This project took a ‘students-as-partners’ approach to support the development of a new
second-year breadth course titled “Psychology in Context” (PSYB80), which was taught for the
first time in Winter 2025. Guided by principles of equity, inclusion, and diverse ways of knowing,
this course takes a critical lens to the field of Psychology itself. This course is novel in several
ways. It is designed at the second year to provide students with a critical foundation early in
their studies; this approach is directly informed by recommendations from the UTSC Campus
Curriculum Review Working Circle. An overarching aim of this course is to help students
engage in critical reflection and conversation about 1) key assumptions, norms, and contextual
factors that have shaped/continue to shape the field of psychology in its present form, and 2)
current debates, challenges, and controversies shaping the field. Further, the course has an
approved CR/NCR (Pass/Fail) grading scale. This grading scale was adopted to help students
feel safe and comfortable in sharing their opinions and perspectives on a range of complex and
potentially fraught topics and areas of debate, and more broadly to help foster an emphasis on
critical thinking and engagement. With these features in mind, the development of both course
content and structure – including evaluative components – is particularly suitable for direct
student input. I worked collaboratively with a team of undergraduate and graduate research
assistants (RAs) in a team-based approach to gathering, selecting, and building an initial set of
course materials, activities, and assignments. The RAs offered invaluable student insights,
wisdom, and perspectives throughout the course development process. Together, we tackled
challenges arising from some of the course’s novel components (e.g., CR/NCR grading) and
worked to develop a course rooted in principles of equitable, inclusive, and effective teaching.
Outcomes
The primary outcome of this project was the successful launch and delivery of the first iteration of the PSYB80: Psychology in Context course. All aspects of the course, including the structure, content, and course materials (e.g., readings), were deeply informed by the students-as-partners approach to course development that was made possible by this LEAF+ funding. The team of student partners who worked with me throughout the Summer and Fall of 2024 and into Winter 2025 were instrumental in shaping the course. I also spoke about this student input and involvement during my teaching of the course, allowing for a sense of transparency and connection for the students enrolled during the Winter 2025 term.
To date, members of the project team have presented aspects of the project locally, at the UTSC Centre for Teaching and Learning (CTL) Celebration of Faculty Showcase in April 2025 and in two presentations at the UofT Teaching and Learning Symposium in May 2025.