I believe strongly in open-access scholarship. All of my books are available in both print and open-access form. Click the book cover to access the open-access version available at The WAC Clearinghouse.
I am also happy to provide a pdf if my work is blocked by a paywall. Please send me an email.
Blakeslee, A., and Falconer, H. M. (in review) Building bigger tables: Honoring and extending the contributions of Mike Palmquist.
Falconer, H.M. (2026) Challenges and considerations in longitudinal research. In Bahl, E.K., Chad Iwertz Duffy, and Christa Teston, Methods for emerging researchers in rhetoric and composition. Utah State University Press.
Swacha, K., and Falconer, H. M. (2025). Reframing the Myth of the “Bad” Writer via a Writing Studies Approach. Northwords. https://www.mainecela.org/access-northwords-pdfs
Falconer, H. M., and McClary, L. (Eds.) (2024). Inclusive STEM: Transforming disciplinary writing instruction for a socially-just future. The WAC Clearinghouse; University Press of Colorado.
Kelly, M. J., Falconer, H. M., Gonzalez, C. L., and Dahlman, J. (Eds.) (2023). Adapting the past to reimagine possible futures: Celebrating and critiquing WAC at 50. Proceedings for the 2020/2021 IWAC Conference. The WAC Clearinghouse; University Press of Colorado.
Falconer, H. M. (2022). Masking inequality with good intentions: Systemic bias, counterspaces, and discourse acquisition in STEM education. The WAC Clearinghouse; University Press of Colorado.
Falconer, H.M. (2022) Preparing disciplinary writing instructors: The Curry College faculty writing fellows program. Composition Forum, 48.
Falconer, H.M. (Fall 2022). Playing the expectation game: Negotiating disciplinary discourse in undergraduate research. In Ritter, K., Beyond fitting in: Rethinking First-Gen writing and literacy education, Modern Language Association.
Falconer, H.M. (2018). “I think when I speak, I don’t sound like that”: The influence on social positioning on rhetorical skill development in science. Written Communication, 36(1), 9-37. Listen to my interview with Editor Chad Wickman on this article.
Falconer, H.M. (2017). Assessing writing in undergraduate biology coursework: A review of the literature on practices and criteria. The WAC Journal, 28, 123-138.
Carpi, A., Ronan, D.M., Falconer, H.M., & Lents, N.H. (2017). Cultivating minority scientists: Undergraduate research increases self-efficacy and career ambitions for underrepresented students in STEM. Journal of Research in Science Teaching, 54(2), 169-194. Published online before print August 5, 2016. doi: 10.1002/tea.21341
Carpi, A., Ronan, D.M., Falconer, H.M., Boyd, H., & Lents, N.H. (2013). Development and implementation of targeted STEM retention strategies at a Hispanic-serving institution. Journal of Hispanic Higher Education, 12(3), 280-299. doi: 10.1177/1538192713486279
Basgier, C., Cox, M., Falconer, H.M., Galin, J., Harahap, A., Hendrickson, B., Melzer, D., Palmquist, M., & Sherriff, S. (2020). 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. (2020). 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. (2019). 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 Institutions, State 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