We live in an era of unprecedented transition in science and technology education caused by the proliferation of computing power and information. Like most other science and technology fields, convective heat and mass transfer is already too vast to be covered in a semester-level course even at an outline level and is yet undergoing exponential expansion. The expansion is both quantitative and qualitative. On the quantitative side, novel and hitherto unexplored areas are now subject to investigation, not just by virtue of their intellectual challenge and our curiosity, but because of their current and potential technological applications. And on the qualitative side, massive sources of Internet-based information, powerful personal computers, and robust and flexible software and other computational tools are now easily accessible to even novice engineers and engineering students. This makes the designing of a syllabus for courses such as convection heat and mass transfer all the more challenging. Perhaps the two biggest challenges for an instructor of a graduate-level course in convection are defining a scope for the course and striking a reasonable balance between the now-classical analytic methods and the recently developing modern areas. Although the importance of modern topics and methods is evident, the coverage of these topics should not be at the expense of basics and classical methods.