Pedagogy and assessment of student learning in BIM and sustainable design and construction

摘要

College construction management (CM) programs across the nation have been integrating building information modelling (BIM) in their curricula in various forms with specific priorities. Nevertheless, the common goal is to cultivate a competent workforce that possesses the desired knowledge, skills and abilities (KSAs) as the industry is largely embracing BIM. This study explores the project-based learning (PBL) pedagogy in a four-year undergraduate CM curriculum with a special focus on BIM implementation in sustainable design and construction. Through a joint course project, this study examines how PBL may improve critical student learning outcomes (SLOs) pertaining to institutional assessment and program accreditation requirements. Specifically, students in two upper division elective courses collaborated on an ongoing campus project through roleplay as they would in real project teams. Major project deliverables included developing the Leadership in Energy and Environmental Design (LEED) certification strategy and the BIM project execution plan, performing schematic design, conducting performance simulation for LEED credit compliance, and documenting project information for LEED submittals. Formative and summative assessments were conducted on the PBL pedagogy and the joint course experience in enhancing students’ understanding and working knowledge of BIM implementation in the sustainability domain. The joint course project also provided the instructors with opportunities to align course redesign with program accreditation standards. This paper outlines the strategies of implementing and managing a joint course project, and shares various metrics and tools adopted in project evaluation. The results and the findings of this joint course project are expected to shed light on competency-based program assessment and future BIM curriculum innovation.