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This pedagogical study aimed to demonstrate an updated Building Information Modelling (BIM) educational activity in CEM (i.e., construction engineering and management) students' final semester project. It investigated students' perceptions of BIM and the project. Student feedback provided insights for linking education to practice, for example, what caused differences between manual estimates and BIM-generated quantity take-off. Four different project deliverable options demonstrated how educational theories could be embedded in BIM education. The novelty of this study lies in two aspects: firstly, this pedagogical research views the CEM education at the curriculum level by linking earlier years' core CEM courses into the final project work; secondly, by designing four different options of BIM-related deliverables, subgroup analyses test how different factors, such as teamwork verse individual work, and BIM application level, could affect students' learning outcomes. The current study also led to more future explorations in research-informed teaching in the CEM curriculum.

University of Canterbury, as an institution, had developed strong educational resilience during and after the 2010-11 earthquakes. Due to the Coronavirus pandemic, New Zealand shut down all university educational facilities in March 2020, with education migrated online. Within this unique context, this research aims to (1) investigate civil engineering students' perceptions about the benefits and challenges of online learning during the lockdown period, (2) identify significant factors that contribute to effective online teaching and learning, and (3) provide the implications of this research for future emergency remote teaching (ERT). A survey was designed and administered to measure students' perceptions of online learning during the lockdown. A total of 192 completed responses were collected from both undergraduate and Master civil engineering students. In addition to typical online learning challenges, students also experienced unique challenges, such as social and emotional isolation, anxiety, depression, and uncertainty. This paper suggests that teaching presence be brought to the forefront of ERT. Future research directions were recommended to better understand ERT by linking it to the Community of Inquiry framework and enhance tertiary education institutions' resilience to handle a future crisis.

Graphene oxide (GO) has attracted increasing attention for its application in cementitious materials as it can be used to regulate the hydration products of cement and improve the properties of cement composites. This paper investigated the role of GO on the hydration process and chemical shrinkage of a cement paste through an experimental study and molecular dynamics simulation. The hydration heat flow of a cement composite with GO (CCG) was characterised by using an isothermal calorimeter. The chemical shrinkage of the CCG was also measured by applying a modified method based on ASTM C1608. The test results have shown that incorporating GO can mainly accelerate the hydration rate of cement composites at the early stage, but would not change the four-stage process of the cement hydration. The addition of GO by 0.3 wt% of cement is able to reduce the chemical shrinkage of the cement composites. This regulation effect is mainly attributed to the hydrogen bonding, which has been verified by the molecular dynamics simulation.