565.608.81 - BIM Applications in Civil Engineering

Course Structure

The course materials are divided into modules which can be accessed by clicking Modules on the course menu. A module will have several sections including the overview, content, readings, discussions, and assignments. You are encouraged to preview all sections of the module before starting. Most modules run for a period of seven (7) days, exceptions are noted in the Course Outline. You should regularly check the Calendar and Announcements for assignment due dates.

Course Topics

• Basic BIM Theory and Introduction to 2D Drawings
• 2D Drawings – Part 1
• 2D Drawings – Part 2
  
• Introduction to Revit
• Revit (Architecture – Part 1)
• Revit (Architecture – Part 2)
• Revit (Structure – Part 1)
• Revit (Structure – Part 2)
• Revit (Structure – Part 3)
• Revit (MEP – Part 1)
• Revit (MEP – Part 2)
• Documentation and Coordination in Revit
• Algorithmically Generated Content Using Autodesk Dynamo

Course Goals

To develop the ability to coordinate basic construction drawings in both 2D and 3D, explain how and why architects, engineers, contractors, and facility managers use BIM-centric processes in their respective work flows, and to create basic commercial building content in Revit.

Course Learning Outcomes (CLOs)

• Explain how and why architects, engineers, contractors, and facility managers use BIM-centric processes in their respective work flows.
• Read and understand basic 2-D construction drawings
• Coordinate structural, architectural, civil, mechanical, and plumbing drawings.
• Understand the basic Revit user interface, setup new Revit projects, and navigate through the various Revit model views.
• Model basic building architectural systems, including walls, roofs, doors, windows, and ceilings.
• Model basic building structural systems, including columns, beams, slabs, walls, foundations, and lateral bracing.
• Create basic structural sections and details.
• Model basic building mechanical systems, including equipment, fixtures, and duct work.
• Model basic building electrical systems, including lights, panels, and fixtures.
• Assemble a set of 2-D construction documents from a Revit model, including wall sections and details, building elevations, and component schedules.
• Perform basic clash-detection in Revit.
• Use the basic features of Autodesk Dynamo for algorithmically generated model content.

Textbooks

Daniel John Stine (2016) Design Integration Using Autodesk Revit 2017.
Publisher: SDC Publications
ISBN-10: 1-63057-019-2

Other Materials & Online Resources

Additionally, any of the following texts or other texts that you may have from previous courses may be useful for
this course if you find yourself struggling with specific skills:

Francis Ching (Feb. 17, 2014). Building Construction Illustrated, 5th Edition.
Publisher: Wiley.
ISBN-10: 1118458346

American Institute of Architects (Mar. 21, 2016). Architectural Graphic Standards, 12th Edition.
Publisher: Wiley.
ISBN-10: 111890950X

Required Software

Autodesk Revit 2017 (2018 or 2019 are also acceptable)

You will need to download a student version of Revit from Autodesk’s website:
https://www.autodesk.com/education/free-software/revit

Student Coursework Requirements

It is expected that each module will take approximately 7–10 hours per week to complete. Here is an approximate
breakdown: reading the assigned sections of the texts (approximately 3–4 hours per week) as well as some
outside reading, listening to the audio annotated slide presentations (approximately 2–3 hours per week), and
assignments (approximately 2–3 hours per week).

This course will consist of the following basic student requirements:

Preparation and Participation (5% of Final Grade Calculation)

You are responsible for carefully reading all assigned material and being prepared for discussion. The majority of
readings are from the course text. Additional reading may be assigned to supplement text readings.

Post your initial response to the discussion questions by the evening of day 3 for that module week. Posting a
response to the discussion question is part one of your grade for module discussions (i.e., Timeliness).

Part two of your grade for module discussion is your interaction (i.e., responding to classmate postings with
thoughtful responses) with at least two classmates (i.e., Critical Thinking). Just posting your response to a
discussion question is not sufficient; we want you to interact with your classmates. Be detailed in your postings
and in your responses to your classmates' postings. Feel free to agree or disagree with your classmates. Please
ensure that your postings are civil and constructive.

