WEI WU, Ph.D., LEED AP, A.M.ASCE, CM-BIM is an Associate Professor and Department Chair of the Construction Management program in the Lyles College of Engineering at California State University, Fresno.GLENDA K. MAYO, Ph.D., CSI, CDT, LEED AP, CFM is an Assistant Professor in the Engineering Technology and Construction Management program in the William States Lee College of Engineering at UNC Charlotte.TAMERA L. MCCUEN, Ph.D., A.M. ASCE, Assoc. DBIA, LEED AP is the Robert E. Busch Endowed Professor of Construction Science in the Gibbs College of Architecture at the University of Oklahoma.RAJA R.A. ISSA, Ph.D., J.D., P.E., F.ASCE, API is the UF Distinguished Professor and Director of the Rinker School of Construction Management at the University of Florida and editor of Building Information Modeling: Applications and Practices in the AEC Industry (ASCE 2015).DANA K. SMITH, FAIA Emeritus, FbSI is President of DKS Information Consulting, LLC and Co-author of Building Information Modeling (Wiley 2009) and Co-Chair of the APPA committee who developed a standard for Total Cost of Ownership (TCO).

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• Preface xiiiList of Abbreviations xvii1 Call for a BIM BOK 1Chapter Summary 11.1 The BIM Journey Ahead of Us 11.1.1 Lack of Standardization 21.1.2 BIM Use Cases 51.1.3 Relationship of Use Cases to KSAs 61.1.4 The Academic Interoperability Coalition – Home of the BOK 101.2 The Many Dimensions of BIM: Why BIM is Revolutionary 12Case Study – Project 1 14Case Study – Project 2 16Case Study – Project 3 171.3 Overarching Goals of the BIM BOK 191.3.1 The Rapidly Changing Industry Environment 201.3.2 The Skill Shortage 211.3.3 The Proliferation of BIM Use Cases 231.3.4 The Emergence of a Global BIM Culture and Community of Professionals 34Chapter 1 References 362 BIM BOK Development 39Chapter Summary 39What is a BOK, and What is the BIM BOK? 392.1 BIM BOK Foundational Development 402.1.1 Bloom’s Taxonomy and Educational Learning Objectives of BIM 402.1.2 BIM BOK Representation Framework and Underlying Rationales 442.1.2.1 Road Map to Bridge Gaps in BIM Competency 462.1.2.2 Standardized Job Task Performance 492.1.2.3 Create Baseline Performance Measurement 502.1.3 BIM BOK Content Development via a Consensus-Building Process 522.2 BIM BOK Task Definitions and KSAs 582.2.1 Entry Level of Performance 602.2.2 Middle Level of Performance 612.2.3 Full Performance 61Chapter 2 References 62Appendix 2.A 66Appendix 2.B 673 BIM Education and Talent Procurement 71Chapter Summary 713.1 BIM Education Under Global BIM Prevalence 723.1.1 Comparing BIM Adoption in Academia and Industry 723.1.2 Format of BIM Education 743.1.1.1 BIM as a Curriculum Enhancement 743.1.1.2 BIM as a New Paradigm 753.1.3 Career Development and Staffing 753.1.4 Recruiting Gaps and Opportunities 763.1.5 BIM Specialist Versus Generalist 773.1.6 Dynamics Between Education and Career Development 773.2 BIM Talent Preparation and Procurement 783.2.1 Workforce Shortage 793.2.2 Resistance to Change 793.2.3 Evolving Competency Requirements 803.2.4 Education and Career Preparation Impact 813.2.5 Practice and Process of BIM Talent Procurement 813.2.5.1 Identifying Demand 823.2.5.2 Job Profiles and Qualifications 853.2.5.3 Identify Talent Sources 863.2.5.4 Recruitment 863.2.2.5 Retainment and Management 873.2.5.6 Market Demand Outlook 873.3 BIM Maturity and Performance Assessment 893.3.1 Capability Maturity Model 893.3.2 Interactive Capability Maturity Model (I-CMM) 903.3.3 The BIM Excellence (BIMe) Framework 923.3.4 VDC Scorecard/bimScore – CIFE 933.3.5 BIM Quick Scan Tool – TNO 943.3.6 BIM Maturity for