To help ensure that new vocational faculty receive adequate training to teach an increasingly wide range of nontraditional students, Iowa State University (ISU) established the Community College Induction/Mentoring (CCIM) program in 1992. Over 2 academic years, program participants take 14 sequentially designed seminars providing instruction in 43 effective teaching behaviors, while instruction is carried out by teams of the new instructor, a mentor assigned by the new instructor's home institution, and an ISU instructor. Each seminar is offered at a central location, and enrollment is limited to 30 students. Mentors attend a one-day training program at ISU and are employed to help the beginning instructor's competence, confidence, self-direction, and professionalism. The CCIM is evaluated through surveys of participants, mentors, participants' immediate supervisors, students in participants' classes, and CCIM facilitators. In recent evaluations, program participants expressed a high level of satisfaction with their success in implementing teaching behaviors. Also, compared to instructors not enrolled in the program, CCIM participants were rated significantly higher by their students on 15 of 18 survey items related to instructor performance and effectiveness in the classroom. Although implementing the CCIM included overcoming an initial resistance to such a radical departure from traditional teacher education and gaining commitment from administrators, the program can be easily replicated wherever faculty training is needed. (The 43 effective teaching behaviors are appended.) (KP)