FLB Staff Awards

Project Name: Building feedback literacy to support student retention: Addressing early disengagement in first-year units

Project Description: This project addresses first-year student attrition linked to low engagement and limited exposure to formative feedback by redesigning assessment into a process-based submission model. In Semester 1, 2026, Assessment 1 will be structured into two staged components (1A and 1B) within Cadmus, enabling early drafting, targeted in-class feedback, and low-stakes submission before census date. Grounded in feedback literacy principles of Carless & Boud (2018), the design promotes early engagement, motivation, and students’ ability to interpret and apply feedback. The initiative supports equity through scaffolded assessment and aligns with FLB and ACU priorities to enhance student retention, progression, and success, with outcomes evaluated through student performance and engagement data.

Name(s): Samantha McKee & Victoria Obeng

Project Name: Back on Track: Just-in-Time Feed-Forward and Early Programming Support in ITEC102

Project Description: This project implements a targeted “Back on Track” intervention in ITEC102 (Python Fundamentals for Data Science), a first-year unit with high variability in early engagement. The initiative integrates three strategies in Weeks 2–5: Just-in-Time micro-feedback via Canvas pulse checks, feed-forward coding guides with exemplars and debugging videos, and early personalised outreach to at-risk students. The aim is to improve early submission rates, reduce disengagement, and build confidence in foundational programming skills. Impact will be evaluated through submission rates, quiz performance, student feedback, and Canvas analytics. The project aligns with ACU priorities to support early intervention, retention, and student success in first-year units.

Name(s): Farshid Keivanian

Project Name: Staying on Track: LMS‑Driven Early Alerts and Weekly Quizzes to Support First‑Year Success

Project Description: This project introduces a proactive, evidence-based intervention to enhance retention and academic success in ITEC100, a core first-year unit. Using learning analytics, students showing early signs of disengagement are identified and supported through weekly knowledge-check quizzes aligned with unit content. These quizzes provide immediate formative feedback and are paired with personalised outreach to encourage participation, rebuild confidence, and re-establish study habits. The approach offers a low-barrier re-entry point for students at risk of falling behind. Impact will be evaluated through engagement analytics, quiz participation, assessment performance, and retention indicators, supporting ACU’s commitment to early intervention, equity, and student success.

Name(s): Kamanashis Biswas

Project Name: Interaction within Interaction: Assessment through Presentations with Audience Interaction as Authentic Assessment in the AI era

Project Description: This project enhances Assessment Task 1 in ECON600, a postgraduate unit with a diverse international cohort, by building on an innovative presentation-based design. Students deliver presentations using recently taught content, balancing cognitive load and promoting timely feedback for both peers and the lecturer. The assessment also integrates responsible use of generative AI, requiring verifiable data, live defence of claims, and disclosure of AI prompts. The project seeks to extend this design through multi-agent AI support for assessment processes and a real-time audience response platform to increase peer engagement. This approach aims to strengthen feedback quality, critical thinking, and inclusive participation.

Name(s): Andrea Giovannetti

Project Name: Leveraging AI to Teach Social Research Methods in Criminology Education

Project Description: This project explores the use of generative AI to enhance student learning in LCRM301- Researching Criminology, a unit where research methods are often challenging for students. Guided by Cognitive Load Theory, the initiative aims to reduce cognitive overload through AI-enhanced learning activities embedded in Canvas, particularly in complex areas such as research design and statistical analysis. Phase 1 involves redesigning the Canvas site with AI-supported resources informed by student input, while Phase 2 evaluates effectiveness through engagement data, SELT results, and surveys. The project supports improved understanding, engagement, and progression to postgraduate study.

Name(s): Matthew Morgan & Emma Lusk

Project Name: Deliberate Mistakes, Deeper Learning: An Effective Approach to Boosting Online Engagement

Project Description: This project investigates how video-based discussion forum (DF) tasks can enhance student engagement and reduce superficial participation and overreliance on generative AI. The approach integrates short concept videos with embedded problem-solving activities, including intentional errors that students must identify and correct. This design promotes active learning, critical thinking, and peer interaction. Preliminary findings from Canvas analytics and student surveys show increased engagement, including higher video watch times, repeated viewing, and improved quality of contributions. Over 80% of students reported the tasks as highly engaging and effective in discouraging AI-generated responses, demonstrating the value of authentic, interactive DF design.

