Research Article
Building Information Modeling (BIM) and the Impact on Design Quality
Madis Pihlak1*, Peggy Deamer2, Robert Holland3, Ute Poerschke3, John Messner4 and Kevin Parfitt5
1School of Visual Arts, Stuckeman School of Architecture and Landscape, Architecture College of Arts and Architecture, Penn State, USA
2School of Architecture, Yale University Principal, Deamer Architects, USA
3Department of Architecture, Stuckeman School of Architecture and Landscape, Architecture College of Arts and Architecture, Penn State, USA
4Department of Architectural Engineering, College of Engineering, Penn State, USA
5Executive director, Consortium for the Advancement of Building Sciences, Department of Architectural Engineering College of Engineering, Penn State, USA
- *Corresponding Author:
- Madis Pihlak
School of Visual Arts
Stuckeman School of Architecture and Landscape
Architecture College of Arts and Architecture
Penn State, USA
E-mail: mxp51@psu.edu
Received Date: November 09, 2011; Accepted Date: December 15, 2011; Published Date: December 20, 2011
Citation: Pihlak M, Deamer P, Holland R, Poerschke U, Messner J, et al.(2011) Building Information Modeling (BIM) and the Impact on Design Quality. J Architec Engg Technol 1:101. doi: 10.4172/2168-9717.1000101
Copyright: © 2011 Pihlak M, et al. This is an open-access article distributed under the terms of the Creative Commons Attribution License, which permits unrestricted use, distribution, and reproduction in any medium, provided the original author and source are credited.
Abstract
The integrated studios in which architecture students are paired with engineering and construction manager students works on the assumption that the common denominator-BIM-is a tool of equal meaning and value to all. This is not the case: each discipline has its own values, procedures, and protocols that bend BIM to its own needs. When these differences are not recognized, design, which has traditionally been the province of architecture, gets short shrift. The BIM process offers the opportunity for cross-disciplinary contamination without sacrificing design emphasis. How to blend engineering student input with architecture student design input so each group learns equally from the other and high quality design outcomes are empowered rather than diminished will be discussed.
