Publications & Presentations

Academic, Peer-reviewed Publications

Falconer, H.M. (2018). “I think when I speak, I don’t sound like that”: The influence of social positioning on rhetorical skill development in science. Written Communication, 36(1), 9-37. [Podcast interview available here.]

Falconer, H. (2017). Assessing writing in undergraduate biology coursework: A review of the literature on practices and criteria. The WAC Journal, 28.

Carpi, A., Ronan, D.M., Falconer, H.M., and Lents, N.H. (2016). Cultivating minority scientists: Undergraduate research increases self-efficacy and career ambitions for for underrepresented students in STEM. Journal of Research in Science Teaching. Published online before print Aug 5, 2016. doi: 10.1002/tea.21341

Carpi, A., Ronan, D.M., Falconer, H.M., Boyd, H., and Lents, N.H. (2013). Development and implementation of targeted STEM retention strategies at a Hispanic-Serving Institution. Journal of Hispanic Higher Education. Published online before print May 8, 2013. doi: 10.1177/1538192713486279

Other Professional Publications

Book Chapters

Basgier, C., Cox, M., Falconer, H.M., Galin, J., Harahap, A., Hendrickson, B., Melzer, D., Palmquist, M., & Sherriff, S. (forthcoming). The formation of a professional organization for writing across the curriculum. In Bartlett, L.E., Tarabochia, S., and Olinger, A. IWAC 25th Anniversary Edited Collection, The WAC Clearinghouse, Perspectives on Writing series. 

Greer, J., Grobman, L., & Falconer, H.M. (forthcoming). Contributing to knowledge: A defining characteristic of undergraduate research, a critical opportunity to empower students. In Dellacarpini, D., Fishman, J., & Greer, J., The Naylor Report on Undergraduate Research in Writing Studies. 

Falconer, H.M. (in press). Mentored writing at a Hispanic-serving institution: Improving student facility with scientific discourse, in Baca, I., Hinojosa, Y.I., & Murphy, S.W., Bordered Writers: Latinx Identities and Literacy Practices at Hispanic Serving InstitutionsState University of New York Press. 

Editorial Introductions

Cushman, E., Falconer, H.M., & Juzwik, M.M. (2018) The long view of research in the teaching of English. Research in the Teaching of English, 52(4), 353-358.

Juzwik, M.M., Jarvie, S., Cushman, E., & Falconer, H.M. (2018). Struggling to belong: Literacy instruction, coaching, learning, and development. Research in the Teaching of English, 52(3), 229-235.

Dunn, M.B, Juzwik, M.M., Cushman, E., & Falconer, H.M. (2017). Toward rich accounts of writing development, Research in the Teaching of English, 52(2), 117-121.

Jarvie, S., Juzwik, M.M., Cushman, E., Falconer, H.M., & Dunn, M.B, (2017). Questioning margins and centers in reading, writing, and research, Research in the Teaching of English, 52(1), 5-12.

Cushman, E., Juzwik, M.M., Falconer, H.M., & Dunn, M.B, (2017). Teaching and learning language, Research in the Teaching of English, 51(4)

Falconer, H.M., Cushman, E., Juzwik, M.M., & Dunn, M.B, (2017). Writing and its development across lifespans and in transnational contexts, Research in the Teaching of English, 51(3): 261-266.

Book Reviews

Falconer, H.M. (2017). A review of Barbara E. Walvoord’s Assessing and Improving Student Writing in College: A Guide for Institutions, General Educations, Departments, and Classrooms, Journal of Writing Assessment Reading List.

