This assessment is based on the work that a typical 1st year to 5th year graduate would do as an investment analyst. They are required to work in a team of four and complete extensive research and analysis of a company, it's industry and competitors. Then develop a rigorous financial model to value the company and write an in depth report for an investment committee to recommend buying or selling this investment.

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).

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).

Designed as a sequential case-based online and in-class approach, students are able to scaffold their clinical skills and reasoning through developing and implementing case based assessment and management strategies of simple and complex patients. Students are assigned 6 patient cases within Week 8 of the semester of which will be similar to the cases that students are assigned in their end of semester practical examination. Students can work independently or as groups, contributing to Padlet discussions relating to each patient case. Within tutorials, designed sequentially from Week 9 to 12 (2 cases per tutorial), students work together to plan and present their clinical assessment and management of each case, with facilitation and probing from tutorial staff. Within class discussion is facilitated to explore student views and clinical reasoning whilst reflecting on best evidence based practice (Hour 1). Clinical skills practice is then facilitated where students select skills to practice in relation to the outlined case (Hour 2).

Student teams will practice with and apply our brand strategy model and methods to a real world brand of their choosing. The project involves qualitative and quantitative consumer research, so that students learn brand analysis not based on the students' own opinions of the brand but on the evidence of consumer perceptions of the brand. Students analyse the current brand strategy and recommend a complete brand strategy plan. This project will help students learn the theory, will help students understand how it is applied, and will help students acquire the skill of how to do a brand audit.

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.

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).

The assessment promotes critical reflection utilising refugee artefacts to enable law and politics students to connect their theoretical knowledge and understanding of international refugee law and human rights law with the 'lived experience' of certain asylum seekers detained offshore on Nauru or Manus Island. The assessment encourages students to reflect on their own learning experience by identifying and explaining the connections between selected refugee artefacts (including letters from the Burnside/Durham Collection in the Fryer Library, semi-autobiographical books, radio podcasts, cartoons, documentaries or op-ed newspaper pieces) and refugee and human rights law.

Designed to teach foundational research skills, provide capabilities in critical analysis, and prepare students for a major research essay, this assessment sees students locate four scholarly sources via disciplinary databases or on-campus library collections. Students must judiciously select and correctly reference these sources, conducting critical analysis on one oanalysis, and prepare students for a major research essay, this assessment sees students locate four scholarly sources via disciplinary databases or on-campus library collections. Students must judiciously select and correctly reference these sources, conducting critical analysis on one oanalysis on one of these.

Students carry out and analyse four interviews (with individuals selected on the basis of discipline). The assessment consists of four stages: developing a semi-structured interview schedule and locating interviewees; conducting and recording interviews; creating verbatim transcripts; and performing qualitative analysis to produce a 1000 word field report of their findings.