Dr Rosanne English

Principal Teaching Fellow

Computer and Information Sciences

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Personal statement

I am a Principal Teaching Fellow in the Department of Computer and Information Sciences. My job focuses on teaching and learning in computer science, in particular my role currently involves the development and delivery of departmental strategy relating to learning and teaching, leadership of teaching committee, and cyber security teaching. In teaching computer science my primary goal is to develop students' ability to be computational thinkers. I believe this can be achieved by encouraging deep learning of the subject material and developing students as independent learners. To help develop students as independent learners I adopt a student-centred approach. To achieve this I use a number of mechanisms. One example is "interactive windows" as defined by Huxham (2005) where at most 10 minutes of content is delivered followed by activities such as paired discussions, problem solving, and quiz questions. As well as my day to day teaching and learning activities, I am also interested in the pedagogy of computer science. I am eager to explore how we can achieve more effective and efficient assessment and feedback and my work has covered aspects such as blended learning, plagiarism and continuous assessment.

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Publications

Authentic Assessment Design in Science – A Case Study of Three Approaches
English Rosanne, Miller Ainsley, Carlysle-Davies Felicity, Ceniccola-Campos Kristin
(2025)
Themes in the declared use of generative artificial intelligence in assessment
Maguire Joseph, English Rosanne, Cao Qi, Kiat Seow Chee
Proceedings of the 9th Conference on Computing Education Practice (CEP 2025) Computing Eduction Practice 2025, pp. 17-20 (2025)
https://doi.org/10.1145/3702212.3702217
Principles for inclusive assessment design in cybersecurity education
English Rosanne, Maguire Joseph, Wilde Adriana
Advances in Teaching and Learning for Cyber Security Education Lecture Notes in Networks and Systems, pp. 192-212 (2024)
Developing assessment literacy through active learning
Maguire J, English R
17th Annual International Conference of Education, Research and Innovation (2024)
Supporting students with dyslexia in learning to program – where to start? : A systematic literature review
Weir C, English R
17th Annual International Conference of Education, Research and Innovation (2024)
Using an active learning practice in cyber security to enculturate postgraduate learners
English Rosanne, Maguire Joseph
8th Conference on Computing Education Practice, CEP 2024 (2024)

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Professional Activities

The Future of Technology in Learning and Teaching
Speaker
19/6/2025
Designing MCQs for Higher Order Thinking
Recipient
27/5/2025
People of ACM European Chapters: Rosanne English
Recipient
13/5/2025
UK and Ireland Computing Education Research (Event)
Peer reviewer
2025
Faculty of Science Conference - Generative AI for Professional Staff
Invited speaker
20/11/2024
Authentic Assessment Design in Science
Invited speaker
6/11/2024

More professional activities

Projects

Re-engaging Students in Learning Development through Subject Specific Resources
English, Rosanne (Principal Investigator) Ciocarlan, Cristian (Co-investigator) Miller, Ainsley (Co-investigator) Stewart, Ryan (Co-investigator) Vaughan, Helen (Co-investigator)
01-Jan-2024 - 31-Jan-2025
The Impact of Dyslexia on Learning to Program
English, Rosanne (Principal Investigator) Weir, Catriona (Post Grad Student)
03-Jan-2022
AP4L: Adaptive PETs to Protect & emPower People during Life Transitions
Moncur, Wendy (Principal Investigator) English, Rosanne (Academic) Renaud, Karen (Co-investigator) Yan, Jeff (Co-investigator)
AP4L is a 3-year program of interdisciplinary research, centring on the online privacy & vulnerability challenges that people face when going through major life transitions. Our central goal is to develop privacy-by-design technologies to protect & empower people during these transitions. Our work is driven by a narrative that will be familiar to most people. Life often "just happens", leading people to overlook their core privacy and online safety needs. For instance, somebody undergoing cancer treatment may be less likely to finesse their privacy setting on social media when discussing the topic. Similarly, an individual undergoing gender transition may be unaware of how their online activities in the past may shape the treatment into the future. This project will build the scientific and theoretical foundations to explore these challenges, as well as design and evaluate three core innovations that will address the identified challenges. AP4L will introduce a step-change, making online safety and privacy as painless and seamless as possible during life transitions

To ensure a breadth of understanding, we will apply these concepts to four very different transitions through a series of carefully designed co-creation activities, devised as part of a stakeholder workshop held in Oct'21. These are relationship breakdowns; LBGT+ transitions or transitioning gender; entering/ leaving employment in the Armed Forces; and developing a serious illness or becoming terminally ill. Such transitions can significantly change privacy considerations in unanticipated or counter-intuitive ways. For example, previously enabled location-sharing with a partner may lead to stalking after a breakup; 'coming out' may need careful management across diverse audiences (e.g - friends, grandparents) on social media.

We will study these transitions, following a creative security approach, bringing together interdisciplinary expertise in Computer Science, Law, Business, Psychology and Criminology.

We will systematise this knowledge, and develop fundamental models of the nature of transitions and their interplay with online lives. These models will inform the development of a suite of technologies and solutions that will help people navigate significant life transitions through adaptive, personalised privacy-enhanced interventions that meet the needs of each individual and bolster their resilience, autonomy, competence and connection. The suite will comprise:

(1) "Risk Playgrounds", which will build resilience by helping users to explore potentially risky interactions of life transitions with privacy settings across their digital footprint in safe ways

(2) "Transition Guardians", which will provide real-time protection for users during life transitions.

(3) "Security Bubbles", which will promote connection by bringing people together who can help each other (or who need to work together) during one person's life transition, whilst providing additional guarantees to safeguard everyone involved.

In achieving this vision, and as evidenced by £686K of in-kind contributions, we will work with 26 core partners spanning legal enforcement agencies (e.g., Surrey Police), tech companies (e.g., Facebook, IBM), support networks (e.g., LGBT Foundation, Revenge Porn Helpline) and associated organisations (e.g., Ofcom, Mastercard, BBC). Impact will be delivered through various activities including a specially commissioned BBC series on online life transitions to share knowledge with the public; use of the outputs of our projects by companies & social platforms (e.g., by incorporating into their products, & by designing their products to take into consideration the findings of our project) & targeted workshops to enable knowledge exchange with partners & stakeholders.
01-Jan-2022 - 31-Jan-2025

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Contact

Dr Rosanne English
Principal Teaching Fellow
Computer and Information Sciences

Email: rosanne.english@strath.ac.uk
Tel: 548 4301