophomore students’ BIM experiences. This paper discusses the issues and challenges faced in a
freshman/sophomore construction management class experiencing the use of SketchUP Pro and Revit 2015
for the first time.

Keywords: BIM Education, BIM curriculum, CM Curriculum, Construction Engineering Management,

SketchUP, Revit, Bentley, Learning Environments, Curriculum

1. INTRODUCTION
BIM software has progressed substantially in the architectural, engineering and construction industry. Many
BIM platforms have evolved such as Graphisoft, ArchiCad, Bentley, DProfiler, Autodesk Revit,
Vectorworks, Tekla structures. These BIM platforms all have similar BIM features and support pre-defined
and user defined parametric modeling (Eastman, et. al, 2011, p. 76). Most, if not all BIM platforms must
have parametric modeling as the core of the BIM’s software capability. These BIM platforms assist the
AEC community in production of designs, construction documents, estimating, scheduling, management,
energy analysis, etc. However, finding and implementing a singular BIM platform into a construction
management curriculum is not without its own challenges. Clevenger, et. al, states that: Construction
education needs to embrace the opportunities and overcome the challenges presented by Building
Information Modeling (BIM) to remain current and relevant. Although a growing number of university
architecture, engineering and construction (AEC) programs have begun to offer courses that include BIM
content, few programs have strategies in place to fully integrate BIM across curriculum (p1).

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To address this challenge, faculty in NCATSU’s construction management (CM) program are currently
implementing exploratory teaching methodologies by introducing two BIM applications; SketchUP Pro to
its CM 100 freshman class and Revit 2015 to its CM 256 sophomore class students. This paper discusses
BIM software features/tools of SketchUP Pro and Revit 2015 and the issues and challenges faced in a
freshman/sophomore construction management class experiencing the use of SketchUP Pro and Revit 2015
for the first time.

2. GENERIC BIM FEATURES

Brightman (2013,) defines “BIM as a concept, not a software program” (p.21). He further states “there are
software programs that use the BIM concept to execute the design process. There are no official BIM
features list, but here are a few popular features that most people expect to find in a BIM program: 3D
modeling, model life-cycle use with the building from predesign to demolition, interoperability with
consultants and their cad platforms, dynamic links between the 3D model and the construction documents,
photorealistic rendering and raytracing, parametric modeling input and output, clash detection, energy
analysis, cost analysis, 4D construction phasing and schedule management”(p.21). Brightman further states
“SketchUP lacks parametric modeling features” (p.28).

3. SKETCHUP BIM FEATURES

To address SketchUP’s lack of BIM parametric features many SketchUP plugins continue to be
developed as identified by Brightman (2013) Cost Analysis - BimUp: www.bimup.co.uk/, SpaceDesign:
www.renderplus.com/wk/SpaceDesign_Features_w.htm, Energy Analysis- EnergyPlus:
http://apps1.eere.energy.gov/buildings/energyplus_about.cfm, IES V-Ware:
www.iesve.com/Software/VE-Ware, NREL OpenStudio: http://openstudio.nrel.gov/, HVAC – 3Skeng:
www.3skeng.com/en/index.htm, Parametric Modeling: SketchUPBIM: http://www.sketchupbim.com/,
Instant Roof: http://valiarchitects.com/sketchup_scripts/instant-roof, Instant Wall:
http://valiarchitects.com/sketchup_scripts/instant-wall, Dynamic Components:
www.sketchup.com/intl/en/product/dcs.html, Build Edge: www.buildedge.com/, 4D Timeline: Superplan:
www.superplan.info/index.html, Photorealistic Rendering and Raytracing- Twilight Render:
http://twilightrender.com/, Shaderlight: www.artvps.com, and Podium: http://suplugins.com (p.28-29).
Other SketchUP BIM feature issue(s) center on Industry Foundation Classes (IFC). These issues are
addressed in the SketchUP Community Forums website http://forums.sketchup.com/t/sketchup-in-
building-information-modelling-bim/14139. Many IFC, visualization, design and construction (VDC),
MEP related issues continue to be addressed for SketchUP with the solution(s) being plugins.

4. EXPLORATORY TEACHING METHOD: SKETCHUP AS A BIM TOOL FOR

CONSTRUCTION PROBLEM SOLVING
What the author has observed in several past CM 100 freshman classes is that many freshman
would like to design buildings and build them. Other observations made by the author of the
freshman class is 100% of the students had smart devices such as iPads, smart phones and/or
laptops. It was fairly obvious students are already using technology, now the task was to introduce
BIM technology.

4.1 Project One: Pergola Construction

The CM 100 freshman class was introduced to construction of a project in the BIM environment
using exploratory methods-Method one: each student was provided construction documents (CD)
of a wooden Pergola project. This required students to read a set of construction documents (CD)

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and become familiar with the various parts of the project. In addition students were given time to
talk with each other about the CD’s, and ask questions in class concerning construction of the
Pergola. Method Two: After two class sessions, approximately one week, students were introduced
to SketchUP Pro and instructed to use the CD’s to build the Pergola project in SketchUP Pro.
Students were given minimum hands-on instructions and students also were asked to construct the
project without any formal training using SketchUP Pro. To further test students’ critical thinking
and reasoning, students were only given an introduction to SketchUP Pro and were tasked to
perform this assignment without a SketchUP textbook. Students were shown various online
YouTube tutorials and were instructed to use these online YouTube tutorials. Students were
allotted the opportunity to collaborate with each other, to share data and assist each other. This
project enforced team building, collaboration, critical thinking, reasoning, and development of 3D
visualization skills. Students were given SketchUP Pro software downloads for their laptops, iPad
and smartphone devices to use anywhere, anytime for completion of the project. Students were not
restricted to face-to-face time. Students were allowed to work in class and out-of-class. Time to
complete the assignment was four weeks. Students were also required to use Blackboard; a new
learning delivery system for most of the students. Of the 28 students in CM 100 freshman class,
26 out of 28 students successfully completed the assignment with little difficulty.

Figure 1: Freshman Student Pergola Project using Blackboard and SketchUP Pro
4.2 Project Two: Two-story residential framing problem.

Project two was completely different in both format and complexity. The purpose of project two
was to provoke students, to push their learning, to challenge their technical capacity, to use
technology in construction, to get students to think outside the box. Students were tasked to design
a 1200 – 1400 square foot (sf) two-story wood frame residence. Students were required to use
various internet residential floor plan websites, select a floor plan of their choosing that met the sf
requirement and to use SketchUP Pro in the construction of the project. Students had to research
construction framing best practices for corners, door openings, window openings, roof rafter
design, roof truss design, and exterior/interior wall construction. Students had to calculate the
number of wood studs and estimate framing costs. Time to complete the assignment was four

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weeks. Students were also required to use Blackboard learning delivery system. Of the 28 students
in this class, 13 out of 28 students successfully completed the assignment.

Figure 2: Freshman Student Residential Project using SketchUP Pro

5. EXPLORATORY TEACHING METHOD: REVIT 2015 AS A BIM TOOL FOR

CONSTRUCTION PROBLEM SOLVING
Project: Develop set of construction documents with interior/exterior renderings

The CM 256 BIM sophomore class, offered only in the Fall second semester, is structured to
introduce sophomore level construction students to Revit 2015 as a BIM tool that provides robust
CD production capabilities. Revit 2015 and other Autodesk products have been used at the
university for several years in the Engineering and Graphic Design programs, however CM faculty
haven’t embraced BIM technology. Clevenger, et. al, states that: Nearly 50% of the construction
industry is using BIM today. Industry members are generally enthusiastic and propose that BIM
can provide better project construction outcomes, reduced errors, omissions and conflicts, and
assist business development. Employers who currently use BIM seek students capable in and
comfortable with BIM processes, but do not require software expertise. The effective inclusion of
BIM into the construction education curriculum will be critical in the preparation of future
employees for industry (McGraw Hill, 2009) (p.1).

Students for this class are composed of students from the CM 100 class, which is offered in the
Fall first semester, therefore, students are familiar with a semi-BIM software. The learning curve
is much smaller and students aren’t “BIM shocked”. Students are required to use “Autodesk Revit
Architecture 2015 – No Experience Required, by Eric Wing. This text was chosen because of its
step-by-step approach. It affords the student opportunity to pace themselves and leaves little room
for students to skip sections in the text to complete the project. It requires students to read every
section and each section must be completed before moving on to the next section. Time to complete
the assignment was eight weeks. Students were also required to use Blackboard learning delivery
system. Of the 17 students in this class, 16 out of 17 students successfully completed the

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assignment with little difficulty. Students were able to develop a set of CD’s using Revit 2015.
Figure 3 illustrates how students developed floor plans with necessary grid lines, section cuts,
room tags, camera views and dimensions which were used to generate a parametric driven door
schedule. Students understood the importance of parametric modeling. Figure 4 illustrates use of
parametric modeling to generate interior elevations from the same floor plan in Figure 3.

Figure 3: Sophomore Student using Revit 2015 for Schedules

Figure 4: Sophomore Student using Revit 2015 for Interior Rendering

6. OBSERVATIONAL FINDINGS
Interesting to this study was the observations of construction students in CM 100 and CM 256.
Both cohorts experienced similar anxiety and resistance towards acceptance of BIM technology in
three dimensional critical thinking (TDCT), three dimensional analytical reasoning (TDAR) and
three dimensional visualization (TDV). This was somewhat surprising given the fact that all
cohorts had smart devices and were familiar using various 3D gaming apps. The CM 100 freshman
students had initial problems fully understanding the tasks and the requirement for time
management, therefore assuming the assignment was an easy assignment. Many CM 100 students
resisted the fact they had to figure how to create various geometric shapes in SketchUP Pro from
the CD’s. This frustrated a number of students. Approximately 75% of the students took full
advantage of YouTube videos and tutorials and developed very quickly a system to create different
geometric objects. After three weeks, 95% of the students had embraced SketchUP Pro as a BIM

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software with limitations and most, about 85% stated they would use another application if it had
more BIM features built into the software.

The CM 256 students settled into using Revit 2015 very quickly. This was partially due to their
experience with SketchUP in CM 100 and partially due to them hearing from several construction
firms that BIM is being used as a management tool within their firms. Students embraced the text
and actually followed the step-by-step tasks in each section. Students easily collaborated with each
other; began to assist each other early in the semester; established after hours Revit study sessions
and they addressed 90% of the BIM feature operations illustrated within the text. When asked
which software preferred to produce CD’s and renderings 90% liked Revit 2015 over SketchUP
Pro due to the parametric modeling capabilities. While students liked SketchUP Pro, they didn’t
want to learn how to use plug-ins to achieve true BIM feature capability.

7. CONCLUSIONS AND FUTURE WORK

Construction management programs across the country seek to integrate BIM into their
curriculum. Motivations include desire by faculty to enhance student learning environments
utilizing effective communication and visualization techniques; student desire to learn current
design and analysis tools and methods; and desire shared by industry and academia to expose
students to emerging BIM-enabled workflows and industry best practices (Clevenger, et. al., p.7).
NCATSU’s CM current curriculum requires all students to take CM 256 Introduction to BIM
during their sophomore year. However it is not currently applied to any other CM course after the
sophomore year which means CM students do not use BIM in the remaining five semesters of
course work. Students agreed that this was a serious flaw and faculty have yet to understand BIM
technology importance within the AEC community. Lack of faculty desire to enhance CM
students’ learning environment utilizing BIM as an effective communication tool at NCATSU’s
CM program is a missed educational opportunity. Future studies or research will involve bringing
CM faculty together, using their areas of expertise, to promote BIM-enabled learning in the CM
program.

ACKNOWLEDGMENTS
The author would like to thank his co-author’s, Dr. Vereda King and Dr. Linda B. Hopson for their guidance
and support. The views and conclusions contained herein are those of the writers and should not be
interpreted as necessarily representing university policy or endorsement, either expressed or implied.

REFERENCES
Brightman, M., The SketchUP Workflow for Architecture, Wiley, (2013).
Clevenger, C.M., Ozbek, M.E., Glick, S., Porter, D. Integrating BIM into Construction Management
Education, (2011).
Eastman, C, Teicholz, P., Sacks, R., and Liston, K. BIM Handbook, A Guide To Building Information
Modeling For Owners, Managers, Designers, Engineers, and Contractors, Wiley, (2011).
McGraw Hill Construction SmartMarket Report “Building Information Modeling: Transforming design
and construction to achieve greater industry productivity” (2008).
SketchUP Community Forums website http://forums.sketchup.com/t/sketchup-in-building-information-
modelling-bim/14139 (2015).
Wing, E., Autodesk Revit Architecture 2015 – No Experience Required, Autodesk Official Press, (2014).

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LESSONS LEARNED: THE IMPACT OF PLANNING ON

MODEL DEVELOPMENT AND MODEL MANAGEMENT

Tamera McCuen, Ph.D., Associate Professor, [email protected]

Haskell & Irene Lemon Construction Science Division, University of Oklahoma, Norman, OK, USA
Malcolm Coetzee, [email protected]
JE Dunn Construction, Oklahoma City, OK, USA

ABSTRACT
 
Time spent planning is time well spent. The statement seems intuitive, however students are often more
interested in starting a task so that they can complete the task, instead of planning how to complete the
task. Lack of planning can jeopardize the quality of the end product and result in significant rework to
correctly complete the task. Creating an accurate BIM model requires comprehensive planning. Whether
one is creating the model during design or creating the model for construction, a model development plan
should be written first. The model development plan should be based on a comprehensive understanding
about the project goals, along with the BIM use, purpose, and objectives for the project. The plan should
address the parameters, attributes, and properties of the overall model as well as individual model
elements. Only after completing the plan should modeling begin. While still in the preconstruction phase,
a model management plan should also be developed. Its primary purpose is to coordinate multiple
models based on standards for modeling as agreed upon by a project team. An effective model
management plan will define file types, naming structures, file exchange, file sharing, planned models,
coordination, and level of development (LOD). It is essential that the management plan be project
specific and written to achieve the BIM use, purpose, and objectives for the project. In a recent senior
level construction BIM course, students were given an assignment to create a model development plan
and model management plan based on a set of 2D project drawings. The BIM uses were defined in the
problem statement. This paper discusses the project assignment, challenges for students, and end
products. Additionally, the need for instruction about general planning and process development were
highlighted by the assignment submissions. Recommendations for improvement and implications for
future instruction will be included.
Keywords: BIM, model development, model management

1. INTRODUCTION

The design and construction of a building results in the physical creation of goods, which is considered a
manufacturing-type activity (http://siccode.com/en/siccodes/20-39/manufacturing), executed by an
extensive process of time and resource planning. Although constructors are not responsible for design,
they play a role in the process during preconstruction and even start planning the project construction at
that time. As a result, construction produces tangible unique outputs that, based on the operations
management literature, are considered a special project process that consists of tasks, flows, and storage
of products and information (Tersine, 1980). In particular, the planning for and execution of a
construction project occurs at the operational-level and is a process in which the ‘how-to’ implement
activities and complete tasks are identified and described along with procedures (Solaimani & Bouwman
2012).

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This paper discusses the instructional content about planning for the model development and model
management processes delivered to students enrolled in a BIM for Constructors course. Students were
assigned two separate, but interdependent, problems. One was to create a model development plan and
the other was to create a model management plan to be used for the construction of a real-world project.
Both required comprehensive knowledge about the project; therefore students were instructed to first
breakdown the project’s design, graphical elements, and specifications before beginning the planning
process
Although BIM is best utilized as a collaborative tool with models shared between team members,
until there is full integration of BIM it is reasonable to expect an incremental implementation approach
for construction. The majority of architects, engineers, and constructors are currently using BIM for a
variety of reasons, including different levels and purposes on projects (McGraw-Hill 2012; 2014). The
results of a recent survey (Dodge Data & Analytics 2015) revealed that while all parties in a project may
experience the benefits of BIM to different degrees, the impact of BIM on a project’s schedule and
duration is considered medium to very high by architects, engineers, contractors, and owners (AECO). In
addition to schedule improvements, BIM’s impact on cost control and reduction was also ranked medium
to very high by the majority of survey respondents (Dodge Data & Analytics 2015). The reported impact
of BIM on past projects that realized improved efficiency and increased productivity, has created an
increase in the demand for BIM.

2. INSTRUCTION
 
2.1 Problem-solving instruction
Instruction for the model development plan and model management plan was delivered as lessons about
problem-solving and were designed based on standard practices for instructional design (Smith & Ragan
2005). According to Smith and Ragan (2005), students must have learned the declarative knowledge,
concepts, principles, and problem-solving strategies to successfully solve domain specific problems.
Planning, scheduling, quantity surveying, and cost estimating for project construction are required topics
for course work in U.S. construction programs; therefore only a general review of the topics were
provided with an emphasis on the classification format for the organization of information. Additionally,
students were expected to have learned the prerequisite declarative knowledge, concepts, and principles
about construction in their previous courses.
The process of creating plans for model development and management are domain specific problems,
for which students must expand beyond their declarative knowledge about concepts and principles to
apply cognitive strategies in an effective problem-solving approach (Jonassen 2000). The course
instructor provided lessons about problem-solving in the context of the real-world project provided with
the assignment. Students received instruction about how-to breakdown the project; plan a solution;
implement their solution; and then evaluate their solution.

2.2 Concept and principle instruction

In addition to the instructor’s lectures and activities about problem-solving, an industry partner provided
lectures about the concepts and principles important in the design of both model development plans and
model management plans. To clarify terms, a model development plan should be developed prior to the
start of modeling. It should be used to identify and organize the elements of a model, along with the
sequence of assembly in the software tool. Its purpose is to provide a plan for virtual construction of the
project, and should align with the plan for actual construction. A model management plan is used to
coordinate all the team members and the various models created by each discipline. Contingent on the
project delivery method selected by the project owner, it may be developed early in the design phases as

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with a design-build project, or it may be later prior to the start of construction. Given that its objective is
to coordinate all team members, the management plan is developed with the construction team’s input.
Instruction for both plans emphasized understanding that the creation of either plan requires in-depth
knowledge about the project, including its spatial elements, material specifications, building assemblies,
and site location. Students were provided specific instruction about how to perform an analysis by
breaking the project information down into its constituent parts for building information modeling.
The industry partner applied the common planning principle of “beginning with the end in mind”,
followed by a series of question intended to evoke visualizations about the future construction of the
building. Students were instructed to ask themselves: What will the model be used for? How will the
model be used? Who will be using the model? By thinking about the end goal, expectations were that the
students would better understand the role and function of the model, which in turn would support their
breakdown of the project to determine all the parts and pieces that would need to be assembled for the
project. The industry partner communicated the model development and management processes through
a comparison of the two and with a recommendation that the students think in terms of the actual
construction process.
Instruction was also provided about how to determine the purpose and use of the model for
construction. According to the Uses of BIM Guide (Kredier & Messner, 2013), there are five purposes
for using BIM on a project. The first purpose is to gather facility information. The second is to generate
information about the facility. Third purpose is to analyze elements of the facility to gain a better
understanding of it. The fourth purpose is to communicate information about a facility in a method that
can be shared or exchanged. The final purpose is to realize a facility through the use of the facility
information in the BIM. The Guide (Kreider & Messner, 2013, p. 6) defines BIM use as “a method of
applying Building Information Modeling during a facility’s lifecycle to achieve one or more specific
objectives.” Typical uses for construction models include, but are not limited to, clash coordination,
quantity take off (5D), schedule and sequence development and communication (4D), constructability
reviews, site logistics or a combination of models.
The students’ previous exposure and experience with modeling software eliminated the need for
instruction about the software; however students were expected to continue developing their skills
through practice in previous course work. The instructor and industry partner agreed that it was critical
for students to understand which software was best suited to use depending on the predefined BIM use;
therefore, a review of each software’s capabilities relative to the intended uses and modeling approach
was provided.
Depending on the intended use of the model, the level of development (LOD) established for model
elements will vary. For example, if the intended use is solely for the purpose of sequence coordination
and schedule development, having all the wall elements developed to LOD 400 would be excessive.
Instead of full information model elements, a high level sequence review would only require generic wall
types. If the intended model use is a detailed schedule, then detailed wall assemblies might be required.
Whereas, if the intended use is for both 4D and 5D then full information about each model element would
be needed. Ideally the model development plan and model management plan would occur
simultaneously; however depending on the project team and owner’s requirements the planning activities
may occur as separate activities. The ultimate goal is to design the development and management plans
based on the model’s purpose and use in the most effective, accurate and efficient way.
2.2.1 Model development plan instruction
Lectures about model elements, project origin, grid lines, level elevations, and type properties were given
by both the industry partner and course instructor. Additionally, the industry partner shared lessons
learned and prior experiences from real-world projects for which there was no model development or

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management plan. His objective was to provide students with insight about the value of the process in the
real-world and to motivate students to think comprehensively about a project. Specific instruction was
provided about how to identify the model’s origin point; set up grid lines based on the origin point; plan
construction phases; and sequence the construction of levels and areas. Students were instructed to think
in terms of the construction process and were required to represent their process of modeling using
diagrams and narratives about the elements, descriptions, and procedures for creating a model to meet its
intended purpose and use. Critical to developing the plan was to develop comprehensive project
knowledge; therefore students were instructed to allocate a significant amount of time to reviewing the
project documents. The information processing steps required for developing a plan are displayed in
Figure 1.

 
Figure 1. Information processing for model development plan

2.2.2 Model management plan instruction

Instruction about developing a model management plan was designed to integrate industry agreements,
standards, and real-world BIM management experience. The AIA® Document 203™, G201™, and
G202™ (AIA, 2013) documents were reviewed and discussed to provide an understanding about
contractual responsibilities set forth for projects using digital data agreements. The BIM Project
Execution Planning Guide (Computer Integrated Construction Research Program 2011) was used as the
published document reference based on its adoption as a best practice standard by the National BIM
Standard (National Institute of Building Science 2012). The Planning Guide provides a structured
procedure designed to guide planning and direct communication by the project team during the
preconstruction and construction phases of a project. Although the Planning Guide (2011) is considered
an implementation plan for BIM at the project level, it was used in this course as a guide to develop the
management plan as a control document for BIM implementation. Combined with the industry partner’s
experiences and company’s procedures provided students with rich information and examples from which
they could relate to and develop understanding.
Coordination of the model development plan with the model management plan was emphasized in
terms of aligning the BIM purpose and use for the project. Instruction about process mapping,
information exchanges, and supporting infrastructure was provided for students to develop an overall
understanding of the procedure and the 14 categories of information to be included in the plan, which are
listed in Table 1.

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Table 1. BIM Plan categories of information (Penn State, 2011)

Categories
1. BIM project execution plan overview information 8. BIM and facility data requirements
2. Project information 9. Collaboration procedures
3. Key project contacts 10. Model quality control procedures
4. Project goals/BIM objectives 11. Technology infrastructure needs
5. Organizational roles and staffing 12. Model structure
6. BIM process design 13. Project deliverables
7. BIM information exchanges 14. Delivery strategy/contracts

The industry partner’s lecture provided students with an understanding about using the model
management plan as a tool to establish standards for the project team. Additionally, the industry partner
provided insight about important details that must also be specified in the plan, such as the model
manager’s responsibilities, frequency of team meetings, meeting objectives, and the goals for each
meeting. He emphasized that the time spent planning in the early phases of the project would be time
well spent by all team members.

3. ASSIGNMENT, ASSESMMENT, RESULTS, AND DISCUSSION

 
Senior level construction science students enrolled in a required BIM course were assigned the problem
as their final project for the course four weeks before the deadline. Although it was an individual
assignment, students were encouraged to seek input from their classmates. During the second week class
session, students were required to exchange their draft plans with another student for a written peer
review.
The instructional objective was to use plans submitted by each student as a summative assessment for
the purpose of evaluating the effectiveness of their learning in the course. The student learning objective
for the assignment was for students to create a development plan for the construction team’s use and a
model management plan for use by the project team, based on the project documents provided.

3.1 Assignment description

The project for the assignment was new construction of a research laboratory on the university’s campus.
Students were given the full set of project drawings and specifications. They were informed that the
university had selected CM at-Risk for the project delivery. In addition to the late entry of the
construction manager to the project team as is typical in CM at-Risk, the owner would require the
handover of a LOD 400 project model for facility management. The BIM goals for the construction team
were prescribed in the problem statement as: 1) increase field productivity, 2) analyze options to reduce
construction time, 3) develop accurate cost estimates, 4) track progress during construction, and 5)
provide accurate record models for the facility management team. Given the goals specified, the
construction team would be authorized to use the model for: 1) site utilization planning; 2) design
reviews during preconstruction; 3) 3D coordination; 4) 4D phase planning; 5) cost estimation; and 6)
record modeling.
Students were instructed to develop plans that would clearly communicate their plan for model
development and management in a manner that another team member could effectively utilize the plan in
their absence. A process diagram for the model development plan was required as one of the
deliverables. The intent for the diagram was to aid the authoring student in the plan development process
by using a visual representation, as well as support communication of the plan to others. The quality of

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written communication would be evaluated in addition to the content within the documents. Quality
communication was described as providing written and visual content in a professional manner. In
addition to the plans, students were required to submit their assumptions with justifications for each plan.

3.2 Assessment
A rubric comprised of both objective assessment and subjective assessment was used to evaluate each
student’s performance. The decision to utilize this approach was two-fold. First, the problem itself has
no ‘correct’ answer; therefore a pure objective metric was not feasible to assess student performance.
Secondly, as stated in the learning objective, it was important that student’s demonstrate their ability to
create plans based on the documents provided. Although industry documents, standards, and guides were
referenced, students had to interpret the documents then align them with the project requirements to create
their two unique plans for the project.
A single rubric with five categories was used to evaluate submissions. Each of the five categories
were evaluated independent of the other and contributed to the overall grade based on a weighted
evaluation. Objective assessment was used for the model development plan, model management plan,
and project knowledge. Both the development plan and management plan were each weighted 30%,
contributing 60% to the total assignment score. Demonstrated project knowledge was weighted 15% of
the score. Subjective assessment was used to evaluate document quality, which was weighted 15%; and
the oral presentation was weighted 10%.
Assessment was designed based on the Bransford and Stein (1984) IDEAL problem solver process
and strategies associated with four of the five stages in the process. The fifth stage – Look Back - was
intentionally left out because students were not required to review and evaluate the effects of their
activities. The problem solving category, strategy used, and brief description selected for this assignment
are shown in Table 2.
Table 2. Strategies for assessing problem solving (adapted from Bransford and Stein, 1984)

Problem solving category Assessment strategy Description

Assess how well the student
Identifying and recognizing
Identify the problem identifies the problem to be solved.
problems
Assess how well a student’s
diagram represents the sequence of
Defining and representing problems Model the problem
project elements.

Assess how well the student uses

Exploring possible solution backward solution strategies to
Solve backward
strategies develop their plans.

Assess how well students acted on

Evaluate the quality of a
Act on problem solution strategies their selected strategy for
solution
developing their plans.

3.3 Results
The students’ average performance score for the assignment was 85 out of 100 total points, which in
qualitative terms was considered a ‘good’ score. Average score for each category however was: Model
Management Plan 75; Model Development Plan 77; Project Knowledge 71; Document Quality 90;
Presentation 86. Evident in the students’ model development plans was an understanding of construction

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sequencing and phasing, along with knowledge about model element assemblies identified for the project.
Figure 2 displays an example of one student’s structural model development plan that meets the
requirements for the assignment.

 
Figure 2. Excerpt from sufficient model development plan

Deficiencies in the students’ model development plans was a general lack of detail about
organizing information in areas such as the identification of model elements to be created and the
establishment of levels within the model. Additionally, details about the process, procedures, and
methods to be used for model development were less than required. Displayed in Figure 3 is an excerpt
from one student’s submission that did not meet the model development plan requirements.

Figure 3. Excerpt from deficient model development plan

Evident in the students’ model management plans was the ability to utilize the AIA® documents
and the Planning Guide sections required by the assignment. Figure 4 displays an excerpt from one
student submission that met the model management plan assignment requirements.
Deficiencies in the model management plans were attributed primarily to incomplete information
about the items included and a lack of detailed descriptions from the AIA® documents and the Planning
Guide sections required by the assignment. There were also a number of sections missing from the plans
submitted. Displayed in Figure 5 is an excerpt from one student’s submission that did not meet the
model management plan requirements.

