Posts by shannonchance

Shannon Chance, PhD, LEED-AP, Registered Architect Lecturer and Programme Chair (BSc in BIM) at Technological University Dublin Visiting Professor at University College London

Persistence and Passion: Do engineering students have GRIT?

My colleague and co-author, Dr. Inês Direito presented findings last week, of a systematic review we did with Manis Malik on how grit is being researched in engineering education. Inês culminated the line up of seven online keynotes for the Big EER Meet Up, held May 14th.

The title of the paper she presented is “The study of grit in engineering education research: A systematic literature review” and we paid upfront to allow you to download the article free of change.

Grit is defined as having two components–perseverance and passion. In the study Inês reported, we assessed the research design, results, and findings reported in 31 publications. All but two of these were conference papers; other two were journal articles. This in itself indicates the study of grit is relatively new in EER (engineering education research). EER studies to date suggest that perseverance is important for studying engineering, but they haven’t had much to say about the element of passion. Is this a problem of the instruments used to measure grit? Is it specific to engineering? Grit is a domain general construct, and perhaps the construct doesn’t exactly fit the engineering domain? Or, is passion not actually a component you can separate from persistence? These things are not yet known. Our paper explores such questions and makes recommendations for how EER scholars should report their work to allow cross-study comparisons and pooling of knowledge.

About 200 people from all around the globe tuned in to hear Inês’ presentation and ask questions afterward. The audience was lively and attentive as you can see from this screenshot:

Some attendees of the Big EER Meet Up on May 14th.

I was delighted with the clarity of Inês’ explanations. She has expanded the findings further beyond what we published and she is continuing to build knowledge and understanding of the topic. Thus, even if you read the paper, you’ll want to watch the video, too. Perhaps you’ll even want to cite both in your future work, if you have interest in grit?

Part of what impresses me, it that Inês is so effectively drawing from her PhD studies in Psychology to inform the way she studies and explains Grit. Inés pre-recorded the presentations and then answered questions live, and you can watch the presentation by clicking below:

The other six keynote presentations from the Big EER Meet Up are also available to view: And again, the link to the paper on grit in EER is:

Well done, Inês! I’m so fortunate to collaborate with and learn from you!

Shannon and Inês at UCL

My global network of architects

As mentioned in my last post, the change of pace caused by the pandemic has had some silver linings – I’ve gotten better connected with global communities discussing and influencing architecture and construction and how we teach it. In this post, I’ll discuss architectural highlights of the past few weeks.

Pivot to Online learning with the ACSA

On May 7th, I was part of the online discussion series “Pivot to Online Learning” being hosted by the Association of Collegiate Schools of Architecture (ACSA) across North America. This organization has an odd name, but is a rough equivalent of the Engineers Professors Council in the UK.

The topic of the night was “New Possibilities for 1st Year Design Studio.” Video of the event is available online and you can also download the chat (by clicking here).

As the evening’s lead facilitator, Brad Grant, explained in the session’s abstract, “1st Year Design Studio is an especially challenging class to shift from the traditional teaching environment to remote and online teaching.  Introducing the design process, skill building and studio culture to beginning students remotely requires us to transform our traditional teaching practices in novel and in a variety of ways. In this session we will discuss and look to the ways used and imagined to make this leap from the physical studio setting to the online setting for the 1st year design curriculum.”

The ASCA session was 90 minutes long and we had 100 participants the entire time — the maximum number the Zoom room would hold! In fact, attendees started logging in and sharing ideas up to half an hour before the official start, and the ACSA organizers were hard pressed to wrap up after 90 minutes.

Participants were really jazzed up about sharing ideas. I was, too, and it was 2 AM Dublin time when we finished! It was truly a dialogue among peers, following very short presentations by:

  • Bradford Grant, Professor, Howard University
  • Kristina Crenshaw, Adjunct Assistant Professor, Howard University
  • Dr. Shannon Chance, Lecturer and Programme Chair, Technological University Dublin
  • Margarida Yin, Lecturer, Cal Poly State University, San Luis Obispo
  • Theophile Ngargmeni, 1st year student, Howard University

This was an amazing experience for me. The 100 participants included so many of my past teachers and teaching colleagues. On the screen above, you can see a few — Brad Grant, Carmina Sanchez, and Ronald Kloster who I taught with at Hampton University. Mark Blizard and Shelly Martin who taught me at Virginia Tech. Andrew Chin, who I’ve been in contact with ever since I chaired the 20th National Conference on the Beginning Design Student at Hampton University in 2004. So many other familiar faces and names were in the audience — Steven Temple, Bob Dunay, Jori Erdman, Norma Blizard….

It was touching to be in a virtual room full of people who have shaped my life. As I told them, one of my biggest passions in life is Second Year Architecture. I don’t get to teach it these days, and I miss it! Those couple hours are forever in my memory. A true honor and privledge.

New topics are being explored weekly via this ACSA forum. You can view plans and schedules on the ACSA web page for the “Pivot to Online Learning” DISCUSSION SESSIONS + VIDEOS.

Architectural Engineering curriculum design

Over the past months, I’ve also been working on a project with University College London, where we’re designing two new engineering programs — one in architectural engineering and a second in electrical engineering. Our curriculum development team is coming together and we’ve started meeting fortnightly (that’s every other week for those of us who speak American English!). I’m currently focused on designing the AE.1.1 “Introduction to Architecture, Environment and Construction” laboratory module. The curriculum is for a new university in Cairo, Egypt.

NAAB service and NCARB studies

Just before the lockdown, I did a little work for the National Architectural Accrediting Board (NAAB), reviewing a university’s proposal to modify its course requirements. Serving the NAAB on visiting teams as well as smaller projects like this keeps me up-to-date with policies and procedures surrounding accreditation of architecture programs in North America and beyond (via substantial equivalency).

The lockdown has provide they type of slowing down I needed to wrap up my periodic Continuing Professional Development as an Architect as well. Although I constantly attend architecture programs and lectures, the Commonwealth of Virginia requires Registered Architects to complete learning units structured and monitored for quality in very specific ways. This isn’t so easy to achieve while living in Europe.

The easy way to earn CDP units is to attend big conference and check in at the sessions. I’d hoped to attend the AIA Europe conferences this year in Porto or Cork, but the pandemic put those plans on hold. Instead, I completed over 16 hours of study using monographs from NCARB (the National Architectural Accrediting Board) and completing online tests.

The NCARB short monographs are good quality, but the tests leave something to be desired — they don’t really assess understanding of critical concepts. Rather they often test on nit-picky wordings using multiple choice designs. But I know well that writing test questions requires skill — skill I’ve learned slowly and deliberately over time. In writing assessment instruments now, I seek to help students lock their new understandings into place as they reflect upon, write about, or calculate answers. A test, if well composed, becomes a mechanism for more robust learning.