Building and Facility Owners 953.3.7 Other Notable Efforts 963.4 A Primer on BIM BOK Use Cases 963.4.1 Education with the BIM BOK 963.4.2 Talent Procurement and Recruiting with the BIM BOK 973.4.3 Professional Certification and Credentialing with the BIM BOK 99Chapter 3 References 994 Principles of the BOK-Informed BIM Instruction 105Chapter Summary 1054.1 A Review on BIM Curriculum Development and Instructional Design 1054.2 Principles of the BOK-Informed BIM Instruction 1084.2.1 The Big-Picture Education Requirements 1084.2.2 BIM BOK and Education Outcome Mapping 1084.2.2.1 Job Task Definitions 1094.2.3 BOK for Curriculum Development 1154.2.3.1 Case Examples 116Case Example 1 117Case Example 2 118Case Example 3 1204.3 BIM Pedagogy and Learning Activity Design 1214.3.1 Theoretic Foundation of Pedagogy and Common Principles 1214.3.2 Learning Activity Design and Delivery in a Digital Age 1234.3.3 Interdisciplinary Learning and AECO Team Activities 1254.3.3.1 Interdisciplinary BIM Course 1254.3.3.2 Interdisciplinary BIMStorm OKC Project 1284.3.3.3 Collaborate, Create, Construct, Capstone, Charrette (C5) 1324.4 BOK-Informed BIM Learning and Training Module Design 1354.4.1 Module Design Part 1: Context for Instruction 1364.4.2 Module Design Part 2: Module-Specific Information 138Chapter 4 References 140Appendix 4.A 144Appendix 4.B 1455 BIM BOK–Informed Workforce Planning and Development 149Chapter Summary 1495.1 Knowledge Management and the Communities of Practice 1505.1.1 Workforce Planning 1505.1.1.1 Workforce Impact of BIM Adoption 1505.1.2 Workforce Planning and Succession Model Development 1515.1.2.1 Steps in Developing the Workforce Planning and Succession Model 1525.1.3 Workforce Planning Case Study 1535.2 BIM BOK for Workforce Planning and Development 1555.2.1 Designer 1565.2.2 Contractor 1565.2.3 Facilities Manager and Operator 1745.2.4 Consultant 208Chapter 5 References 210Appendix 5.A 2136 Future of BIM BOK 225Chapter Summary 2256.1 What Are the Next Steps? 2266.1.1 How Are Successes Compared and Measured? 2276.1.2 How is the BIM BOK Expected To Be Used in Preparation of Classes? 2286.1.3 How is the BIM BOK Expected To Be Used as a Resource? 2306.1.4 How is the BIM BOK Expected To Be Used for Credentialing? 2316.2 BIM BOK Evolution and Continuous Improvement 2326.2.1 This is Only the Beginning 2336.2.2 National and International Efforts 2336.2.2.1 Central Leadership 2336.3 Digital Transformation 2346.3.1 Emerging Technologies 2346.3.2 Standard of Practice 235Chapter 6 References 236Index 239

WEI WU, Ph.D., LEED AP, A.M.ASCE, CM-BIM is an Associate Professor and Department Chair of the Construction Management program in the Lyles College of Engineering at California State University, Fresno.GLENDA K. MAYO, Ph.D., CSI, CDT, LEED AP, CFM is an Assistant Professor in the Engineering Technology and Construction Management program in the William States Lee College of Engineering at UNC Charlotte.TAMERA L. MCCUEN, Ph.D., A.M. ASCE, Assoc. DBIA, LEED AP is the Robert E. Busch Endowed Professor of Construction Science in the Gibbs College of Architecture at the University of Oklahoma.RAJA R.A. ISSA, Ph.D., J.D., P.E., F.ASCE, API is the UF Distinguished Professor and Director of the Rinker School of Construction Management at the University of Florida and editor of Building Information Modeling: Applications and Practices in the AEC Industry (ASCE 2015).DANA K. SMITH, FAIA Emeritus, FbSI is President of DKS Information Consulting, LLC and Co-author of Building Information Modeling (Wiley 2009) and Co-Chair of the APPA committee who developed a standard for Total Cost of Ownership (TCO).

