From BIM to collaboration: A proposed integrated construction curriculum

Arundhati Ghosh, Kristen Parrish, Allan Dee Chasey

Research output: Chapter in Book/Report/Conference proceedingConference contribution

12 Scopus citations


Adopting Building Information Modeling (BIM) Education as an essential component of Construction Management is challenging due to inconsistencies arising from various skill levels, conceptual understanding of processes and existing methods of teaching. However, competence in BIM opens new avenues for research and in most cases improves the marketability of students as they prepare for careers in construction and engineering. A BIM environment assures collaboration through participation. While the benefits are significant, the hurdles faced in successfully implementing the BIM concepts and processes are several. The technology being new, students are often misled by an incomplete understanding of the subject-understanding BIM as an acronym for 3D design, rather than appreciating BIM as a process of sharing and simulating information. Teaching BIM as a process versus a single software package is a common issue that may be effectively addressed through a stepped progression of smaller packets of information spread in different courses throughout the curriculum, so called 'vertical integration.' Vertical integration of curriculum supports a comprehensive understanding of a subject and the means and methods that form its core. Further, vertical integration of curriculum helps students retain knowledge from year to year as repeated exposure to a subject, like BIM, allows students to build upon their previous knowledge. Often, vertical integration results in students understanding subjects holistically rather than as a series of individual isolated topics. Only when a certain level of understanding and knowledge retention is achieved can a BIM based collaborative environment become fruitful. This paper addresses the hurdles faced by Arizona State University in the implementation of BIM in a Construction Management curriculum. It further discusses the ongoing efforts of developing a vertically integrated BIM curriculum through a three pronged approach - Teaching the tool, teaching the concept of BIM as a process, while promoting collaboration. We also explore a set of learning objectives that could be used for evaluating the effectiveness of the vertical integration approach.

Original languageEnglish (US)
Title of host publicationASEE Annual Conference and Exposition, Conference Proceedings
StatePublished - 2013
Event120th ASEE Annual Conference and Exposition - Atlanta, GA, United States
Duration: Jun 23 2013Jun 26 2013


Other120th ASEE Annual Conference and Exposition
Country/TerritoryUnited States
CityAtlanta, GA

ASJC Scopus subject areas

  • Engineering(all)


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