Although engineering enrollments have increased considerably in the past five years, retention of engineering students is difficult for a variety of reasons including: the rigorous and demanding nature of engineering, math and science based curriculum, and the reality that many first and second year courses that are taught outside of the engineering departments. Studies indicate that success in increasing retention must focus not only on support services for academic achievement, but also on optimizing community building and collaborations among students and faculty. Additionally, several studies show that success and retention of students participating in mentor programs are higher than that of students who did not participate. This paper discusses a variety of evolving mentoring activities that have been employed over the last several years in the School of Engineering. At The Citadel, retention in engineering programs from freshman to sophomore year over the past five years has increased from 62% to 81%. Some mentoring activities are focused on underrepresented populations, specifically women and minorities, while others are implemented for the entire engineering student population. Mentoring efforts include: demographic-specific advisors, faculty advisors, peer mentors, faculty mentors, and engineering industry mentors. The School has taken a four-year approach to its mentoring efforts. Overall objectives of the mentoring program are multifaceted: 1) to help new students transition to higher education and identify with their particular program; 2) to help students who are struggling in upper level courses and in leadership positions or conducting undergraduate research; and 3) to help students with their transition to the engineering profession. This paper describes how one institution developed and uses mentoring to provide a structured program of different engagement activities. These efforts focus on creating a culture of open communications among engineering students, and on increasing engagement of engineering students with faculty, engineering professionals, and peers to develop resiliency and persistence towards earning an engineering degree and pursing an engineering career. Included is the rationale for each activity, together with a brief summary of how it is being implemented. Statistical and observational survey data as evidence to the success or effectiveness of these efforts is presented and discussed, with particular attention focused on evidence of student retention. Analysis of examples of mentoring activities identifies a number of best practices and transferable lessoned learned. [ABSTRACT FROM AUTHOR]