Name(s): Kamanashis Biswas

Project Name: BizOrg Quest: A Gamified Microlearning Experience for LAWS200 Business Organisation

Project Description: BizOrg Quest is a gamified microlearning platform designed to enhance engagement, understanding, and retention in LAWS200 Business Organisation. It transforms key legal concepts into short, scenario-based modules delivered via mobile-friendly platforms, where students complete interactive “quests” involving problem-solving, branching narratives, and AI-supported quizzes. Students earn points, badges, and formative feedback while simulating real-world legal advisory tasks. The initiative supports technology-enhanced learning, improves retention in a foundational law unit, and promotes equity through flexible, accessible design. It aligns with ACU’s strategic priorities in digital innovation and contributes to advancing inclusive, high-quality education.

Name(s): Zaman Khorseduzzaman & Tolulope Adekola

Project Name: Playful Pedagogy: Enhancing First-Year Engagement and Retention

Project Description: This project builds on the successful introduction of playful learning strategies in BUSN112 to enhance engagement and retention in first-year business units. Activities such as team quizzes, interactive games, and icebreakers improved student confidence, enjoyment, and sense of belonging, with early evidence of increased retention. The project will develop a Practical Guide to Playful Pedagogy, providing scalable, low-cost strategies and templates for embedding play-based learning across disciplines. Co-designed with students and piloted in additional units, the guide will be evaluated and shared through faculty channels. The initiative supports ACU’s commitment to innovation, inclusion, and improved student success in foundational units.

Name(s): Murooj Yousef, Alex Campbell, Kate Letheren, Yen Do, Kirk Duncan

Project Name: Empowering Entrepreneurial Thinking Through Purpose-Driven Problem Solving

Project Description: This project reimagines entrepreneurship education in ENTR201 by integrating values-based learning with industry-engaged, impact-driven assessment aligned with ACU’s mission and the United Nations Sustainable Development Goals. Students will engage in real-world problem-solving focused on inclusive impact investment, including challenges faced by Indigenous startups. Through partnerships with social enterprises and industry (e.g., Impact Investment Exchange), students will apply ethical reasoning and co-develop practical solutions. The initiative fosters critical thinking, purpose-driven learning, and digital collaboration, supporting student development and community impact. Designed for one semester, the model has potential for broader adoption across the business curriculum and partner institutions.

Name(s): Joanna Vogeley, Mehrzad Saeedikiya, Poornima Devasinghe Anumathi Gedara

Project Name: Innovative Assessment Using Xero Accounting Software in ACCT605

Project Description: This project expands the successful integration of Xero accounting software in ACCT605 to ACCT305, enhancing student learning and employability. Students complete online modules and practical exercises leading to Xero Certified Advisor certification, combining theoretical knowledge with industry-relevant skills. Pilot results showed improved confidence, practical capability, and positive student feedback. The initiative supports ACU’s strategic focus on technology-enhanced learning and workforce readiness by embedding real-world tools into the curriculum. Outcomes will be evaluated through certification completion, student feedback, and performance data, with ongoing refinement to support broader implementation across accounting units.

Name(s): Adam Arian

Project Name: Developing Innovative Authentic Assessments, which Incorporate Industry and Collaborative Perspectives, Facilitate Active Learning, and Foster Academic Integrity

Project Description: This project introduces a Valuation Case Study (VCS) in BAFN204 to enhance industry relevance and authentic learning in finance education. Students will analyse real financial data from an Australian company to apply valuation methods and financial ratio analysis, supporting key learning outcomes related to investment decision-making, including socially responsible investments. The VCS is developed collaboratively with academics across universities and informed by industry consultation. As an authentic assessment, it strengthens students’ analytical and practical skills, aligning with ACU’s strategic focus on holistic learning and career readiness through real-world, industry-engaged educational experiences.

