What would you say is maybe one step, like a little stretch that an educator who wants to start to incorporate some scholarly teaching into their classroom, what's like one thing they can maybe do to sort of push themselves towards that without it maybe being too scary? What would be your advice on that?

Um, well, I think before you decide what you would like to do in your classroom, um, trying to figure out, there has to be like a kind of a, a need-to-know that sparks inside of your head.

Now, in talking to lots of educators, sometimes it comes from like a problem that they're trying to solve in class, like when we do this particular, uh, topic, engagement tanks, right? The students seem to shut down.

Um, the, you know, so that it might be a problem.

Um, it also might be an opportunity, like maybe somebody goes to BCCE and they're like, "Ooh, I've, I've never heard about metacognitive questioning before.

What is that? Ooh, I wanna dig into that," you know, kind of thing.

Um, it, I would say opportunities and problems tend to be the, the kind of the impetus.

And so do you, will you talk about some of the structure of how are you gonna have, you have these three experts t- you know, in their subject matter, um, that are gonna be on the panel, but then how have you structured the conversation so that the community can be involved, and so that we can brainstorm for our classrooms? [laughs]