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Figure 4. Excerpt from sufficient model management plan

Figure 5 Excerpt from deficient model management plan

3.4 Discussion
One possible reason why scores on the model development plan were higher is that the development plan
may be associated with the student’s ability to relate more their specific prior learning experiences in
courses such as print reading, quantity surveying, scheduling, and cost estimating to the development plan
requirements. In the previous courses students received instruction about how to create a work
breakdown structure (WBS) and how to perform core construction project activities within each subject.
As a result, senior level students have had multiple learning activities focused on building assemblies and
sequencing, which may have contributed to their ability to create a model development plan at the
construction operations level. In contrast, developing a model management plan would require more

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knowledge about management concepts and more strategic thinking about interactions between team
members’ and the integration of information from multiple perspectives.
Given the results presented above, the assignment was revised and distributed in the next year’s
course offering. The revised assignment requirement was for a model development plan only and focused
on improving the students’ ability to plan in advance of starting a project. The decision to delete the
model management plan was due, in part, to the fact that the course did not permit for a multi-disciplinary
team experience, thus resulting in a purely hypothetical plan with no input from the design team. The
revised assignment’s time of distribution was also changed to be the course mid-term instead of the final.
Changing the point at which the assignment was distributed in the semester was done to allow students
the time to actually create an architectural model for the project using the model development plan they
had just written. The idea was that by first creating a development plan, students would then use their plan
as a guide while they were actually modeling the building from a set of 2D drawings and specifications.
In addition to a revised assignment, the rubric was also revised and categories of evaluation were
weighted differently. The revised rubric included the same measures, but distributed the weights as plan
content 40%; project knowledge 35%; and document quality 25% of the total score. The revised rubric
also included more definition for each metric. Although assessment of the results for the revised
assignment in the second year was not complete at the time of this paper, there appears to be incremental
improvements based on initial student feedback about their lessons learned during the modeling activity
and how those lessons influenced revisions to their model development plan.

4. IMPLICATIONS FOR FUTURE INSTRUCTION

 
As contractors continue to implement BIM for preconstruction and job site activities, the need for BIM
knowledge and skills expected of construction graduates is increasing. The use of BIM for job site
planning, 3D coordination, 4D planning, cost estimating, and safety planning have all gained momentum
(McGraw-Hill, 2012; Dodge Data & Analytics, 2015). Industry wide the importance of safety planning
has become critical and multi-national companies such as Balfour Beatty, Turner Construction, and
Skanska are utilizing BIM to model the job site, safety elements, and construction details for the purpose
of identifying risks and mitigating those risks before they become a problem (Dodge Data & Analytics,
2015). One of the biggest challenges recently expressed by Turner Construction’s national BIM manager,
Jennifer Downey, is “…the modelers must be very knowledgeable, understand the modeling process, and
construction phases and processes.” (Dodge Data & Analytics, 2015, p. 20).
The fact that industry’s experience with BIM use has revealed that modelers must understand both the
modeling and construction processes provides support for further instruction and classroom experiences
like the example discussed in this paper. Instruction and course activities that require: 1) finding
solutions to problems that have no single correct answer, 2) integrating the construction process into
modeling, and 3) planning before beginning the modeling process, are needed to prepare students for their
future career as a construction professional. Plans to revise the assignment before the next course include
additional instruction about the model development process, followed by practice problems in which
students will practice developing a plan to model one work package before preparing a plan for the entire
project. The additional instruction will focus on the more general aspects of planning and representing
the plan with a process diagram.

5. CONCLUSIONS
 
Based on the experiences reported by the course professor and industry partner, providing instruction to
students about how to create a plan before starting a task was a greater challenge than originally expected.

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The challenge for students seemed to be centered on solving an ill-structured complex problem. Ill-
structured problems are described as having no explicit means for determining appropriate action and
require that students express personal opinions or beliefs about the problem, while making judgments
about the problem (Jonassen 1997). Additionally, ill-structured problem solving is an iterative process
that adds to the complexity of the problem solution. Observations by the instructor and industry partner
about the students’ problem solving process was that it was linear instead of iterative. Students were also
uncomfortable with the lack of clarity about the correct answer, or more specifically what the correct plan
was for developing the model. There were many questions from students that reflected their discomfort
with uncertainty. Typical questions from students were: “Where do we start?” “What is right and what is
wrong?”
Many students were challenged with understanding the planning concept and its value to the
modeling process. They had an impulse to just “do” and start modeling in the software. The task of
planning was definitely not the first step in their typical process of developing a model. Even with the
industry partner sharing his negative experiences about modeling without a plan, and the value added by
planning the management of BIM on a project, students were hesitant to create their own plans. The hope
is that this assignment and the challenge of creating a plan to solve a unique problem will help students
realize how time spent planning is time well spent.

6. REFERENCES
 
American Institute of Architects (2013). Downloaded from
http://www.aia.org/aiaucmp/groups/aia/documents/pdf/aiab099084.pdf
Bransford, J. & Stein, B. (1984). The IDEAL problem solver. New York: W.H. Freeman.
Computer Integrated Construction Research Program (2011). BIM Project Execution Planning Guide,
Version 2.1. The Pennsylvania State University, University Park, PA, USA. Downloaded from
http://www.engr.psu.edu/bim
Dodge Data & Analytics (2015). Measuring the impact of BIM on complex buildings. Bedford, MA.
Jonassen, D (1997). Instructional design models for well-structured and ill-structured problem-solving
learning outcomes. Educational Technology Research and Development (45) 1, pp. 65-94.
Jonassen, D. (2000). Toward a design theory of problem solving. Educational Technology Research and
Development (48) 4, pp. 63-85.
Kreider, R. & Messner, J. (2013). The uses of BIM: Classifying and Selecting BIM Uses, version 0.9.
The Pennsylvania State University, University Park, PA, USA.
McGraw-Hill (2012). The business value of BIM in North America: Multi-year trend analysis and user
ratings (2007 – 2012). SmartMarket Report, Bedford, MA.
McGraw-Hill (2014). The business value of BIM for construction in major global markets: How
contractors around the world are driving innovation with building information modeling.
SmartMarket Report, Bedford, MA.
National Institute of Building Sciences (2012). National Building Information Modeling Standard,
Version 2. Downloaded from http://www.nationalbimstandard.org/
Smith, P. & Ragan, T. (2005). Instructional Design. Hoboken, NJ: John Wiley & Sons.
Solaimani, S. & Bouwman, H. (2012). A framework for the alignment of business model and business
processes: A generic model for trans-sector innovation. Business Process Management Journal (18)
4, pp. 655-679.
Tersine, R. (1980). Production/Operations Management: Concepts, Structure, and Analysis. New York:
North Holland.

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SITE-BUILDING INTEGRATED BIM MODELS: LESSONS

LEARNED IN EDUCATION

Guillermo F. Salazar, Associate Professor, [email protected]

Department of Civil & Environmental Engineering, Worcester Polytechnic Institute, ,
Worcester MA, USA
Sergio Alvarez Romero, Associate Professor, [email protected]
School of Engineering, Universidad Autónoma de Yucatán, Mérida Yucatán, México
Maria de Lourdes Gomez-Lara, Graduate Research Assistant, [email protected]
Department of Civil & Environmental Engineering, Worcester Polytechnic Institute, ,
Worcester MA, USA

ABSTRACT
This paper presents a review of different approaches taken over the last ten years in developing site-
building integrated BIM models for educational purposes and draws lessons learned that are currently
being applied in contemporary educational activities at the Worcester Polytechnic Institute (WPI) and at
the Universidad Autonoma de Yucatan (UADY) under their respective academic curricula.
The authors have been dealing with many challenges throughout their professional and educational
experiences in teaching courses, advising student projects and theses as well as in conducting research in
promoting site-building integration as part or as the main emphasis of their educational activity. This
paper describes and compiles the more significant of these experiences in terms of lessons learned from
which some basic principles related to the development of site-building integrated BIM models are
established and applied to current and future curriculum development

Keywords: BIM, Site-Building Integrated Modeling, BIM-based Educational Activities

1. INTRODUCTION
Integrating the site and building together into one model allows one to no longer design, analyze and plan
for the construction of a building in isolation from its surroundings but incorporates extremely helpful
short-term and long-term information for the owner, designer, and builder regarding the neighborhood,
site topography, landscaping, access roads, ground conditions and the location of site utilities.
Traditional curriculum educational design in civil, environmental and architectural engineering
undergraduate programs is composed of fragmented elements specializing in specific knowledge
domains. When one thinks of the built environment there is a natural major division separating buildings
from infrastructure facilities. Coursework content typically reflects this breakdown.
With the continuous but rapid change in software development supporting the delivery of course
work in design and construction planning this traditional fragmentation is gradually being blurred. The
information content and 3D visualization capabilities of this software is becoming richer and more
powerful facilitating and promoting collaboration among multiple design and construction disciplines.
Thus leading to the design of course work that integrates students learning of separate disciplines or by
providing a richer and broader context for learning specialized knowledge.

Proceedings of BIM Academic Symposium – Orlando, FL, April 7-8, 2016

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Geographic Information Systems have been, for many years now, the technological platform used for
the capture, manipulation, management, analysis and 2D graphic representation of all types of spatial or
geographical data. On the other hand, Building Information Models (BIM) use parametric modeling and
object oriented technology to create 3D visualizations from a database that contains information about the
building components. The relative recent technological movement to integrate GIS and BIM is starting to
take place in the market thus facilitating the development of site-building integrated models (Przybyla,
2010). In January 2014, the Transportation Research Board AFH30 and the building SMART Alliance
conducted a joint workshop to attract interested parties in discussing strategies for digital project delivery
as an expected product for the building and infrastructure industry moving into the information age
(Smith, 2014). Participants from both vertical (buildings) and horizontal (infrastructure) capital projects
discussed research efforts to have both platforms used in the development of site-building models
emphasizing Construction and Facility Management (Dossick, 2014), Horizontal (Civil) Information
Modeling (Christian, 2014), and Bridge Information Modeling (Chen, 2011). Among other important
conclusions the following needs were recognized:
 to develop metrics for setting baseline goals and measuring progress
 to continue development of open standards
 to focus on education at all levels
 to develop an overall high level information architecture to connect all the dots

2. EDUCATIONAL OBJECTIVES WITH SITE-BUILDING INTEGRATION

In an educational setting, traditionally, students use and learn GIS and BIM technologies in the support of
different subjects taught in separate courses. However, buildings do not exist in the vacuum but in the
geographical context of the site on which they are built. The question for the educator becomes how to
efficiently package and coordinate the body of knowledge of traditionally separated subjects into an
integrated approach that a current and constantly evolving technology is becoming more and more
capable to support. There is also the question of how much time and effort should students dedicate to the
learning of the technological tools without distracting their learning efforts on the academic subjects.
With open standards and software interoperability improving every day one only hopes that these
challenges disappear soon enough. However, this have been a seemingly perennial expectation regardless.
New software applications as well as updated versions of existing software and the use of internet-based
servers and applications (cloud) continue to challenge educators to constantly update their teaching
material to accommodate for changes in the technology while at the same never lose track of the
educational objectives of the subject being imparted.
There are essentially two Building Information Modeling courses imparted at WPI for which the
above stated challenges seem to be ever present: an undergraduate course CE3031 “BIM: Software &
Tools”, and a graduate course CE587 “BIM Advanced Concepts”. CE3031 introduces students to
fundamental software applications for design and construction planning throughout the different phases of
the development of civil engineering projects. The course covers the principles of basic 3D software
environments, object creation and manipulation, assemblies of objects, surface and terrain modeling,
building modeling, geographic and building information databases. Emphasis is given to the adaptability
of this software to changes in design and to the production of graphic design documentation. Application
software such as Autodesk Civil 3D®, Revit® and Navisworks are used in this course.Throughout the
term, students work in groups applying the knowledge acquired in class to develop a Term Project that
includes components involved in the planning and design of a fictitious industrial park. CE587 reviews
fundamental concepts for collaboration and integration; it also reviews technologies that support the BIM
approach and provides discipline specific as well as global perspectives on BIM. The course format
includes formal lectures, computer laboratory sessions, student presentations based on assigned readings
and a project developed collaboratively by the students throughout the course. Guest speakers are also
invited based on the topics covered and discussed in class.

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The development of an integrated site-building model is part of these two courses. In CE3031 the
students first use Civil 3D® software to subdivide a large parcel of land into industrial lots. Subsequently
the students use REVIT® software to design and plan the construction of a warehouse building in one of
the previously subdivided industrial lots. Ideally, the DWG site should be imported into REVIT® to serve
the basis for the warehouse building design (architectural, environmental and structural) and construction
planning (site logistics and 5D modeling) Unfortunately this apparently simple interoperable operation
requires additional time of execution and instruction not available in the course.
This very same operation is conducted as part of one lab in CE587. However, the specific way in
which this lab is conducted needs to be adapted every year as the interoperability issues change with
software updates. At one time, the photographic view of the site was imported from Google Earth into the
Civil 3D® file at the same time the topographic contour of the site was also imported directly from
USGS database into the Civil 3D® file. Then the DWG file was exploded to create a 3D site file to be
imported into REVIT®. This is no longer possible since Civil 3D® does not support the Google Earth
interaction. At some other time, it was attempted to reverse the process an import a REVIT® file exported
in ADSK format into Civil 3D® which works fine but the 3D visibility is relatively poor since the images
are rendered as wireframes. Alternatively the 3D DWG file is imported into REVIT® software and
linked to another REVIT® file containing the building. As it stands right now, the instructor has been
attempting to replace the use of Civil 3D® with Autodesk Infraworks which in theory improves the
interoperability and quality of the 3D visualization but brings with it some new issues that need to be
addressed in a satisfactorily manner before it can be implemented in any of the two courses.

3. STRATEGIES FOR COURSE MATERIAL DEVELOPMENT & LESSONS

LEARNED
In order to develop material that could be efficiently used in course work, the instructors rely on work that
explores and implements the constantly changing technological software and information technology
developments through graduate theses and projects as well as undergraduate Interactive and Major
Qualifying projects (Conron and Salazar 2008), (Salazar et al. 2013). The following section briefly
describe these experiences and summarizes the results through lessons learned in these activities.

WPI e-campus. A series of Interactive Qualifying Projects advised by one of the authors and Prof. Fabio
Carrera from WPI were conducted by several groups of students between 2004 and 2007. In these studies
GIS (supported by MapInfo software) and BIM (supported by REVIT® software) were first combined in
an attempt to produce integrated site-buildings models for the WPI campus. The studies included the
development of a geographically –based information system:
 to track environmental hazards and fire safety equipment on five campus buildings (Brault et al.
2005). See Figure 1 left frame below
 to support coordination of maintenance and preservation of grounds (Currier et al. 2004),
(Prestileo et al. 2005),
 to analyze efficiency of parking areas (Dumas et al. 2004) .. See Figure 1 right frame below
 to support maintenance of trees and planting beds on campus (Ahmed et al. 2006)
 to support maintenance of building systems (Halilaj and Mills 2006).

This extensive set of studies produced a very rich information database as well as a very valuable
graphic information. However, the three dimensionality of the BIM models produced in REVIT® for the
buildings needed to be made available in 2D form to be of practical value for the ultimate users of the
information who in general do not have access nor know how to operate REVIT® software.

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Figure 1 E-Campus: Buildings-Site; Trees and Planting Beds

WPI Site and Recreation Center. In September 2011 a graduate thesis dealing with site-building
integration was completed (Wang 2011). The objectives of this thesis were to explore current
organizational and technological issues preventing this integration and to investigate a feasible method to
create a site-linked BIM model. It also discussed the benefits and limitations of bringing BIM concept to
the site conditions. Current applications of Geographic Information Systems (GIS) were reviewed as well
related BIM software developed by three different vendors. A case study based on the design and
construction of the WPI Recreational & Sports Center, was developed to explore and understand the
details that are involved in creating a new site model and to link it with the existing 3D building model. It
was recommended to create 3D BIM Campus Map using primarily Civil 3D® (see Figure 2) because
most of the site modeling work, in particular the underground site utilities is better supported by Civil
3D® rather than Revit®. However, 3D visibility using Civil 3D® is rather limited. It was recommended
to explore the use of Bentley software for the development of the 3D site model.

Figure 2: Recommended Approach for Site-Building Integrated Model

WPI Parking Garage and Rooftop Athletic Fields. In spring 2012, two PhD students carried out an
independent study on Integrated Design using the WPI athletic field/parking garage case (Alvarez and
Gomez 2012), (Salazar et al. 2014) The study objective was to evaluate the advantages and feasibility to
use a BIM-Enabled Integrated Design approach in a real project for the design development stage. In the
actual project two BIM models were used but not shared, the architect had its architectural model that was
used for project presentation and for producing some of the construction drawings; the structural
fabricator had its own structural model of the precast concrete structure and he used the model for
fabrication purposes. The students produced a third model that included the structure, the architectural,
the site and some of the plumbing, mainly the rooftop field drainage and the concession’s zone plumbing.
The development of the students’ model was two weeks behind the actual design process since the
information presented in the design review meetings was used for creating the model. The creation of the
students’ model allowed to detect some of the actual issues found later in the construction stage. The
integration of the site to the model was a key to detect some of these issues, such as the need of two

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retaining walls that were not considered in the initial design. The site was imported from the existing
conditions file provided by the civil engineering contractor. The file format was Civil 3D® and was
imported into the Revit® model and converted to a topo-surface entity. All of the grading, sidewalks and
pavements were modeled in Revit®. Even when it was possible to model the proposed site design inside
Revit®, its tools are basic and a lot of effort was necessary to achieve the proposed site design. The same
result could had been obtained with less time and effort using the proper tools in Civil 3D®, and then
import the proposed site into the Revit® model. This model was further developed through a CE587
Term Project (D’Angelo 2014) by adding: 1.Storm water drainage at the structure’s southern area.
2.Sanitary pipes under the locker room and bathroom areas in the western region. 3.Electrical conduits in
the garage for lighting. These added elements were created with a LOD 100. Figure 3 below shoes the
model

Figure 3 WPI Parking Garage and Playing Fields site-building integrated model
WPI-UADY Virtual Construction Methods course. In 2013 a sponsored project was conducted on the
design of a course for teaching construction methods using a virtual design construction approach
(Salazar et al, 2015). Typically bringing the student the large amount of information as a first time
exposure makes it difficult the retention and deep understanding of the implication inherent to the
construction method; the proposed course includes a term project of a hypothetical but realistic
construction project, defined in the context of a typical scenario where a contractor is preparing the
response of a request for proposal. The scenario confronts the student to the challenge of defining the
construction strategy for the project, where decisions need to be made for selecting the appropriate
construction methods and evaluating each alternative with a "What if?" approach, using Virtual Design
and Construction Tools. An important part of a successful construction strategy is to take into account the
existing conditions and site utilization, therefore the BIM model used in the course has a detailed site,
with both, existing conditions and proposed design. The site model has excavations, grading, pavements,
sidewalks, trees, for the existing and proposed site. The site was modeled using Civil 3D®, for both,
existing and proposed states, then imported into the BIM model with the building. The course has been
taught twice and so far the students achieved to understand the main complexity of defining a
construction strategy taking into account the existing conditions of the site. Figure 4 shows the model

Figure 4 Site-Building Integrated Model for Virtual Construction Methods Course

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WPI 3D campus. In the spring 2014 as part of the work agenda for a group of four visiting students from
UADY to WPI, a short project was developed using Infraworks 360® to integrate 20 BIM models of WPI
buildings in a campus site. The project scope was to learn the software, bringing the site from the USGS
into Infraworks 360®, insert the buildings in the proper location, orientation and elevation into the site,
model the roads of the campus, model the sidewalks of the campus, model the landscape of the campus
including yard zones and main trees. Bringing the site was the easy part as this is one of the strengths of
Infraworks 360® which automatizes this procedure, importing the site including elevations and satellite
images; the roads, sidewalks and landscapes were modeled by using satellite imagery as reference,
sacrificing some accuracy but speeding the process; the most challenging part was to bring the models
from Revit®® into Infraworks 360®, as most of the models had high complexity and LOD from 300 to
400, making the software inoperable due file size, the solution was to export the models to a light non-
editable version in order to properly manipulate the campus model. The students were able to create a
virtual fly-trough video for final presentation of the project, all this was achieved in a period of three
weeks. Figure 5 shows the model.

Figure 5 3D Site-Building Integrated model for WPI campus

WPI 3D campus with Underground Utilities. In the Spring and Fall 2015 two Independent Graduate
Studies were conducted as a follow-up to the work conducted by the four UADY students in the winter.
Originally, it was intended to further develop the material created during the winter by adding the
underground utilities to the previously BIM-based 3D WPI campus. It was also intended to apply the
lessons learned in the development of class material for the CE3031 and CE587 courses. However, the
files created using Infraworks 360® could not be opened by the software installed in the students’ PCs
and laptops. Therefore the first study (Padhye 2015) was dedicated to document the necessary steps to
create the 3D site by importing all necessary USGS layers into Infraworks®. The second study
(Atanasova 2015) built upon the first and recreated a small section of the 3D campus that included the
surface and underground infrastructure and the BIM models of two surrounding buildings. In this case
the most challenging part of the work was importing the Revit® file into the site as well as sharing the
Infraworks® database between student laptops. Figure 6 shows the model.

Figure 6 Site-Building Integrated model with underground utilities

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In conducting these studies, many challenges and obstacles had to be overcome. Infraworks® files
grow in size very quickly as one adds objects and information to the combined site-building model. File
versioning and geo-positioning can also present challenges and must be carefully planned and coordinated
including the use of auxiliary software like Navisworks®. Modeling piping tools in Infraworks® still
needs improvement. There is no full certainty on the accuracy of vertical dimension on the underground
infrastructure unless the information is created with as-built documents.

4. CONCLUSIONS AND FUTURE WORK

The above experiences have produced insightful and practical concepts as to how to develop and
implement a site-building integrated model. These have been used to a large extent in the production of
course material for CE3031 and CE587. The creation of the integrated site-building model is certainly one
that depends on the interoperability between a primarily site-based software application and a building –
based software application. The site and the building can certainly be integrated. However, due to
constant changes on the software features and capabilities the interoperability process to integrate the two
models requires constant research and updates. Table 1 below summarizes the major features and
capabilities of two software applications REVIT® and Civil 3D® that have been used in the
development of course material for CE3031 and CE587. A third column shows Infraworks® a site –based
software that certainly promises improvement particularly in the area of 3D visualization. Nonetheless,
this is a relatively recent application and a implementation of this software is still in the learning curve
stage.

Site 
Functionalities Building (REVIT) Site (Civil 3D)
(Infraworks)

3D visualization Good Fair Good

Modeling Underground 
Limited (MEP) Good Good
Utiltities 
Toposurface Modeling Fair Good Good
Grading Fair Good Good
Cut & Fill Calculation Good Good Good
File Size Integrated Model Limited   Limited   Limited 

Table 1: Comparison of Site & Building software Functionalities

Based on the above study and lessons learned it is the purpose of the authors to gradually move to
Infraworks® as the site-based software application in the production of course material for the
development of site-building integrated models. This should result in streamlined interoperability
procedures but it requires additional research work not only in exploring the design, visualization and
applicability features of this software. One should also consider the way that the software vendor will
continue to deploy it. The increase use of cloud-base software applications can be a “double-edge sword”
in the sense that it would allow faster processing and larger file size creation but as it has been observed
so far it limits access to students due to user licensing cost.
Much better online software tutorial materials are also becoming available for students and
instructors at reasonable costs. These resources simplify dramatically the amount of effort that instructors
need to invest year after year in updating their knowledge and updating their software-based course
material.

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5. REFERENCES
Ahmed, M., Fiore, M., and Biagiotti, R., “Quantifying and Prioritizing the Maintenance of Planting Beds at Worces-
ter Polytechnic Institute”, Interactive Qualifying Project, Worcester Polytechnic Institute, May, 2006.
Alvarez, S.and Gómez, M., “Integrated Design: WPI Parking Garage/Athletic Field”, Independent Study Report,
Worcester Polytechnic Institute, Spring Term, 2012.
Atanasova, E., “WPI Campus -Integration of Revit® Models In Autodesk Infraworks and Conceptual Design of
MEP Infrastructure”, Independent Study Report, Worcester Polytechnic Institute, Fall 2015

Brault, P., Krol, J., and Molineaux, C., “E-Buildings: an Information Management System For Facilities Manage-
ment on the WPI Campus”, Interactive Qualifying Project, Worcester Polytechnic Institute, May, 2005.
Chen, S.S., “From BIM to BrIM: Plus, Minus, Delta”, NIBS/TRB Workshop Presentation, Washington, D.C., Janu-
ary 2011
Christian, C., “ A Civilized Process for CIM: USACE/Industry CIM Initiative”, NIBS/TRB Workshop Presentation,
Washington, D.C., January 2014.
Conron, C. and Salazar, G., “Incorporating AutoCAD® Civil 3D®® and Revit®® into Higher Education”, Auto-
desk University, Las Vegas, NV, December 2008
Currier, B., McLaughlin, T., and Soumelidis, A., ”Grounds Maintenance at WPI”, Interactive Qualifying Project,
Worcester Polytechnic Institute, May 2004.
D’Angelo, L., “Parking Garage BIM: FM Research” CE587 Term Project Report, Department of Civil and Envi-
ronmental Institute, Worcester Polytechnic Institute, Spring, 2014
Dossick, C., “Digital Adventures: bringing together GIS, COBie and BIM for Facilities Construction and Mainte-
nance”, NIBS/TRB Workshop Presentation, Washington, D.C., January 2014
Dumas, J., Joubert, L., Luzardo, T., and McCowan, M.,” Optimizing parking management at Worcester Polytechnic
Institute”, Interactive Qualifying Project, Worcester Polytechnic Institute, May, 2004
Halilaj, S., and Mills, A., “An Integrated Building Management System for the WPI campus”, Interactive Qualifying
Project, Worcester Polytechnic Institute, May, 2006
Padhye, P., “WPI Campus Space Utilization and MEP Integration”, Independent Study Report, Worcester Polytech-
nic Institute, Spring Term, 2015
Prestileo, M., Flynn, R., and Furber, S., ”Grounds Maintenance at Worcester Polytechnic Institute, Part II”, Interac-
tive Qualifying Project, Worcester Polytechnic Institute, May, 2005
Przybyla, J., “Introduction to BIM-GIS Integration”, Session S101 Presentation, Ecobuild America Conference,
Washington D.C., December 2010.
Salazar G., Alvarez, S., and Gómez, M., “Use of Building Information Modeling in Student Projects at WPI” online
proceedings of the BuildingSMART Alliance – BIMForum Academic Symposium, Washington D.C., January
2013
Salazar G., Alvarez, S., and Gómez, M., “A BIM-Enabled Integrated Design Approach for an Athletic Field/Parking
Garage Facility at the Campus.” online proceedings, Academic Symposium Building SMART Alliance Confer-
ence, Washington D.C., January 2014 
Salazar G., Alvarez, S., and Gómez, M, “Building a BIM-based Platform to Support Delivery of Construction Meth-
ods and Virtual Construction Courses at Different Universities” online proceedings, Academic Symposium
Building SMART Alliance Conference, Washington D.C, January 2015
Smith, D., “Joint NIBS/bSa – TRB Workshop: Opening Comments” NIBS/TRB Workshop Presentation, Washing-
ton, D.C., January 2014
Wang, M., “ Building Information Modeling(BIM): Site-Building Interoperability Methods” M.Sc. Thesis, Depart-
ment of Civil and Environmental Engineering, Worcester Polytechnic Institute, September 2011

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COLLABORATION WITH BIM:

AN EXPERIENTIAL LEARNING CASE

Julide Bozoglu, PhD., Intl. Assoc. AIA [email protected]

Department of Civil, Architectural, and Environmental Engineering, Illinois Institute of Technology, Chicago, IL, USA
Amanda Dos Santos Aires, [email protected]
Department of Civil, Architectural, and Environmental Engineering, Illinois Institute of Technology, Chicago, IL, USA
Dimas Crescencio Verissimo Santos, [email protected]
Department of Civil, Architectural, and Environmental Engineering, Illinois Institute of Technology, Chicago, IL, USA
Fernando Caldeira Brant Borem Dias, [email protected]
Department of Civil, Architectural, and Environmental Engineering, Illinois Institute of Technology, Chicago, IL, USA
Nivaldo Stefani Junior, [email protected]
Department of Civil, Architectural, and Environmental Engineering, Illinois Institute of Technology, Chicago, IL, USA
Ronney Petyk Manicoba, [email protected]
Department of Civil, Architectural, and Environmental Engineering, Illinois Institute of Technology, Chicago, IL, USA
Wadham Entringer Bottacin, [email protected]
Department of Civil, Architectural, and Environmental Engineering, Illinois Institute of Technology, Chicago, IL, USA

ABSTRACT
Building Information Modeling (BIM) is a digital representation of physical and functional characteristics
of a facility. As such it serves as a shared knowledge resource for information about a facility forming a
reliable basis for decisions during its life cycle from inception onward. It is clear that BIM is the trend of
the future, with increased use documented in the construction industry in the last few years. To sustain the
momentum of BIM, effective workforce development that aims to balance the supply-demand equation in
the labor market is essential. This paper presents an experiential approach adopted to BIM-enabled learning
to investigate collaboration with BIMs. Around many uses of BIM, the researchers selected their primary
roles creating a BIM team and explored the interoperability of selected tools to operate their tasks. In this
creative and collaborative process the researches gained some skills for BIM capabilities of the integrated
design project by using various course materials and software licenses provided for their use in a limited
time frame. This methodology allowed the researchers to experience integrated design process in a realistic
way and helped them to learn how different tools and methods integrate with each other. Experiences in
integrating BIM in terms of learning by doing into the undergraduate immersive research program at IIT
are presented and discussed through sample assignments and specific research sessions including lectures,
seminars, researchers’ oral and poster presentations, industry partnerships, workshops and activities. The
objective of this study is to educate the engineers/architects of the future who will be actively using BIM
routinely.