Name(s): Jak Kakhkharov

Project Name: Enhancing Work Integrated Learning through ChatGPT for Undergraduate Students

Project Description: This project explores the use of ChatGPT to support underprivileged students in programming courses, particularly Python, by providing personalised, real-time assistance and feedback. The initiative aims to enhance understanding of complex concepts, improve coding skills, and increase engagement through accessible 24/7 support. It also incorporates strategies to maintain academic integrity and prevent misuse of generative AI. Impact will be evaluated through student performance, engagement metrics, and feedback. Initially piloted in selected courses, the project supports ACU’s commitment to inclusive, technology-enhanced education and aims to improve equity, confidence, and academic success among disadvantaged students.

Name(s): Walayat Hussain

Project Name: Teaching Cybersecurity Using LEGO Blocks to First-Year Students

Project Description: This project integrates Lego Serious Play (LSP) into first-year cybersecurity education to enhance engagement and understanding of complex concepts. Through hands-on model building, students represent computer networks, data flows, and potential vulnerabilities, supporting active learning and deeper conceptual understanding. The approach promotes creativity, problem-solving, and communication through storytelling and metaphors, while also fostering teamwork and collaboration. By transforming abstract cybersecurity topics into interactive experiences, the initiative aims to improve student engagement, confidence, and knowledge retention. This innovative pedagogy supports more inclusive and engaging learning environments in foundational cybersecurity units.

Name(s): Kamanashis Biswas

Project Name: BIPX301 Global Collaboration Professional Experience Project

Project Description: This project embeds an innovative work-integrated learning experience in BIPX301 by connecting third-year students with international organisations through the Riipen platform. Over a 12-week period, students collaborate on real industry projects, developing business strategies based on analysis of organisational contexts and goals. This initiative enhances employability by enabling students to apply theoretical knowledge in practical settings, build strategic and professional skills, and gain global industry experience. It also allows students to contribute meaningful solutions to real-world challenges. The project aligns with ACU’s strategic focus on adaptive education, industry engagement, and preparing graduates with career-ready skills.

Name(s): Marzena Baker

Project Name: Carbon Floor project

Project Description: This project utilises the Riipen platform to deliver work-integrated learning (WIL) experiences through partnerships with international industry, including Carbon Floor, a Canada-based ESG advisory firm. In Semester 1, 2024, students in BIPX301 engaged in real-world projects within the carbon credit industry, gaining exposure to global, online work environments. The experience fostered deep learning, strong academic performance, and high student engagement, with industry partners expressing interest in ongoing collaboration. The initiative demonstrates the value of Riipen in enabling authentic, globally connected learning and supporting the design of UNSDG-aligned assessments that enhance employability and industry readiness.

Name(s): Thuy-Linh Nguyen

Project name: Legal capabilities of GPT-4: Evaluation of the feasibility of GPT-4 (and ChatGPT Plus) as an effective supplementary tool for legal education

Project description: The project aims to verify whether ChatGPT-4 is an appropriate supplementary tool for learning law. It aims to identify the positive aspects of this new technology as well as those aspects where GPT-4 falls short or needs improvement.

The project will conduct an empirical study based on legal categories. It will compare GPT-4 outputs against verified and recognised information and sources of law and compare GPT-4 results with the outputs of ChatGPT Plus. The conclusions of this study will give educators and students a better understanding of the capabilities of GPT-4, and if any can be used as supplementary mechanisms of learning and understanding.

The project aligns with ACU’s innovative approach to teaching and advances social justice and inclusiveness, looking at the potential utility of a tool that could benefit students requiring more assistance, as well as those for whom English is not their first language.

The project will have an approximate duration of six months.

Names: Juan Diaz-Granados, Brendon Murphy

Project name: Can you beat ChatGPT?

Project description: ChatGPT has gained significant popularity since its launch, but it has its limitations; it is important to scrutinise its responses critically as it may have a limited knowledge base, produce some nonsensical information and be unable to solve complex mathematical problems. This project aims to design an assessment for the Network Security and Application unit. This assessment will involve complex cybersecurity problems, and students will be required to evaluate the responses generated by ChatGPT. Students will provide their findings and provide the correct answers if the generated response is incorrect. Through this project, students will develop critical thinking skills and gain a better understanding of the strengths and limitations of artificial intelligence (AI) technology.

The proposed project aligns with ACU’s strategic plan (SP), particularly priority number two. It aims to provide an engaging and immersive student experience through the use of cutting-edge technologies like AI (SP 2.2), and it supports the development of knowledgeable, skilled and ethical graduates (SP 2.8).

