Discover how Dr Melissa Fong-Emmerson creates inclusive, industry-engaged learning experiences that inspire student success.
The Teaching Spotlight is a regular feature that highlights the outstanding contributions of educators at ECU. Each edition of this series focuses on an individual who exemplifies excellence in teaching—whether through innovative practices, student engagement, curriculum development, or mentorship. By sharing their stories, strategies, and insights, The Teaching Spotlight aims to celebrate teaching excellence, inspire peers, and foster a culture of continuous improvement in learning and teaching across the university.
This edition’s Teaching Spotlight features Melissa Fong-Emmerson, a Unit Coordinator, Lecturer and Researcher at ECU’s School of Business and Law. An award-winning educator and researcher, Melissa is passionate about creating learning experiences that make a lasting difference in students’ lives. Drawing on more than 15 years of experience across industry, government and community sectors, she brings real-world perspectives into the classroom through authentic, industry-engaged learning opportunities. Her research spans social marketing, consumer decision-making, higher education, and diversity, equity and inclusion, and she is committed to translating research into practice to create positive social impact. Melissa’s contributions to teaching and learning have been recognised through a national Australian Awards for University Teaching Citation and multiple Vice-Chancellor’s Staff Excellence Awards.
Curious to hear more about her methods and impact? Let’s hand it over to Melissa to tell us more!
What does learning and teaching mean to you? What role does active learning play in your approach?
Learning is about creating experiences that stay with students long after they leave the classroom. Having worked across corporate, government and consultancy marketing before joining academia, I know how important confidence, belonging and meaningful industry connections are. I also remember arriving in Australia as an international student and navigating that journey myself, so I understand the challenges many of our students face and the opportunities that can change the course of their careers.
My role is to provide students with the discipline knowledge and practical skills they need to succeed, while also creating opportunities for them to connect with industry, engage internationally and discover their own strengths. I want students to leave university not only work-ready, but confident, curious, socially responsible and excited about what comes next.
That’s why I believe students learn best when they’re actively involved. Whether they’re working with industry partners, collaborating with classmates locally or internationally, reflecting on their experiences or debating different perspectives, learning becomes much more meaningful when students are part of the process rather than simply listening. I believe my role is to create a safe, inclusive and engaging environment where students feel confident to ask questions, challenge ideas and discover what they’re capable of.
When students can see the purpose and the why behind what they’re learning and how it connects to their future, that’s when you see the spark and excitement in them. That’s what I love most about teaching. It is so rewarding when I see my students succeeding.
How would you describe your teaching practice in three words and why?
Purposeful, connected and inclusive.
Having worked across corporate, government and consultancy roles before entering academia, I bring industry experience into the classroom. As a trained high school teacher and marketing practitioner, I see learning through both lenses, creating experiences that prepare students for life beyond university while ensuring every student feels supported to succeed. Everything I do is grounded in purpose. I want students to understand not only the theories of marketing, but also why they matter and how they can be used to create positive change. My units bring together industry, international collaborations, Indigenous knowledges and industry projects so students develop discipline knowledge alongside confidence, cultural capability and professional networks. I want students to leave university with the skills to succeed and feeling excited about the impact they can make.
What advice would you give yourself at the start of your teaching journey?
Hmm…. I think…to not underestimate the value of my journey and lived experiences. The experiences of arriving in Australia as an international student, building a career from the ground up and later returning to university as an academic have become some of my greatest strengths as a teacher and researcher. They help me understand my students because I’ve walked a similar path.
Most importantly, I’d tell myself to stay true to my values and my passion for making a difference. That has guided me throughout my career and continues to shape the way I teach today. Keep creating the kinds of opportunities for students that I would have valued. You never know how one conversation, one experience or one opportunity might change the course of someone’s life.
What is a classroom moment you are most proud of?
It’s hard to choose just one. I’m always proud when I see students realise they’re capable of more than they thought. One of my favourite moments is watching students present their ideas directly to Indigenous business owners and industry partners and seeing the confidence they’ve developed. Reading their reflections and hearing their growth and their ‘ah-ha’ moments or when they’ve started seeing marketing, business or the world from a different perspective. Hearing students share that these experiences have changed how they think about marketing, business, community or even themselves reminds me why I love teaching.
