An examination of mentoring among graduate teaching assistants

Mentoring is a communication process where an experienced guide helps a novice adjust to new surroundings. The goal is to assist newcomers with difficult transitions. The literature review determined that mentoring has recently evolved to academia with a desire to aid students and faculty. A need arose to examine peer communication between graduate students. This study specifically examined peer mentoring among graduate teaching assistants (GTAs) at the University of Nevada, Las Vegas. Surveys were distributed to GTAs in every department and school at that university. Results indicated that GTAs believe the teaching experience has been good for them, but responded neutrally when asked if they work jointly on major projects or cases with associates that directly affect their teaching. Female GTAs, communication studies GTAs, and GTAs with the least amount of time in their department were least likely to find peer communication support. Findings indicated the need for further investigation of mentoring among graduate teaching assistants