This pedagogical study presents building information modeling (BIM) education in the final semester construction management (CM) program. The case study conducted in Fuzhou University extends BIM education from a single BIM course in earlier undergraduate years to the senior year’s final semester project, which was designed to enable BIM utilization in multiple construction tasks (e.g., 3D site planning). This study consists of two major parts. The first part starts with the newly designed course of the final semester project of CM students. Students’ final semester project work is demonstrated depending on their selected deliverable type, which includes full BIM application group work, two partial BIM application types (i.e., construction planning/scheduling, and take-off estimate), and a research dissertation. The second part starts from the research hypothesis of whether the different deliverable type selected by students would affect their perceptions towards the final project and their professional career. Based on a follow-up questionnaire survey to the whole CM student sample aiming to test the hypotheses with statistical analyses (e.g., analysis of variance and the post-hoc analysis), it was indicated that all the four different deliverable types (i.e., subgroups) could lead to consistent perceptions of the final semester project towards their career development. However, subgroup differences were found. For example, students from the subgroup of full BIM application perceived that they had the highest level of hands-on skill enhancement throughout the project, possibly due to the fact that they linked BIM software tools to virtual reality (VR) hardware. Suggestions were provided to update the future BIM pedagogy in the final semester project, such as proper guide of CM students to opt their project deliverable type depending on their career interests, motivations in BIM utilization, and skill development needs. This current study provides insights in BIM education in terms that: 1) BIM education could be enhanced from a single course level to the senior year project in the CM program level; 2) different options offered in the final stage project within the CM curriculum might affect students’ perceptions towards BIM or their career development; and 3) the experience learned from this case study could be shared in the global community of construction education to update the curriculum incorporating information and communication technologies (e.g., BIM and VR). Future educational work in BIM could continue adopting existing educational theories (e.g., Bloom’s Taxonomy) by addressing the various levels of student learning, and viewing BIM in the bigger picture of digital construction.

此教学研究在最后一学期的建筑管理（CM）计划中介绍了建筑信息模型（BIM）教育。在福州大学进行的案例研究将BIM教育从本科早期的一门BIM课程扩展到了高三学期的最后一个学期项目，该项目旨在使BIM在多种建筑任务（例如3D场地规划）中得到利用。这项研究包括两个主要部分。第一部分从CM学生最后一个学期项目的新设计课程开始。将根据学生选择的可交付成果类型来演示学生的期末项目工作，其中包括完整的BIM应用程序小组工作，两种部分的BIM应用程序类型（即，施工计划/计划和起飞估算）以及一份研究论文。第二部分从研究假设出发，即学生选择的不同交付类型是否会影响他们对最终项目和职业生涯的看法。基于对整个CM学生样本的后续问卷调查，旨在通过统计分析（例如，方差分析和事后分析）检验假设，结果表明所有四种不同的可交付类型（即，亚组） ）可能会导致他们对最后一个学期项目对他们职业发展的一致看法。但是，发现亚组差异。例如，来自完全BIM应用程序子组的学生认为他们在整个项目中的动手技能增强水平最高，可能是由于他们将BIM软件工具链接到了虚拟现实（VR）硬件。在最后一个学期项目中，提供了一些建议以更新将来的BIM教学法，例如CM学生的适当指南，根据他们的职业兴趣，BIM使用动机和技能发展需求来选择项目可交付成果的类型。当前的研究在以下方面提供了对BIM教育的见解：1）BIM教育可以从单一课程级别提高到CM计划级别的高年级项目；2）在CM课程的最后阶段项目中提供的不同选项可能会影响学生对BIM的看法或他们的职业发展；3）可以从全球建筑教育界分享从该案例研究中学到的经验，以更新结合了信息和通信技术（例如BIM和VR）的课程。BIM未来的教育工作可以通过解决学生的不同学习水平，并在数字化建设的更大视野中查看BIM，从而继续采用现有的教育理论（例如Bloom的分类法）。