Infusing creativity in the teaching of psychology: Two more case studies of the unessay

Traditional assessments in undergraduate psychology often prioritise technical accuracy over creativity. In response to growing calls for more inclusive, flexible, and student-centered pedagogy, this article presents two case studies on the use of the ‘unessay’ in mid-level undergraduate psychology courses. The unessay allows students to demonstrate understanding through any format – so long as it is not an essay–such as art, podcasts, or videos. The assignment was required. Some students voluntarily completed pre- and/or post-surveys with open-ended feedback. Sentiment analysis, descriptive statistics, and thematic coding were used. Findings suggest high levels of engagement, relevance, and pride, especially among nontraditional students. The format fostered community and reflection but raised challenges around standardising assessment. Despite growing use in other disciplines, the unessay remains rare in psychology education. These findings highlight its potential to support core competencies in psychology, including creative thinking, communication, and student agency.