In the spring of 2006, Montana State University began to include a Building Information Modeling (BIM) program in its digital graphics and design curriculum. Since then, an increasing number of students have had the experience of designing with BIM programs and comparing their processes and final products with other students who are using traditional Computer Aided Design (CAD) programs. While 2-dimensional CAD and 3-dimensional BIM models may simply be tools to accomplish the same end, they provide two radically different approaches to learning architectural design. This paper discusses the implications of BIM with respect to the student experience. Within this topic, the paper describes the classes in which students are using BIM software and exactly how the experience of designing with BIM is different than the experience of designing in two dimensions. The paper also outlines the ways in which we can expect BIM to alter architectural education in the near term as well as in the future. Lastly, the paper addresses the concern that many have that Building Information Modeling hinders creativity. The paper concludes with some recommendations as to how BIM can be used to the greatest advantage in the classroom.
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Sarah Berwald (2008) studied this question.