Falconer, H.M. (2007). Nature’s edge: Boundary explorations in ecological theory. The Kelvingrove Review (1)

Falconer, H.M. (2006). Balkan beauty, Balkan blood: Lessons from Albania. Fringe Magazine



From dissociation to embodiment: Discursive identity development in underrepresented minorities in STEM. (Book targeted toward Writing Research, Pedagogy, and Policy series, Southern Illinois University Press) 

Writing while different: The influence of counterspaces on science writing development in three women of color. (Article targeted toward Journal of Research in Science Teaching) 

Mentored writing as a means of facilitating discursive identity development. (Article targeted toward Journal of Hispanic Higher Education 

Extending uptake in practice: The influence of ideology, prior knowledge, and motivation in the discovery of ozone depletion by CFCs (Article targeted toward Journal of Business and Technical Communication) 

Preparing disciplinary writing mentors: An examination of the relationship between prior experience and pedagogical approach. (Article targeted toward Research in the Teaching of English) 


Panels Organized

Changing Demographics, Changing Rhetorics: Rethinking Genre Instruction in Higher Education. (2016, May). Becoming an insider: Learning the rhetorical moves of the scientific proposal. Paper presented at the Rhetoric Society of America Conference, Atlanta, GA.

Papers Presented & Roundtables

Falconer, H.M. (2018, June) Preparing disciplinary writing mentors: An examination of the relationship between prior knowledge and pedagogical approach. Paper presented at the International Writing Across the Curriculum Conference, Auburn, AL.

Falconer, H.M. (2017, March) Breaking the “code” of science: A culturally sustaining approach to teaching science writing. Paper presented at Conference on College Composition and Communication, Portland, OR.

Falconer, H.M. (2017, March) “Dull duty” and disciplinary issues: A roundtable with NCTE editors. Roundatable at Conference on College Composition and Communication, Portland, OR.

Falconer, H.M. (2015, March) Demystifying meaning-making in first-year writing: The influence of ideology, background knowledge, and motivation on genre selection and use. Paper presented at University of Massachusetts–Boston’s Engaging Practices: A Conference on the Teaching of Composition, Boston, MA.

Falconer, H.M. (2014, February) Addressing student needs in the science classroom. Paper presented at the Hispanic Educational Technology Services Conference, San Juan, Puerto Rico.

Falconer, H.M. (2013, March) Creating Hispanic scientists: Increasing minority engagement in the sciences. Paper presented at the HEP Project Director’s Meeting, Department of Education, Washington DC.

Carpi, A., Lents, N.H., and Falconer, H.M. (2012, October) Science education in a complex world: Adapting to student use of online material – The Visionlearning Project. Paper presented at the 18th Annual Sloan Consortium Conference, Online Learning at a Crossroads: Online Education in a Complex World, Lake Buena Vista, FL.

Falconer, H.M. (2007, March) White’s legacy: ‘One Man’s Meat’ and the American nature essay. Paper presented at the Association for the Study of Literature and the Environment Conference: Modern Environments: Contemporary Readings in Green Studies, University of Glasgow, Glasgow, UK.

Panel Member: EVVY Awards, WLP Night (2006, April) Emerson College, Boston, MA. “Navigating the writing and publishing world.”

Invited Lectures

Workshop Leader, Faculty Center, Curry College, Mentored Writing, November 2018. 

Guest Speaker, Teaching and Learning Center, John Jay College, Mentoring for equity, November 2018. 

Naylor Symposium on Undergraduate Research in Writing, York College, September 2018 

Guest Lecturer, New York University – Tandon School of Engineering, Faculty workshop: What is “good writing”? April, 2018. 

Guest Presenter, Curry College, “It’s not like you can just write whatever you want.”: Mentored writing as a means of facilitating skill in scientific writing, January 2018. 

Guest Lecturer, John Jay College of Criminal Justice, Forensic Science Master’s Thesis Workshop, Introduction to science writing, September 2016. 

Guest Lecturer, Northeastern University, Biotechnology Applications Laboratory, Abstract writing and scientific prose, Spring 2015. 

Guest Lecturer, John Jay College of Criminal Justice, Forensic Science Master’s Thesis Workshop, Introduction to science writing, October 2015. 

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