As computing cohorts grow in scale, designing assessments that foster communication, collaboration, and meaningful learning becomes increasingly challenging. This lightning talk shares a pedagogical strategy implemented in a large-scale (over 300 students) software design and engineering course at a Southeastern university in the United States. In this iteration, teams of computer science (CS) students created two video-recorded podcast chapters, each 30 to 60 minutes long, as part of a conceptual assessment. Each chapter focused on a key topic in software design and engineering, one on three design patterns (e.g., the Factory Method Pattern) and another on code smells, refactoring, and test-driven development. Podcasts, now widely popular across streaming platforms, offered students an accessible and creative medium to communicate technical concepts while practicing professional collaboration. The team-based format aimed to promote interaction, reinforce conceptual understanding, and develop communication skills as all members planned, scripted, and discussed each episode together. Rather than focusing only on outcomes, this activity emphasized process and reflection as students explained, questioned, and built on one another’s ideas. This lightning talk is presented to gather feedback from the computing education community on this instructional strategy and possibly collaborate on further extensive research on student-created artifacts in large-scale CS courses.