Enhancing Building Information Modeling Competency among Civil Engineering and Management Students with Team-Based Learning
Publication: Journal of Professional Issues in Engineering Education and Practice
Volume 144, Issue 2
Abstract
In order to enhance students’ individual and team competency in building information modeling (BIM) project execution, this research adopts the team-based learning (TBL) pedagogy and aligns student learning outcomes in BIM with the hierarchy defined by Bloom’s taxonomy of educational objectives into a Civil Engineering and Management (CEM) capstone project under the framework of the Accreditation Board for Engineering and Technology (ABET) standards. By designing a series of BIM learning modules in accordance with the different phases of a typical project lifecycle, including design, tendering and bidding, construction, closeout, and handover, this research investigates and evaluates how TBL may help students develop essential BIM knowledge, skills, and abilities (KSAs) and achieve a higher order of learning through role play in the contexts of a real BIM project. The four learning modules address both individual and team competency with core CEM program learning outcomes and are delivered through the TBL iterative process. The assessment of student learning and their achieved BIM competency through the capstone project are conducted with both direct and indirect measures using carefully designed grading rubrics and a student feedback survey. The research findings suggest that the combination of phased BIM learning modules and the TBL pedagogy may stimulate students’ enthusiasm and foster individual and team performance at a higher level of competency in BIM project execution. The use of a real BIM project and the role play conducted by students in the TBL also enhance students’ career preparedness by bridging the gap between BIM education in CEM programs and industry expectation on BIM competency of college graduates. This research contributes to the body of knowledge by providing empirical evidence on the efficacy of the TBL pedagogy in college BIM education and may become a valuable reference as more CEM programs seek to integrate collaborative interdisciplinary team experiences in BIM education to cultivate a more competent BIM workforce.
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Acknowledgments
This research is supported by the National Natural Science Foundation of China (No. 71301013); Humanity and Social Science Program Foundation of the Ministry of Education of China (Nos. 13YJA790150 and 17YJA790091); Shaanxi Nature Science Fund (No. 2014JM2-7140); Shaanxi Social Science Fund (Nos. 2017Z028, 2016ZB017, 2016Z047, and 2014HQ10); Xi’an Social Science Fund (No. 17J169); Xi’an Science Technology Bureau Fund (No. CXY1512[2]); Xi’an Construction Science and Technology Planning Projects (No. SJW2017-05); Shaanxi Province Higher Education Teaching Reform Project (17BZ017); Special Fund for Graduate Student Education Reform of Central College, Chang’an University (Nos. jgy16062, 310623176201, 310623176702, 310628176702, and 310628161406); Fundamental Research for Education Reform of Central College, Chang’an University (Nos. 310623172904, 310623171003, and 310623171633); and Fundamental Research for Funds for the Central Universities (Humanities and Social Sciences), Chang’an University (Nos. 310828160661 and 310823170215).
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Journal of Professional Issues in Engineering Education and Practice
Volume 144 • Issue 2 • April 2018
Copyright
©2018 American Society of Civil Engineers.
History
Received: May 16, 2017
Accepted: Sep 1, 2017
Published online: Jan 5, 2018
Published in print: Apr 1, 2018
Discussion open until: Jun 5, 2018
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