Refereed Articles and Proceedings
2025 (forthcoming), Hovland, I., Harding, L., and Lyon, J. “To Read or not to Read (and Why): How Undergraduate Students Answer that Question,” Journal of the Scholarship of Teaching and Learning
2024, Harding, L., and Carney, M.A. “The Black Box of Writing: Faculty Writing in the Academy,” Higher Education
2024, Meskin, A., and Harding, L. “Where Worlds Entwine: The Generative AI Poetry Exercise,” TextGenEd: Continuing Experiments, WAC Clearinghouse
2022, Harding, L., King, J., Bonanno, A., Powell, J. “Feedback as Boundary Object: Intersections of Writing, Response, and Research,” Journal of Response to Writing
2020, Harding, L., Nadler, R., Rawlins, P., Day, E., Brown, K., and K. Miller. “Revising a Scientific Writing Curriculum: Wayfinding Successful Collaborations with Interdisciplinary Expertise,” College Composition and Communication, Vol. 72, No. 2, National Council of Teachers of English
2018, Harding, L., and A.K. Lane. “The Five Minute Teach: Active Learning Pedagogy to Support TA Training and Writing Instruction in the Sciences,” Journal of College Science Teaching, Vol. 47 Issue 6, National Science Teachers Association
2016, Harding, L. “Motherhood Reimag(in)ed: A Study of Domestic Photography in the Digital Age,” Photographies, Vol. 9, No. 1, Taylor and Francis
2015, Harding, L., “Re-imag(in)ing the Digital Domestic Sphere: A Critical-Creative Study of Domestic Photography and Motherhood in the 21st Century,” SIGDOC2015: Proceedings of the 33rd Annual International Conference on the Design of Communication, Association for Computing Machinery, Inc.
2014, Harding, L., “Super Mom in a Box,” Harlot: A Revealing Look at the Arts of Persuasion, October 15. Retrieved from http://harlotofthearts.org/index.php/harlot/article/view/197/155
2014, Harding, L., “Writing beyond the Page: Reflective Essay as Box Composition,” Teaching English in the Two-Year College, Vol. 41, No. 3, March
2014, Harding, L., “A Response to ‘Student Perspectives on Self-Assessment: Insights and Implications,’ by Rachel Ihara,” Teaching English in the Two-Year College, Vol. 41, No. 3, March
Book Chapters
2017, Harding, L. and L. Studer. “MetaFeedback: A Model for Teaching Instructor Response to Student Writing in the Sciences,” in Scientific Communication: Principles, Practices, and Methods, eds. Han Yu and Kathy Northcut, Routledge