Keywords: BIM, Experiential Learning, Interoperability, Integrated Design, Sample Courses

1. INTRODUCTION
The proposed definition of Building Information Modeling (BIM) by the US National BIM Standards
Committee (NBIMS) is “The digital representation of physical and functional characteristics of a facility
creating a shared knowledge resource for information about it and forming a reliable basis for decisions
during its life cycle, from earliest conception to demolition.”

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BIM is not simply a software package, but a human activity that ultimately involves broad process changes
in the construction industry. Procurement of building projects has become more complex and technically
demanding. We need to recognize that all sorts of people populate the territory of BIM: (1) design
professionals such as architects, architectural engineers, structural, civil and MEP services engineers,
specialist subcontractor designers (cladding, building envelope design, MEP building services, and
environmental technologies), specialist consultants (acoustics, environmental applications) and
technologists; and (2) construction professionals such as the quantity surveyor, project manager,
construction manager, planning consultant, regulation specialist and others all have to be integrated into the
project delivery process.
Working with BIM increases the need for co-ordination, and management of design and construction
processes and collaboration. Although a growing number of architecture, engineering, and construction
programs have begun to offer courses that include BIM-related content, few programs have strategies in
place to fully integrate BIM across the curriculum. This paper presents an experiential approach adopted to
BIM-enabled learning to investigate collaboration with BIMs. Around many uses of BIM, the researchers
selected their primary roles creating a BIM team and explored the interoperability of selected tools to
operate their tasks. In this creative and collaborative process the researches gained some skills for BIM
capabilities of the integrated design project by using various course materials and software licenses
provided for their use in a limited time frame.

2. LITERATURE
The SmartMarket Report published by McGraw-Hill Construction (2012) shows a rapid increase of BIM
usage in North America. The percentage of companies using BIM is 71%, increased from 49% (2009) and
17% (2007). However, the role of BIM is not fully understood neither in the construction industry nor by a
large segment of educational institutions that specialize in architecture and engineering. According to the
National BIM Report (2012) there is still further work to be done in regards to preparing the industry for
full adoption of BIM.
Educational institutions are either already providing, or preparing to provide, BIM education at both
undergraduate and graduate levels. The industry’s reluctance to change, and a shortage of
experienced/educated BIM practitioners/ technicians/ educators is slowing the inevitable uptake of BIM in
the AEC industry (NATSPEC 2013, 2014).
The technology is advancing in a rapid fashion. The next decade the acceleration of change will be
much more. Knowledge and skills can always be acquired and learned. The real skill is to adapt the change
and see possibilities in new situations by following the agenda (BIM Handbook, 2010). According to Turk
and Gerber (2011), the rapid movement from CAD to BIM by professional architects, engineers and
construction managers has created several challenges and opportunities for educational programs. Most of
the programs started offering BIM courses during the 2006 to 2009 timeframe. Architecture programs
started offering BIM courses earlier than the engineering and construction management programs.
Professional bodies, industry and academia are the key stakeholders of BIM education. It is the role of
the professional bodies to represent the BIM professionals and create attractive job positions in the
construction industry for those who are skilled and talented. They need to ensure that BIM is a career choice.
The professional bodies accredit degree courses provided by universities, and then inspect them to ensure
that they come up to their required published standards. There should be a dynamic interaction between the
professional bodies and academia, which should be informed by the requirements of industry as the end
user (Demirdoven and Arditi, 2014).
To equip current and future industry professionals with the necessary knowledge and skills to engage
in collaborative BIM workflows and integrated project delivery, it is first important to identify the
competencies that need to be taught at educational institutions or trained on the job. Succar et al. (2013)
describe the individual BIM competencies as the personal traits, professional knowledge and technical
abilities required by an individual to perform a BIM activity or deliver a BIM-related outcome.

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The value that degree education adds to the professional and to the industry needs to be determined.
Industry always wants to employ individuals with experience; as a result, it is rare for companies to offer
placement to students with no experience who want to work on site. For professionals, it is important to
acquire managerial skills and to understand the process. Soft skills and team-working skills are needed.
Graduates can leave university with a broad picture of the industry if they are exposed to a realistic
simulation of construction projects in their studies. For many, experience with BIM begins in academia.
The challenges reside in the classic gap between academic focus on disciplinary principles and the industry
needs for specific application proficiency. As a result, architecture and civil engineering education needs
to embrace the opportunities provided by BIM and overcome the challenges presented by BIM to remain
current and relevant.

3. LEARNING METHODOLOGY: EXPERIENTIAL LEARNING

According to Felicia (2011) experiential learning is the process of learning through experience, and is more
specifically defined as "learning through reflection on doing". The general concept of learning through
experience is ancient. As Aristotle also stated around 350 BCE "for the things we have to learn before we
can do them, we learn by doing them". But as an articulated educational approach, experiential learning is
of much more recent vintage. Beginning in the 1970s, David A. Kolb helped to develop the modern theory
of experiential learning, drawing heavily on the work of John Dewey, Kurt Lewin, and Jean Piaget (Dixon,
Adams and Cullins, 1997).
Experiential learning outline reproduced in Figure 1 (Kolb, 1984) focuses on the learning process for
the individual. The concrete experience forms "the basis for observation and reflection" and the learner has
the opportunity to consider what is working or failing (reflective observation), and to think about ways to
improve on the next attempt (abstract conceptualization). Every new attempt is informed by a cyclical
pattern of previous experience, thought and reflection (active experimentation).

Figure 1: David Kolb’s Experiential Learning Model (ELM), reproduced (Kolb, 1984)

Experiential learning requires self-initiative, an "intention to learn" and an "active phase of learning"
(Moon, 2004). According to Kolb (1984), knowledge is continuously gained through both personal and
environmental experiences. Kolb states that in order to gain genuine knowledge from an experience, the
learner must have four abilities: (1) be willing to be actively involved in the experience; (2) be able to reflect
on the experience; (3) possess and use analytical skills to conceptualize the experience; and (4) possess
decision making and problem solving skills in order to use the new ideas gained from the experience.
Kolb's cycle of experiential learning is used as a framework for this study. And the research process in
this study is designed through “learning by doing” which results in "changes in judgment, feeling and/or
skills" for the researchers and it is discussed how this study can provide a direction for the BIM-enabled
learning methods. The researchers are individually encouraged to directly involve themselves in the
different and diverse experiences in sing BIM tools, and then to reflect on their experiences using analytic

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skills, in order that they gain a better understanding of the new knowledge of BIM in design, construction
and operation and supposed to retain the information for a longer time.

3.1 Software Packages and Training Materials

Autodesk Revit Architecture and Structure, Navisworks Manage and Green Building Studio; Sefaira, Tekla
Structures, Vico Office, and Synchro Professional software packages are provided; and, related online
training and support materials such as video tutorials, webinars, help files, training manuals and community
networks are used to investigate the design integration and interoperability of the BIMs created by the
researchers for this study.

3.2 Industry Partnership

Collaboration Workshop: A Real Life Experience with Industry Partnership

Researchers participate in a Collaboration Workshop hosted and held by Environmental Systems Design
(ESD, a leading MEP Design Consulting Company) as the Industry Partner for experiencing worksharing
and an integrated design environment. The workshop involves solving a real life problem and is facilitated
by the instructor and an industry partner. In this workshop, students experience being in a worksharing
environment, being a part of an integrated design team, understanding the use of information in different
formats such as design files (DWG, RVT, RFA, IFC, DB1, DB2, INP, CSV, IDF, DWF, DWFx, SP, NWD,
NWF, NWC, GBXML, VICO, REPX etc.), spreadsheets (XLSX), documents (DOC, REPX, PDF), and all
kinds of files containing multi-media information such as rendered images (JPEG, BMP, PNG), and
animations (AVI, MOV). After the workshop, researchers are expected to understand that (1) implementing
BIM is much more than learning how to use a software suite, (2) effective BIM requires integrated
teamwork and collaboration, and (3) interoperability between platforms is a key issue. Participation of
industry professionals who present best practices for working in an interdisciplinary team using BIM and
provided feedback from the professionals help the researchers with a support system for advancing their
knowledge and skills in the areas of decision-making and facilitate the selection of alternative project
solutions based on valid information from credible sources.

Design Review: Role Playing and Oral Presentation

With the collaboration of ESD as the Industry Partner researchers hold a design review session which helps
them improve their oral presentation skills and understand real world cases by role playing. Role-playing
emphasizes the social nature of learning, and see cooperative behavior as stimulating researchers both
socially and intellectually. A list of roles and responsibilities of the researchers at the design review
workshop held through role playing in this study is presented in Table 1.

Research and Development Expo: Poster Presentations

A R&D Expo for Engineering Undergraduate Summer Research Immersion Program is organized by Armor
College of Engineering at Illinois Institute of Technology in the final week of the study. Researchers use
their poster presentation skills and get a feedback about the research.

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Table 1: Defined Roles and Responsibilities.

Researcher 1 Researcher 2 Researcher 3 Researcher 4 Researcher 5 Researcher 6
Role Architect Structural Engineer Model Coordinator Cost Estimator Scheduler Energy Modeler
Program Coordinate with
Design structural Manipulate model
architectural model Coordinate with Coordinate with models
model Analyze
Create models models Plan phases
Analyze structural environmental inputs
Task architectural model Review design Take off quantity Visualize
system Analyze energy use
Design Detect clashes Estimate cost Simulate: produce
Coordinate with Create feedback for
architectural model Report clashes Analyze cost and control
models design options
Analyze daylight animations
to manipulate,
navigate, and
knowledge of basic
review a 3D model
building energy
to model photo
to manipulate, systems
realistically knowledge of
to manipulate, navigate, and knowledge of
easily navigable by scheduling and
navigate, and review a 3D model compatible building
using different to define specific general
review a 3D model knowledge of energy standard
software or plug- modeling construction
knowledge of construction means knowledge and
ins procedures process.
design means and and methods experience of
Skill strong sense of to identify to manipulate,
methods design and building system
coordination. quantities navigate, and
design experience construction design
understanding to manipulate review a 3D
to assess a model experience to manipulate,
roles and models model.
through daylight to assess a model navigate, and review
responsibilities of knowledge of 4D
analysis tools through structural a 3D Model
team members software
analysis to assess a model
understanding of
through engineering
how building
analysis tools
systems integrate
with one another
Revit Architecture,
Revit Architecture, Revit Architecture,
Revit Architecture, Green Building
Revit Structure, Revit Structure, Revit Structure, Revit Structure,
Tool Sefaira, Studio
Tekla Structures Navisworks Vico Office Synchro
BIM Glue Autodesk 360 Cloud
Manage Professional
Service

Figure 2: A Sample Poster Presentation-Model Coordination and Clash Detection with BIM

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3.3 Shared Research Contents

3D Modeling for Integrated Design Purposes

The shared research content for 3D modeling and integrated design purposes covers all design aspects and
tools of BIM. In addition, the BIM workflow, parametric modeling, interoperability, sustainability, and
collaboration issues are discussed using hands-on software training. The instructor focuses on providing
instruction for students on the processes and tools that would enable the students to perform the
responsibilities for their specific disciplines.

Management and Control with 4D and 5D Models

The shared content about management and control with BIMs aim to demonstrate how construction
management functions are impacted by BIM and helps students to understand the fundamentals and
practical uses of information technologies in the construction industry. The content covers the informative
solutions (1) to understand the concepts of BIM, (2) to review software and technology available for BIM,
(3) to understand how to use a model created by a BIM software in construction management, (4) to use
BIM to check for interferences and conflicts on a building construction project, (5) to explore construction
scheduling using BIM, (6) to explore cost estimating using BIM, (6) to explore how BIM can assist in
facility management, and (7) to use different software packages as a construction management tool to create
and present construction analysis and reports.

BIM Project Execution Plan: Experiencing Teamwork and Strategic Planning

Teamwork begins with identifying the BIM goals for the project. Traditionally, the goals are based on
project performance, and advancing the capabilities and experience of the project team members. The BIM
Project Execution Plan provides a framework for the fundamental coordination strategy that the student
teams can use for their projects and a template for the teams to define the BIM goals and uses, the execution
process, the deliverables and also the infrastructure for the implementation of the projects (CIC, 2011). The
research team is formed by defining their primary role in the group. The researchers are aware of the general
project background. This information allows them to develop and complete the BIM Project Execution Plan
and practice it for design integration. Integrated practice requires collaboration among team members, and
BIM depends upon unrestricted information exchange between all team members involved in the building
process. In order for this collaboration and information exchange to work successfully in BIM, a project
team must create and implement a detailed comprehensive plan for the project (AIA, 2007).

4. EDUCATIONAL FOUNDATION OF BIM ENABLED LERANING AT IIT

The increased use of BIM has brought about new roles such as the BIM manager, coordinator, leader,
champion, consultant, expert, technologist, etc. The BIM professional’s competency could cover
technology, process, commercial, and personal skills. Those skills define the professional’s role depending
on the entry conditions into the construction industry and the qualifications and background of the
professional. According to Demirdoven and Arditi (2014) the role of the BIM profession is to form an
interface between the design and construction processes by minimizing information overload and producing
only what is needed. The BIM curriculum at IIT targets improving BIM software skills (ability to create,
understand and interpret BIMs), covering design and construction processes in an integrated environment,
and stimulating BIM professionals’ collaboration with other construction professionals. This curriculum
helps students to understand the plurality in the construction professions.
A study conducted by Yalcinkaya and Arditi (2010) investigated the extent to which BIM was being
taught in civil engineering programs in the US and came to the conclusion that a set of courses need to be
offered that cover not only the basic aspects of BIM but also the management of a project designed using
BIM . The potential for a joint undertaking was then explored between the Engineering Graphics Program

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and the Construction Engineering and Management Program at IIT. Finally, the Department of Civil,
Architectural and Environmental Engineering incorporated BIM into its curriculum in 2011 through the
introduction of two course offerings: (1) EG 430 -Introduction to BIM, the senior level elective in the
Engineering Graphics Program; and (2) CAE 573 - Construction Management with BIM, a graduate level
elective in the Construction Engineering and Management Program.

5. SELECTED ROLES AND MODEL COORDINATION TASKS

Identifying the interoperability issues remains difficult without leaning towards areas of generalization and
gaining software skills. Nine different BIM tools are utilized in this research to address this issue. Such
approach is adequate for most project requirements. Software vendors play substantial role in addressing
interoperability issues, as it is to their interest to advance the software programs in response to the market
and to win the customers.

5.1 Architectural Design And Daylight Analysis

Design Authoring: Architectural design is a process in which 3D software is used to develop a BIM based
on criteria that is important to the translation of the building's design. Architectural design authoring tools
are used to create BIMs. Architectural design authoring tools are a first step towards BIM and the key is
connecting the 3D model with a powerful database of properties, quantities, means and methods, costs and
schedules. Through architectural design authoring tasks, Researcher 1 experiences the potential value
created by BIMs such as: (1) transparency of design for all stakeholders, (2) better control and quality
control of design, cost and schedule Powerful design visualization, (3) true collaboration between project
stakeholders and BIM users, and (4) improved quality control and assurance.
Daylight Analysis: The Researcher 1 also experiences the daylight analysis which is a process where
analytical modeling software utilizes the architectural BIM in early design to get feedback from the
behavior of a given lighting system including artificial (indoor and outdoor) and natural (daylighting and
solar shading) lighting. Based on this analysis further development and refinement of the lighting design
takes place to create effective, efficient, and constructible lighting systems. The application of this analysis
tool allows for performance simulations that can significantly improve the design, and performance of the
facility's lighting over its lifecycle. Through daylight analysis tasks, Researcher 1 experiences the potential
value created by BIMs such as: (1) save time and cost on creating extra models, (2) easier transition BIM
authoring tools allowing new firms implementing this use model, (3) improve specialized expertise and
services offered by the design firm, (4) achieve optimum efficient design solutions by applying various
rigorous analyses, (5) faster return on investment with applying audit and analysis tools for lighting analyses
improve the quality of the design analyses, and (6) reduce the cycle time of the design analyses.

5.2 Structural Design and Analysis

Design Authoring: Structural design is a process in which 3D software is used to develop a BIM based on
criteria that is important to the translation of the building's structure. Structural design authoring tools are
used to create BIMs. Through structural design authoring tasks, Researcher 2 experiences the potential
value created by BIMs such as: (1) transparency of design for all stakeholders, (2) better control and quality
control of design and visualization, (3) true collaboration between project stakeholders and BIM users.
Structural Analysis: The Researcher 2 also experiences the structural analysis which is a process where
intelligent modeling software uses the BIM model to determine the most effective structural engineering
method based on design specifications. Development of this information is the basis for what will be passed
on to the owner and/or operator for use in the building's structural systems. Structural analysis tools and
performance simulations can significantly improve the design of the facility. Through structural analysis
tasks, Researcher 2 experiences the potential value created by BIMs such as: (1) automating analysis and
saving time and cost, (2) analysis tools are less costly than BIM authoring tools, easier to learn and
implement and less disruptive to established workflow; (3) improve specialized expertise and services

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offered by the design firm, (4) achieve optimum, energy-efficient design solution by applying various
rigorous analyses, (5) faster return on investment with applying audit and analysis tools for engineering
analyses, and (6) improve the quality and reduce the cycle time of the design analyses.

5.3 Design Review and Clash Detection

Design Review: This is a process in which stakeholders view a 3D model and provide their feedbacks to
validate multiple design aspects such as evaluating meeting the program. Through design review tasks,
Researcher 3 experiences the potential value created by BIMs such as: (1) eliminate costly and timely
traditional construction mock-ups, (2) different design options and alternatives may be easily modeled and
changed in real-time during design review base on end users and/or owner feedbacks, (3) create shorter and
more efficient design and design review process, (4) evaluate effectiveness of design in meeting building
program criteria and owner's needs, (5) enhance the health, safety and welfare performance of their projects,
(6) easily communicate the design to the owner, construction team and end users, (7) get instant feedbacks
on meeting program requirements, owner's needs and building or space aesthetics, (8) greatly increase
coordination and communication between different parties, and (9) more likely to generate better decisions
for design.
Clash Detection: Design review is also a process in which clash detection software is used during the
coordination process to determine field conflicts by comparing 3D models of building systems. The goal
of clash detection is to eliminate the major system conflicts prior to installation. Through design review
tasks, Researcher 3 experiences the potential value created by BIMs such as: (1) coordinate building project
through a model, (2) reduce and eliminate field conflicts; which reduces RFI's significantly compared to
other methods, (3) visualize construction, (4) increase productivity, (5) reduced construction cost;
potentially less cost growth (i.e. less change orders), (6) decrease construction time, (7) increase
productivity on site, and (8) more accurate as built drawings.

5.4 Cost Estimating and Analysis

Cost estimating and analysis: This is a process in which BIM can be used to assist in the generation of
accurate quantity take-offs and cost estimates throughout the lifecycle of a project. This process allows the
project team to see the cost effects of their changes, during all phases of the project, which can help curb
excessive budget overruns due to project modifications. Specifically, BIM can provide cost effects of
additions and modifications, with potential to save time and money and is most beneficial in the early design
stages of a project. Through cost estimating and analysis tasks, the Researcher 4 experienced the potential
value created by BIMs such as: (1) precisely quantify modeled materials, (2) quickly generate quantities to
assist in the decision making process, (3) generate more cost estimates at a faster rate, (4) better visual
representation of project and construction elements that must be estimated, (5) provide cost information
during the early decision making phase of design and throughout the lifecycle, including changes during
construction, (6) saves time by reducing quantity take-off time, (7) more value adding activities in
estimating such as: identifying construction assemblies, generating pricing and factoring risks, which are
essential for high quality estimates; (8) added to a construction schedule (such as a 4D Model), a BIM
developed cost estimate can help track budgets throughout construction, and (9) easier exploration of
different design options and concepts within the owner's budget and (10) quickly determine costs of specific
objects, and (11) easiness to join new estimators through this highly visual process.

5.5 Phase Planning (4D Modeling) and Simulation

Phase Planning: This is a process in which a 4D model (3D models with the added dimension of time) is
utilized to effectively plan the phased occupancy in a renovation, retrofit, addition, or to show the
construction sequence and space requirements on a building site. 4D modeling is a powerful visualization
and communication tool that can give a project team the including owner a better understanding of project
milestones and construction plans. Through phase planning and simulation tasks, the Researcher 5

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experienced the potential value created by BIMs such as: (1) better understanding of the phasing schedule
by the owner and project participants and showing the critical path of the project, (2) dynamic phasing plans
of occupancy offering multiple options and solutions to space conflicts, (3) integrate planning of human,
equipment and material resources with the BIM model to better schedule and cost estimate the project, (4)
space and workspace conflicts identified and resolved ahead of the construction process, (5) marketing
purposes and publicity, (6) identification of schedule, sequencing or phasing issues, (7) more readily
constructible, operable and maintainable project, (8) monitor procurement status of project materials, (9)
increased productivity and decreased waste on job sites, and (10) conveying the spatial complexities of the
project, planning information, and support conducting additional analyses.

5.6 Energy Modeling

Energy Modeling: This is a process in the design phase which one or more building energy simulation
programs use a properly adjusted BIM model to conduct energy assessments for the current building design.
The core goal of this BIM use is to inspect building energy standard compatibility and seek opportunities
to optimize proposed design to reduce structure's life-cycle costs. Through energy modeling tasks, the
Researcher 6 experienced the potential value created by BIMs such as: (1) save time and costs by obtaining
building and system information automatically from BIM model instead of inputting data manually, (2)
improve building energy prediction accuracy by auto-determining building information such as geometries,
volumes precisely from BIM model, (3) help with building energy code verification, and (5) optimize
building design for better building performance efficiency and reduce building life-cycle cost.

6. CONCLUSIONS
With the complexity of the AEC projects today, coupled with complex technologies rapidly entering the
industry, the members of distributed interdisciplinary teams would not succeed without implementing
alternative methods and tools of project delivery. Such technology and process advances have been
captured by BIM, its power of information management, its concept of integrated design, and finally its
desire of interoperable process for project delivery. BIM in turn introduces vast amount of specialist
software applications for the build teams to extend these into collaborative projects.
The integration of BIM based tools into research curricula in an experiential approach has the potential
to increase design and construction management skills. Reflection is a crucial part of the experiential
learning process, and like experiential learning itself, it can be facilitated or independent. Facilitation of
experiential learning and reflection is challenging, but "a skilled facilitator, asking the right questions and
guiding reflective conversation before, during, and after an experience, can help open a gateway to powerful
new thinking and learning". While it is the learner's experience that is most important to the learning process,
it is also important not to forget the wealth of experience a good facilitator also brings to the situation. The
instructor in this study leads the group towards a critical reflection on their experience, and an understanding
of how they can apply the learning to their own life. Considering experiential learning in developing
research immersion program content, provides an opportunity to create a framework for adapting varying
teaching/learning techniques. The IIT strategy relative to BIM is successful and expected to help
architecture, engineering, and construction professionals to be prepared for the needs of the industry in the
future.

REFERENCES
Arditi, D. (1984) “Graduate education in construction management.” Construction Management and
Economics, 2(3), 193-199.
Demirdoven, J. and Arditi, D. (2014) “Advancing BIM in the Construction Management and Engineering
Curriculum.” Proceedings of 11th International Congress on Advances in Civil Engineering, 21-25
October, Istanbul, Turkey.

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Demirdoven (2015) "An Interdisciplinary Approach to Integrate BIM in the Construction Management and
Engineering Curriculum", proceedings of 9th BIM Academic Symposium & Job Task Analysis
Review, April 7-8.
Dixon, Nancy M.; Adams, Doris E.; Cullins, Richard (1997). "Learning Style". Assessment, Development,
and Measurement. p. 41. ISBN 9781562860493.
Eastman, C., Teicholz, P., Sacks, R. & Liston, K.. (2008). “BIM Handbook: A guide to building information
modeling for owners, managers, designers, engineers, and contractors”, John Wiley & Sons, Inc.,
Hoboken, NJ, USA.
Felicia, Patrick (2011). Handbook of Research on Improving Learning and Motivation. p. 1003. ISBN
1609604962.
Kolb, D (1984). Experiential Learning as the Science of Learning and Development. Englewood Cliffs, NJ:
Prentice Hall.
McGraw-Hill. (2012). “The Business Value of BIM in the North America”, SmartMarket Report, McGraw-
Hill Construction, 2012.
Moon, J. (2004). A Handbook of Reflective and Experiential Learning:Theory and Practice. London:
Routledge Falmer. p. 126.
NATSPEC. (2013). “BIM education - global - summary report”, 2014.
NBS. (2013). “National BIM Report”.
NIBS. (2007). United States – National Building Information Modeling Standard, National Institute of
Building Sciences, Washington, DC, USA.
Succar, B. and Sher, W. (2013). “A Competency knowledge-base for BIM learning', in Australasian
Universities Building Education (AUBEA2013), Auckland, New Zealand, November 20-22, 2013.
http://bimexcellence.net
Turk, Z. and Becerik-Gerber, B. (2011). “The pace of technological innovation in architecture, engineering,
and construction education: integrating recent trends into the curricula”, Journal of Information
Technology in Construction.
Yalcinkaya, M. and Arditi, D. (2013). “Building Information Modeling (BIM) and the Construction
Management Body of Knowledge”, Springer, IFIP Advances in Information and Communication
Technology Volume 409, 2013, pp 619-629.

