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CM students’ Construction Experiences, Learning styles, and their Correlation with Performance in BIM Jeong-Han Woo, Ph.D. Milwaukee School of Engineering Milwaukee, WI With the proliferation of BIM technologies, much has been written about the potentials of BIM, yet few have considered the questions of how students learn them in the classes. A case study is being conducted in an undergraduate level class in order to observe the relationship between students’ learning style, construction experiences and performance in BIM modeling. Other variables controlled in this study include knowledge gathering attitudes and previous CAD and BIM training, and confidence in construction knowledge. 79 freshmen students who currently enrolled in the construction management program at Mil- waukee School of Engineering participated over the course of one semester in this study. The subjects were asked to complete a questionnaire at the end of the course. Observational data will also be collected through content analysis to supplement internal validity of quantitative data. Their modeling performance will be measured by scores of a BIM modeling test. To objectively evaluate students’ performance in BIM modeling, students’ modeling artifacts will be independently evaluated by 3rd party engineers and professors who are not directly involved in the class. The results will be benefi- cial for the CM programs to develop BIM components in relations with students’ learning styles and their construction experiences. Key Words: Building Information Modeling; Learning Style; Construction Experience BIM curriculum at MSOE The future construction professionals will be asked to capture, store and retrieve information and knowl- edge generated and maintained throughout the entire building life cycle in the domain of BIM. Therefore, students in construction management programs should be prepared to address problems and opportuni- ties from both practical and theory-based perspectives at the various levels of BIM implementation. Bene- fits and challenges from the early uses of BIM already documented (Eastman, Teicholz, Sacks, & Liston, 2008). However, there is no accepted pedagogical strategy for teaching BIM to the construction profes- sionals because the construction industry has seen relatively little benefit of BIM so far. New set of BIM curriculum for the construction management students is inevitable. Questionnaire and Preliminary Analysis The experimental subjects were students enrolled in a first at MSOE. All introductory BIM course during the 2008-09 academic year class sec- tions used the same BIM test. Student grades, expressed in letter grades and total points earned, were obtained from the instructors at the end of each quarter. Background information on each student was collected by means of a questionnaire. Students were asked to provide information about present learning styles, work experience and previ- ous BIM/CAD training. They also were asked the extent, timing, and du- ration of construction work experience. Other demographic informa- tion including grade-point average and entrance exam scores were gathered from the respective institutions. This study examined the re- lationship of selected variables that are measured. Junior CM students earned scores varying from 75 to 96 on a measure of BIM modeling abil- ity. This study determined whether students scores on another vari- ables, such as work experience, construction knowledge or learning at- titude. Scattergram and Pearson correlation coefficient statistics are used. These scattergrams show different degrees of relationship be- tween mentioned variables. Above BIM courses discuss currently available BIM applications and how to increase interoperability be- tween various BIM applications in order to achieve higher productivity in construction management tasks. The Existing CM courses also provide a chance to demonstrate BIM implementation via hands-on lab prac- tices. The topics related with BIM are addressed and taught as different topic modules in different courses as follows: • Data exchange with the IFC standard • Linking different BIM solutions • Viewing and analyzing the model • Environmental analysis with BIM • 4D scheduling and 5D estimating model • Integration with construction management tools • Interference and model checking software Student Example: Wisconsin Sports Hall of Fame and Museum (Senior design project) Student Example: Wisconsin Sports Hall of Fame and Museum (Senior design project) 40 50 60 70 80 90 100 Construction Knowledge BIM Test Score 0 10 20 30 40 60 70 80 90 100 Work Experience BIM Test Score Creating an As-Built BIM from Existing Drawings Student Example: Creating 3D Logistics Plans with SketchUp Rapid Prototyping using BIM Interoperability demonstra- tion with Revit, NavisWorks and Google Earth 0 1 2 3 4 5 70 75 80 85 90 95 100 Learning Attitude BIM Test Score Survey Instrument
