CAPÍTULO I DE LAS INFRACCIONES
SECCIÓN SEGUNDA DEL EMBARGO
International educators
Salman Azhar Associate Professor and Graduate Program Chair, McWhorter School of Building Science, Auburn University
Table 15 List of international educator
The following is a brief narrative and description of the discussion by the research participant in response to question 1,2 and 3 in the interview:
Could you, please, start by introducing yourself and your school?
We would like to learn more about how you are using BIM in your school to educate students. Can you tell us about your current teaching experiences with BIM?
Could you please reflect on the development of teaching of BIM in your school and describe your experiences?
Auburn University
Auburn University efforts in teaching BIM in its undergraduate and postgraduate programs started in 2009. The US industry is ready to absorb BIM proficient graduates and this has helped shaped the program. BIM has enhanced quality of teaching by using 3D models which are much better than 2D drawings.
The university discussed extensively the stand-alone teaching of BIM versus an integrated approach and ran focus groups with industry and made the choice of an integrated approach that is now being proven to be very successful.
We have a BIM Advisory Committee which is 15 industry people; they tell us about problems and ideas for research; industry in the US is ahead of knowledge;
The development of BIM curriculum may take 3-4 years. The BIM curriculum is 70% technology and software skills and 30% fundamental process of BIM.
Every student should have some knowledge of BIM; for those students, who want to know more, there is a BIM elective;
Students with BIM knowledge get jobs easier and are offered higher salaries
The challenge in curriculum is to build relevant case studies and how to integrate these across different courses. The university is now venturing into the area of Virtual Reality using Ocular Rift: 3D which is virtual reality headgear to create cost-effective 3D environment. They are relatively cheap to buy but the challenge is to build the scenarios and BIM related games.
Staff capabilities was an important consideration for Auburn University and staff have varying capabilities:
Intermediate level: 3-4 staff members Cursory knowledge: rest of staff; they can discuss examples, but are not experts in the software; We have provided Professional Development: training to staff since 2008, for e.g. we invite instructors to teach for 3-4 days for 3-4 staff, e.g. on BIM based applications; before: students who had work experience were teaching staff
My recommendation based upon my experiences is that you should get IT staff to be trained, too; this will help with resolving technical issues
The focus of the curriculum content is on technical skills. The following is a summary of the extensive integration of BIM throughout the program. There is minimal discussion on BIM as it relates to managing projects and businesses, procurement, legal aspects of ownership and contractual issues and working within teams and design management.
Year 1 &2 ( pre-professional program = students with architectural, engineering and construction interest): concept of BIM and case studies: case studies - what is BIM, virtual design, virtual construction, can walk through; 3-4 hours of basic knowledge on BIM;
BSCI 2300 Materials & Methods: how simulation in BIM are constructed;
BSCI 220 Construction Communication: plan reading skills; students have problems with understanding 2d drawings; now students are provided with both 2D drawings and 3D models to visualise in 3D, see the concept of spaces and electrical services
Year 3 (professional program):
BSCI 3500 Construction Technology Information: AutoCAD, BIM; BSCI 3420 Structures for Builders II: at the end, students construct a steel or wood structure in BIM;
BSCI 3700 Construction Safety: pick a project and develop BIM model to identify hazards, where to put crane, OHS requirements, materials, assembly area, ambulance access, excavation plans; BSCI 3650 Project Controls: quantity surveying; use of traditional methods and some exercises using BIM.
Name Salman Azhar, McWhorter School of Building Science, Auburn University Teaching role Associate Professor and Graduate Program Chair;
Has been teaching Building Science program at Auburn since 2006
Researches on BIM and teaches undergraduate, graduate and online course on BIM since 2008; Characteristics of
school
A - Undergraduate program: 100-130 students/ year; B - Post-graduate:
a) Building construction (career change program) 20 students;
b) Integrated Design & Construct (students with arch. And construction background with min. 3 years’ experience in industry; work as a team in studio-based teaching with industry on Design & Build project);
c) Online graduate program for US military (US military personnel only, as army has different procedures and procurement; 80% same content, 20% army relevant, e.g. heavy civil construction)
C - Continuing education short courses for private organisations in Middle East and Africa, e.g. Egypt, Thailand
Industry perspective Most construction companies in US are using BIM; residential companies moving to BIM; in 2-3 years, 100% of companies will be using BIM Attitude towards/
Expectation of BIM
Some years ago, a survey the university conducted of construction companies showed that there were different kinds of jobs with different BIM requirements; e.g. BIM coordinator: little knowledge of BIM - do not have to do the model development;
e.g. BIM managers - need to have some knowledge of model development and how to coordinate it. Attitude towards BIM
education
"Every student should have some knowledge of BIM"; for those students, who want to know more, there is a BIM elective; Students with BIM knowledge get jobs easier and are offered higher salaries;
2009: start of curriculum improvement: discussion of stand-alone versus integrated approach; ran focus groups with industry; outcome: by 2011, every student must have some knowledge of BIM; uni made the choice for integrated approach; This turned out to be the right decision; most companies are using BIM; clients don't understand 2D drawings; residential company uses ocular rift on 3D model of house;
- BIM enhances quality of teaching; 3D models better than 2D drawings; every year increase BIM content in curriculum
- have BIM Advisory Committee = 15 industry people; they tell about problems and ideas for research; industry in the US is ahead of knowledge; Advises that establishment of new curriculum will take 3-4 years;
Name Salman Azhar, McWhorter School of Building Science, Auburn University 2. … current teaching experiences with BIM?
