During 1989-90 he was Visiting Distinguished Professor of Information Technology at George Mason University in Fairfax, Virginia, and from 1987 to 1989 he served as Division Director for Computer and Computation Research at the National Science Foundation where he helped formulate the High-Performance Computing Initiative of the Federal government. He served on the faculty of the Department of Information and Computer Science at the University of California, Irvine, for almost twenty years before coming to Georgia Tech in 1990.
He has been a member of the Board of Directors of the Computing Research Association since 1988 and s currently Chair of the Government Affairs Committee,, member of review committees of IRS and FAA Air-traffic Control modernization efforts, and Chair of the Visiting Committee,Schlumberger Austin Research, in addition to many other professional activities. He was recently named a Fellow of IEEE and AAAS.
He is the author of Software Perspectives: The System is the Message (Addison Wesley, 1987), Software System Principles (SRA, 1975), and numerous technical papers. In addition, he has edited or co-edited four books including Software Design Techniques and Software Reusability. He was the founding editor of the McGraw-Hill Series in Software Engineering and Technology and serves on several editorial boards. He is past Chair of the IEEE/CS Technical Committee on Software Engineering, and an active consultant to industry and government.
Dr. Freeman received his Ph.D. in computer science from Carnegie-Mellon University in 1970, his M.A. in mathematics and psychology from University of Texas at Austin, and his B.A. in physics and mathematics from Rice University.
TITLE: Computer Support for an Apprenticeship in Software Engineering
ABSTRACT:
Learning to analyze problems, design software solutions, and implement
those solutions is not a dry subject for textbooks. Rather, it is best
learned in actual practice with examples and models of effective practice,
in a community of peer learners, more experienced learners, and a teacher.
Creating that kind of practice is hard in traditional educational
structures, but software to support collaboration, apprenticeship,
and
modeling can facilitate learning and performance.