Faculty mentoring is a central component of teaching and learning in the basic and laboratory sciences as well as the clinical and professional disciplines. In this study faculty (1) rated the importance of six core mentoring competencies based on their experience and (2) self-assessed their mentoring competencies. Our goals are to describe and implement a systematic, institution-wide mentoring approach at the university. Fleming et al. (2013) developed the Mentoring Competency Assessment (MCA) to enable research mentors to assess their mentor skills. The assessment was utilized in this study to evaluate faculty's six core mentorship competencies: maintaining effective communication, aligning expectations, assessing understanding, addressing diversity, fostering independence, and promoting professional development. Participants were asked to rate the importance of mentorship competencies (not very important to extremely important, 1-6) and self-assessed their competency skills (not at all skilled to extremely skilled, 1-7). Self-assessment ratings of faculty were analyzed by mentoring experience, academic rank, and clinical/non-clinical experience. Faculty (n = 135) rated each of the six core competencies as important or greater. Higher competency ratings were more frequently associated among faculty members with greater academic rank when compared to mentoring experience and clinical/non-clinical experience. The MCA allowed for the identification of optimal areas of emphasis where a systematic, institution-wide mentoring approach may enhance the core competencies of mentors.