BIM skills & knowledge taught
Undergraduate:
70% of content is technology and software skills, 30% on fundamental process of BIM; students gain knowledge in Revit, Navisworks, Synchro (4D scheduling and simulation) and cursory knowledge in VICO and Tekla structures; other technologies: Laser scanning for renovation & retrofitting projects, for incorporation into BIM model and for use in decision making;
Ocular Rift (virtual reality headset) and how it can be used for construction environment & safety; Incorporation of BIM into undergraduate course:
Year 1 &2 ( pre-professional program = students with architectural, engineering and construction interest): concept of BIM and case studies: case studies - what is BIM, virtual design, virtual construction, can walk through; 3-4 hours of basic knowledge on BIM;
BSCI 2300 Materials & Methods: how simulation in BIM are constructed;
BSCI 220 Construction Communication: plan reading skills; students have problems with understanding 2d drawings; now students are provided with both 2D drawings and 3D models to visualise in 3D, see the concept of spaces and electrical services
Year 3 (professional program):
BSCI 3500 Construction Technology Information: AutoCAD, BIM;
BSCI 3420 Structures for Builders II: at end construct a steel or wood structure in BIM;
BSCI 3700 Construction Safety: pick a project and develop BIM model to identify hazards, where to put crane, OHS requirements, materials, assembly area, ambulance access, excavation plans; BSCI 3650 Project Controls: quantity surveying; use of traditional methods and some exercises using BIM.
Year 4 Project Controls III : labs; clash detection; scheduling
BIM elective: Advanced BIM: Revit, VICO, Flash: capped at 20 students = 1/3 of students Thesis in semester 2 in Year 4: application of knowledge to existing project
a) traditional thesis with 2D drawings with only a small BIM component, e.g. structural model and to use it to explain structural loads;
b) BIM thesis: building>15000 sq. feet; estimates; chosen by 15-20% of students; students have to build model themselves, do everything (safety plans, scheduling, estimating etc.) c) collaborative BIM project; working with other unis, e.g. Chinese students, to build a BIM model and use applications; irregular option;
Postgraduate:
more focus on process of BIM; theory and application, e.g. interoperability, databases, process change management; development of BIM implementation plans; Integrated Design & Construct course: BIM simulations and scenarios - these models are then used in UG courses;
Resources available Softwares supplied to students free of charge: Autodesk, Revit, Navisworks, Synchro (4D scheduling and simulation; works better than Navisworks); Vico; Bentley lacked resources, but was good for civil works; Revit considered to be better;
Laptops: supplied by students; since 2011: BIM lab with 24 high speed computers & 5 LCD screens (4x 70 inches, 1x88 inches with touch screen panel); teach fundamental and Advanced BIM course there;
3D virtual environment lab = cave environment: multiple projectors show images on 3 walls; sensors track position of students who wear 3D glasses; 8-10 students max at a time; $120.000 - partly funded by construction companies; will be operational by August 2015; Aim of 3D virtual environment lab: 1) for recruiting purposes; show students that construction is attractive;
2) teaching and research purposes;
Textbooks: Design Integration using Revit, SDC Publishers; for Advanced BIM course: AutoCAD Revit Structures; Case studies for exercises: provided by university, models developed by postgraduate students;
Case studies from industry: with permission from owners, but only used to show; for Construction Safety course: BIM model sourced by student from architect; Assessments: BSCI 3700 Construction Safety: assignment = video ((incl. sound) made by student showing safety measure in animation;
3. Reflection on current teaching of BIM and description of experiences Impact of BIM - in the
past/ now
Staff capabilities:
BIM experts: 3 staff members; Intermediate level: 3-4 staff members; Cursory knowledge: rest f staff; they can discuss examples, but are not experts in the software;
Professional Development: training provided to staff since 2008, e.g. invite instructors to teach for 3-4 days for 3-4 staff, e.g. on BIM based applications; before: students who had work experience were teaching staff;
Recommendation: IT staff to be trained, too; this will help with resolving technical issues
Challenges/ barriers - Opportunities for teaching BIM
Start up - Build case studies; solve problem of working out how to teach BIM; Future development
1) Ocular Rift: 3D virtual reality headgear, cost-effective way of using 3d environment; 30 are to be purchased, are really cheap, but the challenge is to build the scenarios; 2) BIM games development