Pretty much under a rest, intellectually, at the moment.


Ohio University

Instructor of Record
Scripps School of Communication

2015 – Present

MDIA4140 New Media and Communication Technologies
This seminar explores the concept of “Internet Convergence,” and its impact on culture in an increasingly digital and mobile world. While the course focuses primarily on “emerging media and communications,” it also takes into consideration older ones, including print, radio, television and such broadband networks as telephony, cable, wireless, satellite and the early Internet.

Syllabus     Class’s Website

Royal University of Phnom Penh

Lecturer (full-time)
Institute of Foreign Languages

2012 – 2013

Professional Communication
Students improve their oral and written communication skills through preparation and presentation of written and oral information. For the first semester, the themes range from types of communication, public speaking to networking. Students will be able to use these knowledge and skills to communicate effectively in the workplace in both oral and written forms and to establish and maintain a working relationship. For the second semester, the themes include Applying Communication Principles in the Workplace, Negotiation and Conflict Management, Working in Teams, and Job-seeking skills.

Global Studies 202
Global Studies 202 aims to introduce contemporary global issues and develop knowledge in specific content-based language. Students will be able to use language appropriate for each of the issues and debate about concepts and issues related to them. It includes such themes as Families, Festivals and Celebrations, Landscape and Environment and Agriculture. Through individual, pair, group and whole-class work, the students will be able to develop the four macro- skills, especially reading and speaking.

Core English 302
Core English deals with various macro skills in English ranging from reading to writing. However, writing is dealt with more insightfully in Writing Skills. Core English is by itself integrative of those various skills in English.

International Relation I
International Relation I provides a basic illustration of what International Relations is mainly about. Essential concepts, theories, ideologies, debates, and controversies over international politics and economy (among other prime national and international factors) will be presented throughout the course. In addition, students will be exposed to different discussions over the relativity of IR theory and practice in the real world, through the analysis of strengths and weaknesses of specific theories when applied to different case scenario/case studies.

International Relation II
A continuation from International Relation I, International Relation II emphasizes the complexity of interconnectedness among prominent actors-be them the governments, civil societies, or individuals-who have certain levels of influence over the political and economic decisions. Not only so, International Relations II provides students with more comprehensive look at how conflicts and instability arise in the face of globalization, technological advancement, and intellectual development, and how they are handled through various means. Contemporary global issues, including the environment, healthcare, and human rights, discussed in this course will serve as a great opportunity for students to see how IR theories are at work in today’s challenging world arena.


Chap, C. (2016, February 21). Online news: A fresh look into Cambodian audiences. Khmer Scholar. Retrieved from

Chap, C. (2015). Building a citizen-journalism website in Cambodia: A case of South Korea’s OhmyNews (Master’s thesis). Ohio University, United States.

Chap, C. (2015, September 5). Coverage of development news in Cambodia: Content analysis of the Phnom Penh Post and the Cambodia Daily. Khmer Scholar. Retrieved from

Chap, C. (2015, April 28). A review of “The Missing Picture”. Ohio University Monsoon Magazine, 5(1), pp. 30-31.

Chap, C. (2015, April). What net neutrality means for educators and learners. Campus Compared. Retrieved from

Chap, C. (2014, January 2). Voice of America: The troubling journey to professional journalism. Khmer Scholar. Retrieved from

Chap, C. (2012). Cambodia’s foreign policy towards China and Vietnam, 1997-2012 (Bachelor’s honor thesis). Royal University of Phnom Penh, Cambodia.

Teaching Testimonials

Taught in a way that encouraged dialogue.

Unique, not typical structure.

I like that the class was very student-interactive with learning the content.

He was very enthusiastic and nice.

Chap is great and passionate.

Piracy Lecture

Teaching Philosophy

When I was in my freshmen year in college in Cambodia, I had one goal in mind which was to be a great teacher. That was how I decided to go for Bachelor of Education in Teaching English as a Foreign Language. Basically, I was trained to be a language teacher. My classmates and I were taught how to approach language teaching and all kinds of teaching methodologies. Not until did I reach the near end of my degree, I was brought to realize one important teaching philosophy. I realized that teaching is all about inspiring students to advance frontiers.

There are two parts in this philosophical statement: inspiring students and advancing frontiers. With inspiration, I realized that no teaching methodologies are effective enough to make uninspired students to fully learn anything. Inspiration is almost the very first prerequisite for all kinds of learning, and I believe that teachers have a role in making sure that their students come to class highly inspired to learn.

To achieve this, teachers need to go the extra miles in their lesson planning for every class. To inspire students is to give them compelling reasons to learn and do well in class. For teachers, planning the lessons is already difficult, but having to convince students to learn with compelling reasons is completely an extra troubling task. It’s frustrating to accept that students coming to class are not necessarily inspired to learn. However, making a habit to inspire students in every class would help teachers achieve effective teaching, especially in today’s Information Age.

In the Information Age where digital technologies give students limitless possibilities to navigate and find information at rapid speed, teaching has to be more than just giving information. Teaching has to be inspiring. Teaching has to inspire students to use the power of digital technologies to take their learning to the next level. Digital technologies can be distracting to learning; yet, with proper inspiration, students will find ways to use digital technologies to effectively empower their learning.

The second part of my teaching philosophy is advancing frontiers. This is one of my core beliefs as a learner, a teacher and in general a knowledge seeker. To me, knowledge is not fact, thus not constant. An empirical truth, called knowledge, is temporary. That means a new empirical study may prove that particular truth or knowledge wrong at a later point of time. With this belief, I tend to have a critical approach to knowledge where I always constantly have a desire to challenge and advance it as much as I can. This excites me everyday about learning because I know that I have a chance to not just learn what established but to improve and enhance it.

As a teacher, I want this excitement about learning for my students as well. In every class, I try to remind my students that they have the opportunities to challenge and advance what being taught to them. Therefore, instead of asking my students “Why is a particular knowledge like that?” I always ask them “Why does it have to be like that?” By making students realize that they can advance knowledge frontiers, learning becomes an exciting and highly critical journey.

Before I go into a class, I ask myself “What should I do to inspire my students to advance frontiers?”