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Studio Education for Integrated Practice Using STUDIO EDUCATION FOR INTEGRATED PRACTICE USING BUILDING INFORMATION MODELING A Dissertation by OZAN ÖNDER ÖZENER Submitted to the Office of Graduate Studies of Texas A&M University in partial fulfillment of the requirements for the degree of DOCTOR OF PHILOSOPHY December 2009 Major Subject: Architecture STUDIO EDUCATION FOR INTEGRATED PRACTICE USING BUILDING INFORMATION MODELING A Dissertation by OZAN ÖNDER ÖZENER Submitted to the Office of Graduate Studies of Texas A&M University in partial fulfillment of the requirements for the degree of DOCTOR OF PHILOSOPHY Approved by: Chair of Committee, Mark J. Clayton Committee Members, Robert E. Johnson Wei Yan José L. Fernández-Solís Head of Department, Glen Mills December 2009 Major Subject: Architecture iii ABSTRACT Studio Education for Integrated Practice Using Building Information Modeling. (December 2009) Ozan Önder Özener, B.Arch., Istanbul Technical University; M.Arch., Istanbul Technical University Chair of Advisory Committee: Dr. Mark J. Clayton This research study posits that an altered educational approach to design studio can produce future professionals who apply Building Information Modeling (BIM) in the context of Integrated Project Delivery (IPD) to execute designs faster and produce designs that have demonstrably higher performance. The combination of new technologies and social/contractual constructs represents an alternative to the established order for how to design and how to teach designers. BIM emerges as the key technology for facilitating IPD by providing consistent, computable and interoperable information essential to all AEC teams. The increasing trend of BIM adoption is an opportunity for the profession to dramatically change its processes and may potentially impact patterns of responsibility and the paradigms of design. This study showcases a repeatable framework and a theoretical model for the integrated studio using BIM and provides answers to the pedagogical questions raised by BIM, integration, and performance-based design. Using a formative and exploratory action- iv research design, the study proposes a comprehensive pedagogical framework using the established theories of design studio education, building integration, and BIM. The framework was refined and triangulated in a set of focus group studies that include academics, design firms and AEC industry representatives, as well as students. Instrumental case studies implementing the pedagogical framework were conducted as courses in a graduate architecture program. Students’ design processes and collaboration schemes were observed using systematic methods that included a broad range of data in conformance with a multi-method research approach. Content analysis of the data provides qualitative evidence for the effectiveness and encountered challenges of BIM methods that is related to proposed studio framework. These findings are corroborated by descriptive statistics and numerical data from the surveys, simulations, reports, and BIM models. Findings of the study illustrate that a carefully designed set of course exercises that incorporate BIM can enhance design processes, increase the depth and the number of alternatives studied, catalyze an interoperable and integrated educational environment, and expand the scope of design learning. Case studies presented here suggest common patterns of collaboration between designers and consultants during the integrated design process using shared BIM models. The findings from the study are synthesized in two theoretical models for the BIM enabled integrated studio and collaborative processes. v DEDICATION To my family Güler, Tahsin and Örsan Özener vi ACKNOWLEDGEMENTS First and foremost, I would like to express my deepest gratitude and appreciation to all of my committee members. Dr. Mark Clayton, my committee chair, gave me enthusiastic encouragement, scholarly guidance and tremendous support throughout my doctoral studies. Robert Johnson helped me increase my understanding of research methods and provided constructive criticism throughout the entire research process. Wei Yan generously dedicated his time and gave valuable expertise to improve my work, while José Fernandez-Solis provided me with sound suggestions and deep theoretical insight. Furthermore, I would like to thank Jorge Vanegas, Charlie Culp, Valerian Miranda and Donald House for their contribution and suggestions. I also thank Autodesk Educational Department for their generous support during the research process. Moreover, I am grateful to my friends, professors and colleagues, as well as College of Architecture students and staff for their continuous help and support. More specifically, I am very thankful to my friends and colleagues Carlos Nome, James Haliburton, Francisco Farias, Billie Graham, and Kashif Dafedar, for providing sincere help, expertise, and suggestions when most needed. vii Special thanks to my close friends Ahmet Uğursal, Cem Yüksel, Dilhan Ilk, Cansin Yaman Evrenosoğlu, Can Atila, Taner Özdil, Masha Sukovic, Zeynep Doğan, Ceylan Öner, Gamze Erdem, and Zeki Melek, who made these past five years memorable and fun for me and offered their help and encouragement when it was most needed. Many thanks to Phillip Rollfing for being such a great supervisor and a friend, as well as Kathy Waskom, Melinda Randle, and Jill Raupe for helping me solve all the administrative issues I came across while working on my dissertation. Above all, I wish to express my deepest thanks and love to my family for always being there for me and for their unwavering belief in me and my work in spite of many hardships we’ve faced in the past five years. They are the most wonderful family anyone could ever wish for, and for that I am truly grateful. viii TABLE OF CONTENTS Page ABSTRACT .............................................................................................................. iii DEDICATION .......................................................................................................... v ACKNOWLEDGEMENTS ...................................................................................... vi TABLE OF CONTENTS .......................................................................................... viii LIST OF FIGURES ................................................................................................... xii LIST OF TABLES .................................................................................................... xvii CHAPTER I INTRODUCTION ............................................................................... 1 1.1 Problem Statement ..................................................................................... 5 1.2 Research Objectives ................................................................................... 7 1.3 Research Questions and Hypotheses .......................................................... 8 1.4 Significance of the Research and Contributions ........................................ 10 1.5 Organization of the Dissertation ................................................................ 11 1.6 Limitations, Reliability and Validity .......................................................... 14 CHAPTER II METHODOLOGY OF THE STUDY ............................................... 16 2.1 Research Design ......................................................................................... 17 2.2 Employed Research Techniques ................................................................ 22 2.2.1 Literature Review ........................................................................ 22 2.2.2 Focus Groups ............................................................................... 23 2.2.3 Instrumental Case Studies ........................................................... 25 2.2.4 Observations ................................................................................ 28 2.2.5 Surveys ........................................................................................ 29 2.3 Data Analysis ............................................................................................. 30 2.3.1 Content Analysis ........................................................................ 31 2.3.2 Simple Statistics ......................................................................... 34 2.4 Synthesis and Reporting of the Findings .................................................... 35 CHAPTER III LITERATURE REVIEW AND THE THEORETICAL BASIS ...... 37 3.1 Description of Building Information Modeling ......................................... 38 ix Page 3.1.1 Concepts of BIM ......................................................................... 41 3.1.2 BIM Software Market ................................................................. 45 3.2 Previous Works .......................................................................................... 46 3.3 Interoperability and Data Standards ........................................................... 55 3.4 Integrated Practice and Value Proposition of BIM .................................... 60 3.5 Trends in BIM Adoption ............................................................................ 75 3.6 Issues in BIM Adoption ............................................................................. 77 3.7 Design Studio, Integrated Education and BIM .......................................... 80 3.7.1 Criticisms towards the Modern Design Studio ........................... 87 3.7.2 BIM and IPD in Architectural Education ...................................
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