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Following a comparison of two approaches to mentoring--the traditional model and a relatively new "synergistic" or co-mentoring model--a new formal mentoring program for faculty in the School of Education at the University of Colorado at Denver, based on the synergistic approach, is described. First-year program evaluation data revealed a number of benefits for both mentors and mentees, especially many collaborative research efforts and scholarly products.

Surveys of faculty members in 13 Colorado schools, colleges, and departments of education investigated their attitudes, perceptions, and experiences regarding faculty-to-faculty mentoring. Results indicated no significant differences in attitudes or mentoring behaviors by gender or faculty rank and few differences by type of institution. Respondents positively valued mentoring. Mentoring tended to fit traditional college/university roles. (SM)