Fall 2025-Just & Equitable Teaching Micro-credential

·       Department/Unit of focus: Psychology Department, University of Denver

·       Type of Project: Syllabus design

·       Project name: Integrating Social Justice into the Study of Personality

Abstract:

1. Issue and Opportunity: This project aims to integrate social justice concepts into the teaching of an advanced undergraduate psychology course on personality (at the University of Denver, where I am an adjunct teacher). Traditional approaches to personality—such as psychoanalytic, trait, biological, humanistic, behavioral/social learning, and cognitive theories—are often presented as universal frameworks. However, these theories have historically been shaped by individualistic, Western, male, and socioeconomically privileged perspectives. Individualistic cultures, which emphasize personal needs, autonomy, and accomplishments, typically view individuals as independent and unique. In contrast, collectivist cultures prioritize belonging, group harmony, and interdependence, viewing individuals as deeply connected to their social and familial networks. The lack of cultural and contextual awareness in predominantly taught personality theories can limit students’ understanding of personality as a dynamic construct shaped by both individual agency and larger social environments. The opportunity lies in reframing the course to help students critically analyze how these dominant theories reflect and perpetuate individualistic norms, while also exploring ways to expand these frameworks to incorporate more collectivist perspectives, as well as a broader range of cultural viewpoints.

2. Social Justice Integration: The project addresses social justice by embedding critical reflection, dialogue, and participatory learning into the curriculum. Students will explore how social, cultural, and economic inequalities influence personality development, expression, and assessment. Through class discussions and reflective writing, students will identify how privilege and oppression shape individual experiences and psychological theory. These reflections will also help students critically evaluate the predominantly taught personality theories that center male, individualistic cultural perspectives. This approach challenges unequal distributions of power, resources, and privilege by validating multiple cultural narratives and encouraging students to situate their own identities within broader social systems.

3. Scope and Scale: The project initially focused on students enrolled in the Fall 2025 undergraduate personality psychology course that I taught. This scope is appropriate because it allows for direct application of socially conscious pedagogy within a single course, enabling careful evaluation of student engagement, inclusivity, and learning outcomes. I plan to apply these redesigned strategies when I re-teach the course in Spring 2026, allowing time to refine materials and assess the effectiveness of these approaches. Lessons learned from this year’s long implementation will inform my teaching practices across other courses I teach and may contribute to broader discussions on equitable curriculum design within the department.

4. Key Partners and Stakeholders: To implement this project, I have collaborated with the University of Colorado Boulder’s Center for Teaching and Learning (CTL) to develop inclusive teaching strategies and classroom engagement techniques, as well as with departmental colleagues to gather feedback on content integration and assessment design. I will continue these collaborations as I teach the Spring 2026 course. Together, these efforts will support the creation of a learning environment that promotes both academic rigor and social awareness, empowering students to apply principles of equity and inclusion within psychology and beyond.