Cohesive BIM education has been difficult to introduce because the continuous challenge of providing students with the whole body of knowledge they need to meet the expectations of the workplace. Because of this difficulty and a lack of coordination, a plethora of approaches have been explored. These range from training on how to use BIM tools to educating students in BIM concepts and strategies.
Educational institutions are tasked with graduating students who are prepared to be productive for the firms hiring them after successfully completing their studies. This has had varying levels of success at schools around the country and the world. Academics have been coming together and sharing their positive and negative experiences on teaching BIM through the AiC and its predecessors on an annual basis for more than a decade. It was found that nearly every educator had a different approach that was focused on different aspects of BIM education. A key aspect of BIM is that it is intended to be a collaborative tool for all practitioners, and it was found that on most campuses there was little or no collaboration among the academic units teaching BIM.
Since the accreditation boards have not yet identified criteria for credentialing BIM, it was felt that the AiC could help mitigate the apparent divergence across programs. The AiC proposed that before BIM education could move forward, some common values should be established through a BOK that both curriculum developers and corporate trainers could use as a focus and as a foundational step.
The BOK is not intended to direct curriculum but to be a common resource on which AEC education curriculum can be built. In this way, a level of commonality can begin to emerge so that BIM education across multiple-disciplines is coordinated and not independent.
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