In the literature of faculty development, mentoring is usually mentioned as a vital contribution to a successful academic career, particularly for women and faculty of color. Mentoring has traditionally been defined as a top-down, one-to-one relationship in which an experienced faculty member guides and supports the career development of a new or early-career faculty member, and research on faculty development and mentoring programs largely has been designed to fit this traditional definition. Recently, a model has been emerging that encourages a broader, more flexible network of support, in which no single person is expected to possess the expertise required to help someone navigate the shoals of a faculty career. In this model, early-career faculty build robust networks by engaging multiple "mentoring partners" in non-hierarchical, collaborative, cross-cultural partnerships to address specific areas of faculty activity, such as research, teaching, working towards tenure, and striking a balance between work and life. This review highlights recent faculty-development resources, all published since 2000, that offer fresh models, concepts, and thinking on mentoring in higher education, particularly the mentoring of new and underrepresented faculty. The resources are organized into four areas: (1) new conceptualizations of mentoring; (2) recent studies on mentoring; (3) faculty-development programs and practices that promote mentoring; and (4) gender, race, and other diversity issues related to mentoring. (Contains 35 resources.)