The COVID-19 pandemic has shifted our perspective on a lot of things, not least of which may be our relationship with our work and workplace—and hence our sense of vocation and how we communicate it to our students. Even just two years out, I’m startled by memories of things most of us did to make pandemic learning successful: the late-night sessions making Screencast-o-Matic videos, the “check-ins,” the on-the-fly attempts to share audio via Zoom without creating a cringe-worthy feedback loop in the physical classroom. Even if those memories seem distant, though, I—and I’m guessing I’m not alone—still feel bruised by the demands of the last few years. Based on the number of articles about “quiet quitting” that have recently cropped up in my news feed (perfectly timed to coincide with the start of classes), we are only now gaining some clarity about the pandemic’s rippling effects.