Enhancing Trust and Embracing Vulnerability in the College Classroom: A Reflection on Ungrading and Co-Creation in Teaching and Learning
In this reflective essay, we explore how we and our students experienced trust and opened ourselves up to being vulnerable in two iterations of a course that was built on the pedagogies of ungrading and co-creation in teaching and learning (CCTL).As approaches that fall under the broader umbrella of critical pedagogy, ungrading usually involves an