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ENHANCING BIM EDUCATIONAL EXPERIENCES WITH

INTEGRATED KEYSTROKE CAPTURE SOFTWARE

Nathan Blinn, PhD student, [email protected]

Raja R. A. Issa, Holland Professor and Director, [email protected]
M.E. Rinker, Sr. School of Construction Management, University of Florida, Gainesville, FL, USA

ABSTRACT
Building Information Modeling (BIM) is quickly becoming a standard in the AECO industry
and as such, new graduates are finding an increased expectation that they achieve competency in
BIM processes. Instructors of BIM courses have the unique challenge of teaching software
packages to students, both undergraduate and graduate, which challenge their preconceived
notions of 2D plan development. Furthermore, students tend to have a hard time following along
with the instructor while simultaneously taking notes to remember the steps required for various
modeling activities. This can lead to missed steps and the need for the instructor to repeat steps
multiple times to help each student master the skills being taught. In this regard Autodesk
Screencast records the computer screen and keystroke input of the user in Autodesk software,
eliminating the need to write down the steps taken to accomplish various modeling activities. The
goal of this research was to assess the impact of Autodesk Screencast on students BIM learning
experience. During the instruction of Autodesk Revit, in a graduate BIM course, students were
introduced to Autodesk Screencast and instructed to use it to record their work during class. The
integration of Screencast with Autodesk platforms, coupled with web-based storage, allowed
students to record and access recorded data from any computer with internet access that they used
for their assignments. Students were asked to rate their experience with Screencast and elaborate
on how they used it during the course. As BIM continues to become a standard in the AECO
industry it is crucial for educators to find ways to best prepare students for their roles in the
industry. This research offers insight into a tool which can be employed by instructors to enhance
the BIM educational experiences of their students.

Keywords: BIM, Self-training, Screen Capture, Education, Autodesk, Screencast

1. INTRODUCTION
Every year the construction industry further embraces building information modeling (BIM)
and virtual design and construction (VDC) processes. Researchers are continuously studying
methods to improve VDC processes while software companies continue to develop and refine their
products based on industry demand. Rather than the exception BIM has become the norm with
71% of practitioners in the architecture engineering and construction (AEC) industry reporting its
use in their businesses. Of the AEC practitioners, contractors reported the highest BIM utilization
rate at 74% (McGraw Hill 2012). This data is a positive sign for the technological advancement of
the construction industry, however, the increase in utilization has not been paralleled by an increase
in qualified BIM and VDC professionals.
The demand for new hires and professionals with BIM expertise continues to grow and
construction management programs have the task of producing students well versed in this area

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and prepared for their careers. The authors of this study believe that education can inspire students
while solidifying their interest in self-exploration and development in the BIM and VDC fields.
This task proves to be difficult due to the short timeframe that educators have to expose students
to such a complex and multi-faceted part of the industry. This challenge is one which all educators
in the AEC industry face and must be addressed in order to meet the need for qualified BIM
professionals, stopping the reported decline in those beginning BIM careers (McGraw Hill 2012).
This study focuses on a pedagogical technique which can improve students’ ability to
comprehend and master the complex BIM curriculum. Students tend to have a difficult time
following along with the instructor in class while simultaneously attempting to take notes so that
they can recall each step required to complete a task. This is a unique challenge found when
attempting to teach the underlying concepts of BIM while developing an acceptable level of
proficiency in the software students are most likely to encounter in the industry. Often, the
instructor must repeat steps multiple times to facilitate mastery of the topic making it difficult to
move onto higher level concepts. Screen capture software has been around for many years and has
been used to develop countless tutorials and class lectures. Traditional screen capture technology
can leave out details necessary for student comprehension. There are countless steps involved in
every BIM task and students often miss a single step hindering their ability to complete the task.
Autodesk Screencast has been developed to record the screen as well as all keystroke activity
or user interaction related to its software. The goal of this research was to provide an initial
assessment of the impact Autodesk Screencasts keystroke capturing could have on students BIM
learning experience. This study focused on its use during the instruction of Autodesk Revit,
focusing on structural modeling and information management. The most important aspect of BIM
is the “I”, information, and tools which can help students master the basic modeling concepts
effectively allow the instructor more time to focus on this important component. The software was
introduced to the students and they were subsequently asked to rate their experience with the
Screencast recordings, while offering their insight into its effectiveness. This research offers
insight into one potential tool which can enhance the educational experience for students studying
BIM processes and techniques, regardless of their prospective industry affiliation.

2. BACKGROUND

2.1 BIM in Graduate Education

As BIM evolves into standard practice in the construction industry there is a growing need for
qualified professionals who are eager to learn. Educators strive to develop the most effective
methods for teaching BIM and preparing students for careers in an industry where BIM is
becoming a reality for professionals regardless of their roles on a project team. Dedicated BIM
personnel are no longer the only members of a project team exposed to BIM and everyone involved
must understand the process. Basic modeling skills need to be developed for students to grasp
higher level processes and management concepts however, instructors must consider that the
majority of students will not be involved in model creation during their careers (Lee et al. 2013).
In this regard, knowledge of BIM processes and management strategies takes precedence over
product based skills (Wang and Leite 2014). Research (Lee and Yun 2015; Sacks and Pikas 2013)
has found that industry professionals seek knowledge related to the BIM process and management
skills, including its benefits and use cases, especially from those with graduate degrees. In this
regard, there are currently a wide range of BIM courses offered at colleges and universities across
the United States, which address these needs.

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According to one study, 78% of the architecture and construction institutions surveyed report
including BIM as part of their curriculum (Joannides et al. 2012). Of the responding construction
schools, 53% stated having a dedicated BIM course and approximately half of the responding
institutions expected their students to have basic to intermediate BIM knowledge upon graduation
(Joannides et al. 2012). Barison and Santos (2012) noted three levels of BIM courses; introductory,
intermediary and advanced. The introductory level provides basic tool knowledge with
intermediary courses introducing analysis and management tools (e.g. clash detection, 4D, 5D etc.).
The advanced courses are interdisciplinary using group projects to simulate real world team
functionality and BIM implementation strategies (Barison and Santos 2012). There is a wide range
of skills and processes which students must grasp when developing their knowledge of BIM. There
is a need for instructional tools and methods capable of aiding in the development of technical
skills, to allow more time to be spent by the instructor on higher level concepts.

2.2 Digital Learning Techniques in Higher Education

In the current technological age colleges and universities are adapting to increasingly digital
means of delivery. Online learning is pervading higher education with many institutions offering
online components as part of traditional on-campus degrees and courses. The combination of
digital learning environments with traditional face-face learning in equal shares has been called
blended learning (Garrison and Kanuka 2004). This concept has led to the evaluation and
development of techniques for the use of digital instruction as part of traditional learning. This is
of great interest for BIM educators as the topic inherently requires a combination of digital skills
and conceptual understanding. The encouragement for self-learning through effective tutorials
would allow instructors to spend less time on software functionality and more time on the
conceptual knowledge which is crucial for effective BIM personnel (Sacks et al. 2013).
Folkstead and De Miranda (2002) conducted an extensive study on how screen-capture
technology could be used to develop self-learning tutorials as a supplement to instructor delivered
material in class. It was found that pre-recorded software presentations, while requiring additional
time for development, were as effective as text and could be an acceptable supplement to classroom
learning (Folkstead and De Miranda 2002). A 2015 study continued in this line of research
assessing the effectiveness of a flipped learning environment on students’ comprehension of BIM
(Monson et al. 2015). It was found that in traditional BIM teaching environments some students
would fall behind requiring the instructor to repeat steps, while other students who were further
ahead had to wait. The researchers developed a set of “vignettes” (i.e. problems with limited scope
demonstrated by the instructor through tutorials) which were to be viewed by the students to guide
them through course topics (Monson et al. 2015). Similar to the results in the 2002 Folkstead study,
the researchers reported a modest increase in scores for the exercises completed using the vignettes.
As BIM continues to grow in the construction industry digital learning techniques will be an
attractive option for educators and must be assessed for the potential benefits that they can offer.

2.3 Construction Information Systems Course

The course used for this study is Construction Information Systems, an elective graduate level
course at the M.E. Rinker, Sr. School of Construction Management at the University of Florida.
This course engages students in a rigorous semester of coursework where they learn how BIM and
VDC processes work in the context of the construction industry while simultaneously building
technical and conceptual knowledge. The curriculum for this course is continuously assessed to
ensure it is meeting the needs of students and employing the most current software and techniques.

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Students attend class once a week in a three hour block. This format provides limited opportunities
for practice of learned skills without relying on out of class exercises (Giel et al. 2012). A
challenging combination of individual coursework and group assignments provides students a
well-rounded BIM experience exposing them to a breadth of techniques ranging from introductory
to advanced. Students are guided through architectural, structural and MEP modeling through
individual course assignments which provide them basic modeling skills as well as a conceptual
knowledge of how imbedded model information can inform the construction and design process.
Individual classwork assignments are completed using a set of standard plans developed
specifically for this course. The standard plans allow for an elimination of unknown variables and
can guide students through specific modeling tasks to help them build their skills (Giel et al. 2012).
The standard plans concept was introduced in the early 2000’s and a new set of plans was
developed in 2015 to accommodate new capabilities of software and to provide additional real-
world modeling challenges to the students. The skills learned through individual assignments are
then applied to a group project which utilizes real-world construction documents of completed
buildings in various locale near the university. The goal of the course is to meet the needs of the
industry and provide students with a solid foundation for their educational and professional
careers.

3. SCREENCAST INTEGRATION AND EVALUATION METHODOLOGY

Construction information systems covers a wide range of topics with assignments aimed to
help students develop the necessary skills and knowledge to begin or expand their BIM experience.
This study focused primarily on the architectural and structural modeling portion of the course
which took place over the first five weeks of the semester. During this portion of the course
students attended five class periods and completed two assignments, one each for architectural and
structural modeling. These topics were the first topics covered in the course and based on the
experience of the researcher are the ones which most often lead to an increase in student questions
and repeated topics in class. As students develop basic BIM skills, or refresh their memory, a great
deal of time is often devoted to reviewing topics in class. For these reasons the architecture and
structural modeling components of the course were ideal for the integration and evaluation of the
screencast keystroke tutorials discussed in this study.

3.1 Screencast Recording and Development

The computer lab in which the course was conducted had Autodesk Screencast installed on the
instructor station as well as on the student computer terminals. The students were shown how to
record tutorials and were showed how to view the recordings which would be developed by the
instructor during class. Students were also shown how to download the software onto their personal
computers, as many of them used their own computer in class in lieu of the desktops in the
computer lab. Students were encouraged to record their own Screencast videos based on their work
in class but were able to rely on the instructor developed recordings. Autodesk Screencast records
the screen and the keystrokes which occur within the software. Figure 1 is the playback interface,
where the keystrokes are indicated at the bottom of the video and correspond to the screen capture.
The icons visible in the keystroke section of the recording can be clicked on to receive additional
detail about what was selected or clicked at that time. Each class period the lecture was recorded
using these techniques, labeled according to its focus topic and shared with the class.

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Each class period covered multiple topics within the context of architectural and structural
modeling. Some class periods could have up to 3 separate recordings, depending on the complexity
of the topics being covered. The recordings ranged from 15 minutes to an hour in length and were
used to record specific modeling procedures rather than recording the entire class. During class
each technique or process was typically demonstrated two or three times, showing various methods
and techniques which could be used to accomplish point of this was to demonstrate to the students
a variety of ways to accomplish a task in order to broaden their understanding of the topic. For the
purposes of this study only the major elements of modeling were captured, e.g. column placement,
beam system development, foundation creation and naming, etc. Screencast was used to capture
the instructor screen as well as the instructor keystrokes throughout each of the demonstrations,
with the instructors voice being excluded despite Screencasts capabilities. At the conclusion of the
class period, the recordings were labeled based on their content and saved for distribution.
Topics which students requested more instruction on were accommodated through the
development of supplemental recordings completed outside of class. Often, students would request
information on more complex techniques or a review of a technique in greater detail. These topics
ranged from roof drain and slope development to beam system tagging and classification. All of
the students’ requests were accommodated and the recordings were developed within 48 hours of
the class period. These recordings captured the screen, keystrokes and the instructors voice, since
the recordings were not created in class with the students present to listen. Throughout the course
three such recordings were completed and distributed to the students based on their requests.

Figure 1. Screencast playback interface

3.2 Recording Distribution

The screencast recordings were shared with the students through the course Canvas website
within 24 hours of creation. The Canvas page for the course is where the students would find
resources, assignments, grades and announcements pertaining to the course. Autodesk Screencast
recordings are automatically uploaded and hosted on an Autodesk server linked to a user’s
Autodesk account. The instructor logged into their Autodesk account prior to starting the recording
to associate it with their “library”. The web-based storage of the recordings allowed the instructor
to access them from their personal computer after class for distribution. This eliminated the need
to save them to portable memory or to personal cloud-based storage at the end of each class period.
Each recording has a unique link which was posted for the students on the Canvas site and led
them directly to the specific video they were looking for. After following the link the students
could see the recording, as well as the other recordings uploaded by the instructor to their Autodesk

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account. This screencast “library” developed by the instructor was a depository for all recordings
from the class and was accessible to the students anywhere they had an internet connection.
Finally, the videos were downloaded by the instructor and saved as archive files for reference and
use in future courses as supplemental materials if necessary. This also allowed the instructor to
package videos and send them directly to students if an issue arose with the online file playback.

3.3 Student Survey

In order to assess the perceived effectiveness of the screencast recordings, the students were
asked to complete a survey regarding their use of and opinions toward the Screencast recordings
made available to them. The online survey platform Qualtrics was used to develop and distribute
the survey in an online format which the students could access through any device with internet
access (Qualtrics 2016). It was made clear that the survey was anonymous and had no correlation
with their grade in the course. The survey consisted of three background questions followed by ten
questions regarding the Screencast recordings for the course. The background questions
established the students level of experience with BIM technology prior to enrolling in the course,
the frequency with which they conduct research on their own and how frequently they use the
course website. These questions, along with the ten regarding the Screencast recordings were
evaluated using descriptive statics in order to summarize the students’ responses.

4. RESULTS AND DISCUSSION

Over the course of this study eleven screencast recordings were developed and made available
during the students with regards to architectural and structural modeling. The recordings covered
basic and intermediary modeling techniques which were required for students to successfully
complete their assignments and master the higher level concepts in the course. A total of 29
students completed the survey following the architectural and structural sections of the course, a
response rate of 96.6%. Of those 29 students 55% indicated having at least a moderate amount of
BIM experience prior to taking the course with the remaining students indicating little to no
experience. The majority of the students, 79%, reported that they researched or learned new
software on their own with some level of frequency. The questions regarding the Screencast
recordings started with a yes or no question asking whether the student had used the recordings. If
a student indicated that they did not use the recording they did not answer the following 7
Screencast related questions and skipped to the last two regarding their reason for not using the
software and what would have encouraged them to use it.
Out of the 29 survey respondents 26 indicated that they used the Screencast recordings to aid
in the completion of their assignments. Of those students 19% reported using the recordings only
once, 58% reported using them 2-5 times and the remaining 23% used them greater than 5 times.
When asked how long, on average, they spent viewing the recordings they reported spending an
average of 39 minutes with a median response of 25 minutes. Next, the students ranked the
Screencasts usefulness on a scale of 1 to 10, with 10 being most useful and 1 being not useful. The
average ranking was an 8.2, with 88% ranking the Screencast recordings a 7 or higher on the scale
and 1 ranking below a 6. Prior to the open response questions the 26 students who used the
recordings were asked if they would consider using the technology to record their own work in
class as they followed along with the lecture and the majority, 85% indicated that they would.

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4.1 Student Responses and Suggestions

The students were given the opportunity to provide their opinions regarding the Screencast
software in an open response format during the survey. The first question asked the students to
identify the elements which were most helpful to them. Multiple students cited the keystroke
capture portion of the recordings as the most useful. Two such responses were “The keystrokes
were the most helpful as they can be easily followed and mirrored.” and “Screencast helps me
remember the process and important key strokes which are used in lecture.” Approximately 42%
of the responses reported that the ability to review what was covered in class, with a resource they
had 24/7 access to, was the most helpful part of the Screencast recordings. Some students indicated
its ability to help them review basic modeling techniques while continuing with complex modeling
aspects, citing that generally they got stuck on one or two minor steps or otherwise would have
miss one keystroke which would have kept them from continuing if not for the recordings.
Not all of the responses were entirely positive, with some students reporting that videos were
too long or hard to follow due to the lack of instructor voice. Although, of the three students who
indicated that they did not use the recording none gave a written response and they all indicated
that the recordings were either unnecessary because they understood the topics or that they used
their own resources to complete their work. Finally, all of the students had the opportunity to make
suggestions for the improvement of the recordings and the most common response was the desire
for voice recording of the instructor. The responses provided by the students are going to be vital
for improving the way Screencast is used and as this research continues the authors will continue
to assess the technologies effectiveness in enhancing BIM educational experiences.

5. CONCLUSIONS AND FUTURE STUDY

This study used Autodesk Screencast software to record topics in a graduate BIM course, with
the advantage of keystroke capturing, in order to assess its effectiveness in enhancing the
educational experience of students. The recordings were largely developed during the course
lectures in order to capture the portions of the topic which the students, in that particular class,
were having difficulty with. These recordings were supplemented with recordings created by the
instructor outside of class based on the requests of the students. This method departs from
recording canned tutorials and focusses on the needs of the specific students with respect to each
topic. Furthermore the students were able to use the recordings from the class as a reference when
working on assignments and also for future courses. Interestingly, during the study students began
increasingly requesting additional Screencast recordings.
Initial indications for the use of this technology were positive with the average usefulness
rating being an 8.2 out of 10 and the majority of students reporting that they used the recordings
multiple times. Through the class survey the students indicated that the Screencast recordings were
useful as they worked on assignments citing both the keystroke capturing and ability to review the
recordings on their own time as the most beneficial aspects. Keystroke capturing provides a
definitive account of exactly what shortcuts or tools were used in class during various modeling
activities. These are the most common questions raised during class and office hours on subsequent
days. During the architectural and structural modeling portions of the course the instructor saw a
decrease in technical software questions during office hours and students were instead asking about
more advanced BIM concepts related to the imbedded information in the model elements.
These are positive signs that keystroke capture software may aid students’ modeling abilities,
allowing instructors to focus on the important conceptual and advanced topics in BIM education.
Based on the survey results and instructor observations, the recordings with keystroke capturing

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were a positive supplement to the traditional course delivery method and require additional study.
Preliminary findings in this study provide a foundation from which to build continued research
which should be expanded to include looking at its impact on student learning outcomes.
Moving forward, the average grades in the course will be compared to previous and succeeding
semester to begin evaluating the impact of the recordings on overall learning. Furthermore, the
researchers have found that as students continue in their education they often return in later
semesters with questions related to BIM components which are integrated into their other courses.
The goal is for the recordings to serve as a resource for the students throughout their academic and
professional careers beyond the course itself. However, further research will be conducted to
develop a more comprehensive assessment of the overall effectiveness of using Screencast and
ways in which it can be utilized to meet the needs of the students. New methods and technologies
for the instruction of BIM, such as those reviewed in this study, must be explored as educators
look for the most effective methods for enhancing the educational experiences of their students to
help them towards long term success.

REFERENCES
Barison, M. and Santos, E. (2010). "Review and analysis of current strategies for planning a BIM
curriculum." Proc., CIB W078 26th International Conference on Applications of IT in the AEC
Industry, Cairo, Egypt, November 16-19.
Folkestad, J. and De Miranda, M. (2002). “Impact of Screen-Capture Based Instruction on Student
Comprehension of Computer Aided Design (CAD) Software Principles.” Journal of Industrial
Technology, 18, 1-7.
Garrison, R. and Kanuka, H. (2004). “Blended Learning: Uncovering its Transformative Potential in Higher
Education.” The Internet and Higher Education, 7, 95-105.
Giel, B., Mayo, G. and Issa, R.R.A. (2011). “Utilization of Standard Plans to facilitate Student
Understanding of BIM Processes.” Proc., Ecobuild America, Washington, DC, December 6-10.
Joannides, M., Svetlana, O. and Issa, R.R.A. (2012). “Implementation of Building Information Modeling
into Accredited Programs in Architecture and Construction Education.” International Journal of
Construction Education and Research, 8:2, 83-100.
Lee, N., Dossick, C. and Foley, S. (2013). “Guideline for Building Information Modeling in Construction
Engineering and Management Education.” Journal of Professional Issues in Engineering Education &
Practice, 139(4), 266-274.
Lee, N. and Yun, S. (2015). “A Holistic View of Building Information Modeling Education in Post-
Secondary Institutions.” Proc. ASEE 122nd Annual Conference & Exposition, Seattle, WA, June 14-17.
McGraw Hill Construction (2012). “The Business Value of BIM in North America: Multi-Year trend
Analysis and User Ratings (2007-2012).” McGraw-Hill SmartMarket Report, McGraw Hill: NY.
Monson, C., Homayouni, H., Dossick, C. and Anderson, A. (2015). “Improving Understanding of BIM
Concepts Through a Flipped Learning Lab Environment: A Work in Progress.” Proc., ASEE 122nd
Annual Conference & Exposition, Seattle, WA, June 14-17.
Qualtrics. (2016). "Qualtrics Research Suite." 3977228.
Sacks, R. and Pikas, E. (2013). “Building Information Modeling Education for Construction Engineering
and Management. I: Industry Requirements, State of the Art, and Gap Analysis.” Journal of
Construction Engineering and Management, 139(11), 04013016.
Sacks, R., Pikas, E. and Hazzan, O. (2013). “Building Information Modeling Education for Construction
Engineering and Management. II: Procedures and Implementation Case Study.” Journal of
Construction Engineering and Management, 139(11), 05013002.
Wang, L. and Leite, F. (2014). “Process-Oriented Approach of Teaching Building Information Modeling
in Construction Management.” Journal of Professional Issues in Engineering Education and Practice,
140(4), 04014004.

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INCORPORATING BIM INTO THE PRECONSTRUCTION

SERVICES COURSE AT BYU

Kevin R. Miller, Associate Professor, [email protected]

Construction & Facilities Management, Brigham Young University, Provo, UT, USA

ABSTRACT
The Preconstruction Services course at Brigham Young University has transitioned from the traditional
Estimating II course. The traditional Estimating II course focused on bid analysis, quantity takeoff from
2d documents, pricing and productivity to include all the previous topics but now also includes model based
takeoffs, clash detection and building sequencing using models. This paper focuses on topics covered in
the course, the tutorials that have been made to add the BIM aspects to the course. Project-based learning
is used to reinforce student learning. The course is a blend of projects in a quasi-studio format.

Keywords: BIM, Estimating, Construction, Coordination, Sequencing, Tutorials

1. INTRODUCTION
As the construction industry is incorporating Building Information Modeling (BIM) into many tasks,
construction management and similar academic programs are looking for ways to incorporate BIM into
their already-packed curriculum. Many universities have credit hour limits on the academic programs
which often forces programs to delete an existing course if they want to add a new course. An alternate
choice is to incorporate BIM into existing courses rather than create new stand-alone courses.
An additional benefit of incorporating BIM into existing courses is that BIM is viewed by the students as
something that is integrated into topics such as estimating and project management rather than a standalone
topic. This approach assists students in viewing BIM as a tool that everyone should be able to use rather
than a specialized tool, similar to how a company could have a Microsoft Excel specialist or everyone could
use Excel to accomplish their tasks at work.

2. INCORPORATING BIM INTO EXISTING COURSES

At Brigham Young University, BIM has been incorporated into the following courses:
• CFM 105 Introduction to Construction and Facilities Management
• CFM 155 Computer Modeling
• CFM 241 Electrical Systems
• CFM 411 Preconstruction Services
Prior to BIM being incorporated into these courses, either a hand drawing/sketching or CAD experience
was included in these courses. This paper focuses on the transition that was made in the CFM 411
Preconstruction course and is a guide to the reader for resources that are available online to assist in
incorporating BIM into their coursework.

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3. ESTIMATING 2 BECOMES PRECONSTRUCTION SERVICES

Between 2001 and 2007, the Estimating 2 course focused on performing takeoffs from commercial
documents, bidding strategies, subcontract price and scope analysis, estimating general conditions, pricing
strategies, and increasing the student’s plan-reading skills. The format of the course is a blend of lectures
and projects that take the lecture materials and apply the topics to projects that the students perform. The
course takes on more of a studio format with the projects rather than a traditional lecture-based course. The
takeoffs typically performed in the course focused on concrete, structural steel, and wall systems. The
course transitioned in 2001 from takeoff performed from paper plans on digitizers to electronic plans where
the 2D takeoffs were performed on the computer screen.
Around 2009, BIM was becoming more prevalent and computer applications became available to use to
perform quantity takeoff from models. As tools were developed for takeoff, additional tools for
coordination and sequencing also became available. During this time, one of the takeoff projects was
changed from using 2D tools to using BIM-based tools. The tools were sometimes a little awkward to use,
but provided insight into what would be possible in the future by using BIM for quantity takeoff.
Concurrently, the program was reviewing the required curriculum and making changes on which courses
the students were required to take. The faculty saw how BIM was starting to impact construction and felt
that BIM coordination and sequencing should be incorporated into the curriculum. The decision was made
to incorporate BIM coordination and sequencing into the Estimating 2 course. To make this possible
without losing too much content in the existing course, a credit hour was added to the course and a general
business course was dropped from the required curriculum. This changed the course from a three credit
hour course to a four credit hour course, allowing BIM coordination and BIM sequencing to be added. The
Estimating 2 course was renamed Preconstruction Services.

4. RESTRUCTURING THE COURSE

While the changes to the course allowed for BIM aspects to be added to the course, it was felt that since the
majority of projects still being used in industry were 2D, 2D projects and experiences still needed to be
included in the course. Over the next few years, several of the 2D projects were transitioned into BIM
projects while keeping enough 2D projects that students understood how to work with both the 2D and 3D
tools for estimating.
One of the first challenges encountered by adding BIM to the course was where to get models to be used in
the course. The Facilities Services group on campus was at the same time making a transition to BIM and
they were willing to share some of their models which could be used in the classroom. Additionally, alumni
who worked with firms that were using BIM received permission to share models with the program; other
industry professionals that were using BIM were generally willing to ask designers for permission for the
program to use their models in the classroom. Generally, there was a positive response to sharing the
models with academia.
One item that was learned during this process is that you often get what you ask for. When the request was
made to receive a BIM model, only the architectural BIM was received. Often there are multiple models
and the request should have been more specific to ask for all the models such as: architectural, structural,
mechanical, electrical, etc., as well as the specifications, and 2D documents. Having the complete project
documents provided the students with a fuller understanding of the project. With that said, even though the
complete documentation of the project is in possession of the instructor, the author typically focused on
selected scopes of work for homework assignments rather than doing the complete project. Doing the
complete project becomes more overwhelming to the course and doesn’t allow for the depth of
understanding in a particular scope of work.
The next challenge faced was that the instructor didn’t know how to use the BIM tools. To overcome this,
multiple approaches were used. The first approach that was used was to hire a student that was good with
technology as a teaching assistant. They were then given the task to figure out how to use the software and
write a tutorial on how to use it. The student learned a lot of the material on their own, but they were also

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referred to industry professionals who had insight on how to use the tools. The initial tutorial that was
created by the student was used as a starting point that was then expanded by the instructor. The additions
by the instructor often added more clarity to the tutorial, making it easier for students who struggle with
computers.
The second approach was for the instructor to take the time to use the software to determine how the
software could be used to accomplish the task at hand (such as quantity takeoff). While this required a
substantial amount of time, the instructor then had a deeper understanding of the software which helped
when students got lost in the software. The instructor also reached out to industry professionals for
processes that they had used with the various software packages and tried to incorporate the best processes
into the tutorials.
The instructor reached out to local companies to help with this effort. Additionally, the program funded
the professor to visit companies around the US to analyze how different companies as well as different
regions around the US were approaching BIM. This experience greatly influenced what topics were
included in the course and developed in the faculty member a much deeper and broader understanding of
BIM.
Using the above approaches, the instructor learned about a breadth and depth of what could be taught to the
students about BIM. The a difficult choice was how deep to go into each subject and which software
packages to use in the classroom. After careful thought and consideration, the author took the approach of
using as few of software packages as possible to introduce the students to the breadth of tasks that can be
accomplished with BIM. It was felt that once the students understood the concepts behind what could be
done, the students could further their knowledge in the areas that interested them the most. With this in
mind, the main software packages used are Autodesk’s Revit and Navisworks. It is felt by the author that
these approach has limited the number of software interfaces that needed to be learned by the student
increasing the number of tasks that could be accomplished in the course.

