Jess Co
Faculty of Business and Economics
Integrating theory with inclusive interactive resources
Jess’s approach is delivering results. Since 2019 she’s achieved a sustained seven-point increase in average marks over five years, with HD and D grades rising from 60 per cent to 73 per cent.
What are you doing differently in your field that you believe is driving real change?
I believe that I am reimagining how we support students' transition into university by focusing on developing their coping capabilities – their engagement, self-efficacy, and resilience. Rather than following the traditional content-driven approach that research has shown to be ineffective, I create learning environments that help students succeed academically and personally.
My focus is on inclusive online interactive resources and collaborative team-based in-class case study discussions. Students construct knowledge together, applying management theories to solve real-world problems. It's not just about making learning engaging. It's also about building psychological resources students need to navigate university and beyond.
The impact is evident: since 2019 we've achieved a sustained seven-point increase in average marks over five years, with HD and D grades rising from 60% to 73%. This change has directly benefited over 6,600 students across eight faculties at Monash University.
How do you help students build confidence, not just knowledge?
Building student confidence is at the heart of everything I do through a systematic approach that addresses confidence from multiple angles. I create what I call a confidence safety net through online interactive resources that are chunked into small, manageable pieces, allowing students to attempt activities multiple times and receive immediate feedback without fear of failure. But confidence isn't just individual - it's deeply social. In our team-based case study discussions, when students explain concepts to each other, they discover they actually know more than they thought. As one student told me, small group discussions help them understand content better because peers can explain things without judgment. I'm also committed to inclusive design - providing captions, multiple formats, and shorter resources - because confidence suffers when students can't access materials effectively.
Perhaps most importantly, I've restructured how feedback works by releasing it before grades, giving students time to engage with their learning rather than obsessing over numbers. The collaborative environment means when students struggle, they're not alone - the team shares responsibility, reducing anxiety and building support networks. This transforms feedback from something damaging into a confidence-building tool. The evidence shows this works: we've seen sustained improvements in student performance, but more importantly, students report feeling more capable and resilient. That's the kind of confidence that lasts far beyond any single unit.
I believe that I am reimagining how we support students' transition into university by focusing on developing their coping capabilities – their engagement, self-efficacy, and resilience. ”
What mindset do you want your students to carry into their careers?
The mindset I want them to carry with them into their careers is the ability to ask reflective questions, encourage multiple viewpoints, and build solutions together. When faced with complex workplace challenges, I want them to instinctively think: Who do I collaborate with to fix this? How can I learn from the knowledge and wisdom of others?
I also want them to remember that feedback and challenges are opportunities for growth, not failure. That resilience is not about individual toughness - it's about being flexible, asking for help, and persisting in learning.
What legacy or ripple effect do you hope to leave behind?
The legacy I'm most excited about is changing how we think about first-year education. Throughout my teaching practice, I've shown that helping students cope isn't just being nice - it's essential for learning. Research is now showing that this evidence-based approach is starting to influence how other institutions support student transitions.
Ultimately, I want to be part of creating a generation of graduates who are collaborative, resilient, and inclusive - people who see challenges as opportunities to learn and grow together.
What’s something about Monash that would surprise people in a good way?
The extent of Monash's commitment to inclusive education would be a surprise to people. When I developed accessible online resources using Universal Design for Learning principles, this was not seen as compliance - it was recognised as best practice that benefits all learners. My work was featured as a case study in the Federal Government's UDL project, highlighting Monash's leadership in this space.
What's remarkable is how this thinking spreads throughout the whole university. The fact that I was able to become an accredited Mental Health First Aider and design inclusive resources demonstrates that Monash understands student success requires holistic support. The university and faculty's investment in my research through grants and recognition of my innovative teaching practice through numerous teaching awards shows a genuine commitment to evidence-based educational innovation.
This isn't just policy - it's lived practice that creates meaningful impact for students and the broader academic community.
What’s the biggest myth about university education you wish more people would rethink?
The most damaging myth is that higher education largely concerns personal achievement and competition. This perspective is not only outdated but harmful in its failure to prepare our students for the realities of society.
The complex problems our graduates will address – climate change, technological disruption, social inequality – demand collaborative problem-solving and cross-cultural skills. Yet traditional approaches have a tendency to entrench individualistic learning models that don't develop these crucial capabilities.
My own classroom demonstrates what is possible when we embrace social constructivism. When students construct knowledge together, they achieve deeper learning, develop essential interpersonal skills, and create support networks that extend beyond graduation. The evidence supports this: students in team-based activities report enhanced teamwork skills and improved confidence in their communication abilities.
What does being a 'Changemaker’ mean to you personally?
Being a changemaker means refusing to accept ‘that's just how things are’ when you know they could be better and having the courage to actually try it. It's about recognising that the smallest things we do to help solve a problem can create massive ripple effects.
How do you tailor your teaching approach to engage and inspire today's students?
Today's students have grown up with technology, but they're also dealing with unprecedented levels of anxiety and uncertainty. So, I use technology strategically – not because it's flashy, but because it can create safer spaces for learning and allow for more personalised experiences. I also recognise that they're incredibly socially conscious and want to understand how their learning connects to real-world impact. That's why I use genuine business cases and encourage them to think about ethical and sustainability implications. I also learned that they crave authentic connection and support, so I'm very intentional about creating community in my classroom.