Conference Session

Architectural Engineering Division (ARCHE) Technical Session 1

Collection

2025 ASEE Annual Conference & Exposition

Authors

Daniel Linares, Florida Gulf Coast University; Diana Marcela Franco Duran, University of Virginia; David R. Gutierrez, University of Virginia; Anh D. Chau, Florida Gulf Coast University; Marina Figueiredo Muller, Florida Gulf Coast University; Felipe Ossio, Pontificia Universidad Catolica de Chile

Tagged Divisions

Architectural Engineering Division (ARCHE)

effectiveness of Student-Identified and Industry-Provided project-based learning approaches in BIM education. The results provide valuable insights intothe validity of these hypotheses. • Hypothesis 1: Students who participate in an Industry-Provided PBL approach will demonstrate significantly higher academic performance than students who participate in a Student-Identified PBL approach. The analysis of final exam and overall course grades revealed no significant differences between the two sections, indicating that both approaches effectively supported student performance. This outcome highlights the robustness of the standardized curriculum and suggests that PBL impacts engagement and satisfaction more

Conference Session

Architectural Engineering Division (ARCHE) Technical Session 1

Collection

2025 ASEE Annual Conference & Exposition

Authors

Rania Al-Hammoud, MpowerU Training & Consultancy Inc.; Hyekyung Lee, University of Waterloo

Tagged Divisions

Architectural Engineering Division (ARCHE)

resistance to traditional teaching methods. [8] acknowledgesthese challenges and discuss how faculty development initiatives can help overcome resistance,ensuring the successful integration of competency-based assessments into curricula. Moreover,the transition to CBA may require changes in institutional culture, assessment practices, andfaculty attitudes, as outlined by [9], who examines the complexities of adopting an outcomes-based approach in higher education.[10] presents a comprehensive review of competency-based assessment in engineering,discussing its implementation and the benefits of such a framework in aligning educationaloutcomes with industry standards. [11] further explores how the University of Saskatchewan hasintegrated competency