I will monitor module discussions and will respond to some of the discussions as discussions are posted. In
some instances, I/we will summarize the overall discussions and post the summary for the module.
Evaluation of preparation and participation is based on contribution to discussions.
Preparation and participation is evaluated by the following grading elements:

1. Timeliness (50%)
2. Critical Thinking (50%)

Preparation and participation is graded as follows:

• 100–90 = A—Timeliness [regularly participates; all required postings; early in discussion; throughout the
discussion]; Critical Thinking [rich in content; full of thoughts, insight, and analysis].
• 89–80 = B—Timeliness [frequently participates; all required postings; some not in time for others to read
and respond]; Critical Thinking [substantial information; thought, insight, and analysis has taken place].
• 79–70 = C—Timeliness [infrequently participates; all required postings; most at the last minute without
allowing for response time]; Critical Thinking [generally competent; information is thin and commonplace].
• <70 = F—Timeliness [rarely participates; some, or all required postings missing]; Critical Thinking
[rudimentary and superficial; no analysis or insight is displayed].

Assignments (25% of Final Grade Calculation)

Assignments will include a mix of practice exercises and graded homework assignments.

All assignments are due according to the dates in the Calendar.

Late submissions will be reduced by one letter grade for each week late (no exceptions without prior coordination
with the instructors).

If, after submitting a written assignment you are not satisfied with the grade received, you are encouraged to redo
the assignment and resubmit it. If the resubmission results in a better grade, that grade will be substituted for the
previous grade.

Assignments are evaluated by the following grading elements:

1. Each part of question is answered (20%)
2. Writing quality and technical accuracy (30%) (Writing is expected to meet or exceed accepted graduate-
level English and scholarship standards. That is, all assignments will be graded on grammar and style as
well as content.)
3. Rationale for answer is provided (20%)
4. Examples are included to illustrate rationale (15%) (If you do not have direct experience related to a
particular question, then you are to provide analogies versus examples.)
5. Outside references are included (15%)

Assignments are graded as follows:

• 100–90 = A—All parts of question are addressed; Writing Quality is rich in content; full of thought, insight,
and analysis.
• 89–80 = B—All parts of the question are addressed; Writing Quality includes substantial information;
thought, insight, and analysis has taken place.
• 79–70=C—Majority of parts of the question are addressed; Writing Quality is competent; information is
thin and commonplace.
• <70=F—Some parts of the question are addressed; Writing Quality is rudimentary and superficial; no
analysis or insight displayed.

Course Project (45% of Final Grade Calculation)

A course project will be due at the conclusion of the course. The project—completed individually—will involve
building a multi-story commercial office building in Revit based on given building design parameters and
functions. These design parameters will be released in the form of a Project Statement that will be released
in module 8. Students will be encouraged to engage in weekly discussions related to their project to ensure
a full understanding of the project scope and to brainstorm design ideas. The course project will account
for 45% of the student’s grade. The course project is evaluated by the following grading elements:

1. Student preparation and participation (as described in Course Project Description) (40%)
2. Student technical understanding of the course project topic (as related to individual role that the student
assumes and described in the Course Project Description) (20%)

Course Project is graded as follows:

• 100–90 = A—Student Preparation and Participation responsibilities well defined and understood;
individual well versed in the use of Revit; content is well prepared and available to the instructor; Student
Understanding is present through outstanding and effective design.
• 89–80 = B—Student Preparation and Participation responsibilities well defined and understood; well
versed in the use of Revit; Student demonstrates an understanding of the design process.
• 79–70 = C—Student Preparation and Participation well versed in use of Revit as a design tool; Student
Understanding is generally competent; information is thin and commonplace.
• <70 = F—Student Preparation and Participation has difficult time with the use of Revit the work is
rudimentary and superficial; no analysis or insight displayed.

Midterm/Final Exam (25% of Final Grade Calculation)

Midterm/Final Exam (25% of Final Grade Calculation)
The midterm exam will be available in Module 7 and the final exam will be available in the next-to-last Module.
You will have one week to complete the exams and they will be due by 5PM exactly one week from their release.
The exam will include all material through Chapter 6 to ensure that (1) students are able to read, understand,
and coordinate 2-D construction documents, and (2) have developed a foundational understanding of
basic Revit modeling concepts and techniques that will be necessary for successful completion of the
remaining modules. You may use the course text to complete the exams.

The exams are evaluated by the following grading elements:

1. Each part of question is answered (20%)
2. Writing quality and technical accuracy (30%) (Writing is expected to meet or exceed accepted graduate-
level English and scholarship standards. That is, all assignments will be graded on grammar and style as
well as content.)
3. Rationale for answer is provided (20%)
4. Examples are included to illustrate rationale (15%) (If a student does not have direct experience related to
a particular question, then the student is to provide analogies versus examples.)
5. Outside references are included (15%)

Exams are graded as follows:

• 100–90 = A—All parts of question are addressed and rich in content; full of thought, insight, and analysis].
• 89–80 = B—All parts of the question are addressed and include substantial information; thought, insight,
and analysis.
• 79–70 = C—Majority of parts of the question are addressed and generally competent; information is thin
and commonplace.
• <70 = F—Some parts of the question are addressed with rudimentary and superficial; no analysis or
insight displayed.