By the end of this testing experience, I was frustrated enough that I emailed NCARB my concerns — they agreed with my assessment and fixed both problems I’d flagged. They even asked me to let them know about issued I’d found in other tests I’d taken. So now, I need to dig through my notes and send them info to help fix a couple other items.

Fulbright birthday call

In the days just after I’d completed architectural license, I attended my first AIA (American Institute of Architects) convention in LA alongside Tarrah Beebe who provided me a place to stay. I’d met Tarrah at an accreditation visit to USC, the University of Southern California. She was representing the student voice as a student leader. I told her about the Fulbright-Hays programm I was planning — bringing 25 architecture students from the USA to Tanzania to study for five weeks. She was enthusiastic, and asked her new employer for a delayed start date.

Tarrah had a birthday this past Sunday, and she invited five of us from that trip to an online birthday party. Zoom was down, but Facebook Messenger did the trick! As we are a global group of architects, Tarrah had to dial in at 7AM Pacific time. It was 3 PM Dublin time, so I tuned in from Sandymount after cycling to the far edge of my 5km radius, the extent to which we’re allowed from home for exercise. It was overcast and a bit cool outside, but I needed some sun and weekends afford the time!

Round-the-world Birthday Celebration with: Tarrah in LA; Shannon in Dublin, Ireland; Donald in Brooklyn, NY; Violet in Dar es Salaam, Tanzania; and Thomas in Bangkok, Thailand.

Why so early a call for Tarrah? You see, our colleague Thomas A. Allen, AIA, MSRE, LEED AP is currently over in Bangkok, Thailand. He’d earned a travel Fellowship from the University of California and has been able to set himself up working as an architect from a laptop. Today he’s able to serve his existing clients from anywhere in the world, and his client base is growing. He doesn’t expect to go home anytime soon. In fact, he’s waiting for the borders of Australia to re-open; in the meantime he may well visit Singapore or Malaysia.

The lovely and talented architect Violet Mafuwe tuned in from Dar es Salaam. Violet recently made a week-long series of posts on @beyondthebuilt on Instagram. She is the Creative Designs Director at Space Consult Architects in Tanzania.

A photo of Violet with students, showing them her project for a bank. She works daily on site 3D (interior and outside). The project will be completed late this year (2020).

Several of the birthday participants have been featured on Instagram’s @beyondthebuilt, including Tarrah and Thomas. In one of her posts, Tarrah wrote:

The experience that I am most grateful for was a 5 week long Fulbright-Hayes trip to Dar Es Salaam. I was asked to apply in my last semester of grad school by @shanchan7 and I said no, that I had just accepted my job at @kfalosangeles. I couldn’t even locate Tz on a map. Then a little voice told me I needed to do this.
Along with architecture students mainly from Kansas State and Hampton University, I got on that plane, knowing no one with no idea what to expect.
Our project was to work with Tanzanian architecture students at Ardhi University to come up with a vision of the informal settlement of Keko Magurumbasi. This settlement was slated for demolition and redevelopment. We were trying to help the residents show the government that it was a better option to provide infrastructure to what was already there rather than rebuild from scratch.
Besides the incredible experience of working with students from Tanzania, the collaboration among American students was a complex and powerful experience as well. There were such valuable lessons in urban design but also race, tolerance, diversity, and above all, listening.
I am still friends with many people from this trip, American and Tanzanian. One of my Tanzanian friends @vaimafuwe even came to the US to visit me! I have been back to Tanzania a few times since then, which I will get into in my second Tz post. Every time I get off the plane, I feel a little bit of home.
So I can say, hands down, this trip changed my life.

Tarrah posted many photos, including the flier I’d made to publicize the trip:

Image may contain: 1 person, text and outdoor

Another smiling face on our call, Donald Roman, is Project Manager at LIGHTING WORKSHOP INC. in Brooklyn, NY. Donald and his wife, Fabiola, were featured in the New York Times for their design flair. Donald was my student at Hampton University and addition to traveling to Tanzania on this program, we spent a lot of time together during his five years at Hampton University. These days Donald specializes in lighting design and business is booming, despite the pandemic.

<img src="; alt="<strong>The Buyers
Photo of Fabiola and Donald Roman taken by David Payr and published in The New York Times in 2013.

Though not in the snapshot above, our friend Kelly Thacker also joined the birthday call for a few minutes, dialing in from a car in Detroit, with the help of her sister who she was driving to the airport. Kelly is Associate Director Housing Operations at Wayne State University; she wasn’t studying architecture when we travelled to Tanzania but was learning to support students via university programs. In 2005, Kelly was working on her MSc in Counseling and Student Development, and she completed a PhD in the subject in 2012.

It was a great experience for us all — the trip and the birthday call — and we hope for a repeat soon!

Photo of the US and Tanzanian students and teachers together in 2005, visiting Bagamoyo. Kelly and Tarrah are center front. I’m second from the right. Donald is top row, third from the right, and Thomas it the top row, second from the left. Our photo is missing Violet, though she was with us that day.

TU Dublin leading the way in BIM Collaboration

The change of pace caused by the pandemic has had some silver linings–I’ve gotten better connected with global communities discussing and influencing architecture and construction and how we teach it. In this blog post, I’ll share work by my colleagues at TU Dublin who strive to support the Irish Architecture, Engineering, and Construction (AEC) sector via research and educational programs.

Soon after our university buildings shut down on March 12th, all teaching went online. The transition was seamless for my BIM colleagues, and the tools that enabled this transition can be of great help to people working all across the AEC sector, in Ireland and beyond. On April 23, my BIM colleagues hosted a webinar to explain how they accomplished such a quick shift.

BIM stands for “Building Information Modelling” and the value of BIM is heightened coordination of construction projects across their life–from design to construction to operations and maintenance. Using BIM well can help diverse players share knowledge and check for conflicts as a design goes from concept into design development and then construction, and eventually handover to clients and use by the community.

In this April 23 event, Kevin Furlong explained how he and his colleagues Emma Hayes and Barry McAuley shifted their collaborative BIM modules online. With just two hours notice on March 12, they went from face-to-face delivery to delivery entirely online, using Autodesk 360 tools. They had set up the module using Autodesk 360 so the students could learn to use these tools to communicate efficiently and effectively while delivering integrated design proposals in teams. The set up helps people in industry collaborate across fields (architecture, multiple types of engineering, construction, and even building operations and facilities management) and phases of the design-and-construction process.

I found the slide below particularly useful. It shows a timeline of a student team’s overall project. Each student gets a separate line, and the dots show where each has uploaded content, such as a revised model, for the other students on the team to use. By sharing what they are doing, they have a system for coordinating various design aspects and testing for clashes and conflicts.

The webinar includes a presentation by Dr. Barry McAuley, who summarizes using Model Coordination within BIM 360 for clash detection, as well as BIM 360 Cost Management and BIM 360 Plan, and also provides an overview of how Field Management can be used to generate issues and checklists even via mobile apps.

