“To teach is to learn twice” said philosopher Joseph Joubert in Pensées (1842). When we teach something, we re-examine it well enough to know it in its complexity and ramifications. Thus we learn it twice: as we have studied it in the past and as we study it now. As well, we learn twice when we begin to talk about what we have only read. Reading someone’s words is one way of knowing, but being able to discuss those words and concepts in words of our own is another way of knowing: interpreting, analyzing, extending, and applying. So when we teach, when we engage in the scholarship of teaching, we learn twice.