2025 ASEE Annual Conference & Exposition

Comparing Project-Based Learning (PBL) Approaches in BIM Education: Student-Identified vs. Industry-Provided Projects

Presented at Architectural Engineering Division (ARCHE) Technical Session 1

Project-based learning (PBL) is a widely adopted pedagogical approach in construction management and architecture education, offering students hands-on opportunities to bridge theory and practice. This study explores the effectiveness of two distinct PBL approaches—Student-Identified and Industry-Provided—within an introductory Building Information Modeling (BIM) course. The Student-Identified approach allows students to select projects within instructor-defined boundaries, fostering autonomy and ownership. In contrast, the Industry-Provided approach involves working on real-world projects provided by industry partners, emphasizing practical challenges and real-world relevance. The study compares these approaches across two course sections at Florida Gulf Coast University, analyzing their impact on student engagement, satisfaction, and learning outcomes. Data was collected through pre-course and post-course surveys, measuring students’ familiarity with and proficiency in BIM concepts, their engagement and enjoyment, and their perceptions of the learning methods. Final exam and overall course grades were also analyzed to assess performance differences between the two sections. Results indicate that both approaches effectively improved students’ familiarity with BIM concepts and software. The Student-Identified approach fostered greater engagement and ownership, while the Industry-Provided approach enhanced students’ understanding of real-world applications. However, no significant differences were observed in overall academic performance between the sections. The findings suggest that a hybrid model, combining autonomy with real-world relevance, could maximize the benefits of PBL in BIM education. This study contributes to the development of effective pedagogical strategies for BIM education and underscores the need for further research into hybrid models and long-term impacts on career readiness.

Authors

Dr. Daniel Linares http://orcid.org/0000-0003-4516-0967 Florida Gulf Coast University [biography]

Daniel Linares is Assistant Professor at the Stock Development Department of Construction Management at Florida Gulf Coast University. He holds a Ph.D. in Environmental Design and Planning with an emphasis in Smart Construction and the Smart Built Environment, an M.Eng. in Computer Science with an emphasis in HCI, and an M.S. in Civil Engineering with an emphasis in Construction Engineering and Management, from Virginia Tech. His research work focuses on investigating ways to improve workers' productivity and developing systems to implement those improvements in challenging environments such as industrial and construction applications. His research currently focuses on technologies such as voice agents and Augmented Reality systems to provide multi-modal solutions to address activity support and knowledge delivery during scenarios with significant cognitive loads. He also is working towards technology developments in the construction industry such as smart construction, cyber-physical systems, BIM Management, and Data Analysis. His teaching experiences include IT in Design and Construction, BIM, Scheduling and Project Controls, Graphical Communication, and Virtual Design and Construction. He has been awarded the Fulbright Scholarship, the AGC Faculty Fellowship, and is currently the Microsoft Fellow for the TechSpark Immokalee in Florida.
Dr. Diana Marcela Franco Duran http://orcid.org/0000-0001-8523-9309 University of Virginia [biography]

Assistant Professor in the Department of Civil and Environmental Engineering. Director of the Construction Engineering and Management (CEM) concentration.
David R. Gutierrez University of Virginia [biography]

David R. Gutierrez is an Assistant Professor of Engineering at the University of Virginia. Prof. Gutierrez is committed to raising the awareness of engineering students and practitioners on how their cognition, emotions, and behavior in project organizations affect engineering outcomes and their sustainability.

Before starting his academic career, he gained experience in the design and construction of plumbing, sewage, and fire protection systems for buildings, managed two major environmental planning projects, and co-founded a company that integrated multiple building-design disciplines to streamline the design process for its clients.

Before his appointment at UVA, Prof. Gutierrez taught undergraduate and graduate courses in project management, strategy and innovation, and leadership for engineers and architects, as well as several foundational engineering courses. He also served as a university-industry liaison, co-leading and helping secure international funding for award-winning sustainability initiatives at the industry-cluster level in his native and beloved Colombia.

The classroom is Prof. Gutierrez’s special place and helping students identify their purpose is what he loves the most about his job. He is a father, a husband, and the founder of the UVA Construction student team!
Dr. Anh D. Chau http://orcid.org/0000-0002-1830-1026 Florida Gulf Coast University [biography]

Dr. Anh D. Chau is an assistant professor in the Stock Development Department of Construction Management at the U.A. Whitaker College of Engineering, Florida Gulf Coast University. He completed his Bachelor of Engineering at Ho Chi Minh City University of Technology and his M.S. and Ph.D. at the University of Alabama, all in civil engineering. His areas of expertise include quantitative methods, construction engineering education, and artificial intelligence applications. He is a licensed Professional Engineer (PE) in the state of Florida and has also earned certifications as a Project Management Professional (PMP) and LEED AP BD+C.
Marina Figueiredo Muller Florida Gulf Coast University
Dr. Felipe Ossio Pontificia Universidad Catolica de Chile

Note

The full paper will be available to logged in and registered conference attendees once the conference starts on June 22, 2025, and to all visitors after the conference ends on June 25, 2025

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