ENGG1600 is a course which embeds research into the undergraduate degree in first year. Assessment is authentic - no exam - instead students work towards a final conference at which they present and for which they have had to write a conference paper (using Nature guidelines).

Completed in pairs, this assessment sees students work collaboratively to produce a creative media output and an accompanying rationale detailing and justifying the stylistic choices made (in the case of MSTU1001 students produce a section of film storyboard). Students are marked on their grasp of relevant conventions and theories.

In this formative assessment, students select a recent news media item (print, electronic, multimedia, social media etc.) and conduct a short (500-700 word) critical reflection that draws on the foundational theoretical and disciplinary concepts from the course.

This assessment introduces students to the theories, methodologies, and technologies related to the collection, modelling and analysis of digital social data. Students are required to operate a variety of data curation and analysis software systems to produce a dataset, and then perform both qualitative and quantitative analyses of these datasets.

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.

Students construct a 2000 word essay critiquing a film from their disciplinary perspective. This involves analysing salient aspects of plot situation, thematic elements etc. by applying relevant theories/concepts from the course content. This task particularly reinforces formative disciplinary knowledge (which often challenges early undergraduates) through engaging contemporary contexts.

Students undertake a short (40 hour) placement or volunteer position to learn the methodological and practical skills required to undertake social scientific research. There may be several scaffolded assessments associated with this work-integrated learning experience; a pre-fieldwork report, a reflexive journal, a seminar presentation, and a final report.

In addition to producing their own piece of creative or academic writing, students work in pairs to provide a detailed feedback report of their partner's draft written assessment. Students are assessed on both the final written piece and on the report they produce for their student partners.

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.

This task is designed to allow students to demonstrate theoretical and methodological understandings of key themes and provocations from the course through an applied activity mimicking professional practice. Students select from a list of hypothetical scenarios (developed by the course coordinator) and construct a 3000 word report in response.