The following BIM tutorials have been created:

Clash Detection / Coordination
This tutorials walks the user through using Navisworks for coordinating various systems and how
to identify groups of clashes and how to filter through none clashes.
Sequencing
This tutorial uses Navisworks Timeliner feature to teach the basic of creating 4D sequencing of a
project.
Revit Schedule’s Basic
This tutorial uses the schedule features in Revit to create a basic list of materials for a project. The
tutorial also addresses some of the shortcomings of this approach.

Advanced Revit Schedules

This tutorial builds upon the basic tutorial. In this tutorial the use of custom fields is introduced as
well as creating calculations in a schedule.
Aligning, Sectioning and Prepping models
This tutorial using Revit to prepare models for use in clash detection and sequencing.
Quantity Takeoff
This tutorial leads the user through how to use Navisworks to perform quantity takeoff from the
model. This tutorial address 3D and 2D takeoff from BIM.

These tutorials are step-by-step instructions on how to use BIM software to accomplish a variety of tasks.
These tutorials are available on the internet at no cost to anyone who would like to use them. These tutorials
can be found at the following URL:

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http://cmfac.groups.et.byu.net/miller/cfm411/help/NavisTutorials.php
The course lecture notes can be found at the following URL:
http://cmfac.groups.et.byu.net/miller/cfm411/index.php

5. INTERNALIZING THE LEARNING

While the tutorials have helped the students navigate the software, the instructor has found that just because
the students have gone through the tutorial, they often don’t internalize what they are doing. The instructor
has found that the students need to do the tasks three times before they begin to really understand what they
are doing and why it needs to be done. The tutorials are step-by-step instructions that the students perform
that guide them through the features that the instructor felt were important for the students to be aware of.
The tutorials are not a complete overview of all the features of the software, but rather what the students
need to know to be able to accomplish a task such as coordination or takeoffs.
The second assignment is a smaller project where the students apply what they have learned from the
tutorial to a different small project without the step-by-step instructions. There are often a lot of questions
that the students ask on how to do things in the software, but more importantly, they ask why they are doing
the tasks.
The third project is larger in scope and fewer questions are asked by the students. During this third
project, the students seem to cement in their minds how to accomplish the tasks needed for the project as
well gain confidence in their ability to accomplish the task.

6. CONCLUSIONS AND FUTURE WORK

While tutorials and assignments have helped the students become more familiar with BIM and many of the
tasks that can be accomplished using BIM. The Navisworks software being used in the course seems to
have stalled in its development. During the last release cycle only minimal improvements were made to
the software. If the products that I’m currently using follow the path of similar products, they are most
likely being transitioned to cloud-based products. While there are many advantages of cloud-based
products there are also multiple concerns with this approach to software. As a result of this approach by
the vendor, I’m reevaluating the software solution that I’m using and reviewing alternate products as well.
Concerns that I have with cloud-based solutions are the connection speed and reliability to the particular
cloud, and ownership and access of the data. Thinking cynically, once all my data is stored in a particular
vendor’s cloud, if they chose to triple the usage fee, they could do it because all my projects would cease
without the access to the project data. In the words of John Dalberg_Acton, “Power tends to corrupt and
absolute power corrupts absolutely.” Providing a software vendor with all of a company’s data with no
local storage of the data provides the software vendor with absolute power. This may be tempered by the
need for the vendor to keep its customers paying fees, but if it is difficult enough to move project data out
of the cloud, the customers may endure a lot more pain before they are willing to move to a different vendor.
My view of the workflow is that the data is stored locally, then synced to a cloud solution where it can be
shared with the team working on the project. The approach keeps the data local which helps prevent the
data from being held hostage; it also eliminates internet speed and connections issues.
This paper describes how the Construction and Facilities Management program at Brigham Young
University implemented BIM into the Preconstruction Services course. The tutorials that were developed
during this process are made available to other academic institutions that may want to follow a similar path.
Hopefully, this sharing of tutorials will assist more students in gaining a deeper understanding of how to
use BIM rather than just the theory of BIM.

REFERENCES
Dalberg-Acton, John. https://en.wikipedia.org/wiki/John_Dalberg-Acton,_1st_Baron_Acton, Accessed
Jan 2016.

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INTEGRATION OF BIM (3D CAD) THROUGHOUT AN

INDUSTRIAL CONSTRUCTION EDUCATIONAL TRACK

Carol J. Friedland, Assistant Professor, [email protected]

Fatemeh Orooji, Postdoctoral Research Associate, [email protected]
Yimin Zhu, Professor, [email protected]
Chanachok Chokwitthaya, Graduate Research Assistant, [email protected]
Charles Pecquet, Instructor, [email protected]
Bert S. Turner Department of Construction Management, Louisiana State University, Baton Rouge, LA
Jim Kenney, General Counsel, [email protected]
Fluor Corporation, Law Department, Sugarland, TX

ABSTRACT
This paper describes the ongoing curricular integration of BIM within the LSU construction curriculum,
with special focus on the industrial Industry Emphasis Area (IEA) and the integration of BIM-enabled data
and graphics within technical and estimating courses not typically considered “BIM” or “graphics” courses.
The primary curricular enhancement of this effort is the development of a cohesive, consistent real-world
learning framework focusing on a singular industrial facility, allowing faculty and students to better focus
on concepts rather than readjusting to widely varying industrial construction plans and specifications.
Mastering fundamental concepts within the context of this real-world industrial framework will therefore
reduce the time and training employers must expend in preparing graduates to productively contribute in
their work environments. Development of a complete project allows faculty flexibility in selecting material
for assignments, quizzes, exams, and projects for different semesters, ensuring the integrity of assessment
materials.

Keywords: 3D CAD, industrial construction, curriculum enhancement

1. INTRODUCTION
Building information modeling (BIM) is an intelligent parametric model-based process (Sabongi & Arch,
2009) that grew from the object-based parametric modeling used for designing mechanical systems
(Eastman et al., 2011). While BIM is common worldwide (Eastman et al., 2011) and its use is continuing
to grow in the AEC industry (Azhar et al., 2010; Pikas et al., 2013) computer-aided design (CAD) has dates
back to the mid-1950s, with major development occurring in the 1980s. The simplicity of mechanical
systems and limited object libraries needed facilitated the development and use of 3D CAD within the
industrial sector. Today, industrial (i.e., plant) 3D CAD is a powerful software platform that facilitates
design and construction of industrial facilities with the same benefits as BIM used in the commercial and
residential sectors.
Industrial construction relies upon several types of drawings to communicate design information,
including process and instrumentation diagrams (P&IDs), equipment drawings, isometric drawings, and
orthographic drawings. Each visualization product is used to communicate aspects of the overall facility
processes and physical layout in the most efficient manner. Additionally, line lists for piping, equipment
lists, and instrumentation lists are indices used to identify and monitor significant aspects of the facility.
New facilities and upgrades/maintenance of existing facilities represent significant investments, both

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financially and operationally. The complexity of these types of facilities, operator access requirements, and
considerations for future maintenance all require significant planning, coordination, and conflict
identification during the design and construction phases. Prior to the availability of computer 3D modeling
in the 1980s, scaled physical models were often built to help visualize and plan industrial projects.
Design suites are available from major software developers, including Autodesk, Bentley, Intergraph,
and others. The capabilities of these software platforms include the ability to design 3D physical models
using object catalogs with attributes; manage plant design data, including generation of project indices and
isometric and orthographic drawings; perform interference analysis and operational access analysis. 3D
CAD provides the same benefits in industrial construction as BIM provides in the commercial sector,
including faster and more accurate design, improved coordination with other disciplines through model
sharing, rapid generation of material schedules, creation of preliminary models, minimization of rework by
early identification of clashes and issues, improved design efficiency, and construction progress monitoring.
(Bryde et al., 2013; Shou et al., 2015; Son et al., 2015). In the case study presented in Sullivan (2007),
General Motor Plant, Flint delivered 25 percent faster and 15 percent under budget by using building
information modeling to enhance team collaboration (Sullivan, 2007). Identical to the need to integrate
BIM technology into construction education programs, there is a significant need to expand students’
knowledge of industry-level practices in the arena of industrial construction.
In response to this need, The Bert S. Turner Department of Construction Management at Louisiana
State University began offering a revised curriculum in 2014-2015 to include Industry Emphasis Area (IEA)
or “track” options to allow students to specialize their coursework within their undergraduate degree. To
meet the needs of the industrial construction IEA, four junior/senior level courses are in development, the
freshman level plan reading course is being revised to now include industrial construction within its
emphasis, and the senior capstone course is being redefined to focus on industrial construction for students
that select the industrial IEA. To create a robust virtual learning framework for the industrial IEA, LSU
has partnered with Fluor Corporation to augment the selected courses with a concise, complete industrial
facility model that will be used as a case study throughout the IEA curriculum. The underlying premise is
to present learning concepts demonstrated within a consistent plant framework to assist students in learning
and application of course concepts. Data generated in each course will be used cumulatively throughout
the curriculum, allowing students to focus on course-specific outcomes while maintaining the overall
context. This paper describes the industrial facility project model development, and course integration and
assessment plans.

2. PROJECT DESCRIPTION

2.1 Industry Participation and Data

LSU has partnered with Fluor Corporation, who has provided information and funding assistance for a
prototypical plant facility, including 2D drawings, specifications, and vendor drawings for concrete,
structural steel, piping, electrical, and instrumentation scopes of work. Progress meetings and model
verification meetings with Fluor have occurred to ensure the 3D model is developed according to typical
plant layout and design standards.

2.1 3D Plant Model and Drawing Products

From the details provided by Fluor Corporation, a team of students and faculty at LSU are developing a 3D
facility model in Autodesk Plant 3D. Typical drawing products are being produced using Plant 3D to
develop a working set of construction drawings. These drawings and the 3D model will be tailored to
develop educational materials to systematically integrate the project throughout the industrial IEA and the
introductory plan reading course. Figure 1 provides an overview of the 3D model and facility layout (top
view). Figure 2 provides plant elevation views from the front and left. Figure 3 provides an example of a
piping isometric (iso) drawing including bill of materials. The 2D drawings are typically generated for

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construction projects and are important for classroom learning to provide students with experience
navigating these types of drawings. Piping iso’s are an example of discipline-specific documents needed
for construction estimating and scheduling and are one of the key drawing types that requires mastery.
Tables 1 and 2 provide excerpts from the (Piping) Line and Equipment Lists, respectively, which are critical
for plant inventory, mechanical and electrical scopes, and painting and insulation. The 3D model – in both
static and dynamic electronic formats – will be used to help students understand the visual elements shown
in the 2D drawings. In addition, models created in Autodesk Plant 3D can be exported to Navisworks for
schedule and quantity analyses.

Figure 1: 3D Model and Plant Layout

Figure 2: Plant Elevation Views – Front and Left Views

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Figure 3: Example Piping Isometric 2D Drawing with Bill of Materials

Table 1: Excerpt from Construction Line List

LINE DATA DESIGN DESIGN

PRESSURE TEMPERATURE
PROCESS
PSIG °F
FLOW SERVICE LIQUID FROM TO INSULATION
NO. CLASS SIZE OPERATION OPERATION
DIAGRAM
PRESSURE TEMPERATURE
PSIG °F
11-4-011 1 AA1 8" HC 11-V-2 11-P-2A 125 300 lh
X
& 2B 70 250
11-4-011 2 CA1 6" HC 11-P-2A LINE 325 300 lh
X
& 2B 12-5C 300 250
11-4-011 3 AA1 6" HC BATTERY 11-V-2 125 300
X
LIMIT 100 100
11-4-011 4 AA1 10" HC 11-V-2 11-E-2 125 300 lh
X
70 250

Table 2: Excerpt from Equipment List

DESIGN TEMPERATURE
EQUIPMENT DESCRIPTION TYPE PRESSURE °F SIZE INSULATION
PSIG
11-V-1 STABILIZER ACCUMULATOR SHELL & TUBE 125 300 60" I.D. NONE
11-V-2 STABILIZER COLUMN SHELL & TUBE 125 300 60" I.D. NONE
11-E-1A EXCHANGER SHELL & TUBE 100 300 24.5" O.D. NONE
11-E-1B EXCHANGER SHELL & TUBE 100 300 24.5" O.D. NONE
11-E-2 EXCHANGER SHELL & TUBE 100 300 34" O.D. NONE

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2.2 Course Integration Plan and Learning Outcome Flow

Development and refinement of the university construction curriculum is an ongoing process that ideally
reflects industry needs, technological advancements, and faculty expertise. For many years, the primary
employers of LSU CM graduates have been in the industrial construction sector, although a general
curriculum with few electives had been traditionally offered. Beginning in 2012 a new curriculum that
included IEA options underwent development through partnership with faculty and local industry to meet
the needs of the industrial, commercial, residential, and heavy civil/highway industries. In Fall 2014, these
IEA options were made available to students. To meet the needs of the industrial construction IEA, four
new junior/senior level courses were identified and have been initially offered, although further
development is underway. In addition to the four new courses, the introductory plan reading course was
identified to be augmented with components from each IEA and the senior level capstone is being revised
to be IEA-specific. Catalog descriptions for these courses are provided in Table 2, along with the plan for
model integration within each course.

Table 2: Integration of Industrial 3D modeling into existing CM courses

Course Course description Model integration plan

CM 1102 Principles of graphic communication 2D drawings and 3D model will be used to develop visualization
Construction applied to reading construction plans with exercises and assessments to enhance students’ visual literacy.
Plan Reading emphasis on residential, commercial, Physical, ABS plastic 3D printed models will be produced to
(not IEA- industrial, and heavy highway plans. further enhance student learning and facilitate visual fluency
specific) between 2D and 3D (electronic and physical) models.
CM 3355 Principles of industrial maintenance and 2D drawings and 3D model will be used to provide a visualization
Maintenance turnarounds including facility types, tool to enhance student understanding of the functionality of
and process equipment, work order systems, process equipment and the logistical challenges of turnarounds
Turnarounds safety, preventive maintenance programs, and routine maintenance activities. Specifications and equipment
roles, planning, and facility shutdown vendor drawings will be used to enhance knowledge of
concepts. engineering design criteria and fabrication components.
CM 3356 Principles of estimating including quantity Drawings, specifications, and 3D model will be used to create
Industrial surveys, pricing analysis, and bid package consistent examples and a comprehensive course project to
Construction preparation for industrial construction. develop industrial construction estimates, including quantification
Estimating of direct, indirect, and staff/supervision labor hours; construction
equipment requirements; material costs; subcontractor needs; and
a schedule of work activities. Printed 3D models will facilitate
discussion of access issues and site planning.
CM 4357 Fundamentals of information management Data generated from the Industrial Estimating course will be
Industrial required for effective project control on an utilized for simulation of project control requirements during
Project industrial construction project; data construction of the facility, relying extensively on the 3D
Controls requirements, data collection, and data electronic and printed models for visualization. The 3D printed
processing involved in measuring, models will be integrated in a piecewise fashion to physically
evaluating, calculating, and reporting job simulate the construction sequence.
performance from inception of project
through closeout.
CM 4358 Fundamentals of electrical and Specifications and drawings will be used to facilitate student
Industrial instrumentation concepts, systems, plans, understanding of electrical and instrumentation installation, and
Electrical and installations relevant to industrial the 3D model will be used to improve student understanding of
Installations facilities and applications. the interrelationships between electrical and instrumentation
(E&I) and mechanical components.
CM 4202 A comprehensive study of construction The entire senior capstone Construction Enterprise course for the
Construction management as it relates to a single industrial track will be refocused around the drawings,
Enterprise construction enterprise. specifications, and 3D model to create an entirely new industrial-
(Industrial focused experience to assess and reinforce the culmination of
IEA) curriculum concepts.

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Figure 4 provides an overview of the data flow between the IEA courses, demonstrating how course
outcomes build upon each other and work to produce an integrated industrial IEA centered around a
prototypical facility. Although not shown in Figure 4, the introductory Construction Plan Reading (CM
1102) and Industrial/Heavy Civil Materials and Methods (CM 2103) courses provide critical conceptual
knowledge and visual literacy skills. The industrial IEA courses begin with CM 3355 Maintenance and
Turnarounds, where students gain detailed knowledge of engineering/functionality aspects of process
equipment and construction methods needed to address plant maintenance and turnarounds for targeted
systems. The 3D model and printed physical models are used extensively in this course to help students
isolate specific systems, and this knowledge is translated to enable students to interpret 2D drawings
through identification and visualization of individual systems. Using this knowledge of plant systems and
logistics, students apply their core curriculum estimating skills to the industrial setting in CM 3356
Industrial Construction Estimating, which focuses on civil, structural, mechanical, and equipment scopes
of work. Using the contract-type 2D documents shown in Figures 1-3 and Tables 1-2, students perform
quantity takeoffs, evaluate project constructability, plan for equipment needs, and generate field and
supervision labor hours and cost estimates. The 3D electronic and physical models will be used to help
students conceptualize equipment planning and technology-enabled quantity takeoff will be demonstrated
using automated bill of material generation functionality within Plant 3D. This knowledge will then flow
to two courses – CM 4357 Industrial Project Controls and CM 4358 Industrial Electrical Installations. In
CM 4357, the quantities, budget, and schedule developed in CM 3356 will be used as the numerical
framework for scheduling and cost control examples. Project planning developed in CM 3356 will also be
used along with project control concepts to learn and demonstrate progress reporting. In CM 4358, the
interconnectivity of I&E scopes with the rest of the project (covered in CM 3356) is explored, as I&E
scopes are field-routed. With understanding of civil, structural, and mechanical layout, I&E estimates and
installation plans will be developed in CM 4358. Acquired student knowledge and generated plant project
data from all of the preceding courses culminate in CM 4202 Construction Enterprise, which is the senior
capstone course. In this course, all curricular outcomes are integrated in a cumulative project. Data
developed in each of the courses will be used by the students to conceptualize and present the prototypical
facility throughout the project/construction management life-cycle.

Figure 4: Data Flow Between Courses

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2.3 Number of Students Impacted

Based on current enrollments, approximately 150 students per semester (300 students per year) are
anticipated in CM 1102, which is a required CM course taught every semester (fall, spring, summer). A
minimum of 40 students are anticipated in each section of CM 3355 (fall), 3356 (spring), 4357 (fall), and
4358 (spring). Because CM 4202 will be offered on a more frequent basis, approximately 20 students per
section are anticipated to be impacted by the project (fall, spring, summer).

2.4 Assessment Plan

Assessment of the impact of the case study integration will be conducted using four primary measures: 1)
faculty feedback of student learning before and after implementation, with data collected through faculty
outcomes assessment reports at the end of each semester; 2) student learning outcome performance,
quantified through performance on assignments, exams, projects, and the senior exit exam; 3) student
feedback, collected informally in class and formally through the senior exit exam and surveys administered
to CM graduates by the Construction Industry Advisory Council (CIAC) and 4) CIAC Curriculum and
Accreditation Committee feedback of graduate performance.
Faculty provide feedback of student learning at the conclusion of each course utilizing a departmental
student learning outcomes (SLO) form, with 20 program-level SLO’s covering all aspects of the curriculum.
The standardized Student Learning Outcomes (SLO) form also allows quantification of student
performance on assignments, exams, projects, and the senior exit exam. In order to compare outcomes
before and after implementation of the case study, assessment of the project impact will be accomplished
by comparison of pre- and post-implementation SLO data. The percentage increase in pass rates and scores
on assignments, exams, projects, and the senior exit exam will be monitored for trends during and after case
study implementation. Because of the widespread integration of the case study within the IEA and the
expected positive impact on learning outcomes, it is hypothesized that widespread increases in student SLO
achievement will be observed, rather than increases in the achievement of specific SLO’s, such as
visualization ability and technological implementation.
In addition to SLO assessment, student feedback will be collected informally in class and formally
through the senior exit exam and surveys administered to CM graduates by the CIAC. Informal collection
will consist of qualitative data collection through interviews, class discussions, and course evaluations. The
CIAC utilizes a survey instrument to collect data on student perceptions of increased value of BIM
integration. The senior exit exam allows for a measure of increased student performance in spatial
understanding as it relates to solving construction management problems. Data will be collected of student
performance on exit exam questions relevant to spatial understanding both prior to and after implementation
of BIM (3D CAD) integration into the curriculum.
The CIAC Curriculum and Accreditation Committee will review the implementation of BIM
integration into the current curriculum and provide feedback to the faculty. Graduate performance will be
assessed through the utilization of software-based surveys administered annually to measure the employer
perception of increased spatial and temporal understanding in graduates from the program.

3. CONCLUSIONS AND FUTURE WORK

This paper presents the curricular integration of BIM (3D CAD) within an industrial construction emphasis
area. The overall 3D facility model under development is presented, along with industry-standard
visualization products. The model is planned for integration within four junior/senior level courses, the
freshman-level plan reading course, and the senior capstone course. Course integration plans are presented
and the flow of data between the courses is presented to show the integration within each course and among
the IEA courses. An assessment plan and details regarding anticipated student impacts are also presented.
Based on current work, the development of the case study is critical and time consuming, involving
many faculty members to facilitate model and course product development. To make this type of project a
success, commitment of faculty and coordination among them is important. In addition, to make such an

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endeavor applicable to real-world construction, it is necessary to build the model around a complete case
study, where students can easily relate abstract spatial and temporal concepts in industrial construction to
ideas visualized by models.
In future work, the authors will further investigate factors associated with the technology that
significantly contribute to learning.

ACKNOWLEDGMENTS
The authors gratefully acknowledge funding from Fluor Corporation, the Louisiana Contractors’
Educational Trust Fund, and the Bert S. Turner Department of Construction Management.

REFERENCES
Azhar, S., Sattineni, A., and Hein, M. (2010). BIM undergraduate capstone thesis: Student perceptions and
lessons learned. Paper presented at the 46th ASC Annual International Conference.
Bryde, D., Broquetas, M., & Volm, J. M. (2013). The project benefits of building information modelling
(BIM). International Journal of Project Management, 31(7), 971-980.
Eastman, C., Teicholz, P., Sacks, R., and Liston, K. (2011). BIM handbook: A guide to building information
modeling for owners, managers, designers, engineers and contractors: John Wiley & Sons.
Pikas, E., Sacks, R., and Hazzan, O. (2013). Building information modeling education for construction
engineering and management. II: Procedures and implementation case study. Journal of
Construction Engineering and Management, 139(11), 1-13. doi:10.1061/(ASCE)CO.1943-
7862.0000765
Sabongi, F. J., and Arch, M. (2009). The integration of BIM in the undergraduate curriculum: An analysis
of undergraduate courses. Paper presented at the 45th ASC Annual International Conference.
Shou, W., Wang, J., Wang, X., and Chong, H. Y. (2015). A comparative review of building information
modelling implementation in building and infrastructure industries. Archives of Computational
Methods in Engineering, 22(2), 291-308.
Son, H., Kim, C., and Kim, C. (2015). 3D reconstruction of as-built industrial instrumentation models from
laser-scan data and a 3D CAD database based on prior knowledge. Automation in Construction,
49, 193-200.
Sullivan, C. (2007). Integrated BIM and design review for safer, better buildings. Architectural Record, 6,
191-199.

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BIM CURRICULUM DEVELOPMENT

Richard Faust,
John Brown University, Siloam Springs, Arkansas, USA

ABSTRACT
Ever since the mid-eighties when CAD (Computer Aided Design) began to revolutionize how we
design our buildings, forward thinking people have had a vision of a virtual construction world
where we not only design in three dimensions but also schedule and estimate that same project
from the information already assembled in the 3D electronic model. The potential benefits to all
stakeholders were hard to overestimate. So what is the current progress of this vision and how do
we, as college professors, deliver the best preparation for our students who will undoubtedly enter
an industry that will continue to exploit the potential of what has come to be known as: BUILDING
INFORMATION MODELING (BIM). This paper presents the process of our Undergraduate
Construction Management program identifying the importance of BIM education for our majors
and the initial steps we have taken in that direction. Richard Faust, PhD student, John Brown
University, Siloam Springs, AR

Key Words: Building Information Modeling (BIM), Computer Aided Design (CAD),
Schedule (4D), Estimate (5D), Sustainability (6D), Facility Management (7D)

HISTORY
John Brown University’s Construction Management program consists of 3 full-time faculty and
60 students on average and is ACCE accredited. The first 2D Computer Aided Drafting was
introduced in 1987. Then the program progressed to using Graphisoft’s ArchiCAD but switched
to Autodesk Revit in 2008. BIM technologies were already being used by many of the advisory
board member companies and it became apparent that graduates needed as much experience with
BIM as possible.

INTRODUCTION
The very first CAD (Computer Aided Design) systems began their development in the U.S. Air
Force in the 1950’s. They progressed for the next three decades without affecting the construction
industry to any great extent until the founding of Autodesk in April of 1982. Autodesk’s idea was
to create a CAD program for the price of $1,000 that could run on a personal computer (PC). The
following year, 1983, the first versions of AutoCAD were marketed in Germany and France
(Bozdoc 2006).

With the application of computer aided design and drafting to the building process, the inevitable
move toward including more and more information in our electronic building models was assured.
Those who were CAD designers in the 90’s remember the regular promise of full 3D design
capability in new softwares only to be disappointed by the glitchy limitations and painfully long

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screen regeneration times. Just being able to design in full 3D easily, with any speed, was the only
goal many architects and designers could imagine. But, as the softwares that made 3D design easier
kept developing, so did hardware configurations that could process that information without the
long time lags of the 90’s and early 2000’s. As we realized 3D design ability on simple PC work
stations, the idea of attaching even more information to the components in the model did not seem
as counterproductive because of continually improving processing speeds.

Visionaries saw the potential and teamed with IT personnel to start adding information that would
let us schedule (4D) and estimate (5D) directly from the information we had already created in our
3D models. The idea that the electronic drawings could also give us accurate schedules and
estimates was incredible, to say the least. Further additions of Sustainability (6D) and Facility
Management (7D) round out the current applications of Building Information Modeling (BIM) by
non-profit organizations, private, government and municipal agencies who are all trying to
maximize the advantages of BIM in their practices. The chart below fleshes out sub-categories
under the 5 main areas of BIM.

“’Expect the use of 4D and 5D building information modeling (BIM) technology to flourish in the
future’, Turner Construction’s Treighton Mauldin told a group of construction professionals
attending a webinar that WPL Publishing held April 17, 2012. He sees 4D, which addresses
scheduling, and 5D, which involves estimating, ‘taking off because they bring all of the aspects of
a plan, an estimate, a model, and a schedule into one environment that can be easily monitored and
managed and communicated to the rest of the team, which is a huge benefit, and it really starts to
eliminate errors in communication, miscommunication, and, in the end, makes people more money
(Rizer 2012).’” These comments are typical of large commercial companies that plan on
maximizing BIM in the future.

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Before a program creates specific BIM training for their students, they need to answer the
following questions;
Is BIM really here to stay?
“BIM Adoption Expands from 17% in 2007 to over 70% in 2012, According to New McGraw-
Hill Construction Report (Malangone 2012)”.
Is BIM just happening in the U.S.?
Building and Construction Authority (BCA); “Singapore, 1 August 2013 - There has been
significant progress in promoting Building Information Modeling (BIM) in Singapore. The
adoption rate has gone up from 20% in 2009 to 65% today” (Press Release 2013).
With confirmations like this that the growth rate is fast (about 10% per year) and almost the same
in both the U.S. and on the other side of the world, we know our students need to be as familiar as
possible with BIM technologies as they enter their careers. We also know we have to be asking
the right questions as we set out to create curriculum that meets that goal. The body of this paper
will state those questions and the progress JBU has made in implementing what we have
discovered and learned so far.

What does our client (industry) need?

When the author first started talking about BIM to his students he made sure they knew what the
acronym meant and that it was about clash detection and attaching scheduling/estimating
information to the electronic model. This provides information in the planning stage rather than
having to wait for the architect to finish the working drawings and then schedule/estimate and
look for clashes the architect didn’t identify during the design process.

