Dr Julian Brooks

Profile

Dr. Julian Brooks is a Lecturer in Computer Science at the University of Leeds, where he currently serves as the School Sustainability Lead and a Curriculum Redefined Transformative Educator (CRTE). He holds a PhD in Computer Software / Music (composition) from the Centre for Research in New Music (CeReNeM), University of Huddersfield and a BA (Hons) in Sonic Arts and Music from Manchester Metropolitan University.

With a background spanning technology, music, industry and education, Dr. Brooks brings a multidisciplinary approach to his work. His career has evolved from roles in the music business, including label management and sound engineering, to experimental contemporary classical composition and performance, while transitioning to academia.

Since 2004, Dr. Brooks has been actively involved with Free/Libre Open Source Software (FLOSS), particularly Pure Data (Pd). Starting with the Puredyne Linux distribution community, his contributions extend to Pd development, collaboration with Prof. Miller Puckette at UCSD (in 2013), and serving on PdCon reviewing/organising committees. He has a long-standing commitment to open-source technologies, ongoing global communities of practice and expertise in computer music.

Dr. Brooks held research positions at University College London and the University of Manchester. At UCL's School of Computer Science (2019), he researched blockchain technologies. At Manchester's NOVARS Research Centre (2017-2018), he led a project on Cooperative Autonomous Organisations for music licensing using smart contracts and distributed ledger technologies.

His industry experience includes coordinating a Decentralised Autonomous Organisation, consulting on EU-funded projects for independent music practitioners, and advising blockchain-based music platforms. His work focused on automated remuneration in creative industries, cooperative models, and licensing technology in music rights management.

From 2019 to 2022, Dr. Brooks served as Digital Developer in the Computing Department at Calderdale College / University Campus. In this role, he led the development and delivery of an Open University awarded BSc(Hons) Degree Apprenticeship in Digital & Technology Solutions (Software Engineering), co-designed T Level courses, and coordinated Digital Apprenticeships. He contributed to curriculum development across various computing courses, engaged in industry partnerships, and promoted diversity in tech initiatives. As a member of the Institute for Apprentices 'Trailblazer Group' for the DTSP Award, he influenced national Higher Apprenticeship standards.

At Leeds, Dr. Brooks leads innovative curriculum design initiatives, focusing on experiential learning, sustainability, and decolonial approaches to computer science education. He spearheads a number of international collaborations, including ongoing COIL projects connecting students across three continents, securing a range of ongoing funding for scholarly research.

Dr. Brooks is also an Advance/HEA Fellow, member of the Association for Computing Machinery's Special Interest Group on Computer Science Education and a Professional Member of the British Computer Society. His current research interests include graduate skills articulation, sustainable computing practices, and the application of ML in enhancing music for listeners with hearing loss.

As someone who experienced significant sudden sensorineural hearing loss in 2017, Dr. Brooks brings a unique perspective to his work on accessibility in technology, integrating personal experience with academic pursuit.

Responsibilities

• Curriculum Redefined Transformative Educator
• School Sustainability Lead
• Leeds Institute for Teaching Excellence Fellow

Research interests

My research spans several interconnected areas in computer science education, sustainability, and accessible technology:

1. Innovative Computing Education:
   • Developing novel methodologies for graduate skills articulation, e.g. recent work combining Pictor Technique and Wardley Mapping
   • Exploring decolonial approaches in computational sciences, focusing on universities and makerspaces as sites of technological resistance
   • Delivering the integration of sustainability challenges & UN SDG’s into our Leeds computing curricula
2. Cross-Cultural Digital Collaboration:
   • Leading international COIL (Collaborative Online International Learning) projects, connecting students across continents to address global challenges
   • Researching effective practices for inclusive, cross-cultural, group working environments
3. Sustainable Computing:
   • Developing frameworks for sustainable computing practices in higher education
   • Investigating energy efficiency in high-performance computing environments
   • Exploring the intersection of environmental monitoring, IoT, and community-driven technology solutions
4. Accessibility and AI:
   • Contributing to the Cadenza project, exploring AI applications for enhancing music experiences for listeners with hearing loss
   • Investigating the potential of machine learning in improving accessibility in digital interfaces
5. Experiential and Skills-Based Learning:
   • Researching the impact of authentic, project-based learning experiences on student outcomes and employability
   • Developing assessment approaches that align with industry practices and foster critical thinking skills

I have an extensive record of academic reviewing, contributing to the peer review process for several publications and conferences. Currently serve as a senior reviewer for the ACM Global Computing Education Conference (CompEd) 2025. Additionally, a reviewer for 'The Computer Journal', one of the longest-established computer science journals. My reviewing portfolio also includes contributions to various ACM conferences and journals in the fields of computing education, human-computer interaction, audio DSP, computer music and digital accessibility.

My research aims to bridge theoretical frameworks with practical applications, often involving interdisciplinary collaborations and community partnerships. I am particularly interested in how technology education can be made use of to address global challenges and promote inclusive, sustainable practice.

Qualifications

• Ph.D
• BA (hons)

Professional memberships

• ACM SIGCSE
• MBCS
• FHEA

Student education

As a Lecturer in Computer Science at the University of Leeds, I play a key role in shaping and delivering innovative, student-centred education. My teaching philosophy emphasises experiential learning, sustainability, industry practice and the integration of real-world challenges into the curriculum.

I contribute to undergraduate and postgraduate teaching across a range of computer science topics, including programming, UI/UX design, HCI, audio DSP and software engineering. My approach focuses on interactive, lab-based learning environments that encourage hands-on problem-solving and foster critical thinking skills.

As a Curriculum Redefined Transformative Educator (CRTE), I am actively involved in curriculum development, implementing pedagogical approaches that align with industry needs and global challenges. This includes the integration of sustainability concepts, decolonial perspectives, and cross-cultural collaboration into our teaching practice.

I supervise final-year undergraduate projects and MSc dissertations, guiding students in areas such as sustainable computing, accessibility in technology, UI design, digital sound engineering and innovative applications of AI. Additionally, I contribute to the School's personal tutoring system, providing academic and pastoral support to students throughout their degree programmes. I am open to support PhD candidates.

My teaching is informed by ongoing research in computer science education, particularly in areas such as graduate skills articulation and the development of inclusive learning environments. I also bring insights from my industry careers and international collaborations to enrich the student learning experience.

As the School's Sustainability Lead, I work to embed environmentally focused principles across our curriculum, ensuring that our students are well-prepared to address global challenges in their future careers.