Student, Faculty, and Graduate Teaching Assistant Perceptions of Support Provided by a Graduate Student Writing Centre
Bibliographic record
Abstract
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.
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How this classification was reachedexpand
Full frame machine prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. The Gemma side is a direct model label for every work in the frame, read from the title-only record. The Codex side is a classifier learned from the 10,348 direct Codex labels and calibrated to design-weighted sample rates; fields without enough sample support carry no Codex call. Candidate is the union of the two sides; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels.
Distilled classifier scores by category (both heads)
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.006 | 0.026 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.001 | 0.001 |
| Science and technology studies | 0.002 | 0.001 |
| Scholarly communication | 0.003 | 0.001 |
| Open science | 0.001 | 0.002 |
| Research integrity | 0.001 | 0.001 |
| Insufficient payload (model declined to judge) | 0.003 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one source (direct Gemma or distilled Codex), not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".