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• Preface xiiiList of Abbreviations xvii1 Call for a BIM BOK 1Chapter Summary 11.1 The BIM Journey Ahead of Us 11.1.1 Lack of Standardization 21.1.2 BIM Use Cases 51.1.3 Relationship of Use Cases to KSAs 61.1.4 The Academic Interoperability Coalition – Home of the BOK 101.2 The Many Dimensions of BIM: Why BIM is Revolutionary 12Case Study – Project 1 14Case Study – Project 2 16Case Study – Project 3 171.3 Overarching Goals of the BIM BOK 191.3.1 The Rapidly Changing Industry Environment 201.3.2 The Skill Shortage 211.3.3 The Proliferation of BIM Use Cases 231.3.4 The Emergence of a Global BIM Culture and Community of Professionals 34Chapter 1 References 362 BIM BOK Development 39Chapter Summary 39What is a BOK, and What is the BIM BOK? 392.1 BIM BOK Foundational Development 402.1.1 Bloom’s Taxonomy and Educational Learning Objectives of BIM 402.1.2 BIM BOK Representation Framework and Underlying Rationales 442.1.2.1 Road Map to Bridge Gaps in BIM Competency 462.1.2.2 Standardized Job Task Performance 492.1.2.3 Create Baseline Performance Measurement 502.1.3 BIM BOK Content Development via a Consensus-Building Process 522.2 BIM BOK Task Definitions and KSAs 582.2.1 Entry Level of Performance 602.2.2 Middle Level of Performance 612.2.3 Full Performance 61Chapter 2 References 62Appendix 2.A 66Appendix 2.B 673 BIM Education and Talent Procurement 71Chapter Summary 713.1 BIM Education Under Global BIM Prevalence 723.1.1 Comparing BIM Adoption in Academia and Industry 723.1.2 Format of BIM Education 743.1.1.1 BIM as a Curriculum Enhancement 743.1.1.2 BIM as a New Paradigm 753.1.3 Career Development and Staffing 753.1.4 Recruiting Gaps and Opportunities 763.1.5 BIM Specialist Versus Generalist 773.1.6 Dynamics Between Education and Career Development 773.2 BIM Talent Preparation and Procurement 783.2.1 Workforce Shortage 793.2.2 Resistance to Change 793.2.3 Evolving Competency Requirements 803.2.4 Education and Career Preparation Impact 813.2.5 Practice and Process of BIM Talent Procurement 813.2.5.1 Identifying Demand 823.2.5.2 Job Profiles and Qualifications 853.2.5.3 Identify Talent Sources 863.2.5.4 Recruitment 863.2.2.5 Retainment and Management 873.2.5.6 Market Demand Outlook 873.3 BIM Maturity and Performance Assessment 893.3.1 Capability Maturity Model 893.3.2 Interactive Capability Maturity Model (I-CMM) 903.3.3 The BIM Excellence (BIMe) Framework 923.3.4 VDC Scorecard/bimScore – CIFE 933.3.5 BIM Quick Scan Tool – TNO 943.3.6 BIM Maturity for Building and Facility Owners 953.3.7 Other Notable Efforts 963.4 A Primer on BIM BOK Use Cases 963.4.1 Education with the BIM BOK 963.4.2 Talent Procurement and Recruiting with the BIM BOK 973.4.3 Professional Certification and Credentialing with the BIM BOK 99Chapter 3 References 994 Principles of the BOK-Informed BIM Instruction 105Chapter Summary 1054.1 A Review on BIM Curriculum Development and Instructional Design 1054.2 Principles of the BOK-Informed BIM Instruction 1084.2.1 The Big-Picture Education Requirements 1084.2.2 BIM BOK and Education Outcome Mapping 1084.2.2.1 Job Task Definitions 1094.2.3 BOK for Curriculum Development 1154.2.3.1 Case Examples 116Case Example 1 117Case Example 2 118Case Example 3 1204.3 BIM Pedagogy and Learning Activity Design 1214.3.1 Theoretic Foundation of Pedagogy and Common Principles 1214.3.2 Learning Activity Design and Delivery in a Digital Age 1234.3.3 Interdisciplinary Learning and AECO Team Activities 1254.3.3.1 Interdisciplinary BIM Course 1254.3.3.2 Interdisciplinary BIMStorm OKC Project 1284.3.3.3 Collaborate, Create, Construct, Capstone, Charrette (C5) 1324.4 BOK-Informed BIM Learning and Training Module Design 1354.4.1 Module Design Part 1: Context