Local practitioner Emma Hayes, along with experts from Autodesk, Daniel Wood and Stuart Tanfield, provided additional insight during the question and answer session.

The title of the webinar is “Moving design teams to remote working and online collaboration” and you can watch it online.

Attending this webinar reminded me of the crucial role TU Dublin is playing at a national scale–helping the Irish construction industry benefit from the efficiencies of BIM. Indeed, making this resource is a form of leadership beyond our country, since now anyone can view and benefit from it.

I was immensely proud of my colleagues Kevin and Barry for showing others how to use these resources. The tips and insights they shared can help others trying to become more effective at collaborating in the BIM space.

The BIM team at TU Dublin is also helping generate valuable new knowledge in the form of research and has been sharing their findings with others via conference and journal papers with a strong focus on BIM.

Dr. Barry McAuley recently identified 71 BIM-focused publications released over the last 5 years by folks at TU Dublin. I’ve provided an alphabetized list below, and you should be able to locate the full texts using TU Dublin’s Arrow repository:

Adesi, M, Murphy, R & Kehily, D (2018) The role of Digitisation in the Strategic Planning Process of Irish Quantity Surveying(QS) Practices In: Gorse, C and Neilson, CJ (Eds) Proceedings of the 34th Annual ARCOM Conference, 3-5 September, 2018, Belfast UK, 250-259.
Adesi, M, Murphy, R & Kehily, D (2018) The strategy process of irish quantity surveying firms operating within a turbulent business environment, Association of Researchers in Construction Management, ARCOM 2019 – Proceedings of the 35th Annual Conference, Pages 791-799
Adesi, M., Murphy, R., and Kehily, D. (2018). Information Technology (IT) for Strategy Formulation in Irish Quantity surveying Firms: A Literature Review. Presented at RICS COBRA 2018 Conference, RICS HQ, London, UK 23-24 April 2018
Behan, A. et al (2015). Cultural Change through BIM: Driving Lean Transformation in Education. CITA BIM Gathering 2015, November 12th -13th.
Behan, A., Murray, H. & Argue, J. “Linking Geospatial Engineering into Collaborative Multidisciplinary BIM Projects – an Educational Perspective” Proceedings CitA BIM Gathering. 2017, Croke Park, Dublin, Ireland, Nov 23rd – 24th. doi:10.21427/09j7-dr06
Carroll, P. and McAuley, B. (2017) Establishing the key pillars of innovation required to execute a successful BIM strategy within a Construction SME in Ireland, Proceedings of the 3rd CitA BIM Gathering, Dublin, 23rd – 24th November, 2017, pp 84-91
Carswell, J. et al. (2015) Design and Development of Personal GeoServices for Universities in PopovV. ich et al. (eds.), Information Fusion and Geographic Information Systems (IF&GIS’ 2015), Lecture Notes in Geoinformation and Cartography, Switzerland :Springer International Publishing . DOI 10.1007/978-3-319-16667-4_1
Chenaux, A., Murphy, M., Keenaghan, G., Jenkins, J., McGovern, E., Pavia, S.: Combining a Virtual Learning Tool and Onsite Study Visits of Four Conservation Sites in Europe. XXIII CIPA Symposium, 2011.
Conway, Colin j.; Keane, Colin; McCarthy, McCarthy; Ahern, Ciara; and Behan, Avril (2014) “Leveraging Lean in construction: A case study of a BIM-based HVAC manufacturing process,” SDAR* Journal of Sustainable Design & Applied Research: Vol. 2: Iss. 1, Article 2.
Deegan, K. & Mathews, M. (2017)BIM: Building Information Management (not Modelling), CitA BIM Gathering 2017, Croke Park, November 23rd & 24th.
Dore , C., Murphy, M., McCarthy, S., Brechin, F., Casidy, C., & Dirix, E. (2015) Structural Simulations and Conservation Analysis -Historic Building Information Model (HBIM)The International Archives of the Photogrammetry, Remote Sensing and Spatial Information Sciences, Volume XL-5/W4, 2015 3D Virtual Reconstruction and Visualization of Complex Architectures, 25-27 February 2015, Avila, Spain
Dore, C. & Murphy, M. (2017). Current state of the art historic building information modelling. The International Archives of the Photogrammetry, Remote Sensing and Spatial Information Sciences, Volume XLII-2/W5, 2017, 26th International CIPA Symposium 2017, 28 August–01 September 2017, Ottawa, Canada. doi:10.5194/ispr-archives-XLII-2-W5-185-2017
Dore, C., Murphy, M. (2012) Integration of HBIM and 3D GIS for Digital Heritage Modelling, Digital Documentation, 22-23 October, 2012 Edinburgh, Scotland.
Dore, C., Murphy, M., (2012), Integration of Historic Building Information Modeling and 3D GIS for Recording and Managing Cultural Heritage Sites, 18th International Conference on Virtual Systems and Multimedia: “Virtual Systems in the Information Society”, 2-5 September, 2012, Milan, Italy, pp. 369-376.
Dore, C.& Murphy, M. (2015) Historic building information modelling (HBIM), Handbook of Research on Emerging Digital Tools for Architectural Surveying, Modeling, and RepresentationJuly 13, 2015, Pages 233-273
Ellul, C., Stoter, J. & Harrie, L. (2018). Investigating the State of Play of Geobim across Europe. 13th 3D GeoInfo Conference 2018, Delft, Netherlands, 1 October 2018 – 2nd October. doi:10.5194/isprs-archives-XLII-4-W10-19-2018
Fernández-Rodríguez, S. Cortés-Pérez, J.P., Muriel, P.P., Tormo-Molina, R., Maya-Manzano, J.M. (2019) Environmental impact assessment of Pinaceae airborne pollen and green infrastructure using BIM, Volume 96, December 2018, Pages 494-507
Flynn, M. and Brodie, S. (2019)A Critical review of the Requirements for a Quantity Surveyor’s Model View Definition for 5D Collaborative BIM Engagement, Proceedings of the 4th CitA BIM Gathering, Galway, 26th September, pp 101-109
Harrell, R. & Mathews, M. (2018) Could Autodesk Revit Be Automated for Code Compliance Checking and Demonstration with A Focus on Fire Safety Regulations? Technical Report.
Hayden, R. and Kehily, D. (2019) Using asynchronous learning to enhance the pedagogical experience inteaching BIM technologies to construction students, Proceedings of the 4th CitA BIM Gathering, Galway, 26th September, pp 9-17
Hore, A., McAuley, B. and West, R. (2019) Centres of Excellence and Roadmaps for Digital Transition: Lessons for Ireland’s Construction Industry, Proceedings of the 4th CitA BIM Gathering, Galway, 26th September, pp 247 – 255
Hore, A., Kuang, S.,  McAuley, B. and West, R. and (2019) Development of a Framework to Support the Effective Adoption of BIM in the Public Sector: Lessons for Ireland, CIB World Building Congress: Constructing Smart Cities, The Hong Kong Polytechnic University, Hong Kong China, 17-21 June, pp 1-10
Hore, A., McAuley, B. and West, R (2017) BIM Innovation Capability Programme 0f Ireland, Proceedings of the  Lean & Computing in Construction Congress (LC3), Crete, Greece, 4-12 July 2017
Hore, A., McAuley, B. and West, R. (2017) BIM in Ireland 2017, BIM Innovation Capability Programme, CitA Ltd.
Hore, A., McAuley, B. and West, R. (2018)  Establishing Lessons for Ireland’s BIM Policy Through a Systematic Review of International BIM Programmes, International Journal of 3-D, Information Modeling, Iss 6, Volume 4, pp 1-14
Hore, A., McAuley, B. and West, R. (2018)  National Children’s Hospital (NCH) Dublin, Chapter 10: BIM Case Studies, 3rd Edition of the BIM Handbook, pp 405-409
Hore, A., McAuley, B. and West, R. (2019) BIM in Ireland 2019, CitA Ltd.
Hore, A., McAuley, B. and West, R. (2019) From Roadmap to Implementation: Lessons for Ireland’s Digital Construction Programme, Proceedings of the 4th CitA BIM Gathering, Galway, 26th September, pp 238-246
Hore, A., McAuley, B., and West, R. (2017) BIM Innovation Capability Programme Global BIM Study – Lessons for Ireland’s BIM Programme, Construction IT Alliance Limited,
Hore, A., McAuley, B., West, R., Kassem, M. and Kuang, S. (2017) Ireland’s BIM Macro Adoption Study: Establishing Irelands BIM Maturity, Proceedings of the 3rd CitA BIM Gathering, Dublin, 23rd – 24th November, 2017, pp 32-40
Kane,  R., McAuley, B., Hore, A. And Fraser, F. (2015) Collaborative Public Works contracts using BIM – An opportunity for the Irish construction industry? Proceedings of the 2nd CITA BIM Gathering, Dublin, Nov 12 – 13th, PP 118 – 125
Kehil, D. and Mitchell, C. (2017) Increasing efficiency in 5D BIM by Utilising ‘BIM Interoperability Tools –Classification Manager’ to append ICMS cost codes, Proceedings of the 4th CitA BIM Gathering, Galway, 26th September, pp 101-108
Kehily, D. & Underwood, J. (2017). Embedding life cycle costing in 5D BIM. Journal of Information Technology in Construction (ITcon), Vol. 22, pg. 145-167, DOI:10.21427/afdk-ky60