Name: Kamanashis Biswas

Project name: Exploring the efficacy and challenges of Proctorio in open-book examinations

Project description: Proctorio is a cutting-edge remote proctoring software that aims to meet the Legal Admission Board’s requirement of invigilated assessments for core law units. This innovative initiative, employed for the first time during open-book exams, holds great potential to effectively monitor and deter academic misconduct.

The introduction of Proctorio has generated a range of perspectives among staff and students, including concerns regarding privacy and unease over its capacity to record activities during exams using webcams. Some students also reported experiencing heightened stress and anxiety when subjected to Proctorio’s intrusive surveillance.

Technical glitches with the software have further compounded these concerns and have even occurred during crucial exam moments. These technical hindrances disrupt the examination process, presenting challenges for students striving to complete their exams within designated timeframes.

In light of Thomas More Law School’s commitment to impact through empathy, it is imperative to critically assess and ensure that decisions align with the principles of truth, love and the inherent dignity of the human person. By examining these aspects, we aim to cultivate an environment that fosters academic integrity while addressing the valid concerns and experiences of our students.

Name: Kunle Ola

Project name: Incorporation of IP Australia’s patent database into the assessment framework for LAWS 406-Intellectual Property

Project description: The primary objective of this project is to introduce students to real-world patent search practices by utilising IP Australia’s comprehensive patent database. By incorporating this industry-standard resource into the assessment process for the Intellectual Property unit, students will gain practical experience and develop crucial skills that bridge the gap between theoretical knowledge and practical application in the field of intellectual property.

This innovative approach to assessment offers several key benefits. Firstly, it provides students with direct access to a vast repository of patents. Secondly, incorporating the use of IP Australia’s patent database promotes engagement with industry practices and fosters a deeper connection between academia and the professional world. Furthermore, this industry-engaged assessment encourages critical thinking and problem-solving abilities, as students navigate the complexities of patent search strategies and effectively analyse the retrieved information.

This project represents an innovative and industry-relevant approach to empower students with practical skills, foster industry engagement, and cultivate students’ ability to navigate the intricacies of patent research and analysis.

Name: Kunle Ola

Project name: Understanding ACU law students’ ChatGPT experience to assist with plans for using ChatGPT to enhance learning outcomes

Project description: The purpose of this project is to assess law students’ ChatGPT experience in the past six months to develop a strategy for using ChatGPT to enhance learning outcomes for law students. This project seeks to answer the question, ‘Is there any place within the law school for using ChatGPT to enhance learning outcomes?’

To answer this question, the project seeks to find out: why law students use ChatGPT to complete essay-type assessments without being instructed to do so; whether students are informed of potential integrity issues of unauthorised use of ChatGPT; and how students perceive that ChatGPT can enhance their learning outcome. Students are encouraged to participate in a survey targeting these three areas; we will also seek staff input. A short report with recommendations will be submitted to the Dean, Thomas More Law School.

This project and its aims align with ACU’s commitment to delivering excellence in education as identified in its strategic plan (SP). In particular, the project seeks to engage students and identify their learning needs to prepare them for the future through student-centred education which aligns with priority number two: distinctive, inclusive, dynamic and student-centred education (see SP 2.1 and 2.5).

Name: Anne C Pickering

Project Name: Curriculum Mapping

Project Description: The TMLS Curriculum Mapping Project took 6 months to complete and has mapped the Bachelor of Laws curriculum to ensure it is constructively aligned. The map shows if teaching and assessment are aligned with intended learning outcomes.

Further, the map distinguishes substantive topics from graduate attributes and provides standards for graduate attributes across three levels. The map highlights where better evidence could exist of a constructively aligned curriculum that would benefit students and staff (and the University and accrediting authorities)

The next step is to conduct the scaffolded design of the LLB curriculum, especially as it relates to the teaching and assessment of graduate attributes.

Name: David Spencer

Project Name: Technologies to Augment Students’ Engagement

Project Description: The current student's ecosystem limits the studying time and may not prioritize the enrolled class time.  The Moodle/ LEO evolution has brought new innovations in providing digital content via the platform, H5P.

