How might we reimagine what scholarship looks (and sounds) like in the twenty-first century? In this special reflection episode, Dr. Derritt Mason is joined by 3QTL consulting producer Dr. Stacey Copeland and Dr. Jill McSweeney-Flaherty, associate editor of the journal Teaching and Learning Inquiry, to discuss 3QTL Season 1's experimental peer review process—the journal's first-ever podcast review. Our discussion explores key themes that emerged across the season, including care ethics, community building, and pedagogies of kindness, while also examining what it means to produce the Scholarship of Teaching and Learning (SoTL) through podcasting. Join us as we reflect on the values that anchored educators during COVID-19, consider how conversation can function as scholarly method, and ask what sound-based scholarship might suggest about the future of academic research and knowledge creation. Full episode transcript and references are available on our website.

We might not instinctively associate drag queens with teacher education, but for Dr. Harper Keenan, the queer imagination has tremendous potential to help us "unscript curriculum" and think about our classrooms in radically different ways. The Robert Quartermain Professor of Gender and Sexuality Research in Education at the University of British Columbia (UBC), Dr. Keenan has initiated an impressive array of community collaborations, including Drag Story Hour and the Trans Freedom School. Join us as Dr. Keenan describes the challenges (and unexpected rewards) of teaching pre-service teachers during pandemic lockdowns; the transformative power of queer, trans, and drag pedagogy; and why it feels more important than ever to celebrate queer creativity and worldmaking. Full episode transcript and references are available on our website.

For Dr. Bryan Dewsbury, equity-minded, inclusive, or humanist teaching means distinguishing teaching students from teaching subject matter. The humanity of students, in other words, is prioritized over course content, and their lived experiences become vital to how the classroom operates. In our conversation, Dr. Dewsbury describes how he confronted the challenges of teaching online during COVID lockdowns, while also highlighting the many dimensions of his approach to humanist teaching. He explains, for example, how restructuring "office hours" as "student hours" can deepen student learning; how the principles of PhD qualifying exams might help us design open-book undergraduate exams; and he offers other possibilities for inviting students to become thoughtful, engaged citizens. Full episode transcript and references are available on our website.