Kehily, D., Underwood, J. (2015) Design Science: Choosing an appropriate methodology for research in BIM. CITA BIM Gathering 2015, November 12th -13th 2015.doi:10.21427/fde9-tj97
Khademi, H. & Behan, A. 2017 “A review of approaches to solving the problem of BIM search: towards intelligence-assisted design”. Proceedings CitA BIM Gathering 2017, Croke Park, Dublin, Ireland,​ ​23rd-24th November 2017. doi:10.21427/sged-qg40
Kuang, S., Hore, A., McAuley, B. and West, R. (2017) A Study on Supporting the Deployment and Evaluation of Government Policy Objectives Through the Adoption of Building Information Modelling,  Proceedings of the 3rd CitA BIM Gathering, Dublin, 23rd – 24th November, 2017, pp 58-62
Lefebvre, F, and McAuley, B. (2019) An investigation into current procurement strategies that promote collaboration through early contractor involvement with regards to their suitability for Irish public work projects, Proceedings of the 4th CitA BIM Gathering, Galway, 26th September, pp 209-221
MacLoughlin, S. and Hayes, E. (2019) Overcoming Resistance To BIM: Aligning A Change Management Method With A BIM Implementation Strategy, Proceedings of the 4th CitA BIM Gathering, Galway, 26th September, pp 188 – 197
Maddy, J. (2017) The Life Cycle Engineer, Proceedings of the 3rd CitA BIM Gathering, Dublin, 23rd – 24th November, 2017, pp 234-243
Mathews, M. (2015) Defining Job Titles and Career Paths in BIM. ,CITA BIM Gathering 2015, November 12th -13th 2015
Mathews, M., Robles, D. & Bowe, B. (2017) BIM+Blockchain: A Solution to the Trust Problem in Collaboration? CITA BIM Gathering 2017, November 23rd-24th November 2017
Matthews, M. (2105) BIM and collabrative working and practices, BIM in Design, Consteuction and Operations,WIT Press, pp133-144
McAuley, B, Hore, A.V. and West, R. (2015) The Development of Key Performance Indicators to Monitor Early Facilities Management Performance Through the Use of BIM Technologies in Public Sector Projects. Proceedings of the 2nd International Conference on Civil and Building Engineering Informatics, Tokyo, 22 – 24th April. (Accepted for Publication)
McAuley, B., Behan, A., McCormack, P., Hamilton, A., Rebelo, E., Neilson, B., Beckett, G., Costa, A.A., Carreira, P., Likar, D., Taneva-Veshoska, A., Lynch, S., Hynes, W. and Borkovic, T. (2019) Improving the Sustainability of the Built Environment by Training its Workforce in More Efficient and Greener Ways of Designing and Constructing Through the Horizon2020 Energy BIMcert Project, Proceedings of the CitA BIM Gathering, Galway 26th September, pp 63-70
McAuley, B., Behan, A., McCormack, P., Hamilton, A., Rebelo, E., Neilson, B., Beckett, G., Costa, A.A., Carreira, P., Likar, D., Taneva-Veshoska,A., Lynch, S., Hynes, W. and Borkovic, T. (2019) Delivering Energy Savings for the Supply Chain Through Building Information Modelling as a Result of the Horizon2020 Energy BIMcert Project, Proceedings of the International SEEDS Conference 2019: Growing Sustainability – Natural Capital and Society in the Built Environment, Leeds, 11-12th September, pp 1-11.
McAuley, B., Gunnigan, L., Hore, A. And West, R. (2015c) Ensuring that the Needs of the End User are Effectively Communicated through BIM during the Building Design Stage, Proceedings of the 2nd CITA BIM Gathering, Dublin, Nov 12 – 13th, PP 207 – 216
McAuley, B., Hore, A. And West, R. (2015b) Developing Key Performance Indicators to Measure the Effectiveness of Early Facilities Management Performance on BIM Governed Public Sector Projects, Proceedings of the 2nd CITA BIM Gathering, Dublin, Nov 12 – 13th, PP 198 – 206
McAuley, B., Hore, A. and West, R. (2018) BIM Macro Adoption Study: Establishing Ireland’s BIM Maturity and Managing Complex Change, International Journal of 3-D, Information Modeling, Iss 7, Volume 1, pp 1-11
McAuley, B., Hore, A., and West, R. (2019) BIM in Ireland 2019: A Study of BIM Maturity and Diffusion in Ireland, Proceedings of the 4th CitA BIM Gathering, Galway 26th -27th September, pp 222-229
McAuley, B., Hore, A., West, R. and Kuang, S. (2017) Stewardship of International BIM Programmes: Lessons for Ireland, Proceedings of the 3rd CitA BIM Gathering, Dublin, 23rd – 24th November, 2017, pp 15-23
McDonald, M., Donohoe, S.,: How are the Educational Institutes of Ireland Embracing the Paradigm Shift towards BIM? CITA BIM Gathering 2013, November 14th -15th Dublin, Ireland
Mcdonnell, P. and West, R. (2019) Academia – Estates Management Synergies in HEIs – The Low Hanging Fruit, Proceedings of the 4th CitA BIM Gathering, Galway, 26th September, pp 132-139
Moore, R. (2017) A Public Sector BIM Adoption Strategy, CITA BIM Gathering 2017, November 23th -24th 2017
Moore, R., McAuley, B. and Hore, A. (2015) Adopting of PAS 1192-2 by Irish AEC companies will better position them to win international work, Proceedings of the 2nd CITA BIM Gathering, Dublin, Nov 12 – 13th, PP 148-154
Moore, R., McAuley, B. and Hore, A. (2015) The application of industry standards as an alternative to in-house proprietary standards within the AEC industry , Proceedings of the 2nd CITA BIM Gathering, Dublin, Nov 12 – 13th, PP 86-93
Murphy, M. et al (2017). Armagh observatory:historic building information modelling for virtual learning in building conservation. The International Archives of the Photogrammetry, Remote Sensing and Spatial Information Sciences, Vol.XLII-2/W5, 26 International CIPA Symposium, 28 August-01 September, Ottawa, Canada. doi:10.5194/isprs-archives-XLII-2-W5-531-2017
Murphy, M. et al (2017). Developing historic building information modelling guidelines and procedures for architectural heritage in Ireland. , XLII-2/W5, pp.539-546. doi:10.5194/isprs-archives-XLII-2-W5-539-2017
O’Reilly, A. & Mathews, M. (2019) Incentivising Multidisciplinary Teams with new methods of Procurement using BIM + Blockchain​, CITA BIM Gathering 2019, September 26th 2019.
O’Sullivan, P. and Behan, A. 2017 What Lessons Can Be Learned From The Delivery Of The First Building On The Grangegorman Campus Using Building Information Management (BIM)? CitA BIM Gathering, Croke Park, Dublin, Ireland, Nov 23rd – 24th, 2017. doi:10.21427/96wa-yf18
Peters, J. & Mathews, M. (2019) What is a BIM design model? CITA BIM Gathering 2019, Galway, Ireland, September 26th.
Reilly, A. (2019) Incentivising multidisciplinary teams with new methods of procurement using BIM + Blockchain, Proceedings of the 4th CitA BIM Gathering, Galway, 26th September, pp 178-186
Reilly, Raymond (2019) “Digital Engineering: a Case Study in an Irish Consultancy Practice,” SDAR* Journal of Sustainable Design & Applied Research: Vol. 7: Iss. 1, Article 5.
Reinhardt, J & Matthews, M. (2017). The automation of BIM for compliance checking: a visual programming approach. CITA BIM Gathering, November 23rd-24th, Croke Park, Dublin 3.
Rodgers, J. and Kirwin, B. (2019) The Post-Occupancy Digital Twin: A Quantitative Report on Data Standardisation and Dynamic Building Performance EvaluationProceedings of the 4th CitA BIM Gathering, Galway, 26th September, pp 148-158
Scott, L. (2016) Proceedings of ARCOM Doctoral Workshop Sustainability and BIM. Technological University Dublin, 2016.
Scott, L. & Hore, A.  (2016) “Delivery of BIM education in Ireland: Reflections on an Irish Masters Program” (2016), Proceedings of the Academic Interoperability Coalition: 10th BIM Academic Symposium, 4-5 April 2016
Scott, L., Shelbourn, M. (2018) Learning Through Successful Digital Opportunities for Effective Competition Preparations – Reflections of students and coaches 54th Associated Schools of Construction Annual Conference Minneapolis, MN
Seriki, O & Murphy, R. (2018) ‘Social contagion and knowledge acquisition in construction professional service firms, RICS COBRA 2018, The Construction, Building and Real Estate Research Conference of the Royal Institution of Chartered Surveyors, 23 – 24 April 2018, RICS HQ, London, UK.
Taylor, A. (2019) Assessing the viability of applying Lean, Green & BIM principles in Office Fit-out Projects,  Proceedings of the 4th CitA BIM Gathering, Galway, 26th September, pp 83-91
The Adoption of Building Information Modelling (BIM) to Improve Existing Teaching Methods and Support Services withina Higher Education Institution in Ireland
Thi, Thanh Thoa Pham, Andrea Ballatore, Junjun Yin, Linh Truong-Hong and James D. Carswell. “A Case Study for eCampus Spatial: Business Data Exploration.” Handbook of Research on Geospatial Science and Technologies. IGI Global, 2018. 240-270. doi:10.4018/978-1-5225-3440-2.ch016