The various media capability in H5P allows the implementation of a complete learning package for students to conduct their learning activities at any hour outside of the usual class time.  The presentation and flexibility of H5P is appealing to users and can be repeatedly used for subjects without any maintenance once it is created.  H5P and LEO quiz systems can be used in conjunction to encourage students' participation outside the regular class hours.

Name: Kwan Yee Hew

Project Name: Uplifting Assessment Outcomes for Asynchronous Units

Project Description: The aim of the project was to co-design an activity that caters to all cohorts with a meaningful link to their assessment activities and enhances students' learning experience through face-to-face interaction.

Planning for 2 events on weeks 9 and 11 across three campuses. Having 2 interconnected case-based tasks that can look at business issues from social marketing, strategic entrepreneurship, and international marketing perspective; the focus was on AT3. The focus of the two workshops: Developing a product to aid in the reduction of plastic pollution from the ready-to-drink market. This innovation will be a global product.

Name(s): Hormoz Ahmadi, Alexander Campbell, Syed Fazal-e-Hasan

NLICs of MKTG318, MKTG301, and ENTR303 - the three Async units in sem 2 marketing discipline.

Project Name: Technology Supported Student-centred Peer Review of Assessment

Project Description: Three consecutive student peer and self-review tasks via FeedbackFruits have been included in the ITEC100 unit. This initiative offers students a constructive and collaborative learning experience by engaging them in an active learning exercise.

Peer review is a widely used instructional approach that has been proven valuable for assisting students in both acquisition of domain-specific knowledge and the development of domain-independent skills such as meaningful interaction with peers, greater exposure to ideas, and self-reflection. To motivate students to fully engage in the peer review process, marks are also allocated to the completion of this process.

Name: Mehdi Rajaeian

Project Name:Enhancing Students’ Success in Microsoft Certification

Project Description: The Microsoft Certification Project empowesr students by giving them an advantage and providing them with a range of tools to help them succeed in many industries. With Microsoft Certification available in various programs ranging from Excel to Azure and Azure AI Fundamentals, students are able to take these skills learned at ACU and receive tangible qualifications.

With these Certification opportunities embedded across many units at the Peter Faber Business School, all students who undertake these courses are given the opportunity to sit for Certification in Microsoft programs, free of charge. Learning materials are integrated throughout the Semester, and upon their successful completion, students receive a world-recognized qualification to take with them.

Name: Laura Papadimos

Project Name: AACSB AoL Baseroom Design

Project Description: As part of the Assurance of Learning Project, a baseroom to showcase supporting documentation and information for AACSB Accreditation was developed using LEO site functionalities.

The goal was to showcase the required documentation for AACSB accreditation in an organized, easy-to-navigate structure. The baseroom includes documentation from 2020 and 2022 Semester 1. New documentation from coming semesters can easily be uploaded to the current baseroom. This initiative contributes to ACU's Data Strategy on data access and sharing.

Name: Adeline Maria Mendez

Project Name: Technologies to Enhance Students’ Experience

Project Description: Gamification can greatly increase student motivation and engagement and enhance student experience overall. I have created gamified interactive classroom activities, using technologies like Quizizz, Kahoot!, H5P, and PowerPoint.

Gamification allows students to actively participate in class, engage with peers, overcome shyness, or have their voice heard, refresh their memories, test their understandings, be challenged to think critically... in a fun and engaging way. Some activities for BIPX202 have included gamification and student satisfaction has been encouraging.

Name: Thuy-Linh Nguyen

Project Name: Authentic Assessment: Developing a Capital Plan for a Bank

Project Description: In BAFN205 in Semester 1 2022, students in groups were given a task to develop a capital plan for a major bank. Students were taught how to use advanced Excel functions to simulate the capital plan from real-life data. After simulating the capital plan of the assigned bank, students had to assess whether the simulated capital plan meets the APRA capital standards.

This task helped employability skills. The excellent learning experience is reflected in the positive SELT data.

Name: Md Akhtaruzzaman

Project Name: Implementation of Gamification Approach to Curriculum (Quitch)

Project Description: I implemented a pilot of a gamification mobile app Quitch to tackle challenges relating to student engagement, and out-of-class study learning tendencies.

