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Dr. Heather Falconer joined Curry College as a Special Appointment, Assistant Professor of Writing in Fall 2018. She earned her doctorate at Northeastern University, where she taught First-Year Writing and advanced courses in disciplinary writing (e.g., science). Heather also holds a MLitt from the University of Glasgow and an MFA from Emerson College. In addition to teaching, Heather is Associate Editor with the Perspectives in Writing book series, Vice-Chair for the New England Writing Across the Curriculum Consortium, Chair of the Research and Publications Committee of the Association for Writing Across the Curriculum, and serves on multiple editorial boards. As a Writing Studies scholar, her research focuses on the intersections of culture, discipline, and pedagogy, with a special emphasis on discursive identity development.
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.
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.
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. (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