Call for REEN Board Applications

We’re seeking two new board members for REEN, the global Research in Engineering Education Network, representing the regions of (1) the Middle East and Russia and (2) Southeast Asia. I’m proud to serve as the Chair of this Network, which helps bring the global community of engineering education researchers together through symposia, special focus journal publications, and focused events to build knowledge, capacity/agency, and a sense of community.

Please see our official call document at:

And, please visit our website for more about what we do at!

1st ever Engineering Education Research Big Meet Up–register for free

Please join the global EER community–folks all around the world doing Engineering Education Research–in our first Engineering Education Research Big Meet Up. We’re meeting online throughout the day, May 14th.

The event is being spearheaded by Professor John Mitchell, Vice Dean Education and Co-Director of the Centre for Engineering Education at University College London (UCL).

Co-sponsors include the global Research in Engineering Education Network (or “REEN”, which I chair) and other organizations near and dear to my heart where I have worked or studied–including TU Dublin’s CREATE research group, Virginia Tech, and UCL’s Centre for Engineering Education (CEE). Other sponsors are Aalborg University’s Centre for PBL, Purdue University’s School of Engineering Education, the Technological University of Malaysia (UTM), and the University of Western Australia (UWA).

The day will include keynotes with Q/A discussion, and virtual coffee breaks for informal breakout discussion. Further details–including schedule and sign up for this free event are at:

It will be great to interact with colleagues near and far, and get to know a few new members of the EER community as well. Hope you’ll join us!

Final Report of my MSCA Individual Fellowship

My Marie Curie fellowship ended the last day of 2019 and I had 60 days to complete my final report. For Marie Curie Research Fellows, it can be difficult to figure out what will be required for reporting, based on discussion threads I read online.

