564 THE VALUE OF

BIM and the : Technology and the Design Process - Results from the Interdisciplinary Course

LEE A. FITHIAN University of Oklahoma

TAMERA L. MCCUEN University of Oklahoma

INTRODUCTION While it is true that technology courses are typi- cally taught in lecture format, is This paper describes the crafting, development and incorporated through application. The instructional implementation of an interdisciplinary course fo- of skill based courses are typically immer- cused on providing a charrette based design-build sive. Once again, the charrette provides a medium environment for the delivery of concept design so- to introduce and incorporate technological process lutions. Studio work allows for the exploration of into the design process. design throughout an academic session. The world of practice recognizes the charrette as the boiler To verify performance based on design intent, tech- room for design. The charrette holds fond memo- nological systems require quantitative . ries for the profession, deriving its nature from the The articulation of the exterior closure in order to École des Beaux Arts in Paris during the 19th cen- produce passive offsets for mechanical systems tury1. The furious cart ride down cobbled streets is fundamental to achieving environmental goals. knocked loose more than a few mind blocks and These decisions, however, must be balanced with gave rise to the vast array of design produced from aesthetic results. The term “technology” in archi- the school. Rather than alter this time honored col- tecture must be broadly applied in terms of this laboration, this class co-opted the scenario, intro- course. The technological solutions relating to ma- ducing stakeholders normally outside the design teriality and systems shares with computer process and integrating technology to enable more technology based solutions in the design process, analytical insight into the design process. which coincidentally inform the decisions to apply those technologies. For purposes of this paper, we The cyclic nature of is time-com- will use the term “technology” to imply both the pressed during the charrette process, during which Building (BIM) solutions and the a variety of design decisions are made with the in- materiality and systems components of the design. put available from a wide array of disciplines. These decisions are typically couched and evaluated in Exterior closure constitutes approximately 10-20% terms of economic return. Quantitative analysis is of the project budget. The delicate dance between more randomly applied due to the nature of how and quantitative evaluation weaves itself architects have traditionally performed design. The within the design process. While intuitive knowl- thought was that this course could provide an en- edge can be garnered over a lifetime, even fun- vironment where design decisions could be rapidly damental “rules of thumb” can become outmoded informed by quantitative analysis through integrat- with the advance of technology and understanding ing technology evaluation and interoperability. in a world of change. BIM AND THE CHARRETTE 565

The focus of the course was the understanding that how interoperability can facilitate the development a quantifi ably sustainable and economically fea- of more accurate estimates and schedules. sible concept design can be developed during the charrette. The charrette was simulated using an Participants formed self-selected two person teams eight day course that was designed to successively of one architect and one constructor. Team building develop team building skills; convey an operational exercises helped establish lines of communication understanding of the strategies and assignment of areas of expertise. These team utilizing the U.S. Green Building Council’s LEED cri- building exercises were directly refl ective of prac- teria; software training on the development of con- tice in the initiation phase of the charrette. cept modeling techniques and quantitative analy- ses utilizing AutoDesk REVIT; and fi nally training The fi rst afternoon was devoted to an inten- on the interoperability of REVIT models with the sive workshop presenting the U.S. Green Build- DesignEst estimation interface and Primavera ing Council’s LEED criteria. Each team competed scheduling support software. This course won the to develop a LEED certifi able strategy for projects National AIA Technology in Architectural Practice in both an urban and rural setting. Feedback was award for Higher at the 2008 National given regarding feasibility and verifi ability of points Convention. assigned by each team. The goals were multi-di- mensional in that these exercises further reinforced Multiple tasks were assigned to reinforce and apply team coherency in addition to exploring and devel- these techniques in a simulated charrette environ- oping the skill sets necessary to produce a success- ment through the development of: 1) a concept de- ful sustainable design concept. sign for a small design-build offi ce and 2) the modi- fi cation of a prototypical retail development model It is important to note that while software skills to achieve a LEED Certifi ed rating. The course was were introduced, the outset of the class was not designed to enable students to better understand software oriented. Skill sets are informed through Building Information Modeling in a hands-on, col- the integration of knowledge and decision making laborative environment. The roles of the architect strategies. It was important for the students to un- and contractor, and their coordinating role in project derstand that knowledge strategies inform the se- design and construction, were explored throughout lection of toolsets. this process. Each session utilized case study re- views to help the students assimilate and apply the Session 2 information learned. Pre-testing and Post-testing were conducted to evaluate course effectiveness. The second session was primarily for the develop- The knowledge outcomes of the class enabled stu- ment of software profi ciency and to introduce stu- dents to critically contribute to the development dents to the multiple dimensions within the system. of environmentally responsible projects. Students The system students used in this class included 3D came to recognize the need for quantitative analy- graphics, 4D time, and 5D cost estimating, which sis of design decision, understood the technology were integrated and supported in a platform rep- and its integrated nature to the design process. resenting the disciplines of and con- Eventually, the enabling and integrating technology struction. AutoDesk REVIT training was conducted of BIM became secondary to the design, estimating to establish operational effi ciency with the software and scheduling process. with regard to the development of concept mod- els. The availability of quantitative assessment of design decisions regarding materiality, daylighting, and energy analysis was enabled by the software Session 1 technology. This training was followed on by the in- teroperability and design of the DesignEst The fi rst class utilized the National Institute of Build- Pro software and Primavera P6. The integrated ing Sciences’ National Building Information Model system added the multiple dimensions of the BIM Standard overview of Building Information Models.2 model for analysis in 3D, 4D, and 5D. The idea that Various interactive discussions were held regard- design decisions could be evaluated on an ad hoc ing how BIM works, what it can and cannot do and basis with quantifi able analyses was fundamental 566 THE VALUE OF DESIGN