The app improved the students learning experience and engagement. Quitch broke down new learning material into bite-sized chunks and encouraged students to revise regularly through mobile quiz questions sent to their phones.

A comparison of grades between 2022 and 2021 showed a significant increase in overall grades as well as Assessment 1 grades.

Name: Wendy James

 Project Name: Development of Content-based Podcasts for OHSEM

The project is an exploration of creative work involving development of audio podcasts for supporting student learning engaging with industry colleagues. The topics covered include contemporary discussions around occupational health, well-being, and workplace safety developments through the lens of risk management.

This involves design and development of audio podcasts of up to 30 minutes in a conversational setting allow for group dynamics, humour, and respectful disagreements. As group members are close industry collaborators, there will be rich discussion to follow the content. Each session will focus on one contemporary topic per podcast.

Name(s): Trajce Cvetkovski and two industry leaders who are experts in the field of health and safety

Project Name: Technology Enhanced Learning
Project Description: With an aim to humanise and personalise the learning experience for students, teaching deliverables were aligned to meet needs and expectations of students. Online technology like Kahoot, Menti, in addition to videos were used to engage students and ensure they participated proactively. General feedback and one-to-one sessions were also incorporated. Moreover, students were provided the opportunity to engage with the industry using case-studies.
Name: Ahmed Hegazi

Project Name: Accounting Teams: Engagement in Real Time
Project Description: Hyflex was adopted for ACCT100 this semester, combining a face to face and online students in the same classroom at the same time. In addition, Microsoft Teams was adopted to deliver workshops and provide an interactive space for students to be engaged. An ACCT100 Team has been set up and all students will be able to access all of their LEO links and resources through Teams. Students were able to load the MS Teams app to their phones and listen to recordings or chat with their classmates anywhere any time. Interactive quizzes to launch during classes were also developed.
Name: Wendy James

Project Name: A Gamification Approach to Teach Cybersecurity Units
Project Description: Students require to know how cyber attackers find and exploit vulnerabilities in a computer system to protect the system. Although practical labs are usually designed to provide students hands-on training, they are not interactive and fail to engage students in learning key concepts. Therefore, this project implements a new approach to teach cybersecurity units at the tertiary level. In addition to teaching undergrad and postgrad students at ACU, the platform can be used to enrich the security knowledge of non-IT professionals. Currently, the ACU IT team is in the process of deploying the system in the cloud environment. We aim to test the system as a pilot in semester-2 and fully implement it in semester-1 next year.
Name: Kamanashis Biswas

Project Name: Assurance of Learning Dashboard
Project Description: The major goal for this innovation initiative was to present data collected from the AACSB Assurance of Learning (AoL) activities in a clear, engaging and digestible manner, instead of having the data reside on a large excel spreadsheet. To do this, a customised Power BI dashboard was created, customised for PFBS’ needs, and presenting the data collected in various courses and units from the PFBS. It brought the AoL data into one, clear platform allowing us to display it in a visual, interactive, and comprehensible format. The solution was bespoke, automatically drawing from the most current data available, allowing staff to analyse it more efficiently, spot trends and patterns, and obtain actionable insights to make better decisions.
Name(s): Eduardo Almeida, Adeline Mendez

Project Name: Sustainable Automatic Approach for Collecting Data for Assurance of Learning
Project Description: The goal of this initiative was to create a systematic and organized approach for collecting reusable data from multiple sources towards supporting Assurance of Learning (AoL). The novelty of this project is creatively using a powerful web application towards building and managing online surveys and databases. Additionally, this project enabled setting up of dashboards and bulk downloading of documents supporting usability and utility of the system.
Name: Adeline Mendez

Project Name: The Innovative Global Virtual Classroom project in collaboration with industry partners and leading-edge technology
Project Description: Australian Catholic University and DePaul University, US collaborated to run an innovative global virtual classroom which enhanced students’ cultural competence. An innovative project incorporating industry partners and leading-edge technology was designed through which students of two universities from different parts of the world worked on a live industry case dealing with a real-world problem related to the COVID-19. This project employed highly innovative technology, assessment design and teaching and learning techniques that made it possible for students with two different units, assessments, offerings, semester timings and country time zones to work together. A sustainable GVC project template has been designed that can be used by other academics of the school or faculty.
Name(s): Syed Muhammad Fazal-e-Hasan, Hormoz Ahmadi 

