In 2005, the School of Property, Construction and Project Management at RMIT University, Melbourne, introduced a new curriculum format for all first year students. All students enrolling in one of the four undergraduate degrees offered by the school commenced a common first year programme. This new curriculum was adopted to provide students with a broader depth of knowledge and experience across all study areas and to provide greater skill enhancement for graduates. The common first year university experience allows students to build a multidisciplinary degree based upon their interests and skills. But the common first year has created a number of challenges for the lecturing staff: extremely large classes, space and resourcing issues, assessment and administration problems; greater strains upon technology; and increase in the impersonal nature of the learning environment. This paper examines how one of these large first year classes (construction science) was conducted to address some of the learning issues arising from a common first year. It describes how students were encouraged over the semester to electronically build and create a classroom resource of e-reference material on construction science topics, which was the basis for classroom discussion, interaction and assessment. The result was an electronic reference folder on CD that provided students with both a starting point for assignments, class interaction and assessment, and the development of vital information technology literacy skills.