Many universities began prioritizing efficiency over efficacy in the 1990s, contributing to educator and student exhaustion. Meanwhile, vocational awe paradigms have led faculty to sacrifice personal time and health to satisfy students. The Slow Academia movement offers a different approach. Bypassing quantifiable outcomes and metrics, it advocates slowing down teaching and learning activities to sustainable paces. Contemplative practices, self-care, and trauma-informed pedagogies are crucial components. This chapter imagines opportunities for a slowed-down, rehumanized version of learning, teaching and sharing and provides recommendations for experimenting with format and content.