The purpose of this mixed-methods study was to identify key factors in a discipline-specific, self-access graduate writing centre that both contribute to student success and that indicate needed improvements. The centre is located in a graduate education program at a university in Canada. Findings indicate the centre contributes to student success most directly by helping students improve their writing, which leads to an overall sense of confidence and engagement. Relationships with other students were also enhanced and found to be important. Faculty similarly noted that the improvements in writing and the strengthening of the graduate student culture were important gains. Graduate teaching assistants working in the centre said they benefited from improvements with their writing, which they linked to supporting students, as well as personal gains in their instructional skills. Suggested improvements included increasing appointment availability, adding workshops on new topics, increasing the availability of workshops and events, and increasing interaction between students and faculty at social events. These results indicate that providing targeted supports led by students but guided by faculty input and oversight can increase graduate student success and benefit graduate programs in general.

中文翻译：

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学生、教师和研究生助教对研究生写作中心提供的支持的看法

这项混合方法研究的目的是确定特定学科、自我访问的研究生写作中心的关键因素，这些因素既有助于学生取得成功，又表明需要改进。该中心位于加拿大一所大学的研究生教育项目中。调查结果表明，该中心通过帮助学生提高写作水平最直接地促进了学生的成功，从而带来了整体的自信和参与感。与其他学生的关系也得到了加强，并被认为很重要。教师们同样指出，写作的改进和研究生文化的加强是重要的收获。在该中心工作的研究生助教说，他们从写作的改进中受益，他们将其与支持学生联系起来，以及个人在教学技能方面的收获。建议的改进包括增加预约可用性、增加关于新主题的研讨会、增加研讨会和活动的可用性以及增加学生和教师在社交活动中的互动。这些结果表明，提供由学生领导但由教师投入和监督指导的有针对性的支持可以提高研究生的成功率，并使研究生项目总体受益。