for Instruction 1364.4.2 Module Design Part 2: Module-Specific Information 138Chapter 4 References 140Appendix 4.A 144Appendix 4.B 1455 BIM BOK–Informed Workforce Planning and Development 149Chapter Summary 1495.1 Knowledge Management and the Communities of Practice 1505.1.1 Workforce Planning 1505.1.1.1 Workforce Impact of BIM Adoption 1505.1.2 Workforce Planning and Succession Model Development 1515.1.2.1 Steps in Developing the Workforce Planning and Succession Model 1525.1.3 Workforce Planning Case Study 1535.2 BIM BOK for Workforce Planning and Development 1555.2.1 Designer 1565.2.2 Contractor 1565.2.3 Facilities Manager and Operator 1745.2.4 Consultant 208Chapter 5 References 210Appendix 5.A 2136 Future of BIM BOK 225Chapter Summary 2256.1 What Are the Next Steps? 2266.1.1 How Are Successes Compared and Measured? 2276.1.2 How is the BIM BOK Expected To Be Used in Preparation of Classes? 2286.1.3 How is the BIM BOK Expected To Be Used as a Resource? 2306.1.4 How is the BIM BOK Expected To Be Used for Credentialing? 2316.2 BIM BOK Evolution and Continuous Improvement 2326.2.1 This is Only the Beginning 2336.2.2 National and International Efforts 2336.2.2.1 Central Leadership 2336.3 Digital Transformation 2346.3.1 Emerging Technologies 2346.3.2 Standard of Practice 235Chapter 6 References 236Index 239

WEI WU, Ph.D., LEED AP, A.M.ASCE, CM-BIM is an Associate Professor and Department Chair of the Construction Management program in the Lyles College of Engineering at California State University, Fresno.GLENDA K. MAYO, Ph.D., CSI, CDT, LEED AP, CFM is an Assistant Professor in the Engineering Technology and Construction Management program in the William States Lee College of Engineering at UNC Charlotte.TAMERA L. MCCUEN, Ph.D., A.M. ASCE, Assoc. DBIA, LEED AP is the Robert E. Busch Endowed Professor of Construction Science in the Gibbs College of Architecture at the University of Oklahoma.RAJA R.A. ISSA, Ph.D., J.D., P.E., F.ASCE, API is the UF Distinguished Professor and Director of the Rinker School of Construction Management at the University of Florida and editor of Building Information Modeling: Applications and Practices in the AEC Industry (ASCE 2015).DANA K. SMITH, FAIA Emeritus, FbSI is President of DKS Information Consulting, LLC and Co-author of Building Information Modeling (Wiley 2009) and Co-Chair of the APPA committee who developed a standard for Total Cost of Ownership (TCO).

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• Preface xiiiList of Abbreviations xvii1 Call for a BIM BOK 1Chapter Summary 11.1 The BIM Journey Ahead of Us 11.1.1 Lack of Standardization 21.1.2 BIM Use Cases 51.1.3 Relationship of Use Cases to KSAs 61.1.4 The Academic Interoperability Coalition – Home of the BOK 101.2 The Many Dimensions of BIM: Why BIM is Revolutionary 12Case Study – Project 1 14Case Study – Project 2 16Case Study – Project 3 171.3 Overarching Goals of the BIM BOK 191.3.1 The Rapidly Changing Industry Environment 201.3.2 The Skill Shortage 211.3.3 The Proliferation of BIM Use Cases 231.3.4 The Emergence of a Global BIM Culture and Community of Professionals 34Chapter 1 References 362 BIM BOK Development 39Chapter Summary 39What is a BOK, and What is the BIM BOK? 392.1 BIM BOK Foundational Development 402.1.1 Bloom’s Taxonomy and Educational Learning Objectives of BIM 402.1.2 BIM BOK Representation Framework and Underlying Rationales 442.1.2.1 Road Map to Bridge Gaps in BIM Competency 462.1.2.2 Standardized Job Task Performance 492.1.2.3 Create Baseline Performance Measurement 502.1.3 BIM BOK Content Development via a Consensus-Building Process 522.2 BIM BOK Task Definitions and KSAs 582.2.1 Entry Level of Performance 602.2.2 Middle Level of Performance 612.2.3 Full Performance 