Fellows don’t have much indication of what the report will entail until the European Commission’s “Participant Portal” invites them to submit the final report. Even then, it’s not clear how long the descriptions will need to be or where the report template is located. Only after you enter the text for the public statements, will the system inform you how long the text must be. Surprises I encountered in the official reporting process: The text you post for the public is limited to just 7480 characters! There’s specific button you’ve got to locate that contains the blank PDF template for the full report.

This blog post contains the public synopsis of my 2018-2019 project as well as a link to a PDF of the full report, which uses the required template and thus may be of help to other fellows:

I’ve posted this blog for (a) people interested in the research I’ve done and also (b) other MSCA fellows who have questions about the reporting process. This particular post shares my short, public synopsis (below). It’s likely I’ll post more detailed info in coming blogs, along with photos of the MSCA grant period that I’ve never posted before.

Getting the photos loaded onto WordPress has provided me a pleasant trip down memory lane. I plan to share more of these in coming posts.

Public Synopsis

1Summary of the context and overall objectives of the project (For the final period, include the conclusions of the action)

This section should include information on:

  • What is the problem/issue being addressed?
  • Why is it important for society?
  • What are the overall objectives?

The Action “Designing Engineers: Harnessing the Power of Design Projects to Spur Cognitive and Epistemological Development of STEM Students” looks at how engineering and architecture students learn, and how design projects and teamwork affect students’ thinking and overall development. The research questions how students learn to design and how their thinking changes over time with regard to what knowledge is, where it comes from, and how it gets validated; their views on this constitute their epistemologies. Such topics are important because society needs more engineers and more STEM graduates. Not only is there widespread lack of engagement, but problems also have been identified in graduate engineers’ ability to think holistically—today’s graduates do not seem prepared to identify and address global challenges in the comprehensive way society needs. Although engineering is often perceived as a dry, technical subject there is great room for creativity.

Architecture programs around the world are filled with highly engaged students. In engineering, there has been a move to teach in more active, hands-on, project-based ways that incorporate design, as done in architecture. Engineering can learn from architecture’s historic success in engaging and teaching students to design, but engineering has placed more focus than architecture has on understanding how students learn. The fields of engineering and architecture education have much to learn from each other. 

Objectives of this Marie Skłodowska Curie Action (MSCA) have been to (a) develop and promote better ways to teach and support STEM students; (b) help transform engineering into a more diverse and creative field; and (c) investigate questions surrounding the theme, To what extents do design projects influence the cognitive and epistemological development of undergraduates in engineering and architecture? A parallel goal of the MSCA Individual Fellowship is to foster the development of the individual researcher (that’s me!).

2Work performed from the beginning of the project to the end of the period covered by the report and main results achieved so far (For the final period please include an overview of the results and their exploitation and dissemination)

Work was conducted via 6 work packages (WPs). WP1 comprised 3 qualitative research studies that yielded 4 conference publications and 1 journal publication to date, with an additional 3 conference publications and 2 journal manuscripts underway. WP2 sought to build skill with multiple research methodologies. In it, the Fellow delivered 5 conference presentations, 3 published journal articles, and 1 encyclopedia entry, with 2 conference manuscripts underway. WP3 involved developing a special-focus journal issue. The Fellow exceeded goals by spearheading development of 2 different special focus journal issues (published 2018 & 2019). The Fellow is leading the development of a third special focus issue (for 2020). In WP4, the Fellow delivered 20 public engagement activities to popularize STEM and communicate findings. In WP5, for researcher training and transfer-of-knowledge, the Fellow attended 70 intensive training workshops and multi-day conferences. She provided leadership in publishing and research at university, national, and international levels. To transfer of knowledge, she conducted 18 workshops for researchers and educators; she provided supervision and mentoring for early career researchers. She was appointed Associate Editor of IEEE Transactions on Education, Editorial Board member of the European Journal of Engineering Education, and serves as Chair of the global Research in Engineering Education Network (REEN). During the grant, she earned a teaching qualification in the UK (SFHEA) and secured €56,000 (as co-PI) for education projects in Spain, a £11,200 donation to UCL’s Centre for Engineering Education from the UK’s Royal Academy of Engineers via EWBUK, and €237,727 in contract work from UCL Consulting. The project was managed under WP6.

Results of this MSCA are reported in: (1) forthcoming papers on how architecture and civil engineering students conceptualize design creation and knowledge generation; (2) forthcoming papers on ethics, sustainability/SDGs and early-career engineers from a study on UK civil engineers’ practices and perceptions of global responsibility; (3) papers about women’s experiences studying engineering including a longitudinal study (that uses data collected over four years in Ireland regarding Middle Eastern women’s experiences studying engineering abroad) and analysis using the framework known as A Hero’s Journey (of a single mother’s challenges and successes studying and working in engineering); (4) a systematic review of grit in engineering education; a multi-method study of engineering teachers’ experiences implementing problem based learning (PBL). The data sets collected during this MSCA will inform and enhance dozens of publications in the coming years, in addition to the ones produced and published during the fellowship itself.

3Progress beyond the state of the art, expected results until the end of the project and potential impacts (including the socio-economic impact and the wider societal implications of the project so far)

This MSCA has pushed the frontiers of engineering education research (EER) forward in a numerous ways. The 2 special focus issues the Fellow spearheaded have shed new light onto socio-cultural diversity and engineering students’ identity formation and epistemic development. The educational blogs, STEM activity books for kids, and fun, creative events conducted by the Fellow are helping popularize engineering—the first STEM book was nominated for an award of excellence in the UK. The engineering education journals, and the workshops and community up-skilling events led by the Fellow are helping cultivate broader human capacity to produce quality research in the field of EER (e.g., Chairing the Research in Engineering Education Network to help raise the quality, credibility, and usefulness of EER globally and delivering Master Classes to help engineering teachers and researchers upskill).

This MSCA allowed the Fellow to develop agility with many different research methodologies and promote best practices to the larger EER community (e.g., co-authoring a study on “grit” in engineering education and identifying how to report it for maximum impact). The Fellow’s project on UK civil engineers exposed shortfalls in ethics and sustainability education and identified how engineers learn about these crucial topics, in that research participants said they did not learn enough about them in university. The Fellow’s PhD student is generating important new knowledge about processes and organizational systems that support creativity in engineering production; working together they are generating new models that describe shortfalls in engineering for UN Sustainable Development Goals (SDGs) and illustrate what can be done to address them. Through the Fellow’s research on architecture and civil engineering students, valuable new understandings are emerging related to how students conceptualize both design creation and knowledge generation.

Impacts anticipated from the MSCA are increased and improved: focus by engineering educators on developmental patterns shared among engineering students; student retention as a result of improved support; diversity as techniques to support minority students are increasingly employed; overall teaching in engineering education as a result increasingly credible and useful research; focus on ethics and sustainability in engineering education; and production of tools and models to help engineering educators foster creativity and engineering firms contribute to realizing the UN’s SDGs. A final overarching impact is enhanced public perception of engineering as a fun and creative field.

