Students are each assigned a different discipline-specific piece of equipment or technology and must give a presentation during class time outlining its key features and functions This assessment is designed to create a collaborative learning environment that introduces students to the relevant materials and technologies used within their discipline.

SCIE1000 covers mathematics, computer programming, communication, science and modelling. The main goal is to help students see that similar tools and approaches can be applied in a wide range of discipline areas and contexts. So my goal was mostly to develop students’ abilities and confidence in transferring knowledge from one context to another context that may initially appear to be quite distinct, but in reality the same general approaches apply. This is important in this course because we teach students from all areas of science.

This practical task see students complete an oral performance during dedicated class time in response to some form of in-situ stimuli, such as a live presentation or audio-visual material. In JAPN7200, students attend weekly live interpreting forums and must orally interpret (from English to Japanese) speeches delivered by guest speakers.

Likened to a video essay, this technique sees students design and conduct an individual practical or experiential experiment based on course principles, documenting it (including background, rationale, results and implications) in a 10 minute YouTube video. Videos are edited and published online, with some being potentially translated into scholarly publications.

In small groups students create a short YouTube video production communicating an otherwise complex or scholarly argument (developed out of an essay assessment item) in a form appropriate to an open audience. Ideally scaffolded with reflexive assessment items, this technique emphasises key workplace skills in production, messaging and interpersonal communication.

The Virtual Business Enterprise (VBE) is a digital learning resource consisting of a number of small retail businesses. Each semester student groups are allocated a VBE business and these groups 'trade' in 2 sessions across the semester. After each session, a complete set of financial statements is generated for each business. The final set of financial statements is used as a starting point for the business plan assignment linked to the VBE exercise.

Students complete a short (800 word) analysis of a visual text of relevance to their discipline, including photographs or artworks. Rather than simply describing the image or artwork, students are expected to critically engage with the visual stimuli and discuss it using themes and concepts covered throughout the course.

In order to assess student preparedness for the transition to the clinical-phase of the BVSc, students are assessed by a VIVA Vocce examination at the end of their 3rd year. The VIVA examination is a one-hour examination split between a written and oral component. Exam content is highly integrated and assesses content taught from each of the five 3rd year BVSc courses taught. Students are assessed against a standard rubric for their ability to identify problems, pathologic processes that may explain these problems, diagnostics, diagnoses, therapeutics, as well as professional communication.

Delivered instead of weekly tutorials, students construct weekly Blackboard blog posts responding to a question and critically addressing key theoretical underpinnings from readings. Designed to elicit theoretically rich conversations, students use written styles similar to those from popular online forums as a means to participate in collegiate debates beyond academia.

Informed by an active learning pedagogy, this technique sees students co-create an online wiki to which contributions are individually marked. Students work collegiately to prosecute an overall argument that responds to a set question, but receive marks for the quality of their individual input; which addresses potential discrepancies in contribution.