About

Eric Braude is an Associate Professor of Computer Science at Boston University, where he also serves as the Director of Digital Learning and the Coordinator of Computer Information Systems. He holds a Ph.D. from Columbia University, an M.S. from the University of Illinois, and a B.S. from the University of Natal in South Africa. Dr. Braude teaches courses in software design, machine learning, and algorithms, and has authored six books, including 'Software Engineering: Modern Approaches' and 'Software Design: From Programming to Architecture,' which have been translated into multiple languages. His extensive industry experience includes roles as a researcher, software engineer, and senior R&D manager, and he has served as a technology adviser to corporations such as Philips, Lockheed, Lucent, and MITRE Corporation. His research interests focus on software engineering and design, and he has contributed to scholarly works and conference presentations in these areas.

Research topics

• Computer Science
• Machine Learning
• Artificial Intelligence
• Psychology
• Engineering management
• Engineering
• Geometry
• Combinatorics
• Mathematical analysis
• Knowledge management
• Mathematics education
• Pedagogy
• Programming language
• Software engineering
• Data science
• Mathematics

Selected publications

• MaRz: A Fast, Transparent Fuzzy Machine Learning Technique

  Lecture notes of the Institute for Computer Sciences, Social Informatics and Telecommunications Engineering · 2025-01-01

  book-chapter1st authorCorresponding
  PublisherDOI

• Value-Added Grading of AI-Assisted Papers

  2023 · 1 citations

  1st authorCorresponding
  • Computer Science
  • Artificial Intelligence
  • Computer Science
  PublisherDOI

• Plagiarism abatement with assignment templates

  OpenBU (Boston University) · 2022-06-01

  other1st authorCorresponding
  PublisherDOI

• Plagiarism Abatement with Assignment Templates

  2022

  1st authorCorresponding
  • Computer Science
  • Computer Science
  • Mathematics education
  PublisherDOI

• Conways Circle Theorem: A Short Proof Enabling Generalization to Polygons

  OpenBU (Boston University) · 2021-11-02

  preprintOpen access1st authorCorresponding

  John Conway's Circle Theorem is a gem of plane geometry. The six points formed by continuing the sides of a triangle beyond every vertex by the length of its opposite side, are concyclic. The theorem has attracted several proofs. We present a short proof that views the extended sides as equal tangents of the incircle, a perspective that enables generalization to polygons.

  PublisherDOI

• Conways Circle Theorem: A Short Proof Enabling Generalization to\n Polygons

  arXiv (Cornell University) · 2021

  1st authorCorresponding
  • Mathematics
  • Combinatorics
  • Geometry

  John Conway's Circle Theorem is a gem of plane geometry. The six points\nformed by continuing the sides of a triangle beyond every vertex by the length\nof its opposite side, are concyclic. The theorem has attracted several proofs.\nWe present a short proof that views the extended sides as equal tangents of the\nincircle, a perspective that enables generalization to polygons.\n

  PublisherOA PDFDOI

• Integrating Distance Education With Traditional Delivery In A Graduate Certificate Program For It Professionals

  2020-09-03

  articleOpen accessSenior author

  In this paper we compare our experience with two distance education models for teaching professional graduate students. The first is a synchronous video conferencing delivery model and the second is a blended Web-based and traditional learning model. The former was used for beaming out graduate courses to the Foxboro Company, and the latter was within the context of a graduate database & client/server certificate program where we successfully delivered four graduate courses to employees of Keane, Inc. Both are technology companies with offices in the US and UK. Research results and student evaluations demonstrate that the blended model was more successful than the pure model as it combined the advantages of traditional learning with distance education very well. The blended approach provided students what they wanted--a unique continuing education experience-flexible asynchronous education and some face-to-face classroom instruction. The professors also got the satisfaction of seeing students and evaluating their progress within the context of classroom sessions. The university was also satisfied with the blended approach as it provided a better experience for the students via quality student-teacher and student-student interactions. This paper provides details about the unique technology used in both the models. The strengths and limitations of using such technology distance education are also discussed.

  PublisherOA PDFDOI

• In-class common-reporting workshops in computer science

  OpenBU (Boston University) · 2019-05-30

  article1st authorCorresponding

  Instructors optimize the use of class time for quantity and depth of learning. Technology has opened new opportunities in these respects. The technique reported on here, In-class Common-reporting Workshops (INCREWs) consist of teams of up to three students tackling a creative class-relevant problem and displaying their evolving results on a common, projected spreadsheet format in real time. We report on surveys, which have shown a positive reception for INCREWs.

  Publisher

• Guided-KNOWLA

  2019-06-24

  article1st authorCorresponding

  Test-yourself questions are effective examples of formative assessment, and have been shown to promote learners' active interaction with materials and knowledge mastery through frequent practice. However, the cost of developing and implementing engaging test-yourself activities can be problematic in large-scale web-based learning environments; a lack of built-in scaffolding to guide learners is also a challenge. We introduce Guided-KNOWLA, an improvement of KNOWLA -- a learning tool has learners assemble a given set of mixed-size scrambled fragments into a logical order using a web-based interface, accompanied by motivational step-by-step hint/guidance as enhancements. We conducted an exploratory study with graduate learners to examine their attitudes toward Guided-KNOWLA activities, measured by perceived usefulness and comparative formats for formative assessment. Preliminary results suggest that using the Guided-KNOWLA were useful in helping learners master online materials and were a preferred format of "test-yourself" practice to multiple-choice questions.

  PublisherDOI

• Poster: Incremental UML for Agile Development with PREXEL

  International Conference on Software Engineering · 2018-05-01 · 1 citations

  article1st authorCorresponding

  UML creates useful visualizations but they become monolithic, complex, and expensive to maintain. In agile development, documentation is secondary, which discourages the use of UML even further. We introduce an in-code, just-in-time, maintainable approach to UML, supported by a tool called PREXEL. PREXEL minimizes interruptions in coding by allowing concise in-line specifications which automatically synthesize in-code graphical ASCII class models, class and method skeletons, and class relationships.

  Publisher

Frequent coauthors

• Tanya Zlateva

  16 shared

• Rumen Stainov

  Laboratoire d'Informatique de Paris-Nord

  16 shared

• Vijay Kanabar

  Boston University

  16 shared

• Meredith Thompson

  3 shared

• Adam Arakelian

  2 shared

• Jason Van Schooneveld

  2 shared

• Dino Konstantopoulos

  2 shared

• Mike Pinkerton

  Northrop Grumman (United States)

  2 shared

Education

• Ph.D.

  Columbia University

• M.S.

  University of Illinois

• B.S.

  University of Natal (South Africa)