Project Name: Enriching Law Students Learning Experience through Industry Engagement with ACU Contract Law Interview Series
Project Description: ACU Contract Law Interview Series was introduced in LAWS105 Contract Law (2021, semester 1). Interviews with, a barrister, a solicitor, an in-house legal counsel of Central Equity, and other prominent people were recorded and uploaded on LEO for students. The collective experience of distinguished guest speakers across the legal profession will prepare law students to be holistic lawyers. This innovative Interview Series is the first in TMLS pioneering the way for industry engagement.
Name: May Cheong

Project Name: Facilitating Seamless Proctoring of Microsoft Certification Exams
Project Description: Peter Faber Business School has incorporated Microsoft curriculum and certifications in some of its IT units to support students’ digital skills development, enhance graduate employability, and improve institutional metrics for graduate outcomes. Due to COVID19 restrictions, the certification exam is administered via an online proctored system by ACU staff. Mehdi Rajaeian and Laura Papadimos proactively supported students and proctors by developing user guides for both students and staff and troubleshooting technical issues during the exam.
Name(s): Mehdi Rajaeian Mohammad, Laura Papadimos

Project Name: Enhancing efficiency through process automation
Project Description: Through the adoption of powerful machine learning platforms, this project facilitated automating a number of routine and repetitive tasks supporting AACSB accreditation and enhancing students learning experience. The outcome is enabling automatic reporting and visualisation leading to efficient use of resources and consistent and error free reports. These activities are aligned with ACU’s key focus area of Innovation to be unique, creative, and agile for the betterment of society.
Name: Mohsen Bagheri

Project Name: Enhancing efficiency through robotic workflow automation
Project Description: This project entails integrating multiple Microsoft applications to accomplish a complex and repetitive workflow process. The key objective of this initiative is to ensure enhanced efficiency and reduced time lag in the successful completion of peer review of assessment to uplift the quality of assessment. Exploiting the potential of the Microsoft Power automate the system, this uses several out-of-the-box templates and connectors to trigger automatic workflows using multiple applications including SharePoint, Microsoft 365, Microsoft forms amongst others. This project aligns with ACU’s focus on innovation and reduces the manual effort and time required for the processes.
Name: Adeline Mendez

Project name: Virtual tours in pro bono unit
Project description: The TMLS introduced a new pro bono unit. One of the components of this unit was an introduction to the legal precincts of Melbourne and Sydney but given COVID-19 restrictions, it was impossible to lead students on ‘live’ physical tours of these precincts. To overcome this obstacle, numerous hours were spent by the NLIC in developing virtual tours of the precincts.
Name: Mr Dominic Cudmore

Project name: Global virtual classroom innovation
Project Description: The PFBS has been embarking on an exciting new global educational initiative. Students from ACU and Nazareth College (US) have been offered the opportunity to participate in each other’s classroom and engage with an assessment modelled on business reality television series, Shark Tank. Additionally, the innovative CATME (The Comprehensive Assessment of Team Member Effectiveness) technology was used to help form dynamic groups to develop students' intercultural skills and resilience to work with a diverse group of students.
Names: Dr Andrew Papadimos, Professor Adam Crandall (Nazareth College), Dr Luigi Belmonte, Dr Waleed Abdel-Qader

Project name: IT course innovation: gile revamp and refresh
Project description: The new BIT and MIT courses were redesigned to include recent advancements and trends in information technology such as artificial intelligence, blockchain, big data, internet of things, cybersecurity, game design, data science and data analytics. The courses have also developed with consultation of industry partners and the Australian Computer Society to ensure they target and meet the most demanding skills in the Australian IT job market.
Names: Dr Haifeng Shen, Dr Kewen Liao, Dr Kamanashis Biswas, Dr Mehdi Rajaeian, Dr Theodor Wyeld

Project name: Technology innovation for assessment moderation
javascript:void(0); Project description: LEO Moderation Platform has been used to overcome the challenges of the moderation process when it involves many tutors and/or runs across campuses. This involved the innovative use of the Moodle feedback tool to record marks, grades and comments from tutors before the session, and display the grades graphically.
Names: Dr Thuy-Linh Nguyen