In a job interview in 2008 a JBU graduate was asked what he knew about BIM and he said, “Oh,
Building Information Modeling?”, and went on to repeat some of the basic facts accurately. He
was offered a job in their newly formed BIM department. That made it abundantly clear that the
construction industry was eager for students with Building Information Modeling knowledge.
In a recent survey of our industry advisory board, they said they want our graduates to know
about BIM. They usually say BIM is a great tool but they don’t quite know how it’s done. HR
personnel are challenged in how to write job descriptions for these new positions. “’To start your
formulation of Job descriptions your firm needs to ask and answer, how do you and your
management team plan to deploy VDC-BIM on projects? Some firms look at BIM as a drafting
activity meant to provide project teams 3D modeling services. Taking this view they would
create a BIM department that would likely be staffed with specialized CAD users. Alternatively,
other firms focus on integrating 3D technology into each project teams’ management skill
set. Thus the development of Job descriptions would be different for each management strategy.
The distinction between the specialized CAD manager’s approach versus a project management
that is specialized in model management requires a unique job description for each position
(Cousins 2010).’” This quote is from an article written by an HR professional who also did short
interviews with BIM managers from 4 respected commercial construction companies. The
conclusion is drawn that the better the student’s ability in Autodesk Revit, the better they will be
able to adapt to whatever system of using the electronic model for BIM in their respective
companies.

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The action plan for our program was for the instructor to get better at Autodesk’s Revit since
there are three classes that require the use of Revit in the program. BIM applications will make
more sense when people have some level of mastery of Revit. Just as AutoCAD became the
industry standard in the 2D drafting world, Revit is already the standard in the 3D/BIM world
and will only solidify its position as time goes on.

Where does BIM curriculum fit into an undergraduate program?

The introductory class using Revit (CM 1223 - see below) uses a text written by a designer from
Minnesota named Daniel Stine. In it he reviews hand drafting methods and then launches into a
preset exercise of drawing the plans for a residence. The class is split in half and the students
alternate doing plan reading exercises one lab a week and the Revit chapter assignments on the
other. Senior CM students work as Teaching Assistants and lead the plan reading assignments
while the instructor focuses on the students doing the Revit lessons. The following is a link to a
PDF copy of the syllabus from the spring semester, 2015. It includes a schedule of each lab
period: http://www.jbu.edu/majors/construction_management/presentations/ This format is a
very good way to get students right into the nuts and bolts of the software (Stine 2015).

The following JBU classes are the ones that directly involve using Autodesk Revit software.
They were the initial classes considered for alteration to accommodate dedicated BIM training.
CM 1223 starts the process of Revit acquisition and CM 3613 furthers it with a residential
project students design themselves (This is something they may legitimately do as professionals).

After consideration, the course that was chosen to be altered was CM 3623 (next page). This is
the first JBU course catalog with the new references in the description to BIM design principles
and software. These concepts have been incorporated into this class for the past three years but
the course description change has only now, in the current year, gotten into the school catalog.

The reality is that, unless JBU grads go on and become licensed architects, they will never
legally do the full design of a commercial building and that’s what the original course described
them doing until this catalog cycle. This has been one of the first steps toward BIM integration
into the entire construction management curriculum.

CM 1223 Graphic Communication Skills Three hours

The study and practice of communicating ideas through manual and digital means. Emphases
include the development of lettering and sketch abilities, communication through construction
documents, an introduction to construction assemblies and an overview of three-dimensional
model based design, and construction documentation. Two three-hour laboratory periods per
week. An additional fee associated with this course.

CM 3613 Architectural Design I Three hours

The design, development, and presentation of an architectural program for a residence.
Introduction to design principles and their influence in the development of a project is addressed.
The architect, contractor and owner working relationships are emphasized. Two three-hour
laboratory periods per week. An additional fee associated with this course. Prerequisites: CM
1223 and junior standing, or consent of instructor.

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CM 3623 Architectural Design II Three hours

An introduction to commercial design principles combined with principles of Building
Information Modeling (BIM). The course will include an exercise in commercial design
presentation and an introduction to BIM software and theory. An additional fee associated with
this course. Prerequisites: CM 3613 and junior standing, or consent of instructor.
(Course Descriptions 2015)

What are the standard forms of BIM being used?

Once a program establishes the need for BIM training and dedicates at least part of a semester to
it, what should they teach? The educator will find that more curriculum options have surfaced in
the last couple of years that make it easier to design a course of study in BIM. In the Master of
Engineering Technologies program at Pittsburg State University tutorial exercises are required in
two softwares that are emerging as BIM applications in the construction industry. This has great
appeal to construction companies that are late adopters of the technology. It also has strong
appeal to educators who want to give their students comprehensive BIM exposure along with
educating themselves. The JBU class was altered to include: DProfiler and Synchro. The
feedback has been very encouraging as several former students have seen these softwares being
used by their employers and were glad they were familiar.
“DProfiler is a unique BIM program that integrates 3D macro modeling and cost estimating.
With this powerful program you easily build a model of your conceptual design and generate an
accurate cost estimate without extra time or effort. An excellent marketing tool, with DProfiler
you can give clients an impressive preconstruction package.

DProfiler features: ( DProfiler videos http://www.beck-technology.com/demos.asp)

 3D Modeling with easy importing from CAD programs

 Cost Estimating with integration from Excel, RS Means databases, and Timberline
 Energy Analysis

 Google Earth integration (Beck 2012)”

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DProfiler 3D model scaled on a 2D drawing

SYNCHRO MODEL WITH INTEGRATED SCHEDULE

“Synchro PRO’s real time visualization capabilities change the way projects are planned- the
ability to see into the future, to communicate clearly and to create a shared understanding
amongst the entire project delivery team, enables performance on a much higher level. Safety,
productivity, quality, reliability and cost competitiveness all increase. As the industry works to
close the skills gap, to effectively and successfully utilize new purpose built, digital technology,
the Synchro Project Delivery Team is here to support the companies and people who are working
hard every day to deliver great projects (Synchro 2016).”
Standardized BIM is trying harder to emerge in places other than the U.S. it seems. “’Although
the number of project teams using BIM tools increases each year, the transformative potential of
these tools remains checked by barriers that impede the information exchange among
participants and across different software platforms. Getting the most out of BIM will require an
open exchange of information, which in turn requires defining and implementing common
protocols and standards. But who wants this arduous task?
In the United Kingdom, the answer is simple: the government. By 2016, all British government
building contracts will require “fully collaborative 3D BIM,” according to the country’s 2011
Government Construction Strategy. The NBS National BIM library—yes, such a thing exists—
already contains thousands of both generic and proprietary BIM objects. (These objects are
virtual building components containing performance parameters and physical attributes that can
be placed in digital building models.) Singapore, Finland, and Norway also have national BIM
standards, and China has one in the works (Shapiro 2014).’” They have also produced a video
about the status of BIM in the UK (National BIM Library 2013).

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OTHER RESOURCES HAVE I FOUND TO HELP INTRODUCE

BIM
Reid Johnson ([email protected]) is available to teach mock coordination meetings
(via Go-To-Meeting) focusing on clash detection in the CM 3623 course using the autodesk
cloud at no charge. There are 6 hours of lab time dedicated to these meetings and it has received
great student feedback.
The challenge of grading can be met by allotting an appropriate amount of points for
participation and engagement during the actual contact time and some questions on the final that
can only be answered by engagement in the original exercise or remedial experience.

CONCLUSION
First of all, students need to have the highest level of proficiency possible in the 3D software
package they will most likely be using in their new jobs. That software should be the current
version of Autodesk’s Revit.
Because so many companies, especially early adopters, developed their own hybrid systems
using softwares like Navisworks, or writing their own, there haven’t been many standard
protocols for educators to look at to create BIM curriculum. That is changing, however, and
several new tools are being offered by Autodesk in specific disciplines like Construction
Management: https://academy.autodesk.com/curriculum/construction-management. In addition,
DProfiler and Synchro tutorials, along with videos and classroom experiences in mock
coordination meetings will continue to be some of the best ways to introduce BIM to
construction management students.
The author hopes to start a connection with as many other undergraduate professors as possible
so the group could go forward developing really effective BIM curriculum together. All
universities can prepare students to hit the ground running in this new paradigm called Building
Information Modeling.

REFERENCES
Beck Technologies (2012). DProfiler Demonstration Video. Available at:
https://www.youtube.com/watch?v=5qUIlPqKszk
Bozdoc, Marian (2006). History of Computer Aided Design. Available at:
http://www.thocp.net/software/software_reference/cad_bozdoc.htm
Building and Construction Authority (2013). International experts: More benefits can be reaped
from building information modeling. Available at:
http://www.bca.gov.sg/Newsroom/pr01082013_IPE.html
Course Descriptions (2015). John Brown University Undergraduate Catalog. Available at:
http://www.jbu.edu/catalog/current/cm/
Cousins, Bruce (2010). Creating Job Descriptions for VDC-BIM. Available at:
https://bimforum.org/2010/09/27/creating-job-descriptions-for-vdc-bim/
Malangone, Kathy (2012). McGraw-Hill Construction Report. Available at:
http://construction.com/about-us/press/bim-adoption-expands-from-17-percent-in-2007-
to-over-70-percent-in-2012.asp

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National BIM Library (2013). BIM Reality-Design, Construct Through to FM. Available at:
https://www.youtube.com/watch?v=Rqn_cImE-no
Rizer, Steve (2012). Expert Sees 4D, 5D BIM ‘Taking Off’. Available at:
http://constructionpronet.com/Content_Free/42612part1.aspx
Shapiro, Gideon (2014). Setting a Standard in Building Information Modeling. Available at:
http://www.architectmagazine.com/technology/setting‐a‐standard‐in‐building‐
information‐modeling_o
Stine, Daniel (2015). Residential Design Using Autodesk Revit 2015. ISBN-13: 978-1-58503-
889-3 Available at: http://www.sdcpublications.com/pdfsample/978‐1‐58503‐889‐
3‐3.pdf
Synchro Software (2016). Our Mission. Available at: https://synchroltd.com/project-delivery-
team/

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BIM IMPLEMENTATION AT THE BUILDING SYSTEMS

COURSE AT THE UNITED ARAB EMIRATES UNIVERSITY.

Jose Ferrandiz, Instructor, [email protected]

Architectural Engineering Department, United Arab Emirates University, Al Ain, Abu dabhi, UAE

ABSTRACT
As BIM progresses as a necessary tool for the Architectural, Engineering and Construction
Management (AEC) programs all over the world, the United Arab Emirates University (UAEU) has a
clear path to implement these tools in their Architectural Engineering Curriculum. This paper
introduces the roadmap that the Architectural Engineering department at the UAEU is using to
introduce BIM.
The paper focuses on the benefits that we found at the Building Systems Course. We compared
the students’ performance after the first semester with a Project Base Learning (PBL) methodology
using Revit with the traditional course.
This paper will provide data about how BIM will improve the construction drawing’s quality and
increase the speed of the students. It will change the whole learning process from simply memorizing
solutions to analyzing and testing in order to select the best construction system from a database. It
will also help to solve the integration problem that schools are facing by teaching each system in
separate courses and it will change the concept from only drawing to actually building projects.

Keywords: BIM, Architectural, Engineering, Construction Management, Construction, Curriculum,

Building systems, AEC.

1. INTRODUCTION
Today the Architectural, Engineering & Construction Management (AEC) industry is looking forward
to hiring new professionals who are able to move totally into Building Information
Modeling/Management (BIM) (Vázquez, )
. AEC Programs, face a turning point, “25 years ago, AutoCAD pushed designers into a new era; BIM
represents a new generation of virtual model already widely accepted it by in the industry” (United
Nation Human Settlements Programme (UN-HABITAT), 2008).
The implementation of BIM in the AEC curriculum is a reality all over the world as scholarship
describes it. In the US there are a great number of schools currently using BIM for teaching
architecture and civil engineering (Rey Merino, 2012). There are Schools all over the world
introducing BIM in their AEC curriculum we can introduce several samples as (Bedoya, 2005a) in
Spain, (Naciones Unidas, 2012) in Indonesia and this article in United Arab Emirates.
The Architectural Department of the UAEU decided to move from a traditional Architectural
program into an Architectural Engineering one. As part of these decision the Architectural Design
process is moving towards an Engineering Design process focused on a cyclic process which applies
solutions, feedback and remodeling based on engineering data. To implement this process, it was
suggested from the ABET advisors to implement BIM technologies.
The Architectural Engineering Department at the United Arab Emirates University (UAEU),
decided to introduce BIM in the curriculum starting in fall 2014. To make this possible the faculty
was trained by an Autodesk Official Training Center in Revit and Naviswork 2015 during the summer
of the 2014.
The proposed roadmap included an eight week BIM workshop for all the students interested
during the fall semester 2014; the introduction of Building Integrated Modeling concepts (BIM) in the
first course of construction “Building Systems (BS)” during the Spring 2014 and the gradual

Proceedings of the

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implementation of BIM in the Construction and Design courses of the Architectural Engineering
Curriculum.
This paper explains the contributions of BIM to the BS course. This course uses a mixed method
that combines traditional lectures with a Project Based Learning (PBL) experience enhanced by BIM.

2. BUILDING SYSTEMS COURSE

Building Systems is the first course where the students will be introduced to the Building
Construction Systems at the UAEU. This course will provide the students with a solid base in building
construction principles, concepts, systems and criteria.
The course aims to make students understand the main construction materials and methods widely
applied in the building construction industry. The students are introduced to the applicable building
codes and standards that they will use during the design courses. The course covers: Building
materials, their properties, and construction processes; Construction technology, systems, methods
and techniques, emphasizing the local applications and practice; construction drawing standard;
structural systems; construction methods; and building components.

2.1 Course Objectives

The course objectives are to understand basic building construction terminology; building standards,
and building codes; to enhance knowledge of building systems and materials, including structural
systems, wall systems, floor and roof systems; to understand the different building components both
technically and structurally; to enable students to undertake professional drafting skills and principles
of working drawing process.

2.2 Learning Method

The learning methodology of this course changed in the spring 2015 semester from a traditional
approach of lectures and assignments to a mixed method approach of lectures and project based
learning sessions. In the traditional approach the student has to reproduce the content of the lectures to
understand and memorize the topics. In PBL based on BIM the student builds and develops a 3D
model of a building, analyzing, selecting and applying different construction systems.
During this project they will modify the type of structure, allocate the stair, add different
components, discover issues by themselves, research for alternatives, apply different solutions, and
mainly they will learn how to search, think, select with proper criteria and apply alternative solutions
to solve the problems.

2.3 Course Outline

Table 1: Course outline Lectures and Assignments Fall 2014/Spring 2014

Lectures Lab Sesions
Week Topic/Subject Course with out BIM Week BIM Project based course
1 Orientation & Course Overview 1
Understanding Buildings & Load Distribution, 
2 EX01 Basic Skills, Plan Section and
Construction Terminology, Standards, and Codes EX01 Basic Structural System 2
elevation, drawn by Hand and AutoCAD
Buildings Materials & Principles of Working 
3
Drawing Process 3
Short Span Structural Systems: Bearing Wall  EX02 Floor and Roof Systems Application EX02 Structure systems. Foundation,
4
System of Masonry walls and Stud Partitions 4 columns, retaining walls, one way and
5 Short Span Structural Systems: Skelton System 5 two way slabs.

6 Foundation Systems EX03 Foundation Systems 6 EX03 External walls, flooring, add

7 cantiliever to the structure.
Floor Systems 7
8 Mid‐Term Exam

9
Spring Break March 29th ‐ April 9th
10
P

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ROJECT
11 Roof Systems EX04 Wall Systems 11 EX04 Structure modification. Metal
12 Wall Systems Presentation I 12 decking, open web joist. False ceiling.
EX05 interior partitions, wood and
13
Openings and  Wall Components EXOS Long Span Structure 13 metal studs.
14 EX06 Add to the model Stairs.
Moisture and Thermal Protection 14
Reseach stair detailing and
15 Long‐span Structural Systems Presentation II 15 conections.
EX07. Add doors, windows and
EX06 Vertical Circulation Application of
16 Vertical Circulation create schedules and quantities.
staircase design and structure
16 Research windows and doors details.
17 EX08 Create the site plan, print in pdf
Concrete Stair Cases 17
and A3 paper all the architectural and
18 18 structural plans.

19 Final Exam

2.4 Course Assesment.

2.4.1 Student Performance Assessment & Grading Criteria:

Throughout this course, student will be gaining knowledge and competencies that will be evaluated
using different assessment techniques. This course allocates 40% of the final grade to the students’
performance in the lab sessions where we use a PBL-Revit methodology. The other 60% is allocated
for exams the class participation. The following grading percentages will be applied: Assignments and
presentations: 40%; Class Participation: 10%; Mid-Term Exam: 20%; Final Exam: 30%.

2.4.2 The following are the main assignment grading criteria:

The assignments are graded using the following criteria: the understanding of the construction
problem; the design of a solution based on the literature review, case studies and problem analysis; the
application of criteria to select the appropriate construction systems; the integration of both these
systems and its components to the project; the proper integration and application of the Building
Standards and Building Codes; the pre-calculus of structural elements; and finally the capacity to
produce quality and well defined Building Construction Drawings.

3. REMARKABLE ACOMPLISHMENTS
The implementation of BIM to develop a project based learning environment during the lab sessions
of the BS course at the UAEU has resulted in very useful experience where the students learn,
discover and understand the construction process and its elements by themselves. The professor takes
the role of an advisor, who guides and helps the students in the learning process. The students change
its role from a passive to an active learner. The 3D building methodology used during the lab sessions
helps the students to understand the concepts quicker and better.

3.1 Research assessment

These statements are based on the comparison of the performance of the students during the fall 2014
and the spring 2015 semester, using the graded samples that are stored in the Course Files at the
Architectural Engineering department, and the e-files at the University Curriculum Directory of the
United Arab Emirates University.
To have reasonable, stable and fitted criteria to evaluate the performance of the students, we have
used the course assessment elements that are defined in the syllabus and stated in this paper in chapter
2.4 Course Assessment.

3.2 BIM requisites.

Before we can introduce BIM, the students need to learn several concepts. They need to understand
the different types of projections, their relations and the process to create them. The students need to
be able to draw a plan, a section and an elevation by hand and AutoCAD. They also need to learn the
relations between each projection, and how to represent them properly. They need to be introduce to

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the standard criteria of the drawings like black thick line for elements which are cut, dashed lines for
hidden elements, dash dot lines for axis, etc.

3.3 BIM improve the construction drawings quality and speed.

The students need a proper background in drawing skills to understand the plans done by the program
from the 3D model, and also to determine their level of detail, the type of connections, and correct
modify the ones that do not meet their design. After this step they will learn, all the construction
drawings that should be delivered to define a project. BIM helps with these by organizing the
drawings by categories and sub-categories. We can create the whole set of plans from the beginning,
and they will be developed further on.
As scholarship describes it “the model's output would produce all the documentation that the team
members would otherwise have to create in isolation and duplication” (Baeza, 2006), BIM integration
of the whole project, has a huge effect in the Learning processes.
BIM represented in the BS course by Revit is a very powerful tool to develop the construction
drawings. The students spend less time drawing the plans, sections and elevations. With the extra time
we can guide them through a project where they apply all the concepts from the lectures. They can
also use this extra time to understand the building systems concepts and develop other skills related to
the construction detailing, problem solving and design process.

Figure 1 & 2: Student BS Spring14 submission

3.4 Build instead of Drawing

The project based learning environment, that we created in the lab sessions, simulated a construction
building site process while, introducing design changes to develop the project. The students built their
project in the same order that they would have done in a real construction site, but with the
opportunity of modifying and trying alternatives.
The students begin creating the columns, retaining walls and foundations. Then they create the
main beams, the beam systems (one way and two way) and the concrete slabs. The student have to
deal with different kind of structures; modify the structure type during the project from concrete to
steel; add a cantilever to the slab analyzing the proper direction of the beams; and reorganize the beam
systems to place the stair.
The process of creating and modifying the building step by step, enables the students to
understand the building by themselves. They assimilate the function of each element, the proportion
and order.
Creating a cantilever and allocating the stairs are small exercises that make them realize the
importance and function of each element of the structure.
The students develop step by step the whole building while they study or research each building
system. This learning process creates an interactive environment where the students build what they
just saw in the lectures or researched by themselves. This process check their understanding and
knowledge creating a very solid base

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Figure 3,4,5: 3D views of building during different exercises (Students BS Spring14)

3.5 Building components BIM academic approach.

The approach to the building components using BIM is totally different. The students have a big
database. This give us the opportunity to explain the function of each layer instead of the layers of the
component. The first assignment will be to analyze the needs of a building component and select two
different alternatives and explain to the class the reasons for selecting those ones; these will create a
debate about the alternatives chosen by the students and their reasons. As a second assignment they
have to look for the physical properties of specific materials that we selected for create a new
alternative that is not in their database.
The students need to understand the hierarchy of the different elements, and the layers inside of
them. It is amazing that the issues that Revit has to create proper joints between different construction
elements is a powerful tool for the students to learn. As a third exercise they have to point out the
function of each material at the encounter of a wall and a floor system. After knowing the functions,
they have to organize the layers manually. Again we can discuss with the students the different
solutions proposed and their viability.

Figures 6,7,8: created elements, joints between different elements (Students BS Spring14)

3.6 Multiple approach

The BIM model contents 2D, 3D and properties like dimensions, cost, areas, U value, CO2 values, etc.
The BIM parametric design, emphasize several factors.
First as we build instead of draw, when we need to modify an element we just have to change its
type. This is not as quick as it seems because we have to check and remodel the joints between the
new elements and the old ones to be the way we want. This make the students review and rethink the
details each time we change an element. This is a good opportunity for the students to review their
work and create critical thinking.

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Second the parametric information of the project is updated in real time. This gives us the
opportunity to have updated quantities, schedules, take off materials and key legends for the different
design options, and construction stages.
(Bedoya, 2005b) stated in 2008 that “BIM’s multi-dimensional approach allow us to see how the
pieces of their project fit together in real time”
Third the use a multi dimension approach for academic purposes give us the opportunity to make
more accurate and data-based decisions for our projects allowing a very quick and interactive lecture
and analysis using 2D, 3D, quantities and schedules where we can compare the properties.
As a sample for the opening lecture, we use the 2D approach to explain the doors and windows
components. 3D approach for the students research products and analyze how they will adapt the
product or their walls to make them a proper fit, create schedules and quantities to compare the
properties, and cost of the different types of windows.

Figures 9,10: Windows assigments (Students BS Spring14)

Figures 11,12: Windows assignments (Students BS Spring14)

3.7 Remodeling, Redesign and Redetailing, but keeping the drawings updated.
BIM simplifies the construction drawing and keep them updated. We have to make sure that all the
joints are properly done as it is already stated but they are updated. BIM lets the students see the
changes in real time in 2D and 3D. This make this tool their perfect partner to learn, try, investigate
and rethink the spaces and details of their projects.
During the course the stair case lead us into the first developing element of their project. As a
project based learning course, the students have to analyze their project and find the most appropriate
place for the stairs. After this location is defined they will have to analyze and modify their structure
to make it suitable with the hole they want to create in the slab. This will make the students realize the
consequences of each decision. They will also need to take care of the ceilings, walls and the space
under the stairs.

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Figure13, 14 & 15: Section development, Structural plan alternatives, Final plan(Student BS Spring14)

4. CONCLUSIONS
Even though the first perception was that students will apply more effort in a 2D environment and
they will learn more because of this. The results of applying a BIM 3D technology like Revit in the
BS course reveal several factors which tilt the balance in favor of the BIM.
A better and quicker understanding of the course content by the students. due to the 3D model that
they build instead of draw. This will also help the students to understand the relation between the
elements by themselves. Each time a student create two different elements that intersect, they have to
move from the plan to the section to adjust the type of connection and the level of each material.
These will force them to make decisions which lead them to develop knowledge and critical thinking.
BIM 3D technologies reduce the time invested in drawing, time that is very useful. We can
develop father each chapter, place new chapters, or let them think out of the box pushing the students
towards research, analytical and critical thinking abilities. The students spend less time, to draw and
modify each plan, section and elevation while but to thinking about alternatives and solutions for each
issue and connection.
BIM can be used to implement a whole set of working drawings, that they will develop on their
specific courses. This will help the students to create an organized base to build their knowledge in an
integrated manner.
BIM is the perfect way to introduce a Project based learning environment, which gives us a totally
different learning environment. The students are not taught the solution, but the principles that lead
them to solve problems by themselves with the supervision of their professor. The change is not based
on BIM but it helps. The professor changes his role during the lab sessions to become an advisor.
The project based learning, enhanced by BIM Technology creates an environment where they can
develop, and integrate the knowledge of all their AEC courses. Using the knowledge acquired in this
course as a base, the students will have during their next courses the opportunity to integrate their
MEP, HVAC, Structures, Sustainability, Scheduling, Quantity survey, Management and Maintenance
into their project. This will lead them to understand the whole process as one, and the relations that
each of them has into their designs and construction projects. This Makes a gigantic difference on the
learning process and their understanding of the AEC industry.
To conclude BIM gives the students an enhanced motivation due to the real time visualization of
their projects. The students have the opportunity to have 3D sections, details and images of their
projects. That encourages them to increase the effort and time dedicated to the project.

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Figure16, 17, 18: Section development, Structural plan alternatives, Final plan(Student BS Spring14)

5. FUTURE WORK
During the fall 2015 semester we have implemented BIM into the Intermediate Design Studio (IDS),
Building Components (BC), and Modeling and Simulation (S&M). BIM is going to be implemented
in the Advanced Building Construction (ADC).
We are actually studying the implementation of BIM in the Architectural Engineering (AE)
curriculum at the United Arab Emirates University (UAEU). we will present this study at the 18th
International Conference on Human-Computer Interaction, at the session 'Knowledge Society for all.
New trends in Education’ in July in Toronto, Canada.

REFERENCES
Barison, M. B., and Santos, E. T. (2010). Review and analysis of current strategies for planning a
BIM curriculum. In Proc., CIB W78 2010 27th International Conference (pp. 1-10).
Gregorius, A., and Tony, H. W. “BIM course development and its future integration at university of
indonesia and institute of technology bandung, indonesia." Proceedings Papers R. Raymond Issa,
Ph. D., JD, PE, Editor.
Fuentes Giner, M. B., and Oliver Faubel, I. (2015). EUBIM 2015. Congreso Internacional
BIM/Encuentro de usuarios BIM.
Jurado, J., Liebana, O. and Gomez, M. (2015)"Uso de BIM como herramienta de integracion en
talleres de tecnologia de la edificacion.", EUBIM 2015. Congreso Internacional BIM/Encuentro
de usuarios BIM, eds. M.B. Fuentes Giner & WE. Oliver Faubel, Editorial Universitat
Politècnica de València, Valencia, Spain, pp. 13.
McFarlane, B. (2008)"How a major design firm adapted to a paradigm shift", Healthcare Design,
vol.8.
Sabongi, F.J. and Arch, M. (2009)"The Integration of BIM in the Undergraduate Curriculum: an
analysis of undergraduate courses", Proceedings of the 45th ASC Annual Conference, pp. 1.
Thompson, D. and Miner, R.G. (2006)"Building information modeling-BIM: Contractual risks are
changing with technology", WWW document] URL http://www.aepronet.org/ge/no35.html, .
Wu, W. and Luo, Y.V. "Project-based learning for enhanced BIM implementation in the sustainability
domain", Proceedings Papers R.Raymond Issa, Ph.D., JD, PE, Editor.

