This paper presents the author's experiences from teaching three prior undergraduate courses in which he has used memoir writing as pedagogy for fostering deeper understanding and reflecton with students. Memoirist Patricia Hampl has stated, "I don't write [memoir] about what I know, but in order to find out what I know." The students' memoirs focused on finding out what they know about the significance of 'place' and 'time' in their lives. The students wrote their memoirs in a creative non-fiction style and they uniformly regarded such writing as unique, insightful and highly significant within their academic experience. One student, for example, remarked that he considers his memoir to be "...the best thing I've written in my entire life." This paper will outline conceptual and practical aspects of the use of memoir as pedagogy, as well as consider how memoir writing might become a more integral aspect of undergraduate studies in agronomy.