TY - JOUR
T1 - Incorporating BIM into the upper-division curriculum of construction engineering and management
AU - Wang, Liyuan
AU - Huang, Meiping
AU - Zhang, Xiaohua
AU - Yan, Xueyuan
AU - Jin, Ruoyu
AU - Wanatowski, Dariusz
AU - Cheshmehzangi, Ali
AU - Chohan, Navpreet
N1 - Publisher Copyright:
© 2022 The Author(s). Published by Informa UK Limited, trading as Taylor & Francis Group.
PY - 2022/8/19
Y1 - 2022/8/19
N2 - This pedagogical study aimed to demonstrate an updated Building Information Modelling (BIM) educational activity in CEM (i.e., construction engineering and management) students’ final semester project. It investigated students’ perceptions of BIM and the project. Student feedback provided insights for linking education to practice, for example, what caused differences between manual estimates and BIM-generated quantity take-off. Four different project deliverable options demonstrated how educational theories could be embedded in BIM education. The novelty of this study lies in two aspects: firstly, this pedagogical research views the CEM education at the curriculum level by linking earlier years’ core CEM courses into the final project work; secondly, by designing four different options of BIM-related deliverables, subgroup analyses test how different factors, such as teamwork verse individual work, and BIM application level, could affect students’ learning outcomes. The current study also led to more future explorations in research-informed teaching in the CEM curriculum.
AB - This pedagogical study aimed to demonstrate an updated Building Information Modelling (BIM) educational activity in CEM (i.e., construction engineering and management) students’ final semester project. It investigated students’ perceptions of BIM and the project. Student feedback provided insights for linking education to practice, for example, what caused differences between manual estimates and BIM-generated quantity take-off. Four different project deliverable options demonstrated how educational theories could be embedded in BIM education. The novelty of this study lies in two aspects: firstly, this pedagogical research views the CEM education at the curriculum level by linking earlier years’ core CEM courses into the final project work; secondly, by designing four different options of BIM-related deliverables, subgroup analyses test how different factors, such as teamwork verse individual work, and BIM application level, could affect students’ learning outcomes. The current study also led to more future explorations in research-informed teaching in the CEM curriculum.
KW - BIM education
KW - Building information modeling (BIM)
KW - construction engineering and management
KW - digital construction
KW - research-informed teaching
KW - teaching and learning
UR - http://www.scopus.com/inward/record.url?scp=85136454494&partnerID=8YFLogxK
U2 - 10.1080/03043797.2022.2112150
DO - 10.1080/03043797.2022.2112150
M3 - Article
AN - SCOPUS:85136454494
SN - 0304-3797
JO - European Journal of Engineering Education
JF - European Journal of Engineering Education
ER -