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In her introduction to Daring Greatly (2012), Dr. Brené Brown argues that our professional training as researchers and academics socially conditions us to fabricate a persona, a “mask” or “suit of armor” that protects “ourselves from the discomfort of vulnerability” in the classroom and wider university (Brown 2012, p. 113). Unsurprisingly, few scholars have theorized and investigated faculty vulnerability in higher education, including the relationship between faculty vulnerability and student vulnerability (Jackson 2018; Bullough 2005; Kelchtermans 1996). Given our professional duties as teachers, risking relational vulnerability is an important aspect of the profession to consider because, as Palmer (1998) writes, “…teaching is a daily exercise in vulnerability” (p. 17). As Brown defines it, relational vulnerability is about fostering connections between people, which often manifests as “uncertainty, r