to the adoption of the software to the toolset of design. The analyses, which linked design decisions to cost and schedule was extremely enlightening to the students. The exposure of architectural design students to cost and schedule feedback and con- versely the constructors’ awareness of design deci- sion making proved to be a fundamental resultant for the class.

Session 3

Table 1 – Design/Build Offi ce Program

Figure 1. Conceptual Hand Sketch Solution concept design plays in the development process. It was imperative that the teams achieve a LEED This session initiated the core focus for the remain- Silver rating. Teams competed to get the most der of the class - the application of knowledge and LEED points for the least cost. the development of skill sets. Tasks were introduced that built upon the team- Sessions 4 and 5 ing concept of the fi rst sessions. Task 1 asked the teams to develop, on paper, a concept design and Task 2 then asked the teams to develop a project estimate utilizing a simple program and site for a concept utilizing the same program but this time small Design Build offi ce to house the team. Aux- using Autodesk REVIT, DesignEst Pro and Primave- iliary training in online municipal GIS systems and ra. Again, it was imperative that the teams achieve planning information gathering were introduced a LEED Silver rating and the teams competed to to assist students in understanding the larger role get the most LEED points for the least cost. It is

Table 2. Design/Build Offi ce Results BIM AND THE CHARRETTE 567

Figure 2. Conceptual BIM Based Solution interesting to note that we believe that the com- The results of the second task were striking. Stu- petitive nature of the teams enhanced the learn- dents incorporated the lessons learned from the ing process. Studio can be a highly creative and previous exercise and manipulated sustainable de- supportive environment, but there is always a fun- sign strategies to achieve greater “points for the damentally competitive aspect to the presentation. buck”. Furthermore, and perhaps more important- Just as athletes are spurred to greater performanc- ly, the interoperability of the REVIT and DesignEst es at meets, architects and constructors learn from software allowed the teams to capture higher costs and challenge themselves with those they share associated with the actual wall sections necessary presentation space. to achieve the energy effi ciencies in order to meet

Table 3. Design/Build Offi ce BIM Results 568 THE VALUE OF DESIGN

Figure 3. Roof Monitor Sustainable BIM Solution

LEED criteria. The REVIT software allowed the de- nation of approach and LEED strategies, imagery velopment of concept designs that included fl oor and cost/schedule analysis. Additionally, a printed plans, site plans, sections and perspectives that report was to be submitted that included the LEED had been superfi cially developed for the “paper Checklist with a minimum of two sentences de- only” task. Ongoing feedback regarding the costs scribing how each point was obtained. of design decisions was possible due to the interop- erability of the software. Imagery required at a minimum: • Marketing Rendering – aerial perspective Sessions 6, 7 and 8 with site or other (REVIT/JPG) • Site Plan with Roof Plan – with North arrow For the fi nal Task, the Teams were given a REVIT and scale fi le that contained a model of a prototypical retail • Floor Plan(s) – with North arrow and scale development. The Teams were asked to manipu- • East-West Section - with scale late this model to not only achieve a LEED Silver • North-South Section – overlay daylighting rating but to also incorporate daylighting in the penetration into retail sales retail spaces and meet energy criteria. Submittals • Typical Wall Section – show materials, R- required for this fi nal Task included a REVIT pre- values sentation with all fi les on CD (REVIT, EST, Sched- • Other Images as may be necessary to fully ule, Report, and JPG images) including an expla- describe project BIM AND THE CHARRETTE 569

Table 4. BIM Results

with charrette delivery timetables and work out- Once again, the results of this task were remark- side the typical work day tracked directly with the able. The sustainable design strategies that each students and their delivery requirements. For ex- team employed demonstrated a thorough under- ample, if the architecture student’s REVIT model standing of the application of LEED principles. The was under-developed, the constructor failed to cre- sophistication of the designs was enhanced by the ate an accurate cost and schedule. Conversely, in capabilities of the software and made the fi nal pre- order to achieve a least-cost/sustainable design, sentations a huge success in terms of student sat- cost and schedule impacts had to be generated for isfaction and ultimately increased the understand- the architecture student. The multi-dimensional ing of the projects’ direction. nature of the analyses allowed for design decisions to evolve at a rapid pace in keeping with course requirements.

