This paper presents the results of an online survey that was conducted in 2014 to assess the evolution of computing in architecture, engineering, and construction (AEC) education. A primary goal includes contributing to the understanding of the evolution of computing in architecture, civil engineering, and construction management curricula. The current state of computing within the AEC curricula with respect to changes implemented since 2012 is evaluated. The paper includes a comparison of the 2014 survey with the 2012 survey. Changes in the levels and concentrations of computer science knowledge versus computer skills in the curricula are investigated. Similarities and differences between architecture and engineering (including construction management) programs are studied through comparing the data associated with these disciplines. The survey results are presented as useful benchmarks for decision-making regarding research, industry collaboration, and understanding the speed and needs for change in AEC curricula. Key findings of the study include (1)the importance of most computing skills and the coverage of curricula for these skills have not changed significantly over these 2years, while the competence of the students in these skills have decreased; (2)increasing trends have been seen in the percentages of computer science knowledge related courses in all program types and levels; (3)the percentage of computing skills related courses are more than the percentages of the computer science knowledge related courses in AEC curricula; (4)an increasing trend has been seen in the importance of the knowledge of scientific concepts of computing in respondents' perceptions; and (5)computing education still is not sufficient to meet the demands of the AEC industry.