iⅱ that it is highly challenging and rewarding.As for how it actually gets done,well,to be sure it is a works-in-progress.I spent a very enjoyable term co-teaching this course (the first time I taught it)with Professor Ken Powell.Thanks,Ken,for nursing me through that first year! Both James's and Ken's diverse computational backgrounds are reflected to some degree in this book. I owe a debt of gratitude to the dozens of Graduate Student Instructors who have taught with me on this course.One of them,Dan Osborne,deserves special recognition.He is one of the most gifted and committed teachers I have ever encountered.Dan and I spent hour after hour discussing the challenges of teaching computing and thinking skills to undergraduates. To the 2500 or so undergraduates,mostly freshmen,who have taken my course:Every time I teach this course I learn something new-about computing,about teaching,about the joy of making an early "deflection"in a student's career. The support of the Dean for Engineering Undergraduate Education,Professor Gary Herrin, I acknowledged warmly.Gary removes many of the roadblocks that could otherwise make large-scale teaching odious.It is remarkable to have on one's side an administrator who is more likely to say "Yes!"rather than "No!"to my numerous outrageous requests. Finally,none of this would be possible without the support of my wife,Karen Vineberg.Your strong support during the insanely busy term teaching this course is deeply appreciated.Yes Karen,you are right,I do love teaching this course despite the long hours,the insomnia,the lost weekends and lost vacations To all of them I give my thanks and to Karen,my love.Your efforts will go to help future students. AFB,October 9,2005ii that it is highly challenging and rewarding. As for how it actually gets done, well, to be sure it is a works-in-progress. I spent a very enjoyable term co-teaching this course (the first time I taught it) with Professor Ken Powell. Thanks, Ken, for nursing me through that first year! Both James’s and Ken’s diverse computational backgrounds are reflected to some degree in this book. I owe a debt of gratitude to the dozens of Graduate Student Instructors who have taught with me on this course. One of them, Dan Osborne, deserves special recognition. He is one of the most giftedandcommittedteachers I have ever encountered. Dan andI spent hour after hour discussing the challenges of teaching computing and thinking skills to undergraduates. To the 2500 or so undergraduates, mostly freshmen, who have taken my course: Every time I teach this course I learn something new—about computing, about teaching, about the joy of making an early “deflection” in a student’s career. The support of the Dean for Engineering Undergraduate Education, Professor Gary Herrin, I acknowledged warmly. Gary removes many of the roadblocks that could otherwise make large-scale teaching odious. It is remarkable to have on one’s side an administrator who is more likely to say “Yes!” rather than “No!” to my numerous outrageous requests. Finally, none of this wouldbe possible without the support of my wife, Karen Vineberg. Your strong support during the insanely busy term teaching this course is deeply appreciated. Yes Karen, you are right, I do love teaching this course despite the long hours, the insomnia, the lost weekends and lost vacations. To all of them I give my thanks andto Karen, my love. Your efforts will go to help future students. AFB, October 9, 2005