In the fi nal review, the software technology be- came secondary and supportive to the decisions being made. The software was in- tegral to the design process. This is not to say that hand sketching was not present. In a typical design “what if” scenario, both the sketch and the building information model were fundamentally linked as ideas were tested and refi ned. Communication be- tween team members focused on both the sketch and the screen with optimal result.

CONCLUSIONS

Figure 4. Shaded Entry BIM Solution It is important to note that, with the exception of one of the construction students, none of the par- It should be noted that the teams had to work out- ticipants had any experience using the REVIT mod- side of the 9am to 3pm scheduled class session eler, analysis suites, or the DesignEst estimating timeframe in order to fulfi ll the requirements of the interface. In addition, only one construction sci- class. The typical design studio desire to extend ence student was familiar with the P6 scheduling the schedule was outweighed by two person teams software. Furthermore, the construction science subject to each other’s deliverable. The correlation students had not participated in a charrette pro- 570 THE VALUE OF DESIGN

Figure 5. Fully realized BIM Solution cess with an architectural . Conversely, the of quantitative analyses can also contribute to the architecture students had not had the opportunity exploration of alternative design solutions. Fur- to test their concepts with a feasibility analysis. thermore, fundamental design principles, typically organized around “rules of thumb”, can be tested The immersive nature of the course was highly suc- through quantitative results. cessful for a variety of reasons. One of the ideas is that the architectural design studio could be reor- A typical example would be the architecture stu- ganized on a project by project basis. The interac- dent’s love of the “magic arrow” describing air fl ow tion of interdisciplinary teams, forced to work to- through a building. With BIM software technology, gether through a BIM software model has a great ancillary analyses of the model can utilize computa- deal of consequence. The caveat that this program tional fl uid dynamics to accurately refl ect the suc- was reserved for upper division students is impor- cess or failure of ventilation strategies. This is espe- tant. BIM technology integrates as a quantifi able cially true of energy simulations, nearly automatic adjunct to the design process. BIM technology can- with a building information model, where quantifi - not establish design process, nor create aesthetic cation of passive building envelope decisions can results without the trained eye of the user. The be tailored to localized climate conditions. Whereas BIM technological process, however, can contrib- typical building modeling software, without the in- ute to data fl ow organization. The rapid response formation content, can demonstrate daylighting BIM AND THE CHARRETTE 571

throughout a building, the capabilities of a BIM can not only demonstrate the daylighting solution but quantify lighting levels. If you draw the natural con- clusion that these passive offset design solutions necessarily inform the HVAC systems selection, the BIM readily demonstrates the effi cacy of the sus- tainability inherent in the overall solution.

The development of this course, with its emphasis on the interdisciplinary team development and the utilization of BIM, refl ects the movement in indus- try toward an improved method of design and con- struction that integrates technology and facilitates more effective and effi cient processes in the built environment and the professionals responsible for such.3 The foundation for these changes is in im- proving the processes that include all stakeholders across the entire life cycle of a facility and as such improve decision making for the built environment.4 This class has had multiple outcomes. The least of which being the use of the BIM software technol- ogy to achieve a more sustainable and economi- cally feasible design solution. It would seem that perhaps the cart ride of days gone by had more to it than just graphic representation, and it was the in- teraction with peers that contributed to its evolution just as the renaissance brought together knowledge previously compartmentalized by distance.

ENDNOTES

1. National Charrette Institute. “What is a Charrette?” 10 Sep. 2008 http://www.charretteinstitute.org/ charrette.html

2. National Institute of Building Sciences. NIBS National BIM Standard Project Committee. “Overview National BIM Standard” 15 December 2007 http://www. facilityinformationcouncil.org/bim/publications.php

3. National Institute of Standards and Technology. NISTIR 7417. “General Buildings Information Handover Guide: Principles, Methodology and Case Studies”. August 2007.

4. Jernigan, Finith. “BIG BIM little bim”. 2007. 4 Site Press. Salisbury MD.