Answers are grounded in this paper and cite their sources.
In view of the importance of teaching BIM concepts and tools to architecture and civil engineering students, a number of schools have sought to introduce this subject into their curriculum. However, as the curriculum is already overloaded, with little space for new courses, a useful strategy is to spread the BIM material over various courses. This paper proposes a tool that assists teachers in planning courses with BIM content. It consists of a survey that sets out criteria to help teachers determine whether or not the course is appropriate for the inclusion of BIM material and what should form its syllabus. This instrument is divided into four parts: (1) course information; (2) defining the objectives of teaching BIM; (3) making recommendations to the professor on the most appropriate level of BIM proficiency for the course, BIM tools and applications, pre-requisites, projects to be carried out and collaboration types to be taught and; (4) a graph to show what BIM specialist areas are addressed in the course. The following factors were taken into account in devising this tool: (1) the program (Architecture or Civil Engineering); (2) the year in which the course is offered in the curriculum; (3) the uses of BIM; and (4) BIM concepts and BIM skills. The proposed tool will be employed in the analysis of the syllabuses of courses of the Architecture and Civil Engineering programs of a Brazilian university. Courses involving Information Technology (Digital Graphic Representation, Design Studio and Project Management) will be selected first to improve and refine the instrument.
No takes yet. Share an insight, caveat, or question.
Barison et al. (2014) studied this question.