My father was not a teacher for very long, but he actually got his undergraduate degree in education, as did my mother, and she was a teacher for a long time. So education was kind of always part of our household, if you will. I was good in math and science, enjoyed math and science in middle school and high school, and always thought about engineering of some kind. I think somewhere along the way about sophomore junior year of high school, I was interested in being an architect. As I started looking at what's an architect do and what's architecture school look like, I found all the engineering aspects of that interesting, but not so much the art, even though I enjoyed art and did well in art in high school and that sort of thing. But I thought that engineering was really going to be a better match for kind of my interest and skills. So I grew up mostly in central Kentucky. You're just driving by it on the road. You might think it's Versailles, but it's really Versailles [ver-sales], Kentucky. It's spelled, just like Versailles, France. I went to Woodford County High School home of the fighting Yellow Jackets. But at that time, you know, kids didn't really get exposed to computers. So it's very different than today where it's just like from the start and very different even than ten years later where you might not have a computer that was yours, but there were plenty of computers around to use and you got to see what that was like. So it wasn't really until I went to college, went to Duke, and I was an undecided engineering student. My freshman year at Duke, I took the computer programming class with FORTRAN that everybody took, all engineers took, and I really enjoyed it.  By chance I took a special calculus one section freshman year that the professor was like emphasizing numerical analysis. We did all the standard calculus stuff, plus we wrote programs to do numerical calculations to sort of back up what we were doing in theory. And I found that really interesting. Then second semester, freshman year, there was a professor, Rhett George, who was teaching a class in digital logic that was like this experimental thing. No one was doing digital logic classes there, at least at that time. We built what would be like super simple things. But it was just really interesting and learned about Boolean logic and all this kind of stuff. And there was a switching theory automata class that was part of the regular curriculum. But this was actually building digital circuits and that sort of thing. And I found that very interesting. Sophomore year of college, I decided to double major in computer science to that computer side of things and figured out how to do that without taking a bunch of extra classes and managed to do that.