This study addresses the question of how faculty members understand the role of mentoring in the faculty–TA relationship.
This project examined faculty perceptions and practices of mentoring in the faculty–teaching assistant relationship. A survey of faculty members revealed that most considered themselves, or wished to be, mentors to their teaching assistants, although their actions as "mentors" were not always congruent with the practices of effective mentorship.
Calkins, S., & Kelley, M. R. (2005). Perceptions and practices of mentoring in the faculty–TA relationship. Mentoring & Tutoring, 13(2), 259-280. See publisher's website.