61Chapter 2 References 62Appendix 2.A 66Appendix 2.B 673 BIM Education and Talent Procurement 71Chapter Summary 713.1 BIM Education Under Global BIM Prevalence 723.1.1 Comparing BIM Adoption in Academia and Industry 723.1.2 Format of BIM Education 743.1.1.1 BIM as a Curriculum Enhancement 743.1.1.2 BIM as a New Paradigm 753.1.3 Career Development and Staffing 753.1.4 Recruiting Gaps and Opportunities 763.1.5 BIM Specialist Versus Generalist 773.1.6 Dynamics Between Education and Career Development 773.2 BIM Talent Preparation and Procurement 783.2.1 Workforce Shortage 793.2.2 Resistance to Change 793.2.3 Evolving Competency Requirements 803.2.4 Education and Career Preparation Impact 813.2.5 Practice and Process of BIM Talent Procurement 813.2.5.1 Identifying Demand 823.2.5.2 Job Profiles and Qualifications 853.2.5.3 Identify Talent Sources 863.2.5.4 Recruitment 863.2.2.5 Retainment and Management 873.2.5.6 Market Demand Outlook 873.3 BIM Maturity and Performance Assessment 893.3.1 Capability Maturity Model 893.3.2 Interactive Capability Maturity Model (I-CMM) 903.3.3 The BIM Excellence (BIMe) Framework 923.3.4 VDC Scorecard/bimScore – CIFE 933.3.5 BIM Quick Scan Tool – TNO 943.3.6 BIM Maturity for Building and Facility Owners 953.3.7 Other Notable Efforts 963.4 A Primer on BIM BOK Use Cases 963.4.1 Education with the BIM BOK 963.4.2 Talent Procurement and Recruiting with the BIM BOK 973.4.3 Professional Certification and Credentialing with the BIM BOK 99Chapter 3 References 994 Principles of the BOK-Informed BIM Instruction 105Chapter Summary 1054.1 A Review on BIM Curriculum Development and Instructional Design 1054.2 Principles of the BOK-Informed BIM Instruction 1084.2.1 The Big-Picture Education Requirements 1084.2.2 BIM BOK and Education Outcome Mapping 1084.2.2.1 Job Task Definitions 1094.2.3 BOK for Curriculum Development 1154.2.3.1 Case Examples 116Case Example 1 117Case Example 2 118Case Example 3 1204.3 BIM Pedagogy and Learning Activity Design 1214.3.1 Theoretic Foundation of Pedagogy and Common Principles 1214.3.2 Learning Activity Design and Delivery in a Digital Age 1234.3.3 Interdisciplinary Learning and AECO Team Activities 1254.3.3.1 Interdisciplinary BIM Course 1254.3.3.2 Interdisciplinary BIMStorm OKC Project 1284.3.3.3 Collaborate, Create, Construct, Capstone, Charrette (C5) 1324.4 BOK-Informed BIM Learning and Training Module Design 1354.4.1 Module Design Part 1: Context for Instruction 1364.4.2 Module Design Part 2: Module-Specific Information 138Chapter 4 References 140Appendix 4.A 144Appendix 4.B 1455 BIM BOK–Informed Workforce Planning and Development 149Chapter Summary 1495.1 Knowledge Management and the Communities of Practice 1505.1.1 Workforce Planning 1505.1.1.1 Workforce Impact of BIM Adoption 1505.1.2 Workforce Planning and Succession Model Development 1515.1.2.1 Steps in Developing the Workforce Planning and Succession Model 1525.1.3 Workforce Planning Case Study 1535.2 BIM BOK for Workforce Planning and Development 1555.2.1 Designer 1565.2.2 Contractor 1565.2.3 Facilities Manager and Operator 1745.2.4 Consultant 208Chapter 5 References 210Appendix 5.A 2136 Future of BIM BOK 225Chapter Summary 2256.1 What Are the Next Steps? 2266.1.1 How Are Successes Compared and Measured? 2276.1.2 How is the BIM BOK Expected To Be Used in Preparation of Classes? 2286.1.3 How is the BIM BOK Expected To Be Used as a Resource? 2306.1.4 How is the BIM BOK Expected To Be Used for Credentialing? 2316.2 BIM BOK Evolution and Continuous Improvement 2326.2.1 This is Only the Beginning 2336.2.2 National and International Efforts 2336.2.2.1 Central Leadership 2336.3 Digital Transformation 2346.3.1 Emerging Technologies 2346.3.2 Standard of Practice 235Chapter 6 References 236Index 239