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THE DEVELOPMENT OF A BIM-ENABLED CURRICULUM:

PLANNING FRESHMAN YEAR

Scott P. Vlasek, Instructor, [email protected]  

Department of Construction Management, University of Houston, Houston, TX

ABSTRACT
 
In order to address the shortage of qualified personnel, construction companies across the country are
looking to academia to produce entry-level hires with an undergraduate or associates degree in
construction that are equipped with the necessary knowledge and skills to assimilate quickly into a
building information modeling (BIM) environment. Similar to the situation throughout industry, most
college and university construction programs, aside from developing introductory BIM pedagogy as an
elective or at a graduate level, fail to create learning continuity in an attempt to fully understanding the
collaborative benefits of the BIM process. Through a consideration to learning theory, a constructionism
approach has been adopted for the development of a BIM-enabled undergraduate Construction
Management (CM) program. Instead of teaching BIM inside an existing CM degree plan, this research is
in the initial stages of developing a pedagogy that would teach construction management inside a BIM-
enabled curriculum. By integrating the use of building information models (BIMs), existing course
content is delivered through the BIMs, tapping into the rich visual nature of the 3D environment.
Beginning with the Freshman CM courses, followed by the eventual development of subsequent program
courses, BIM becomes a continually evolving part of the pedagogy, creating a foundation that contributes
to the student’s problem-based learning of the whole BIM process. As a result, preparing the eventual
graduates not only for the BIM environment, but teaching them the benefits of interdisciplinary
collaboration.
 
 
Keywords: Building Information Modeling; BIM Education; Curriculum Development; Undergraduate
Education 

1. INTRODUCTION

It is widely accepted across our industry that building information modeling (BIM) and the associated
technologies represent an opportunity to improve all aspects of the business of construction. As
construction companies adopt and implement the latest virtual design and construction (VDC) processes
including BIM, many are realizing why this ‘innovative way of doing things’ is referred to as disruptive.
Most of what was considered to be standard operating procedures or ‘business as usual’ is now a
fragmented group of disparate stakeholders overseen by a disproportionately small number of
technologically overwhelmed and ill-equipped individuals. And the few true industry experts that do
exist are spending the vast majority of their time trying to keep up with latest evolution in software. In
order to address the shortage of qualified personnel, companies across the industry are looking to
academia to produce entry-level hires with an undergraduate or associates degree in construction that are
equipped with the necessary knowledge and skills to assimilate quickly into this data-rich environment.
Most research on the subject indicates that the vast majority of institutions are still watching from the
sidelines as a small group of progressive schools are attempting to address these issues through

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pedagogical research, case studies and industry partnership. Unfortunately, like most of the companies
throughout the industry, academia is struggling with the dynamic nature of the BIM/VDC technologies
and an unfamiliar environment of collaboration. Already existing requirements for graduation, the
absence of room in the curriculum for additional elective courses, and a lack of reference materials and
establish curricula are all obstacles to the inclusion of BIM in undergraduate construction management
programs (Sabongi 2009). In addition, there is the issue of how to equip the existing faculty with the
necessary skills to teach this technologically enhanced subject. Currently, most BIM courses offered at an
undergraduate level are electives or post-graduate offerings. And due to the additional time and expense
this may not be an option for most. In order to resolve these issues while meeting the criteria of the
accreditation bodies, academia must rethink its pedagogical approach by incorporating BIM into an
undergraduate curriculum.

The pedagogy behind BIM education at an undergraduate level must be reevaluated with the mindset that
BIM is still a developing process. It is a process that cannot be fully designed in advance of us; rather it
must be developed through use (Fisher & Hermann, 2011). Instead of teaching BIM as an independent
course subject or as an individual topic in a construction curriculum, academia should consider teaching
construction inside of a BIM-enabled curriculum. This approach to teaching BIM is a socio-technical
process that facilitates both the learning of construction and the benefits of the many applications as they
are applied to the built environment. The BIM-enabled curriculum will continue to utilize the existing
course material and follow the same individual class syllabi while maintaining the current accreditation
requirements. This paper prescriptively discusses the development, from a constructionist and problem-
based view, of a plan to use BIM as a platform to teach the three freshman year introductory construction
courses of an accredited construction management curriculum starting in the fall of 2016.

2. CURRENT UNDERGRADUATE BIM PEDAGOGY

To understand the current state of undergraduate BIM education, a survey was conducted to find all of the
stand-alone BIM courses, with available course syllabi, that are currently being offered by the
undergraduate programs of the member institutions of the Associated Schools of Construction (ASC). Of
the 138 schools listed on the ASC website, 62 institutions used the words BIM or VDC in the course title
and only 41 current course syllabi were found. 37 of the 41 BIM/VDC courses are available only as an
electives. This limits the exposure to BIM as an integrated part of a curriculum. The most popular
approach to integrating BIM into a curriculum has been through computer graphics classes, by replacing
the Department’s existing CAD class with a BIM class at the freshman level. The course objectives are to
introduce students to the techniques and capabilities of a specific modelling program, and to arm them
with basic BIM modelling skills (Clevenger et al., 2010). BIM is about communicating in a construction
environment using a specific language based on a particular knowledge set. Users need to have a clear
understanding of building systems and construction methods. With these requirements, limiting the BIM
education to only one class in one domain leads to teaching BIM tools without providing any exposure to
collaborative aspects (Zhao et al. 2015). The collaborative aspects in this case could be considered the
communication part of the process. And without a base knowledge in construction, BIM becomes just a
new technology. According to Lee and Hollar (2013), becoming skilled in using BIM technology cannot
be gained through one or two intensive courses alone. In most cases, those courses fall short of the
expectation of BIM fluency. Moreover, BIM training within a CEM curriculum usually focuses on usage
of the technical software tool, not on the VDC processes inherent with BIM implementation. CEM
programs need to develop and implement best practices in teaching BIM and VDC to students, thereby
fostering further industry innovation as graduates enter the workforce. Some programs are currently
making an attempt to integrate BIM content into existing courses as lecture notes or even as single to
multi-lecture modules. However, it has been noted that without the BIM technology component delivered
in conjunction with theoretical BIM, traditional lecture classes fail to develop an understanding for the
full BIM process. BIM can also be used as a learning tool that can aid team members in familiarizing

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themselves with many aspects of a construction task. Therefore, the integration of technology (such as
BIM) and team collaboration becomes more critical for construction education (Zhao et al. 2015). It is
important that both academia and industry share in the development of BIM education, bringing together
the current collective body of knowledge of academic research with that of industry understanding and
practice in order to provide a holistic picture of Building Information Modelling within the industry
(Isikdag and Underwood 2010). Given the current state of undergraduate BIM education, there exists a
need for a sustainable method of delivering BIM knowledge that builds upon the traditional construction
topics.

3. FRESHMAN YEAR FALL 2016

The following is an outline of the development of a BIM-enabled construction management curriculum.

BIM topics and technology, as it aids in the delivery of the individual course material, will be used to
facilitate existing course content. This outline is a work-in-progress by the author with help of
department faculty and industry professionals.

3.1 The Courses

Graphics I

Provide the 1st year CM students with an opportunity to explore the 3-dimensional environment of the
Building Information Models (BIMs) in Graphics I. This lab-based course introduces students to graphic
communication and visualization of constructed facilities. As part of the schedule of topics during the 2nd
half of the semester, the students are given opportunities to explore and manipulate the visually rich
environment of the BIMs. Topics like Basic Revit, Views, Dimensioning and Annotating are addressed
using the 2D side of Revit. Where this class exceeds its predecessor is during the topics of Interpreting
Architectural, Structural and MEP drawings, and As-Built Drawings. This class has traditionally relied
on Autodesk’s AutoCAD. As part of this program initiative, AutoCAD will be phased out as part of a
multi-year plan to completely replace it with Autodesk’s Revit. The specific BIM terminology and its
integration into the weekly lector topics are developed by the individual course instructor(s) and the BIM
Content Facilitator.

Construction Management I

Introduce the freshman construction management (CM) students to BIM terminology in Construction
Management I. This lecture-based course is designed to provide the first introduction to the principles of
management, the construction industry, roles and responsibilities and an overview of common
management tools. The specific BIM terminology and its integration into the weekly lector topics are
developed by the individual course instructor(s) and the BIM Content Facilitator.

Construction Methods & Materials

BIMs are used to facilitate the learning objectives of Construction Methods & Materials. In this lecture-
based course that introduces the new CM students to basic building materials and systems, the virtual
interactive environment of the BIMs replaces still pictures and static diagrams. The model will be used by
the instructor as a visual tool to teach course subject matter and basic BIM process concepts, as they
apply to communication between stakeholders. The specific BIM terminology and its integration into the
weekly lecture topics will be developed by the individual course instructor(s) and the BIM Content
Facilitator.

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Figure 1: First Year Construction Management Courses

3.2 Tools and Skills

The Model

The model, a Revit model, should be a multi-story building similar in construction to the buildings on
campus. If possible, for the purpose of future research in the area of Facility Management, an actual
model of one of the buildings on campus would give students an opportunity to explore a viable finished
facility. It should be composed of an architectural model, a structural model, and a MEP model. It will be
given to the students as a supplementary learning tool which will be used in each of the courses as
described above. As a visual tool, the individual course instructors will utilize the model to help teach
existing course material. Students will be encouraged to explore the models on their own time.
Computer labs with applicable software programs will be made available. If possible, a dedicated lab
assistant/grad student with a high level of BIM technology proficiency will be hired as a resource for
interested students and faculty.

Figure 2: The Model as a Visual Tool

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Instructor’s Additional Skills/Training

Prior to the start of each semester, a 4-hour class covering basic Revit and Navis user interface tools will
be offered to faculty, staff, and interested students. Freshman-year course instructors will only be
required to manipulate a model as a visual tool for instruction of course content. Exception: Graphics I
instructors will be required to learn annotation, dimensioning, and drawing skills in Revit as they apply to
the course material. The 2D side of Revit is very similar to AutoCAD and should not be difficult to learn
with a little practice. No other additional skills will be required for the 1st Year course instructors.

3.3 Future Plans

Planning for the 2nd Year CM Courses and Improving the 1st Year

As the Implementation of the 1st Year begins, development of the 2nd Year courses will begin in weekly
meetings with individual instructors and the BIM Content Facilitator.

Creating Interdisciplinary Collaboration Opportunities in the 3rd and 4th Year

Initiate conversations with Architecture and Engineering faculty. Enlist interested members to foster
interdisciplinary conversation and collaboration.

Start a student-run organization that meets once a month to listen to industry professionals discuss,
compare or debate BIM and the Built Environment. Once organized, form committee to evaluate other
interdisciplinary opportunities.

Research

The research aspect of this initiative will not until until the first graduates of the BIM-enabled curriculum
(May2020) decide to attend graduate school and continue developing BIM alongside industry. Explore
possible opportunities for senior students.

Create Capstone courses around BIM-enabled processes such as “Prefabrication and Modularization”,
“Facility Management”, etc.

Measuring Objectives and Learning Outcomes

 Enlist graduate students to begin student survey process.

 Develop Student Learning Outcomes (SLO) with the help of industry and curriculum
development.

 Collaborate with instructors to ensure assessments are including course-applicable BIM subject
matter.

4. DISCUSSION

Construction programs need to begin looking at undergraduate BIM education as a means to improve the
delivery of an already existing body of knowledge. The most effective approach would be to immerse the
construction curriculum into a BIM-enabled environment that not only improves learning through the
visual nature of the technology, but also facilitates communication and collaboration.

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Future research will be developed as this concept is implemented in the Fall of 2016. With the help and
support of faculty and industry professionals like yourselves, this author will continue to develop the
subject matter of this research for future publication.

REFERENCES
Clevenger, C. M., Ozbek, M., Glick, S., and Porter, D. (2010). Integrating BIM into construction management
education. In Proc., The BIM-‐Related Academic Workshop.

Meadati, P., and Irizarry, J. (2011). BIM-A New Teaching Tool. In Proceedings of the ASEE Southeast Section
Conference, American Society for Engineering Education.

Fischer, G., and Hermann, T., (2011). “Socio-technical systems: A meta-design perspective,” International
Journal for Socio-technology and Knowledge Development, Vol. 3, No. 1, pp. 1-33.

Isikdag, U., and Underwood, J. (2010, May). A synopsis of the handbook of research on building information
modeling. In Proc., CIB 2010 World Building Congress. May: Salford, MA.

Lee, N., and Hollar, D. A. (2013). Probing BIM education in construction engineering and management programs
using industry perceptions. In 49th ASC Annual Int. Conf. Proc., California Polytechnic State Univ., San Luis
Obispo, CA.

Lee, N., Dossick, C. S., and Foley, S. P. (2013). Guideline for Building Information Modeling in Construction
Engineering and Management Education. Journal of Professional Issues in Engineering Education and Practice,
139(4), 266-274.

Sabongi, F. J. (2009, April). The Integration of BIM in the Undergraduate Curriculum: an analysis of undergraduate
courses. In Proceedings of the 45th ASC Annual Conference (pp. 1-4).

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(2), 97-120.

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FORMWORK MATERIAL EFFICIENCY USING BIM AND

CASCADING MODEL

Dolly Mansuri, Graduate Student, [email protected]

College of Engineering and Applied Sciences, University of Cincinnati, Cincinnati, OH, USA
Debaditya Chakraborty, Doctoral Candidate, [email protected]
College of Engineering and Applied Sciences, University of Cincinnati, Cincinnati, OH, USA
Dr. Hazem Elzarka, Professor, [email protected]
College of Engineering and Applied Sciences, University of Cincinnati, Cincinnati, OH, USA

ABSTRACT
The purpose of this research is to increase the reusability of concrete formwork material,
optimize the usage and hence reduce the expenditure on formwork using Building Information
Modeling application along with a novel cascading model.
The objective is to determine the minimum number of any formwork component required, which
can be reused through a project in different phases and the schedule of the usage of components.
The proposed methodology utilizes a Cascading model based on the principle of Placement
Analysis Flow Diagram (Hurd 2005) using mathematical logic for the availability of
components.
The model takes in two sets of inputs. The first set is a feature matrix containing unique
identification number, quantity, dimension, and name for each formwork component extracted
from the quantity take off reports generated by BIM applications. The second set is project’s
scheduling information that is obtained from the user and that contains the anticipated start and
end date of each phase, the time interval required for each form to stay on concrete before
stripping, the number of times a particular form can be reused. The model then calculates the
minimum number of a specific type of component required for the entire project, the number of
times each component can be reused, and the schedule that the particular component follows.
The result generated by the model can be used by contractors to order the formwork components
and develop formwork schedule. The paper ends by describing an example that illustrates how
the cascading model operation generates the formwork quantity using the quantity take off
reports from the concrete pouring phases from a construction project for Proton Therapy Center
for Cincinnati Children Medical Center, Liberty Campus, Cincinnati Ohio.

Keywords: BIM, Formwork, Pre-construction.

1. INTRODUCTION

Formwork can be defined as the temporary structure that supports its own weight as well as the
weight of the concrete poured and any other live construction loads such as hardware, material,
equipment or labor until the concrete gains sufficient strength to bear its own load. Until then
formwork remains as the main support system for concrete(Hanna 1998).

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Because each structure is a unique, the formwork must be designed and fabricated as
per the specific requirements of each job. The level of effort required to produce a good
formwork system is as important as the level of effort required to produce the right combination
of steel and concrete for the structure. Formwork for concrete structures has a significant impact
on the cost, time, and quality of the completed project. Also, for most of the structures the cost
and time invested in making, erecting and removing formwork is more than the time and cost to
place the concrete or reinforcing steel(Oberlender and Peurifoy 2010). Economic efficiency in
formwork design can only be achieved through constructability studies that use construction
knowledge, experience in planning, engineering, procurement and field operations to achieve
overall project objective (O’Connor et al. 1987).
For some structures, prioritizing the formwork design can reduce the total frame
costs by as much as 25%(Oberlender and Peurifoy 2010). Planning for maximum reuse of forms
within the basic limitations of safety and quality of construction is one of the most important
factors that lead to an economical construction project(Hurd 2005). Although the planning
process for formwork reuse varies greatly depending on the type of the construction job, it is
highly recommended to plan for the maximum reuse but with great caution. In other words,
maximum return on forms investment is achieved by ordering a minimum number of formwork
components, which can be reused as many times as possible throughout the construction job.
For the smooth working of any construction schedule it is required to study and develop a work
flow of the construction phases and determine feasible number of reuses so as to maximize
efficiency and minimize over-all cost.

2. METHODOLOGY
To determine the formwork material quantity, reuse schedule and minimum number of the
components required for smooth working schedule of a construction project, the following step-
by-step approach has been adopted.

2.1 Dividing the construction job into different pours/phases-

The sequence of the overall construction must be planned practically considering all the limiting
aspects of each phase of the sequence including the availability of mixing concrete and placing
equipment, availability of labor, similar construction patterns, limitations due to construction
joints, weather conditions etc. Different alternatives are examined so that over-all costs are
compared including initial form costs, stripping and erecting costs, maintenance of forms
between reuses, to arrive at the sequence and phase schedule which permits maximum reuse and
which has lowest over-all investment in forms within the limitations of safety and quality of
construction. The size and schedule of a concrete pour/phase are decided on the basis of different
factors, which may affect the schedule. A superintendent engineer and project manager
calculates the sizes taking into consideration the availability of concrete at the jobsite for
example, if the job site is located in a locality where other construction jobs are also being
executed, it will be difficult to procure large amount of concrete for big pours which will
ultimately result in small pours of concrete and will subsequently increase the number of phases.
It also depends on the amount of formwork to be dedicated to each pour, if a large amount of
formwork is dedicated to a huge pour then the formwork cannot be taken off until the concrete
sets and hence either the construction schedule has to be slow or large amount of formwork has
to be ordered, which either way will increase the budget of construction.
2

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2.2 Detailing different concrete pours for maximum formwork reuse-

It is easier to detail a typical high rise building where most of the floors follow the same layout
as the previous floors and the reuse of the formwork is accomplished without much difficulties
(Huang et al. 2004). Whereas, in the construction of a complex building where the phases are
dissimilar to each other, it is the responsibility of the detailer to detail the formwork keeping in
mind maximum reuse. For example: If a detailer starts to detail formwork on concrete from
phase 1 and used maximum 8ft panels, he has to keep in mind that he has to use those 8 ft. panels
in future phases as well; and if he needs to detail a 12ft wall for phase 4, the wise decision would
be to use a 4ft. panel along with the reused 8ft panels from the phase 1 instead of ordering new
12 ft. panels.

2.3 Generating quantity take off reports-

Building Information Modeling (BIM) facilitates the development of a knowledge repository and
provides a framework to develop data rich product models. It serves as an excellent data
management tool. Creation of parameters and their association with information can integrate the
information with 3D model(Meadati et al. 2011). The data required for this research was taken
from a BIM model developed for Proton Therapy Center for Cincinnati Children Medical Center,
Liberty Campus, Ohio. Each phase has formwork components designed in Tekla3D, which are
detailed around the concrete structure and each component has been assigned different attributes
as per design specifications for unique identification. The number of attributes can be increased
or decreased depending on the user’s requirements. While generating the takeoff reports, the
unique identity of each component, the number of times a component has been used in a
particular phase, the name of phase and the date of installing and stripping formwork is
generated and exported into an excel file. Similarly, excel files for each phase was exported out
of Tekla3D and stored on the user’s hard drive to be used for the Cascading tool in the next step.

2.4. Running the Cascading tool-

The tool is based on a Cascading algorithm as shown in Figure 1. This algorithm runs in a loop
incorporating every possible component that could be reused in the following phases throughout
the construction schedule. The algorithm starts with the scheduling information of any phase -
installation start and end dates, stripping start and end dates, takeoff quantity reports and then it
searches for any components from the previous phases that are available to be used in the current
phase. It keeps a track of the available components to be used in the phases that follow by
creating a virtual inventory which updates each time a component is being used or being
available from previous phases depending on the formwork installation and stripping dates. It
also takes into consideration the number of days between stripping date of each phase and the
formwork installation date of next phase, so as to align the phases as close as possible so that the
formwork can be stripped off a phase and taken to next phase for maintenance and installation,
thus saving the crane working hours and avoiding the need for formwork storage and double
handling which would be necessary if the installation date of the next phase is not aligned closely
with the stripping date of the previous phase. The algorithm generates the total number of
formwork components needed for the smooth operation of the construction schedule and also the
detailed schedule of each component for all phases.

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Figure1. Cascading Process Flow Chart. Note: ISD - Installation Start Date, SSD – Striping Start Date

The tool was developed and runs in MATLAB. Upon starting the tool the user is prompted to
select the folder where the takeoff reports are stored on the hard drive. After selecting the folder,
the tool processes all the files and once the processing is completed, the user is again prompted
to select the destination folder where the cascading reports will be stored. The cascading reports

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contain information regarding the minimum number of components required to order as well as
the detailed schedule for each component.

3. RESULTS:

3.1 Savings in Material:

The tool was run on the data acquired from the Proton Therapy Center for Cincinnati Children
Medical Center, Liberty Campus, Ohio from the concrete subcontractor of the project Baker
Concrete Construction Inc. Take-off reports were generated from the project’s 3D model and
processed by the Cascading tool. The generated reports were exported as .csv files and stored in
the folder, which was selected by the user. Figure.2 shows a sample file for a particular item type
that was generated using the cascading tool.

Figure.2 Note: ISD - Installation Start Date, SSD - Stripping Start Date, IED - Installation End Date, SED -

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Stripping End Date, Order Info – Number of items required, Scheduling Info – Phase to phase item reuse
information.

As shown in Figure 3, a preliminary cost analysis on 32 out of 82items was performed on

the data that was predicted from the tool and the data available from the actual vendor orders that
were given out for the project. The predicted and actual orders were compared based on list
prices of the components, and potential savings of 13.80% was calculated from the formwork
material cost.

Figure 3. Cost Analysis Report based on the list prices of the formwork components.

3.2 Saving in Man Hours:

The number of man-hours dedicated to complete a job adds to the overall budget of the job. Due
to the lack of real time data and based on the time taken by the author to manually complete this
process, it is assumed that to process the information of all the phases for one component and
calculating a cascading schedule with the minimum number of components requires
6

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approximately 2 hours for a formwork engineer after the takeoff reports are generated and initial
pour schedule is prepared. The 2014 median pay of a Civil Engineer is $39.45 per hour(“Civil
Engineers” n.d.) according to the Bureau of Labor Statistics, U.S. Department of Labor. For this
project, 82 different types of components were used, therefore the man-hours required would be
Man Hours=No of different Items x per hour pay x Hours spend on each item type

=82 x 39.45 x 2 = 6469.8 USD

Whereas this tool requires 1 minute (on a normal computer system with 4GB RAM) to
process the data and calculate the desired result. The number of man hours saved by this tool can
be used in some other aspect of construction, which needs immediate attention of engineers.

4. IMPLEMENTATION IN THE ACADEMIC ENVIRONMENT

A Project Based Learning (PBL) pedagogical approach is suggested for introducing the topic to
engineering students in their senior year. Typically, civil engineering students are taught project
management skills during their final year of study. Therefore, it is expected that this project will
help students learn through hands-on experience. Although this topic has significant disciplinary
relevance for students that study civil engineering, however, this is not the primary objective of
the learning experience. The anticipated primary learning outcome of the project would be to
allow students to describe the problem statement, analyze data, develop novel and creative
frameworks for efficient formwork management and design according to realistic factors
encountered in engineering projects. Secondary learning outcomes include reinforcement of
previously obtained theoretical knowledge, development of personal skills such as creativity,
problem solving, engineering reasoning and interpersonal skills such as teamwork,
communication and leadership. Finally, in order to gain insight into metacognitive learning
outcomes it is also suggested that a questionnaire be developed for students to reflect on their
misconceptions prior to the start of the project, how they resolved the misconceptions, what they
have learned and how it can be generalized to other real life engineering projects.

5. CONCLUSIONS AND FUTURE WORK

The advancement in BIM technology opens up the scope of significant progress in computer-
based automation in the construction industry, which can be executed to tackle labor intensive
and fallible practices. Carefully planned and automated process can improve the productivity as
well as results in a cost effective approach to construction. The aim behind the development of
the Cascading tool was to maximize reusability of formwork materials, minimize man-hours
needed for formwork planning and reduce the cost of construction projects. The developed tool
can be used in any type of construction projects irrespective of their differences. Thus, the
application of this tool makes way for using BIM technologies along with computer automation
to overcome real time problems of the construction industry.

5. ACKNOWLEDGMENTS
The author(s) would like to thank Baker Concrete Construction, Inc. for supporting our
research. We are grateful to the company for providing the data required for the validation of our
tool from one of their projects- Proton Therapy Center for Cincinnati Children Medical Center,

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Liberty Campus, Ohio (2012). The author(s) would also like to express their sincere gratitude to
Mr. Trevor J Gronseth, Baker Concrete Construction Inc. for his guidance and supervision. Their
kind co-operation and encouragement played a crucial role in this research.

REFERENCES
“Civil Engineers : Occupational Outlook Handbook: : U.S. Bureau of Labor Statistics.” (n.d.).
<http://www.bls.gov/ooh/architecture-and-engineering/civil-engineers.htm> (03/03/2016, 2016).
Hanna, A. S. (1998). Concrete Formwork Systems. Marcel Dekker Inc.
Huang, R., Chen, J.-J., and Sun, K.-S. (2004). “Planning gang formwork operations for building
construction using simulations.” Automation in Construction, 13(6), 765–779.
Hurd, M. K. (2005). Formwork for concrete. American Concrete Institute.
Meadati, P., Irizarry, J., and Aknoukh, A. (2011). “BIM and concrete formwork repository.” Proc. of the
47th ASC Annual International Conference.
Oberlender, G. (Gary), and Peurifoy, R. (2010). Formwork for Concrete Structures. McGraw Hill
Professional.
O’Connor, J. T., Rusch, S. E., and Schulz, M. J. (1987). “Constructability Concepts for Engineering and
Procurement.” Journal of Construction Engineering and Management, 113(2), 235–248.

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BENEFITS OF INTER-INSTITUTIONAL COLLABORATION IN

THE DELIVERY OF BIM EDUCATION IN IRELAND:
REFLECTIONS OF AN IRISH MASTERS PROGRAM

Alan V. Hore, Assistant Head of School [email protected]

School of Surveying and Construction Management, Dublin Institute of Technology, Bolton Street, Ireland
Lloyd Scott, Professor, [email protected]
School of Surveying and Construction Management, Dublin Institute of Technology, Bolton Street, Ireland
Roger West, Associate Professor, [email protected]
Department of Civil, Structural and Environmental Engineering, Trinity College Dublin, Ireland
Andrej Tibaut, Professor, [email protected]
Faculty of Civil Engineering, Transportation Engineering and Architecture, University of Maribor, Slovenia

ABSTRACT
The Architectural, Engineering and Construction `(AEC) industry clearly needs graduates with knowledge,
skills and competences in Building Information Modelling (BIM) that complement those other key skills
and competences of communication and collaboration. Higher Educational Institutes (HEIs) clearly have a
major role to play in this transition. They have the opportunity and will seed the next generation of
professionals who understand BIM as a technology that supports collaborative working. However, there
are barriers to change built into our Universities and Colleges, not least of which is the entrenchment of the
traditional discipline focused programs. In an utopian world HEIs should be microcosms of the way one
desires the industry to operate in the future. High levels of integration included inter-disciplinary working
designed into course content and project work that integrates rather than isolates professional roles in a
virtual environment. This integration should transcend beyond the HEIs and lead to the ultimate
collaborative goal of inter-institutional collaboration and the sharing of knowledge.
This paper describes the global reach of BIM and how global HEIs are culturally challenged in
delivering integrated programs. In addition the paper contextualizes BIM in Ireland, the response of Irish
HEIs and a particular an Irish Masters level program that brings together those future looking professionals
in the industry eager to shape and contribute to this fast changing sector. What is described is the rationale
for conducting and delivering an international Masters program that provides the setting for both academics
and practitioners across different international jurisdictions to come together to share their knowledge with
participants. This virtual learning environment integrates resources (courses of study, learning management
system, virtual classroom learning) from candidates around the globe to share their knowledge and learn.
Whilst international collaboration is evident, a major barrier is the lack of more local collaboration.
Reflections and evaluation of those directly associated with BIM programs in Ireland are presented together
with attitudes towards greater HEI collaboration on BIM program content.
The principal research question focuses on how Irelands HEIs are responded to the growing demand
for BIM education and their perceptions on the potential of HEI collaboration in the sharing of BIM leaning
expertise and content. It is evident from the data collated in this paper that there is a real appetite to share
online content. In particular, the experiences of one Irish Master’s program are presented with the paper
concluding with a range of benefits of effective inter-institutional collaboration that will enhance the
quality and economic viability of locally provided BIM programs in Ireland. To foster an environment,
where BIM or collaborative thinking is a practical goal, is essential.

