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A report is presented on progress and problems encountered in introducing a computer program as an aid in undergraduate teaching rather than as a topic of study per se. A computer-trained engineer differs in outlook from his predecessor reared on the slide rule. These conflicting orientations pose new problems and occasionally supply new fuel to old controversies. Reactions of the administration, of the faculty, and of the engineering student facing the changes are examined. Instructors planning to introduce similar programs, may find it helpful to anticipate these responses and to recognize their motivation. Like other so-called unorthodox teaching methods, the computer program depends for its success as a teaching aid largely on the instructor's ability to develop sound "public relations," solicit constructive criticism, and meet unjustified attacks effectively.