Evaluation framework for an interdisciplinary bim capstone course in highway engineering

This study aims to develop an evaluation framework for improving interdisciplinary BIM (Building Information Modeling) education in highway engineering. The evaluation framework is designed based on the Context-Input-Process-Product (CIPP) model and applied in an interdisciplinary BIM capstone project at Chongqing Jiaotong University. Four project teams with a total of 52 students from 9 different majors were involved in the highway and its service area design after centralized training. Mixed research methods were used for data collection, including a questionnaire survey for students and semi-structured interviews for team leaders and instructors through purposive sampling. The results indicate that: (1) all students have a deep awareness and interest in learning BIM and joint design; (2) BIM software training and its theoretical knowledge should be incorporated into BIM capstone courses; (3) BIM coordination meetings in the design process play an important role in reducing model collisions and redesign work while the instructor’s performance has no significant impact on this aspect; and (4) prior knowledge of teamwork experience has the greatest correlation with performance of joint design. This evaluative study provides a paradigm to evaluate and improve BIM capstone projects in highway engineering. Educators who are interested in BIM education and highway engineering can refer to this capstone course and its evaluation process.