The commission also requested:

4 – Address (URL) of the project’s public website

5- Images attached to the Summary for publication

Dublin Maker here we come!

The TU Dublin RoboSlam gang is alive and kicking!

Nearly 20 of us met in February to start planning our exhibition for Dublin Maker 2020. The big event is to be held on the 27th of June in Herbert Park, on the south-side of Dublin.

Last week, a portion of our team reassembled to get different people’s parts working together in a coordinated way. I’ve created a little video of that second prep session for you to enjoy.

One thing that worries me, though, is that all the stuff my colleagues have made looks so very cool, so incredibly professional, that visitors to our Dublin Maker booth will think they BOUGHT this ready-made. Not so.

For instance, Keith Colton (in the video with the bandaid on his thumb) used a 3D printer to make the car he’s holding. He made it from scratch.

Shane Ormond combined a whole bunch of cutting-edge technologies to get a tiny camera on top of his race car to feed video into the VR headsets and TV monitors, all the while controlling the car’s behavior from a hand-held device. He’s been sending us video updates from his house and it’s been cool to watch his car speed under sofas and chairs and around his lovely home.

When I tired driving, I couldn’t control the car too well–and I’m pretty used to driving sporty cars! In this case, the car didn’t quite have the handling of my 2004 Nissan Z350. The car was racing around at top speed and the VR googles made it all seem much too real!

Note in he video how Paul Leamy’s stomach turned when his car flipped over. Seemed real! You can see on the TV monitor, but viewed through VR goggles it’s all the more gripping.

So, see for yourself!

Come on out on June 27th to see where all this leads. Our team is just at the start and we plan to build a plethora of buses, stop lights, trams, and Dublin city sites for our cars to whizz though on Dublin Maker day 2020.

Vibrant networks producing INGENious results!

Most days, I find myself communicating with colleagues from afar on various projects, proposals, and ideas. On a typical day, I hear from Dr. Inês Direito in London (UK), Dr. Lelanie Smith in Pretoria (South Africa) and Dr. Carlos Efrén Mora Luis in Tenerife (Spain). We have many overlapping interests–one being how to understand student motivations and emotions and how to use this understanding to help students tackle and persist through challenges. I often hear from our co-author Dr. Bill Williams, from outside Lisbon (Portugal) as well.

A past meeting of minds among Inês (center), Lelanie (right), and me. These days we can only meet online.

In addition to engineering motivations, we are also all interested in sustainability — environmental, economic and social. So over the past few weeks, WhatsApp and Signal chats have been rich and frequent.

Today alone, Lelanie, Inês, and I discussed research plans. Inês, Bill, and I submitted a conference paper on Brexit (with Inês in the lead and comments from Bill and me). Inês and I refined a journal manuscript on engineering ethics (with me in the lead and verbal input from Inês — she will edit my current version in the morning).

Down in the Spanish Canaries, Carlos has been fighting sand storms, as dust from the Sahara Dessert enveloped the islands. The weekend’s sandstorms were one of a number of challenges he’s faced recently, but he’s never one to give up.

Carlos (Dr. Carlos Mora) speaking at the launch of the INGENIA project. Hundreds of students attended the event, which featured speakers from around the world.

Carlos and I didn’t win the grant we applied for this past September, despite having put months into the proposal. We’ve picked ourselves up, brushed off the disappointment, and developed a plan to perfect and resubmit. I know all too well that resubmitting makes a world of difference! It’s the best way to win funding. Yesterday, I was rallying our troops, gathering support for a new round of work. I am confident that eventually we will succeed.

But we haven’t been sitting around waiting for success to come.

In December, Carlos submitted an additional grant proposal, this one to the Cabildo of Tenerife, Spain, for €56,000. He received funding for the project titled “INGENIA.” Carlos explained to me that the word “Ingenia” comes from “Ingenio,” which is “Ingenuity” in English. So the project is fostering “Ingenuity” to support sustainability education.

I’m honored that (as a result of me coaching him on how to write grant proposals) he included me as a co-PI.

On the 31st of January, Carlos and his colleagues in Tenerife launched his extremely well-designed INGENIA project. It was a true thrill when over 300 people attended his launch that Friday!

Carlos has summarized in English that “INGENIA wants to show that students can find sustainable solutions to real life problems linked to SDGs in Tenerife.” Students will build their own research teams and find a supervisor who will help manage the financial resources for their project.” In other words, the students “will have to find relevant problems and then propose solutions. The final part of the process is selling their solutions to companies and administrative public offices.”

Students will engineer their solutions and compete for funding to realize their projects. Below, I’ve included information that Carlos wrote to described the project, which is being conducted in Spanish. I can understand a bit by reading the Spanish materials he produced, but he was kind enough to translate for me/us!

INGENIA project

The Spanish public universities agreed recently contributing to the 2030 Agenda by building and transferring knowledge and skills to society about the Sustainable Development Goals (SDGs). Universities can contribute with teaching, learning, and student-participation methods to transfer not just the skills, but the motivation needed to face the SDGs. Like other Spanish higher education institutions, University of La Laguna (ULL) endorsed the United Nations (UN) SDGs initiative, and has a detailed understanding of the importance of its local problems linked to the environmental, social, and economical sustainability of the Canary Islands.

INGENIA is a project coordinated by ULL that is focused on the needs of the local society in the Canaries that supports building knowledge and skills on the participating students. INGENIA uses Project-oriented Problem Based Learning (PoPBL) learning strategies to motivate the students to find and propose solutions to real problems linked to the SDGs around their own environment.


  • Train university and high school academic staff in using active learning strategies to impulse SDGs.
  • Educate postgraduate students, and academic staff, in facilitating techniques and strategies to guiding students in complex projects linked to SDGs.
  • Develop real student projects with a high potential for positive impact in the Canarian society.


INGENIA will be implemented in three stages:

  • Informative and training actions. Informative actions will include a conference to be held at ULL in its theatre showing how students can change the world. Training actions will include workshops with specialists in Engineering Education focused on PBL and the evaluation of the impact of student projects.
    Goal: Get teachers motivated to help students in writing their proposals. Each of these teachers will also serve as guarantors for a team of students, and guarantors will assume the financial responsibility of the projects they back.  
  • Training of facilitators. A group of postgraduate students will receive specific training for PBL, Motivation, Conflict Management, and Project Management. Facilitators will collaborate with guarantors in guiding the student teams.
    Goal: Having at least one facilitator for each wining proposal.
  • Project development: INGENIA will include a call for proposals. Student teams must justify the relevance of the problem and the feasibility of their solutions. Winning teams will receive funding for their projects, and must execute their projects within two months. At the end of this period, each team will write a report to identify the impact of their solutions. Students will participate in a public exhibition in October 2020, and will also have the opportunity to show their solutions to companies and public institutions with the aim of getting additional funding to continue their projects.

