"Whether I’m teaching a literature or writing course, I structure it around problems and controversies that are rich with questions for which there are no easy answers. I want students to encounter uncertainty, to become curious, and then to let that curiosity drive their learning. Students also write a lot in my classes because writing is such a good tool for transforming curiosity and confusion into clear ideas, interpretations, and arguments. It’s tremendously gratifying to help students recognize that writing is not just for recording what they already know or reporting someone else’s ideas, but for exploring the boundaries of what they can think or say."

• College Writing and Research
• Creative Nonfiction
• Expository Writing
• Literary Narratives of Illness
• Literature and Medicine
• Research in the Disciplines
• Mind, Brain, and Narrative

• Life Writing in the Genomic Age Life Writing in the Genomic Age 
  The Lancet 383.9019 1 March 2014
• "Empathy and the Critic"
  College English 74.1 Sept 2011
• "Neurodiversity" 
  College English 69.5, May 2007
• "Is Teaching Writing Still Possible?"
  Keynote lecture for the New Jersey Writing Alliance, May 2006
• "Mindblindness: Autism, Writing, and the Problem of Empathy" 
  Literature and Medicine 25.1, Spring 2006
• "Getting a Clue: Gerald Graff and the Life of the Mind" 
  Pedagogy: Critical Approaches to Teaching Literature, Language, Composition, and Culture 5.2, Spring 2005

• Awarded a Presidential Fellowship for Teaching Excellence, 2012