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You know one if you see one, but can you define a computational physics course in general? Even more fundamentally, can you specify what role numerical computations should have in any standard physics course? The quest to address such questions was the motivation for a project that has culminated in the publication of this special issue. I believe and hope that our non-physicist readers will regard this special issue as an opportunity to gather information and learn lessons that extend beyond physics to other disciplines.
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