Lindsay K Crawford
Biographic Data
| ID | 9978740 |
|---|---|
| NAME | Lindsay K Crawford |
| GIVEN NAMES | Lindsay K |
| FAMILY NAME | Crawford |
| SIGNATURE | CRAWFORD L K |
| AFFILIATIONS | University of California, Merced |
| ORCID | 0000-0003-3415-9768 |
| VERIFIED | Yes |
| TOTAL WORKS | 2 |
| TOTAL CITATIONS | 0 |
| WORKS AS AUTHOR | 2 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2025 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 0 |
“It’s Less Scary Now”
Writing-intensive courses help undergraduate students develop disciplinary knowledge and communication skills, yet many students, particularly first-generation college students and those writing in a second language, enter these courses with low confidence and high writing anxiety. Writing self-efficacy, or students’ beliefs about their ability to succeed as writers, is associated with motivation and academic success, but less is known about how …
Supporting First-Generation Undergraduates Through Embedded Writing Tutoring
Writing is essential across disciplines, yet undergraduate programs must balance writing instruction with discipline-specific content. To support writing development, we piloted an embedded writing tutor (WT) in two core public health courses serving primarily first-generation, low-income students of color. In this model, a tutor familiar with course content is integrated into the classroom to supplement traditional writing center support. Our ai…
No prominent works on this page.
Supporting First-Generation Undergraduates Through Embedded Writing Tutoring
Writing is essential across disciplines, yet undergraduate programs must balance writing instruction with discipline-specific content. To support writing development, we piloted an embedded writing tutor (WT) in two core public health courses serving primarily first-generation, low-income students of color. In this model, a tutor familiar with course content is integrated into the classroom to supplement traditional writing center support. Our ai…
“It’s Less Scary Now”
Writing-intensive courses help undergraduate students develop disciplinary knowledge and communication skills, yet many students, particularly first-generation college students and those writing in a second language, enter these courses with low confidence and high writing anxiety. Writing self-efficacy, or students’ beliefs about their ability to succeed as writers, is associated with motivation and academic success, but less is known about how …
Collaborative writing (2 works) · Academic writing (1 work) · Academic Writing and Publishing (1 work) · Computer Science (1 work) · Discipline (1 work) · Discourse Analysis in Language Studies (1 work) · Focus group (1 work) · Innovative Teaching and Learning Methods (1 work) · Instructional design (1 work) · Mathematics education (1 work)