In other words, I don’t grade not because I don’t grade, but because grading would be incongruous with the rest of my teaching practice. I don’t lecture. I let students rewrite assignments to fit their goals. I’ve recently developed the curriculum for a new graduate certificate at CU Denver which not only practices ungrading, but which also allows students to imagine their own outcomes rather than adhering to a predetermined set of expectations. To me, learning should never be a confined act, but a liberated one. We should be able to learn in all kinds of directions, following our curiosity rather than being restricted by the quantifiable path set for us by an expert in the field.