The launch was a huge success and reached the press. Noticias Cananias and Eldiario both ran stories.

Carlos explained that the 31st was a day full of feeling. One of the speakers told such a moving story that the audience shed tears of emotion. Specifically, two students described their experiences; the second of these is working with ‘invisible’ people, meaning people who appear in social statistics, but have no work, no home, and thus no address. Carlos said she did an excellent job transmitting her feelings. She said, for instance, “that one day, she cooked rice for homeless people, but she was so busy that she forgot to turn off the cooking plate.” The rice was damaged, but she salvaged and packed up as much rice us she could, and went to give it to people in the street in Tenerife. She gave a portion to one man, and stayed looking at him. As the man was eating that rice, he stopped, looked at her eyes, and said what a lovely smile she had.

When she finished her narrative at the launch, one retired professor raised his hand to say something, but when he tried to start broken into tears. He cited numbers — the number of people invisible to all of us — and then he said that he had lived this experience along with her, and that she had touched his heart. The student walked down from the stage and gave the professor a big embrace. All the assistants, students, and teachers in the audience started to applaud.

It is this sort of change Carlos hopes to inspire among more students, and this is the sort of communication I received from Carlos daily.

After the student’s talk, many people were in tears, including Carlos. But he couldn’t stop to weep: he was next up on the stage.

Carlos needed to explain details of the program and how it will run. He had to explain the schedule and what will be expected of the various people working together in teams — including the student team members as well as the post-graduate and faculty member (e.g., professors) advising each team.

Carlos said the event was so motivating, inspiring them all to go out and find problems to solve. He received oodles of questions from students and academics wanting to participate. He said “Yes, I still can’t believe it, but something positive happened today!”

I have included images that are copyright of the photographer, Emeterio Suárez Guerra, and used with permission of Carlos.

EER deadlines for ethics journal and SEFI

I’m posting a cheerful reminder to those interested in engineering education research that important deadlines are coming up for manuscripts on ethics and SEFI conference papers. These are great activities to get involved with!

Ethics journal

The first is for the AJEE special focus issue on ethics in engineering education and practice (due March 1). See the call for papers at

SEFI 2020 conference

I downloaded this info on SEFI deadlines from regarding Research Papers since this info only shows up after you’ve logged in, meaning that you might want to see it before setting up your profile. Most abstracts/proposals are due March 2. Other types of submissions are listed below, as well.  Find out more about the SEFI 2020 conference here.  

Research Paper – abstract

Research papers shall present original studies in the field of Engineering Education Research. Authors may follow the standards for good practices in EER. Please add the names of the authors in the relative fields and add the abstract in the text field. The text shall NOT contain the names of the authors neither references, in order to ensure a double-blind review process.Please do not upload any file at this stage of submission.When preparing your abstract, you are kindly asked to consider the review criteria on the conference website.You can upload a full paper after your abstract is accepted. Maximum length of abstract: 250 wordsDeadline: 2nd Mar 2020, 02:00:00am CET, Time left: 8 days 14 hoursChair contact:

Concept Paper – abstract

Short Paper – abstract

Workshop – proposal

FOR SEFI SIG: SEFI Working Group Workshop


FOR SPONSORS: Sponsor Workshop

Brand new Bachelors in BIM launched today at TU Dublin

It’s been a busy and exciting week here in Dublin. Monday at noon I was appointed as Programme Chair for the new BSc (Hon) in BIM (Digital Construction) at TU Dublin. We launched the programme at lunchtime today, Friday, just four days later. I had a lot of studying up to do to get up to speed to host the induction/orientation.

This course is for people who have a three-year Bachelors degree (called level 7 in Ireland–this is the standard Bachelors in Europe). They will have studied Architecture, Engineering and Construction (AEC) for their first degree and want to learn about Building Information Modelling and upgrade to a four-year Honours level Bachelors (called level 8 in Ireland, and more like the Bachelors degrees offered in the USA). In the future, we will also accept people who have level 6 (apprentice) degrees and Recognition for Prior Learning (RPL).

This link provides info on Programme Outcomes, Awards & Graduate Attributes, for example. Take a look at the amazing resources and software packages available for students to use and learn. The program includes Work Place Learning (here’s the handbook for it) as well as a research Dissertation (handbook) supported by a Research Methods module that I’ll be teaching alongside Debbie Brennan.

So, today we held induction and welcomed 24 students into our first cohort!

This time next year, successful students will walk away with a BSc (Hons) and a host of new knowledge and skills related to digital construction.

My colleagues — Dr. Avril Behan, Mr. Kevin Furlong, Dr. Barry Mcauley, Ms. Deborah Brennan and others — were involved in designing this programme, and they even got a grant (Springboard+) to cover much of the cost for the 2020 cohort. They did all this work while I was away, working in London. What a truly lovely programme they have built!

It’s really needed here in Ireland — it’s great for the people taking the course who will gain valuable new skills — and it’s great for the Irish construction industry which desperately needs people skilled in BIM. I find this to be an extremely worthwhile project and I’m delighted to be part of it and to work with such a great team.

Here’s a press release from TU Dublin:

Technological University Dublin is delighted to announce the commencement of its level 8 BSc (Hons) in BIM (Digital Construction), designed and delivered by the same team who created TU Dublin’s award-winning MSc in aBIMM suite (ICE Postgraduate Course of the Year 2019). This programme is designed to meet the Lean Construction, BIM and digital transformation upskilling needs of holders of level 6 qualifications (including craft apprenticeship) plus industry experience, and of level 7 (ordinary degree) award holders in construction-related areas.  Focussing on discipline-specific BIM modelling (architecture, construction, MEP engineering & structural engineering) and multidisciplinary co-ordination, underpinned by a Lean Construction philosophy, this programme will equip graduates with the skills necessary to take up roles as BIM Modellers, Technicians, and Coordinators with consultants, contractors, clients, and public sector bodies.  The programme is delivered in blended format with attendance required on the Bolton Street Campus for one afternoon per week (typically Fridays from 12:30) from late January to late May with additional online delivery (one  evening per week – evening tbc and depending on discipline). From September to December the programme is delivered fully online with a number of support face-to-face workshops. 

The course handbook is available at: 

TU Dublin secured 90% of the funding for places in this year’s cohort from the Irish Higher Education Authority’s Springboard+ programme. Thus, the cost to selected participants in 2020 is only €220.

The application deadline for this year has passed (it was was Monday January 13th 2020 for commencement at end of January). This first cohort will commence their coursework in January 2020 and walk away with diplomas in a highly marketable field of expertise (BIM and digital construction) in February 2020.

If you would like more info on the programme, please register your interest by emailing the School of Multidisciplinary Technologies <>. Our school administrator can then send additional info as we prepare for upcoming cohorts.