June 23, 2013
June 23, 2013
June 26, 2013
23.1089.1 - 23.1089.11
Strategy to incorporate BIM curriculum in Planning and Scheduling classesArchitect-Engineer-Construction (AEC) employers have been expecting that constructionmanagement program graduates will have a working knowledge of Building InformationModeling (BIM). Construction management department is continuing to address that expectationby providing a senior level Project Management class (TCM 4433), Construction ProjectPlanning and Scheduling.This course is a study of the fundamentals and techniques of Planning and Scheduling forconstruction projects. Topics include bar charts, critical path method using arrow and nodenetworks, precedence networks, cost-time trade-offs, PERT, resource leveling and management,updating schedules during construction, introduction and practice to project controls andintermediate level of computerized scheduling in Primavera (P6) version R8.2. BIM isintroduced later in the semester through a visualization tool helping students to understand evenbetter scheduling techniques. By implementing a visualization tool, they have the chance toidentify the sources and impact of changes and interruptions on the schedule and to compare andcontrast the appropriateness of scheduling techniques for varying construction operations.Just before the half of semester students are introduced to the use of computerized schedulingtechniques using Primavera to develop, monitor and update project schedules. Thisimplementation focuses on a hands-on learning approach utilizing a combination lecture andlaboratory sessions. The practical realities of planning and scheduling construction projects arereinforced during the weekly class supported by a variety of guest lecturers includingconstruction project managers, engineers and/or CEOs of local industry companies. The lecturesprovide examples of how scheduling techniques has been put into practice across the projectlifecycle, starting from design, preconstruction, construction and fabrication, coordination andcommissioning. During the lab period, students use structured tutorials, supplemented withvideos, to implement scheduling skills like in real-world case scenarios. Small group work isalways encouraged and submission of small assignments is required periodically to assess thestudents’ software learning curve. The customized tutorials provide a step-by-step guide to thesoftware, allowing for self-paced learning, as well as easy to access for future reference. Also,industry professionals deliver their materials, advising students on best practices, the day-to-daychallenges they face, and the importance of the skills within their practice on the jobsite.To incorporate the BIM curriculum pertaining to the class topics, Synchro software is employed.A schedule from a project scenario provided by of one of the industry participants is deployedinto a schedule visualization and analysis procedure with the entire class. The constructed modelalong with a technique of linking 3D model to the Primavera schedules is presented as the lasttopic delivered to class before the semester concludes. The paper will present sample tutorials ofthe curriculum throughout the semester. It will also describe how the content was developed, andhow industry input was vital to further develop on the real-life, practical skills. A framework forcreating and incorporating more BIM related content in the coursework to meet germinatingindustry needs will be discussed.
Maghiar, M., & Jain, S., & Sullivan, J. G. (2013, June), Strategy to incorporate BIM curriculum in Planning and Scheduling classes Paper presented at 2013 ASEE Annual Conference & Exposition, Atlanta, Georgia. https://peer.asee.org/22474
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