Project name: Agents of change innovation
Project description: For outstanding contributions as participative agents of change and creating a shared vision of quality learning and teaching that influence, motivate and inspire students to learn through discipline teams, fostering staff buy-in and continuous improvements through ongoing feedback and review. As the change agent, the discipline leaders mentor the discipline members to depart from textbook-based teaching methods and apply new education technologies, sources, live cases, and simulation-based activities to make the learning journey appealing and useful for students.
Names: Dr Hormoz Ahmadi, Dr Haifeng Shen, Dr Nasir Butrous, Dr Md Akhtaruzzaman

Project name: Discreet Peer Observation of Teaching (DPORT)
Project description: The innovation in this project revolved around the use of human-centred design thinking approach to solving problems for enhancing the teaching quality in the PFBS. This proved to be an alternative for PORT which is often perceived as intrusive and intimidating for teaching staff.
Names: Dr Jade Mckay

Project name: Automation of peer review
Project description: Faculty of Law and Business started a new peer review process for enhancing the assignment quality within the PFBS. The innovation was around using a web tool known as REDCap (Research Electronic data capture) to automate the process. 
Name: Ms Adeline Mendez

Project name: Engaging with disengaged
Project description: A collaborative and personal approach where a dedicated faculty team reached out to the disengaged ‘foundation year’ students. The sympathetic conversation with the disengaged student centred around empathy and active listening; with the introductory aim of supporting student confidence and self-efficacy.
Names: Ms Maxine Bradshaw, Mr Dominic Bakalis, Dr Andrew Papadimos

Project name: Back on Track (BoT)
Project description: BoT assessment was implemented as a retention strategy tool to enhance the student learning experience. A survey on the effectiveness of the BoT initiative has received strong acclamation from students.
Name: Dr Md Akhtaruzzaman

Project name: Technology enhanced assessment (flipped feedback): CATME
Project description: The PFBS is using an innovative tool called the Comprehensive Assessment of Team-Member Effectiveness (CATME) to facilitate better experiences for students and provide them with the opportunity to experience an authentic virtual team environment widely used in business.
Names: Dr Limin Fu, Ms Maree Valle

Project name: Second chance assessment
Project description: Second chance assessment innovation is a retention strategy that allows students who fail a particular assessment task within predetermined mark range (eg 40 – 49) to reattempt the task with the aim to pass it. For BUSN111 Semester 1 2020, it was generally appreciated by students although only a small number actually undertook the offer, which all resulted in passes.
Names: Dr Thuy-Linh Nguyen, Dr Mehdi Rajaeian

Project name: Executive Dean’s award for innovation in assessment practices
Project Description: This industry-based assessment design project entailed engagement by an industry panel of 12 senior executives from leading organisations such as AMP, CBA, Dell, NAB, Microsoft, and Svitzer to provide feedback to students on one of the authentic formative assessment tasks – Social Responsible Investment (SRI) and Conventional (Non-SRI) Investment.
Name: Dr Md Akhtaruzzaman

Project name: Innovative learning and teaching project initiative
Names: Dr Hormoz Ahmadi, Dr Md Akhtaruzzaman

Dr Sugumar Mariappanadar

Award was bestowed on the basis of extensive press/media coverage, including interviews with e.g. The New Daily, ABC Radio – Life Matters and In the Black (CPA magazine), discussing the implications of his book Sustainable Human Resource Management: Strategies, Practices and Challenges.

Dr Dominic Katter

Award was bestowed on the basis of evidence of sharing research information with end users, including the Judiciary and practitioners, the Chief Justice of the Solomon Islands, the Honourable G. Williams AO (former Justice of Appeal), and the High Commissioner of the New Zealand.

Dr Hormoz Ahmadi

Award was bestowed on the basis of research implications presented to and discussed with entrepreneurs, educators, business academics, senior managers from different industries, North Sydney City council, NSW State Committee, and high-tech companies such as CYSCO.

Dr Syed Muhammad Fazal-e-Hasan

Award was bestowed on the basis of research implementations to improve the wellbeing of vulnerable communities, specifically migrants and asylum seekers from South Asia. Research-led workshops were conducted across several Australian cities (e.g. Canberra, Hobart, etc.).