Keywords: BIM, collaborative working, e-learning

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1. INTRODUCTION
Education is about providing the support and direction to people on how to think, how to question and how
to reflect on what they see and hear. They need to be educated to partake fully in the society in which they
live, not merely trained to perform a set of limited or limiting tasks. Palmer (2007) spoke of educating ‘new’
professionals and reflects that if Higher Education (HE) is to serve a human purpose it is not sufficient to
acknowledge what is known but more importantly to take responsibility for this knowledge. As educators
in HE there is a need to educate people to have ethical autonomy and have the courage to act upon it, people
who possess the knowledge, skill and the highest values of their professions.
Making predictions about the future direction of the education of construction professionals, not least
for the reason of the constraints of our life’s journey, is fraught with difficulty. Since neither the
construction industry nor HE exist in isolation, there is a necessity to come to terms with and understand
the present and future contexts before going on to discuss the possibilities. Graduates in the future will need
to be highly technical, adaptable, good communicators and lifelong learners (Hunt, 2011). Active learning
approaches create the opportunity to develop those skills, competences and understanding. Future
construction professionals must challenge the conventional ways of the past in ways that use their creative
and innovative capacities in the delivery of knowledge. It is imperative that individual HEIs do not see
themselves as islands of knowledge but reach out to other providers to share this knowledge creating a more
open cultural exchange of learning.
The particular focus of this paper is BIM and the rapid digital transformation that is taking place in the
AEC sector both internationally and in Ireland. It will be seen how the Irish HEI sector have responded to
BIM and its relevance in the education of future professionals. Whilst this response is admirable, it is
occurring in a parochial context with the absence of cross-institutional collaboration and the absence of a
national vision for the digital transformation of the AEC sector in Ireland.

2. GLOBAL IMPORTANCE OF BIM IN BUILT ENVIRONMENT EDUCATION

2.1 Global Reach of BIM

BIM implementation has gained considerable momentum over the past few years with North America, the
United Kingdom and Scandinavia leading the way. Coupled with the driver of coordinated government
support and leadership, the importance and relevance of BIM education and training globally is growing
rapidly (Smith, 2014).
BIM usage is accelerating across the world with building clients and government entities increasingly
becoming a driving force for the adoption of BIM by mandating its use on their projects (McGraw Hill,
2014). A major development in January 2014 by the European Parliament seeks to modernize European
public procurement rules by recommending the use of electronic tools like BIM (Autodesk, 2014). It is
clear that within the AEC industry, particularly within the UK, that BIM adoption is growing rapidly (NBS,
2015) given the influence of the imminent 2016 BIM mandate.

2.2 Cultural Change Needed in Higher Educational Institutions

Cultural change is a significant challenge for the built environment domain. Changing the mind set of senior
and more middle ranking staff is the biggest obstacle. However, the growing momentum of BIM
implementation in many countries around the world, and particularly where governments and major clients
are mandating BIM is effectively forcing HEIs to respond to provide BIM programs.
Collaboration is the top ranking driver for implementing BIM (Eadie et al. 2013). However,
there is a perception that HEIs in general are not adapting to this collaborative challenge within their
program design and module content. This view is supported by the findings of a study examining BIM
integration into the curricula in the USA and elsewhere (Barison and Santos 2010). Collaboration can be
hindered also by the hierarchical structure within HEIs. Individual AEC courses are often located in

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different schools or faculties, different locations, making collaboration more challenging due to logistical
and timetabling issues (Comiskey et al. 2015).
It is vitally important for HEIs to support the increased adoption of BIM by introducing BIM into
curricula to support industry and supply graduates with the required knowledge and skills (McDonnell and
West 2015). The HEIs and industry professionals expect a steady growth in demand for BIM competent
professionals (Azhar et al. 2008 and Wu and Issa, 2013). Many companies are on different points on the
continuum of introducing BIM practices where many are gaining momentum in the field giving reason for
only hiring experienced and seasoned professionals in BIM. The difficulty arises in hiring experienced staff
and so HEIs need to grasp the nettle and embed more diverse and applicable learning opportunities. Once
BIM is established fully within companies in the near future, there will be a greater need for new graduates
with appropriate skills.

2.3 Global Demand for BIM Education

BIM presents enormous opportunities and challenges for the AEC industry. BIM is evolving at a rapid pace
causing the roles of professionals to become more automated, which is in turn demanding more
sophisticated services that incorporate 3D, 4D time, 5D cost modelling and 6D facilities management
(Smith 2014).
BIM education and training are essential if the industry is to respond to rapid use of the technology.
BIM education is required at a tertiary level, so that graduates entering the industry have the necessary BIM
knowledge and capabilities. Integration of BIM concepts, principles and processes are essential within the
curriculum to ensure graduates are ready to meet the challenges that will face in industry (Comiskey et al.
2015).
Natspec (2015) undertook a significant international study of tertiary BIM education and found that
current BIM education tends to focus on the use of particular BIM software, whilst there is a pressing need
for education in open BIM concepts, BIM management and working in collaborative BIM environments.
Natspec reported that BIM education is currently at different levels of implementation across the world.
Tertiary education institutions are either already providing, or gearing themselves up to provide BIM
education on both undergraduate and postgraduate programs internationally. Some countries, such as the
UK, appear to be leading the way in terms of the number of postgraduate BIM courses at universities.
The move towards BIM capability requires firms to re-engineer their business practices. Software and
technology typically requires substantial up-front investment, where the greatest cost lies in staff training
and development. It is proving difficult for some small businesses to see the longer term benefits of this
investment, particularly when competition is high and profit levels are low. Many firms have limited
financial resources to invest in expensive software packages, training and education programs (Smith, 2014).

2.4 Program Content

There is a debate as to whether institutions should focus on teaching specific BIM software or solely focus
on developing the student’s knowledge on BIM theory and processes. An over-reliance on teaching BIM
software packages, can lead to a reduction in the time needed in programs to cover collaboration with other
disciplines (Underwood and Ayoade 2015). Underwood and Ayoade outline an ideal delivery format of
BIM and associated collaborative working practices, where a number of possible approaches could be
considered such as; collaboration between disciplines within the same institution, collaboration between
disciplines in other institutions (including international collaboration), collaboration with industry
professionals to simulate real life projects or a combination of the aforementioned.
BIM education needs to cover the whole of the industry. An important focus needs to be placed on
project clients (both public and private sector), as they ultimately have the most influence on BIM
implementation on their projects. This education needs to cover BIM awareness in the first instance and
then the business benefits and return on investment, the development of technical skills and knowledge and
a working understanding of BIM as a collaborative working tool (buildingSMART 2012). The challenge is
to achieve recognition of the effective learning outcomes that could emanate from international BIM

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programs, whilst also recognizing the important role that local industry can play in this educational
experience.
In the UK the BIM Academic Forum (BAF) assessed the current position and associated challenges
along with perspectives of BIM education in the UK HEIs through surveys targeted at BIM-related
academic networks (BAF 2015). Findings from the BAF indicated a nuanced appraisal of BIM readiness
in UK HEIs.

3. METHODOLOGY
For the purpose of this paper, a quantitative methodology is utilized. The principal research question
considers how Irelands HEIs are responded to the growing demand for BIM education and their perceptions
on the potential of HEI collaboration in the sharing of BIM learning expertise and content. The exploratory
study sought to identify what post-graduate programs in the built environment in Ireland are currently
providing as formal educational accredited learning in the area of BIM. The authors set about identifying
HEIs and contacts therein who were championing BIM in various HEIs located both in the south and north
of Ireland. The study was conducted utilizing a short survey administered through an internet-based survey
tool. The survey was designed with brevity in mind but also with the aim of capturing the details of contacts
within HEIs in Ireland, which provided a platform for potential further engagement in respect to driving
increased collaboration within the Irish HEI sector in BIM education. A total of seventeen responses were
received from a total sample pool of twenty four HEIs. A great deal of momentum and good will was
created following the Construction IT Alliance (CitA) BIM Gathering International conference that took
place in November 2015, where a number of contributing authors had an opportunity to both review these
papers and present their work.

4. BIM EDUCATION IN IRELAND

4.1 Ireland’s National BIM Program

In the fall of 2015 Enterprise Ireland (EI) commissioned CitA to collate data that will be targeted to
accelerate the Irish construction sector’s transition in the use of Level 2 BIM. The research project known
as the BIM Innovation Capability Programme (BICP) commenced in early January 2016 and will be carried
out over a period of two years. Coinciding with the BICP is the important task of establishing a National
BIM Steering Committee (NBSC) for Ireland, which is anticipated to be in place at the end of March 2016.
The key function of the NBSC will be to develop a National BIM Roadmap to optimize and support the
successful implementation of BIM Level 2 in Ireland. It is intended that this BIM Roadmap and the key
tasks of the NBSC will be informed by data collected by the BICP research team on BIM adoption in other
countries, assessing BIM maturity in Ireland, capturing exemplar Irish BIM case studies and consulting
widely with both industry and academia over the two year period of the project.
A key ingredient in devising this BIM roadmap will be the outputs of the engagement process with
HEIs in Ireland, both in the south and the north of the country. The NBSC intends to devise a strategy that
is appropriate for the Irish marketplace and is aligned with the ambitions of the Irish Government.
It will be important that in parallel with the formation of the NBSC, and the important work of the UK
BIM Task Group and more recently the Scottish Government (Scottish Futures Trust 2015) BIM
implementation will be closely scrutinized. An additional key enabler will be the necessity for any roadmap
to be supported by the Construction Industry Council (CIC) of Ireland and its constituent representative
members. The CitA Smarter Cooperative Building Series 2016 will be a key stimulant in achieving this
support. The purpose of this series is to foster a cooperative approach among the CIC constituent groupings,
which will see representative industry parties coming together voluntarily to showcase Irish BIM capability
throughout 2016. HEIs are playing a significant role in upskilling the industry currently and during the
implementation phase of the Irish BIM roadmap.

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4.2 BIM in Ireland

The first Irish National BIM Survey was carried out by EI and CitA in October 2015. A sample size of the
top one hundred most influential leaders in the Irish AEC were selected with the co-operation of the Asso-
ciation of Consulting Engineers of Ireland (ACEI), Construction Industry Federation (CIF), Society of
Chartered Surveyors in Ireland (SCSI), Engineers Ireland and the Royal Institute of Architects in Ireland
(RIAI). The results revealed that 67% of the industry sample possessed confidence in their skills and
knowledge to deliver BIM. Only 6% reported no confidence with the remaining 27% reporting a general
knowledge of BIM and a gradual improvement in BIM skills. 75% of the sample reported an increase in
demand for BIM in Ireland mainly due to the influence of the 2016 BIM mandate in the UK.
The results of this survey were announced by the CIC of Ireland at the hosting of the launch event for
Digital Construction Week (DCW) in the Irish Embassy to Great Britain in London in late October 2015.
At the DCW an Irish BIM Pavilion was located where many of the leading Irish AEC businesses operating
in the UK showcased their BIM projects.

4.3 BIM in Ireland HEI Survey 2016

It will be seen that Ireland’s HEIs have responded rapidly to a demand by industry for BIM related training
despite the absence of national BIM mandate, such as is evident in the UK. Figure 1 provides an overview
of the HEI landscape on the island of Ireland. Ireland is divided into the Republic of Ireland and Northern
Ireland, which forms part of the UK home nations alongside England, Wales and Scotland. Northern Ireland
has two main universities, six regional colleges and a number of private colleges, all of which run
Engineering and Built Environment (E&BE) programs. In the south the E&BE programs are mainly served
by five National Universities, eleven Institutes of Technology (IoTs) and a number of other community and
private colleges.
In order to gauge the extent of BIM education presently throughout Ireland, a short online survey was
sent to twenty four HEIs. A total of seventeen responses were received, which included three responses
from the University of Ulster and individual responses from contacts in fifteen other HEIs in Ireland.
Respondents were specifically asked to provide data on:

1. BIM Programs on offer, including title, mode of delivery and level.

2. Extent of BIM embedded into programs.
3. Sharing of BIM modules or content with other institutions.
4. Future plans in respect to BIM program development.
5. Future direction of BIM education in Ireland.

Whilst it is acknowledged that the sample size is small, the data collated provides an accurate landscape
of current BIM HEI offerings in Ireland.

4.3.1 BIM and BIM related Programs in Ireland

A range of BIM and BIM related programs were identified by the respondents. 50% of those surveyed
indicted that they had developed specific BIM programs in recent years. A sample of program titles, modes
of delivery and levels reported by these HEIs are listed in Table 1.Two of the programs listed in Table 1
did not form part of the data collated in the survey responses but were commonly known by the authors.
Ìt can be seen that there are a range of programs on offer, ranging from short Continuing Professional
Development (CPD) part-time programs to full-time Masters level programs and a variety of hybrid
programs in between. What was particularly noticeable was the relative few e-learning programs current
on offer in Ireland.

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Republic of Ireland HEIs Northern Ireland HEIs

Trinity College Dublin (TCD) Ulster University (UU)
University College Dublin (UCD) Queens University Belfast (QUB)
National University Ireland Galway (NUIG) Belfast Metropolitan College (BMC)
University College Cork (UCC) North West Regional College (NWRC)
University of Limerick (UL) Northern Regional College (NRC)
Dublin Institute of Technology (DIT) South Eastern Regional College (SERC)
Waterford Institute of Technology (WIT) South West College (SWC)
Cork Institute of Technology (CIT) Southern Regional College (SRC)
Institute of Technology Carlow (ITC)
Institute of technology Tralee (ITT)
Dundalk Institute of Technology (DKIT)
Letterkenny Institute of Technology (LKIT)
Galway-Mayo Institute of technology (GMIT)
Limerick Institute of Technology (LIT)
Institute of Technology Sligo (ITS)
Athlone Institute of Technology (AIT)
Figure 1. HEIs in Ireland Delivering AEC Programs

Table 1. BIM Programs in Ireland

HEI Program Title Mode of Delivery
GMIT Diploma in BIM Part-time
DIT Applied BIM & Management Part-time
DIT Construction Informatics (IT) Part-time (online)
WIT Architectural & BIM Technology Part-time
CIT Certificate in BIM Part-time
ITT Certificate in BIM Part-time
LKIT Certificate in BIM (Revit) Part-time (online support)
UU Postgraduate CPD in BIM Part-time
QUB BIM Project Management Full-time & Part-time
UCC ITC in A/EC Full-time & Part-time
SWC NOCN Level 4 BIM Revit Part-time

4.3.2 Embedding BIM in Program Offerings

All of the respondents reported that they were making good progress in embedding BIM into both their
undergraduate and postgraduate AEC programs but none reported full integration. The following is a
sample of responses providing a range of strategies adopted by HEIs in seeking to embed BIM in to program
offerings.

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BIM is taught through project based learning and lectures in modules in 3rd, 4th and 5th year of our
integrated Masters degree and on our MSc in Civil Engineering course.

BIM is embedded in a specific first year module on the BSc(Hons) Quantity Surveying & Commercial
Management program. It is also embedded in construction measurement, construction economics and
commercial management modules. At MSc level there is a specific module offered as part of the MSc and
as a standalone CPD module. BIM is also embedded in other undergraduate programs such as
Construction Engineering & Management, Building Surveying, Civil Engineering and Architectural
Technology & Management.

All building-related courses now include 3-D modelling along with drawing and CAD outcomes.
Information exchange points are increasingly taking BIM collaboration principles and techniques into
account. Component design and integration is being done with new software tools. Lecturing staff are
working feverishly to up-skill in the area.

BIM related content has been added within modules on the Architectural Technology and Management
program. A basic overview is provided in Year 1, Year 2 students have undertaken a project in collaboration
with QS and Civil Engineering students at Ulster and students at Penn State University, and Final year
students study a BIM module which focuses on both theory and practice.

BSc (Hons) Architectural Technology has a set of 6 fully integrated critically aligned BIM modules in the
course.

It was evident that all seventeen HEIs have responded to the demand for BIM and incorporated these
changes into both their undergraduate and post graduate program. It is also evident that many of the IoTs
in the south, in particular, have developed industry ready part-time CPD type programs to address the BIM
skills deficiency in the market at the present time. In many instances these programs gain state support from
schemes like Springboard and Skillnets to both encourage the AEC sector to upskill in BIM but also to
support unemployed persons in the sector.

4.3.3 Sharing of BIM Learning

The question of sharing was a challenge for most respondents, with many of them reporting that they were
only starting out on their BIM journey and the concept of sharing was not something that they were focusing
on presently. 70% of the respondents reported that they did not share module or online content with other
HEIs either in Ireland or overseas. The following is a sample of responses providing a range of approaches
taken by HEIs in sharing BIM learning.

A pilot project was undertaken with students from Penn State University.

We collaborate with Universities in UK & Denmark annually on a weeklong inter-disciplinary BIM

Workshop that is assessed and forms part of each institute’s programs. This is a tri-institute workshop that
rotates to each campus in turn.

When asked whether sharing modules or online content would be looked at favorably only 25% of the
sample were in agreement. Feedback from the respondents suggested a number of impediments in respect
to cross-institutional collaboration.

1. HEIs were focusing on embedding BIM in-house first.

2. Difficulty in resourcing this type of initiative re: staffing, logistics and scheduling.
3. Data sharing and privacy.

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A number of very positive observations were forthcoming from a number of respondents in respect to
the vision of content sharing among HEIs.

1. It would allow access to expertise in different areas which all HESs do not possess.
2. This would encourage innovation and academic enterprise coupled with research.
3. This could reduce the overall cost of delivering our programs and expose our students to a
wider global pool of knowledge.

Respondents were asked to share their thoughts in respect to how HEIs could best achieve effective
inter-institutional collaboration in respect to BIM education. Many existing examples of inter-institutional
collaboration were provided by respondents which included:-

1. Joint research projects between HEIs.

2. Virtual conferencing between different HEI student groups.
3. Online sharing of modules.

All of the respondents were in agreement that inter-institutional collaboration offered many advantages
and offered a number of suggestions how this could be achieved.

1. Inter-institutional annual national BIM competitions, with rotation of HEIs hosting.

2. By setting up a BIM Academic Forum similar to the UK BAF initiative.
3. Developing a recognized BIM qualification.

A number of suggestions were made by respondents to progress greater collaboration between HEIs in
the delivery of BIM programs.

It would be a matter of establishing who is doing what and how each Institute could contribute. There may
be an opportunity to apply for some EU funding if we developed a national BIM educational framework,
which would have an inter-institutional BIM program delivered online or in blended format that would be
able to respond to the demands and requirements of the different industry stakeholders.

My experiences would suggest that it is important to have like-minded people involved who are committed
to making it work. It may also be initially worthwhile to try and integrate any inter-institutional
collaboration within the existing curriculum (where it fits best) rather than redesigning programs to make
this fit.

4.3.4 Future Directions of BIM Education

A number of respondents provided further insight into how inter-institutional collaboration could be better
achieved in the future. This included a number of suggestions for setting up of a shared BIM Portal with
shared resources which would help in embedding BIM properly across all programs. It was suggested by
one respondent that this could be hosted by a not-for-profit organization like CitA. It was felt that
opportunities also exist on a micro-scale with the development of BIM reusable learning objects that could
be shared via an open source environment. It was also suggested that both industry and BIM software
suppliers would need to be approached about the funding of such an initiative.
Many respondents would like to see a BAF set up in Ireland, similar to that in the UK. Once respondent
felt it was essential that a national BIM educational framework is established for Ireland based on evidence-
based research rather than just copying some other national strategy.

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5. CASE STUDY PROGRAM

5.1 Construction IT Alliance

CitA was incorporated as a not-for-profit company limited by guarantee in July 2005. The charter of
CitA is the promotion of digital tools within the construction industry, as aids to productivity gains and
the predictability of project outcomes. Digital tools have grown rapidly in sophistication since 2005.
The widely spoken focus on BIM is one such convergent process, which CitA started to actively promote
in its successful 2012 monthly program of seminars. Over the past four years CitA has been leading the
promotion of BIM in the Republic of Ireland though its Smarter Building Series program, CitA Skillnet
training program, its internationally respected CitA Smart Technology Challenge and the CitA BIM
Gathering International Conference.

5.2 Curricula
In 2010 CitA entered into a partnership arrangement with the Dublin Institute of Technology to deliver an
online Masters Degree in Construction Informatics. The program development was funded by Skillnets
who actively supports and works with businesses in Ireland to address their current and future skills needs.
The program forms part of the European Master’s program in Information Technology in Construction
(ITC-Euromaster, http://euromaster.itcedu.net) (Tibaut and Rebolj, 2015). This program is offered to AEC
graduates who choose from a course pool of modules, which are shared by participating universities.
Currently, the ITC-Euromaster delivers over 10 courses jointly developed and offered by academics from
five European universities (University of Maribor and University of Ljubljana from Slovenia, University
College Cork and Dublin Institute of Technology/Construction IT Alliance from Ireland, and Technical
University Graz from Austria).
The main objectives of the ITC-Euromaster project is to organize the knowledge in the field of IT in
AEC and to develop an effective environment to support collaborative learning scenarios with distributed
lecturers and students (Tibaut et al., 2013). In addition the courses seeks to accelerate the transfer of
knowledge of IT in construction to the profession, but also accelerate the research and development in the
field; to further develop the ITC network and enable better cooperation between participating institutions.
Since adequate human resources and expertise in ITC in the AEC industries are scarce, the combined
efforts of five international universities have been joined to develop an international multi-institutional
postgraduate program (Rebolj et al., 2008). The modules of the ICT-Euromaster course pool were initially
developed by academics from nine European universities as part of a EU-funded Socrates Erasmus project
between 2002 and 2005 (Tibaut et al., 2013).
The concept of the ICT course pool is shown in Figure 2 below. In this model each individual partner
retains its own suite of modules and shares particular modules with other interested partners. Having a
larger course pool of modules to choose from gives each partner the opportunity to form new programs
and to offer its students specialized knowledge and skills which it could possibly never be able to offer
by itself.
Since the course was first designed the course pool has been modified and adapted as the needs of the
different partner institutions change. The course pool complements around ten existing obligatory and elec-
tive courses. The CitA MSc in Construction Informatics program utilizes a number of these original mod-
ules in addition to locally generated and approved modules. A listing of these modules are shown in Table
2.

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Figure 2. The ITC Course Pool Concept (Rebolj, 2006, pp. 418)

Table 2. Use of Euromaster Course Pool by CitA

Module Title Obligatory Elective Credits

Role of Construction Informatics (course pool) Y 5
Interoperability and BIM (course pool) Y 5
Understanding Data Set Management and BIM Y 5
Project Planning and Scheduling Y 5
Building Collaborative Technologies (course pool) Y 5
Sustainable BIM Design and Construction Y 5
BIM Execution Planning and Project Protocols Y 5
eCommerce in Construction (course pool) Y 5
Energy Integrated ICT Y 5
Automation in Construction (course pool) Y 5
Knowledge Management in Construction (course pool) Y 5
Extended Project Modules Y 5
Master Integrated Project Y 15
Research Methods Y 10
Dissertation Y 30

5.3 Learning Environment

Courses in the pool are delivered on a Moodle platform and supported by virtual classrooms. The main
purpose of the online platform is to provide consumers with access to course material as well as other
functionality, such as timetables, grade books etc. The preferred virtual platform Adobe Connect Pro
enables lecturers to deliver online lecturers, through the use of participant list, chat, audio and video control,
web links, document sharing, application sharing and a whiteboard.
A robust technical infrastructure is a vital part of any e-learning system (Figure 3). The current ITC
Euromaster e-learning environment consists of two components: the course management system Moodle
(CMS, also known as a Learning Management System (LMS) or a Virtual Learning Environment (VLE))
together with file repository in DropBox, which is the entry point to the program and a Virtual classroom
Adobe Connect Pro (Figure 4).

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Figure 3. The course management system: Moodle (Tibaut et al. 2013)

Figure 4 - The Virtual Classroom: Adobe Connect Pro (Tibaut et al. 2013)

The main function of the first is to enable access to teaching and learning material repository, as well
as other relevant functions (e.g. forums) and information (e.g. teacher and student list, timetables, grade
book, etc.) from any location on the Internet (Tibaut et al. 2013 ).

5.4 Program Developments

Following a review of the program in 2013 a suite of three additional BIM modules were introduced to the
program.

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1. Understanding Data Set Management and BIM

2. Sustainable BIM Design and Construction
3. BIM Execution Planning and Project Protocols

Currently these modules are not extensively shared by in the course pool, however CitA would like to
offer these out to all HEIs in Ireland to embed into their program curriculum. It is hoped that in return
expertise and module content in other HEIs could in return be placed in the Euromaster course pool.

5.5 Benefits of inter-institutional collaboration

The principal drivers and barriers in seeking this collaboration include sharing and accessing alternative
teaching techniques and expertise, increasing knowledge capacity, sharing costs, risks and strengthening
areas of weaknesses. Some of the more indirect benefits include encouraging further additional links,
enhancing funding opportunities, creating an environment of personal enjoyment in delivering to
international audiences and increasing the exposure of individual HEIs to a wider international audience.

6. CONCLUSIONS AND RECOMMENDATIONS

The breadth, depth, quantity and quality of educated and trained professionals in the built environment
studying BIM programs across HEIs in Ireland is gaining momentum rapidly. Research carried out by the
authors has shown that the training and education offerings are spread across both the south and north of
the Ireland, providing a service and expertise for local industry. More global BIM courses focus on design
and construction and not on briefing, planning and the impact of BIM to improving the operations of assets.
Also training courses largely target technical users rather than management teams and strategic roles in
organizations. In addition international BIM education and training is focused on buildings rather than
infrastructure and thus requires a broader awareness and expertise in BIM practice across different asset
types and across different roles in the industry.
It is generally agreed that the implementation of BIM education and training across the AEC industry
is part of an evolving strategy that must reflect a range of other procedural and technical considerations in
particular jurisdictions. The need for a formal BIM skills benchmark is necessary and the HE providers of
BIM have an important responsibility to make this happen. Greater inter-institutional collaboration in the
delivery of specialist programs on BIM or variants of BIM, will allow for the sharing of knowledge, case
studies and the cost of the delivery, whilst also ensuring that there is a greater consistency in the learning
outcomes attained by learners. This will help to ensure a common recognized platform for BIM skills
development across the AEC sector internationally, which can be supported by all key industry,
professional and education/training stakeholder interests.
A common theme among respondents was the perception that BIM is disruptive, as it requires breaking
down silos of disciplines and cultural change from both the providers and accrediting authorities. Educators
must look not at the past as a reason for their education delivery but must now develop a new pedagogy to
embed BIM into BE education, a pedagogy that educates BE students for a collaborative future.
Professional accreditation leaves little room for additional learning in BIM. Until the Irish Government
legislate for BIM, it will be a slow burner in the construction sector and within HEIs. Above all respondents
were of the view that more formal collaborations (i.e. research partnerships) with institutions who have less
BIM experience for the sake of the growth of BIM adoption in all regions is urgently required. Future
Technological University developments in Ireland will support this process.

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Acknowledgements
This paper forms part of the BIM Innovation Capability Program (BICP) for Ireland. The authors would
like to take this opportunity to thank the following persons in the giving of their time in partaking in the
inaugural BIM in Ireland HEI Survey 2016.

Aisling McCallan South West College

Stuart Rankin South Eastern Regional College
Jim Bradley University of Limerick
Mary Moloney Cork Institute of Technology
Mark Kelly Galway-Mayo Institute of Technology

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Roger West Trinity College Dublin

Malachy Mathews Dublin Institute of Technology
Oliver Kinnane Queens University Belfast
Anne Boner Letterkenny Institute of Technology
Fiona Deavy Athlone Institute of Technology
Trevor McSharry Institute of technology Sligo
Sharon McClements Ulster University
James O’Donnell University College Dublin
David Comiskey Ulster University
Timothy Segal Institute of Technology Tralee
Gervase Cunningham University of Ulster
Gordon Chisholm Waterford Institute of Technology

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