Grading Policy

Assignments are due according to the dates posted in your Canvas course site. You may check these due
dates in the Course Calendar or the Assignments in the corresponding modules. I/We will post grades one week
after assignment due dates.

We generally do not directly grade spelling and grammar. However, egregious violations of the rules of the
English language will be noted without comment. Consistently poor performance in either spelling or grammar is
taken as an indication of poor written communication ability that may detract from your grade.

A grade of A indicates achievement of consistent excellence and distinction throughout the course—that is,
conspicuous excellence in all aspects of assignments and discussion in every week.

A grade of B indicates work that meets all course requirements on a level appropriate for graduate academic
work. These criteria apply to both undergraduates and graduate students taking the course.

EP uses a +/- grading system (see “Grading System”, Graduate Programs catalog, p. 10).

Academic Policies

Deadlines for Adding, Dropping and Withdrawing from Courses

Students may add a course up to one week after the start of the term for that particular course. Students may drop courses according to the drop deadlines outlined in the EP academic calendar (https://ep.jhu.edu/student-services/academic-calendar/). Between the 6th week of the class and prior to the final withdrawal deadline, a student may withdraw from a course with a W on their academic record. A record of the course will remain on the academic record with a W appearing in the grade column to indicate that the student registered and withdrew from the course.

Academic Misconduct Policy

All students are required to read, know, and comply with the Johns Hopkins University Krieger School of Arts and Sciences (KSAS) / Whiting School of Engineering (WSE) Procedures for Handling Allegations of Misconduct by Full-Time and Part-Time Graduate Students.

This policy prohibits academic misconduct, including but not limited to the following: cheating or facilitating cheating; plagiarism; reuse of assignments; unauthorized collaboration; alteration of graded assignments; and unfair competition. Course materials (old assignments, texts, or examinations, etc.) should not be shared unless authorized by the course instructor. Any questions related to this policy should be directed to EP’s academic integrity officer at ep-academic-integrity@jhu.edu.

Students with Disabilities - Accommodations and Accessibility

Johns Hopkins University values diversity and inclusion. We are committed to providing welcoming, equitable, and accessible educational experiences for all students. Students with disabilities (including those with psychological conditions, medical conditions and temporary disabilities) can request accommodations for this course by providing an Accommodation Letter issued by Student Disability Services (SDS). Please request accommodations for this course as early as possible to provide time for effective communication and arrangements.

For further information or to start the process of requesting accommodations, please contact Student Disability Services at Engineering for Professionals, ep-disability-svcs@jhu.edu.

Student Conduct Code

The fundamental purpose of the JHU regulation of student conduct is to promote and to protect the health, safety, welfare, property, and rights of all members of the University community as well as to promote the orderly operation of the University and to safeguard its property and facilities. As members of the University community, students accept certain responsibilities which support the educational mission and create an environment in which all students are afforded the same opportunity to succeed academically. 

For a full description of the code please visit the following website: https://studentaffairs.jhu.edu/policies-guidelines/student-code/

Classroom Climate

JHU is committed to creating a classroom environment that values the diversity of experiences and perspectives that all students bring. Everyone has the right to be treated with dignity and respect. Fostering an inclusive climate is important. Research and experience show that students who interact with peers who are different from themselves learn new things and experience tangible educational outcomes. At no time in this learning process should someone be singled out or treated unequally on the basis of any seen or unseen part of their identity. 
 
If you have concerns in this course about harassment, discrimination, or any unequal treatment, or if you seek accommodations or resources, please reach out to the course instructor directly. Reporting will never impact your course grade. You may also share concerns with your program chair, the Assistant Dean for Diversity and Inclusion, or the Office of Institutional Equity. In handling reports, people will protect your privacy as much as possible, but faculty and staff are required to officially report information for some cases (e.g. sexual harassment).

Course Auditing

When a student enrolls in an EP course with “audit” status, the student must reach an understanding with the instructor as to what is required to earn the “audit.” If the student does not meet those expectations, the instructor must notify the EP Registration Team [EP-Registration@exchange.johnshopkins.edu] in order for the student to be retroactively dropped or withdrawn from the course (depending on when the "audit" was requested and in accordance with EP registration deadlines). All lecture content will remain accessible to auditing students, but access to all other course material is left to the discretion of the instructor.