Effectiveness of Green-BIM Teaching Method in Construction Education Curriculum

Joseph Jinlee Kim

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Conference: 2014 ASEE Annual Conference & Exposition
Location: Indianapolis, Indiana
Publication Date: June 15, 2014
Start Date: June 15, 2014
End Date: June 18, 2014
ISSN: 2153-5965
Conference Session: NSF Grantees’ Poster Session
Tagged Division: Division Experimentation & Lab-Oriented Studies
Tagged Topic: NSF Grantees Poster Session
Page Count: 11
Page Numbers: 24.459.1 - 24.459.11
DOI: 10.18260/1-2--20350
Permanent URL: https://peer.asee.org/20350
Download Count: 724

Paper Authors

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Joseph Jinlee Kim P.E. California State University Long Beach

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Jin-Lee Kim, Ph.D., P.E., LEED AP BD+C is an Assistant Professor of Dept. of Civil Engineering & Construction Engineering Management at California State University, Long Beach. He is a Director of Green Building Information Modeling laboratory at CSULB. He has earned a doctorate degree in Civil Engineering from the University of Florida, majoring Construction Engineering Management with a minor in Statistics. His research interests include construction engineering and construction management, sustainable design and construction, building information modeling, project management practices, and engineering educational research methods. He is an active member of ASCE and ASEE.

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Abstract

Effectiveness of Green-BIM Teaching Method in Construction Education CurriculumAbstractThis paper presents the results from an ongoing NSF TUES project that develops a unique andinnovative virtual approach (Green-BIM) to deliver sustainability practices using BuildingInformation Modeling (BIM) technology for undergraduate students and implement it as a newhands-on laboratory- and project-based course in the construction education curriculum. Thedemand for specialists in these two emerging fields is increasing tremendously due to the factthat green buildings education, research, and practice issues are becoming driving forces inacademia and industry. The Green-BIM teaching method provides students with building modelscontaining integrated architectural information to implement sustainability that goes beyond bothconventional 2D solutions using electronic drafting board and 3D modeling for purelyvisualization purposes. Therefore, it is expected that students enhance learning ability ofsustainability through an innovative virtual approach using BIM. The Green-BIM teachingmethod was used to teach a construction management course offered at California StateUniversity, Long Beach. The effectiveness of the Green-BIM teaching method was evaluated bymeans of different assessment tools. In addition to the traditional assessment tools such ashomework, quizzes, tests, exams, lab reports, oral presentations, and projects, a rubricassessment tool was developed and used to evaluate the overall student achievements withrespect to the learning objectives of the course. Once the course of study has been established,the overall expectations are determined through reviewing course-learning objectives, lecturenotes, handouts, and materials collected on assessment strategies. To ensure the overallexpectations are being met, the performance criteria and evaluation methods should beestablished for assessment. The evaluation results indicated that the Green-BIM teaching methodoverall helped students to effectively learn materials. It was found that the Green-BIM teachingmodules provide dynamic representations of knowledge and to increase classroom interactionand students’ personalized learning experience. Overall, the Green-BIM teaching methodpromotes students’ understanding and interest in green construction and sustainability, which canlead to higher student retention rate.

Citation
Format

Kim, J. J. (2014, June), Effectiveness of Green-BIM Teaching Method in Construction Education Curriculum Paper presented at 2014 ASEE Annual Conference & Exposition, Indianapolis, Indiana. 10.18260/1-2--20350

TY  - CPAPER
AB  -            Effectiveness of Green-BIM Teaching Method in Construction                               Education CurriculumAbstractThis paper presents the results from an ongoing NSF TUES project that develops a unique andinnovative virtual approach (Green-BIM) to deliver sustainability practices using BuildingInformation Modeling (BIM) technology for undergraduate students and implement it as a newhands-on laboratory- and project-based course in the construction education curriculum. Thedemand for specialists in these two emerging fields is increasing tremendously due to the factthat green buildings education, research, and practice issues are becoming driving forces inacademia and industry. The Green-BIM teaching method provides students with building modelscontaining integrated architectural information to implement sustainability that goes beyond bothconventional 2D solutions using electronic drafting board and 3D modeling for purelyvisualization purposes. Therefore, it is expected that students enhance learning ability ofsustainability through an innovative virtual approach using BIM. The Green-BIM teachingmethod was used to teach a construction management course offered at California StateUniversity, Long Beach. The effectiveness of the Green-BIM teaching method was evaluated bymeans of different assessment tools. In addition to the traditional assessment tools such ashomework, quizzes, tests, exams, lab reports, oral presentations, and projects, a rubricassessment tool was developed and used to evaluate the overall student achievements withrespect to the learning objectives of the course. Once the course of study has been established,the overall expectations are determined through reviewing course-learning objectives, lecturenotes, handouts, and materials collected on assessment strategies. To ensure the overallexpectations are being met, the performance criteria and evaluation methods should beestablished for assessment. The evaluation results indicated that the Green-BIM teaching methodoverall helped students to effectively learn materials. It was found that the Green-BIM teachingmodules provide dynamic representations of knowledge and to increase classroom interactionand students’ personalized learning experience. Overall, the Green-BIM teaching methodpromotes students’ understanding and interest in green construction and sustainability, which canlead to higher student retention rate.
AU  - Joseph Jinlee Kim P.E.
CY  - Indianapolis, Indiana
DA  - 2014/06/15
PB  - ASEE Conferences
TI  - Effectiveness of Green-BIM Teaching Method in Construction Education Curriculum
UR  - https://peer.asee.org/20350
DO  - 10.18260/1-2--20350
ER  -