Following a larger essay assessment, students construct a 1000 word article on the same topic of their major assessment piece) intended for publication on the online platform The Conversation. This exercise introduces students to the challenge of writing for a specific audience, and communicating complex concepts with clarity and concision.

This assessment is primarily designed to test students' compositional dexterity by focusing on emulating the selected genre. A portion of the overall mark is allocated for originality and creativity. While students must adhere to stylistic requirements they are free to write on a topic of their choosing, thus offering a personalised approach to learning.

Underpinned by active learning pedagogies that seek to marry theory and practice, this assessment sees students participate in a three-phase simulation exercise during the tutorial program (Weeks 9-11). Marks are allocated for participation and a 2-page group reflection to be completed after the completion of the simulation.

Students complete a 3 hour in-class simulation where a hypothetical scenario occurs (in POLS7255, a foreign policy negotiation). Students form groups representing key stakeholders and must accurately represent their interests. Students prepare for the simulation (scheduled towards the end of semester) in advance and are assessed on preparation and participation.

This task-based, computer assisted language learning assessment sees students record and upload weekly audio files responding to questions or prompts from course coordinators. This is a practical means of extending spoken language learning beyond contact hours in a way that provides students with personalised feedback and opportunities for rapport building.

In this role-play students learn to position themselves in the roles of different stakeholders, develop strategies for negotiation and decision-making and need to be able to identify interests, goals and power hold by each stakeholder.

Underscored by an immersive pedagogy focusing on 'co-generative dialogues' - collaborative discussions cultivated between students and instructors as the source of learning- this task positions students as co-teachers within a conversational Q&A style panel discussion of weekly readings. Students additionally submit a critical summary of weekly readings to corroborate marks.

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.