End of Course Reflection Assignment

Two years ago, I met a group of incoming first year students at a prep school event in which we prepare first-year students for transitioning to life at university. One of the first questions I asked this group of new students was what they think of the Thai media industry. After some prodding, the students began to share their opinions on the Thai media industry, and said things such as,

“Thai media is very repetitive”

“There is no innovation in the media, just the same type of stories/plots over and over.”

“If I want to see interesting original content, I’d…


When reflecting on the goals I had for my students from the beginning of the Stanford Innovative Teaching Scholars (ITS) program, I remembered a key goal (or “north star” objective) was for students to become “leaders and innovators” in their careers. To do this, they would need to be able to understand how to take all of the knowledge (both abstract and practical) they learned from university and be able to adapt it to working in different contexts and projects. To better understand whether this has been achieved, I have been working with non-government organizations (NGOs) on doing digital campaign…


I had similar reasons (e.g. avoiding bias) for not explaining reflection that much when I first started doing the reflection activities with my students.

What I ended up discovering was that without much explanation, many students treated the reflection as another course evaluation that they could fill up with complaints and issues they had with the course, and what should have been done differently. …


I'm curious about how you introduced and explained the importance of reflection to your students?

I used to have similar issues with reflection papers when I didn't explain much about the process of reflection to them. I've gradually started to add in more explanation of not just the activities, but also discussing why we reflect.

I am still trying to find the right amount of explanation vs. exploration for this, leaving students to just "figure things out" hasn't worked well from my experience with reflections so I would be interested to hear what others have experienced.


I’ve done reflection activities ever since I started teaching in university about 3 years ago. I was always under the impression that reflection had to be done through words, but after our ITS session in March, I began to reconsider my assumptions on what reflection truly is. Is it simply about writing our thoughts down like in diary entry? Or can we also reflect effectively through other means? I was particularly struck by the learning journey map (video below) that was introduced by one of our ITS instructors. …


Student work from TU106 -Creativity and Communication

A few years ago, I was tasked with serving as the coordinator for TU106, a general education course on Creativity and Communication. The objective of TU106 was to enroll students from different faculties into this shared course and help them learn how to collaborate effectively with students from different faculties for creative projects from videos to prototypes to PR/Marketing campaigns.

The first few years were a definite learning curve in helping all the teams work effectively together. Students were not always engaged with the course, and although the creative output was, at times, great from every group, the communication with…


Hello all,

My name is Ray Wang and I am a lecturer at the Faculty of Journalism and Mass Communication of Thammasat University. I am currently studying my PhD in Sustainable Leadership at the College of Management at Mahidol University. I have been doing teaching and research of media companies for the past 4 years, and focus on studying sustainable management of media companies, and how to train future managers of media companies through various active learning activities and techniques. …

Ray Ting-Chun Wang

Lecturer in Mass Communication and Journalism, focusing on sustainable management of media companies and media practice.

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