The importance of critical reflection in higher education highlights the importance of creating rich learning opportunities for students. Expressive arts (e.g., poetry, drama) ignites such opportunity drawing from more than students' logical-cognitive understandings to include students' creative, multi-modal and experiential capacities. This paper provides one university instructor's reflective account of how an expressive arts final assignment (in a non-arts course) invited students to use the languages of the arts to enhance their critical reflection of course learning. Students' expanded agency and complexity of understanding illustrated expressive arts as a valuable facet of academic work.