What’s a piece of meaningful feedback from a student that has stuck with you?
One of the most rewarding and humbling parts of teaching is hearing how I’ve made a difference in someone’s journey. A student once told me that I had changed the trajectory of their career, and another shared that they had changed courses because of my teaching. One student said my classes gave them the confidence to believe they truly belonged at university, which was especially meaningful knowing they had experienced negative educational experiences in the past. Another shared that my empathy helped them through one of the most difficult semesters of their life.
A piece of feedback that has always stayed with me came from a student who said that having honest conversations in a safe classroom about topics such as business ethics, Indigenous perspectives and community gave them the confidence to continue those conversations in both their personal and professional life. I also love it when students come to class excited to tell me they’ve shared something they learned with their family, and that it sparked bigger conversations around the dinner table. Those are the ripple effects that remind me learning doesn’t stop when students leave the classroom. Knowing that our discussions can influence how students think, connect with others and engage with the world is incredibly rewarding.
Teaching is never one-way, though. I learn just as much from my students. Their resilience, creativity and determination continually inspire me. Many balance work, caring responsibilities, family commitments and study, yet they continue to show up, support one another and achieve remarkable things. They remind me every day why I love what I do.
Feedback and moments like these stay with me because they reinforce that teaching is about so much more than assessments or grades. It’s about people, relationships and creating opportunities that can genuinely change lives.
Do you have a go-to active learning activity that encourages engagement with students?
I love activities that encourage students to think, reflect and learn from each other. My classes are usually very interactive and inclusive because that’s how I learn best too! One activity I use in every class is spending the last 10 minutes reflecting and writing with pen and paper. There’s something about slowing down and writing by hand that helps us process ideas differently. It was an approach introduced through our School of Business and Law Teaching and Learning team, and I’ve found it incredibly effective. Students often use this time to connect concepts, question their assumptions and think about how they’ll apply what they’ve learned beyond the classroom.
I also enjoy running debates about discipline topics and current issues where every opinion is welcome, provided students can respectfully justify their perspective. For students who prefer not to speak up, I invite them to write anonymous questions or reflections on post-it notes and place them on the wall. We then explore those ideas together without singling anyone out. It’s a simple way to create a safe, inclusive environment where every student can contribute in a way that suits them. I also love connecting concepts to real-world examples because I want students to see that marketing isn’t just theory in a textbook, it’s all around us and it’s not just advertising or social media. Once students start looking at the world through a marketing lens, they can’t unsee it! Suddenly they’re noticing how products are displayed in supermarkets, why certain items are placed where they are, how pricing influences decisions, or even questioning the reasoning behind the great toilet paper shortage during COVID-19. Those are my favourite moments because it shows students are thinking critically and applying what they’ve learned beyond the classroom.
More about Melissa
Melissa Fong-Emmerson is a Lecturer and Researcher in Marketing and Innovation at Edith Cowan University who is passionate about creating learning experiences that make a meaningful difference in students’ lives. Before joining academia, Melissa spent more than 15 years working across corporate, government, consultancy and not-for-profit organisations, leading marketing, communications and change management initiatives.
Drawing on both practitioner and educator perspectives, Melissa designs authentic, industry-engaged learning experiences that help students develop practical skills, confidence and meaningful professional connections. Her teaching is grounded in inclusion, belonging and creating opportunities for students to think critically, challenge themselves and make a positive impact beyond university.
Melissa’s research explores social marketing, consumer decision-making, higher education, and diversity, equity and inclusion, with a particular focus on embedding Aboriginal and Torres Strait Islander perspectives into curriculum and research. She works closely with industry, community and university partners to translate research into practice and create positive social impact. Passionate about developing culturally responsive and socially responsible graduates, Melissa is committed to equipping students to contribute meaningfully to their professions and communities.
Melissa serves on the Australia and New Zealand Marketing Academy Diversity, Equity and Inclusion Subcommittee and is a member of the Marketing for Social Impact Special Interest Group and the Marketing Management Journal Editorial Board. Her teaching and research have been recognised through a national Australian Awards for University Teaching Citation and multiple Vice-Chancellor’s Staff Excellence Awards. Above all, Melissa believes education has the power to create lasting ripple effects, not only for students, but also for the families, communities and organisations they go on to influence and serve.
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