Areas of Expertise
EPiC’s expertise lies in advancing computer science education through the development of innovative frameworks, materials, and tools. Our work spans ethical and effective uses of Artificial Intelligence in teaching, assessment, and student support; project-based learning in both individual and team contexts; authentic assessment; and critical pedagogy in computing.
We explore emerging areas such as information disorder, inclusive approaches for neurodiverse learners, and computing education for schools. Collaborating closely with industry, schools, and the global Computing Education Research community, we embed real-world problem solving into student learning, contribute to curriculum development, widen participation through outreach and CPD, and champion digital skills across the University.
To work with EPiC please contact Dr Marie Devlin as group lead.
Current Projects
DEPACT – Documenting Effective Practice in Academic Computing Teaching, Dr Marie Devlin
With lead colleagues, Rose English from Strathclyde and Prof. Sally Fincher from University of Kent.
A CPHC-funded initiative focused on systematically capturing impactful teaching in computing. By documenting effective practice in a clear, consistent, and promotion-ready format, DEPACT strengthens the scholarship of teaching and learning while ensuring educational innovation is recognised across diverse institutional contexts.
Image from Steve Debski
Previous Projects
CoCoNet – Cultivating Collaborative Networks for Individual Computing Projects and Dissertations, Steve Riddle tackles one of computing education’s most complex assessment challenges. Led by Sara Hooshangi (Virginia Tech), Asma Shakil (University of Auckland), and Steve Riddle (Newcastle University), the group examined fairness, individual contribution, stakeholder expectations, and the impact of generative AI in team projects. Surveying the perspectives of instructors, students, and external partners across a wide range of institutions and cultures, the working group identified evidence-based recommendations and practical strategies to improve the robustness, equity, and integrity of team project assessment.
Image from Steve Debski
ITiCSE 2025 Working Group WG7 – Investigating Challenges in Assessing Team-Based Capstone Projects , Steve Riddle tackles one of computing education’s most complex assessment challenges. Led by Sara Hooshangi (Virginia Tech), Asma Shakil (University of Auckland), and Steve Riddle (Newcastle University), the group examines fairness, individual contribution, stakeholder expectations, and the impact of generative AI in high-stakes team projects. By drawing on perspectives from instructors, students, and external partners across institutions, WG7 will deliver evidence-based recommendations and practical strategies to improve the robustness, equity, and integrity of capstone assessment.
Image from Steve Debski
Considering Computing Education in Undergraduate Computer Science Programmes, (ITiCSE Working Group, 2023) brought together international perspectives on the evolving landscape of undergraduate computing education. Presented at ITiCSE 2023, this work highlights key challenges, emerging priorities, and sector-wide reflections that are shaping the future of computer science curricula and pedagogy.
Image from Laura
CETL ALiC (Centre for Excellence in Teaching and Learning in Active Learning in Computing), 2005 – 2010 was a project on pedagogical innovation within computer science. Which shared structured project bundles and evidence-based practices, CETL ALiC contributed to a sustained culture of excellence and collaboration in computing education.
Image from Laura
ALIOT (Active Learning in Online and Hybrid Teaching), 2016, promoted practical strategies for embedding active learning approaches in computing education. Through shared resources and community collaboration, ALIOT supported educators in designing engaging, evidence-informed learning experiences across digital and blended environments.
Image from Laura
