Faculty Learning Community (FLC) for BIM Education in a Multidisciplinary School

Abstract

Over the last decade, many higher institutions have started introducing BIM contents into their curriculum either as single-course, interdisciplinary or distance collaboration. These contents that have been incorporated into courses range from design studio and digital graphic representation to building technology and construction management. However, challenges still remain in providing effective approaches and means of integrating BIM across a curriculum and in improving students' learning outcomes. In addition, most prior studies focused on how to introduce it into the curriculum rather than how it is effectively delivered. This study explores a conceptual framework in integrating BIM contents in the Durham School of Architectural Engineering and Construction at the University of Nebraska-Lincoln from faculties and departmental stand point. The study introduces a faculty learning community between faculties teaching BIM as a core course in improving student learning outcomes by nurturing a collegial culture and creating the norm of sharing throughout a program. These outcomes include ability of a student to function on multidisciplinary teams, communicate effectively and speak the same language, and apply techniques, skills and modern engineering tools necessary for engineering practice.