When asked at the age of 10 if I wanted to be a teacher, I remember emphatically saying “no!” Although if you had asked my mother, she would tell you stories of how I would bring unwanted math textbooks and worksheets home in my backpack, assemble groups of neighborhood kids in our basement, teach them from the textbooks, give the unused worksheets as exams, and then grade the worksheets. Looking back I can see why I was not one of the popular kids in my neighborhood. It was not until the summer after my sophomore year in college that I developed a conscious interest in teaching. Somehow, even at a young age, I had an unconscious sense that passing on knowledge was of deep value.