How do we teach and assess research skills in the era of AI? This assignment replaces the historical research essay with a scaffolded assessment of qualitative research process. It cultivates historical curiosity; requires students to design a research project; find, present, annotate, evaluate and contextualise authentic primary sources; and draw conclusions.

Students who have completed their semester abroad reflect on this experience to provide concrete advice on the Study Abroad experience in a pre-departure briefing or information session for students who are currently considering an exchange experience.

Every week of semester students are required to use Padlet to write a reflection using concepts and theories from the week's lecture, readings, and from other resources such as academic and media articles, open blogs, images, video and social media.

Concepts and skills are developed over a semester to design an interactive computer program for a hypothetical museum exhibition. By providing structure while leaving some aspects unspecified, students make creative choices and combine skill sets, and demonstrate mastery to meet the objective of inspiring patrons. Clear and relevant communication to the end-user is a top priority.

Students are asked to write a reflective essay about their project that includes a description of critical incidents, reflection of personal change, and a supporting visual element.

Delivered in an active learning environment, this work-integrated learning experience and authentic assessment task requires preparation of a written and diagrammatic report. Students critically analyse a given construction detail in 4-dimensions using an interactive digital learning environment, then apply their learning to a 3-dimensional analysis and resolution of two construction details derived from a team-based schematic design completed in the previous assignment.

In Phase 2 (the clinical years) of the MD program in the Faculty of Medicine, students collect evidence of observed practice of core clinical skills - Mini Clinical Evaluation Exercise (Mini-CEX), Direct Observed Procedural Skills (DOPS) and Compulsory Observed Procedural Skills (COPS). They also lodge Clinical Participation Assessments for each clinical rotation. The overarching aims of the Workplace Learning Portfolio course are intern readiness, to be observed practicing core skills and receive feedback, and to use that feedback to continue to grow and develop.

Students work in teams to collate and critically analyse a building site, and precedent building designs, that they will use for an individual design later in semester. They learn to work quickly in teams and to critically reflect on their own and team-mates work, in studio. The work is jointly presented in modified 'pecha kucha' style (20 slides for 30 seconds each only) to further share their ideas with the rest of the studio cohort.

As part of a progressive series of seminars, this assessment item acts as the culminating piece for each seminar. The default submission format is a written piece lodged via Turn-It-In of between 750-1500 words - with greater weight allocated to the assessment items as the seminars progress. Because of the nature of the cohort (practising sport coaches) and the level of the program (post-graduate study), students are offered a degree of choice within each seminar (e.g. topic focus and submission format). Students are supported through this process through the seminar structure of reading week, discussion week, assessment week).