The overarching purpose of this monograph is to move the mentoring conversation forward by offering an updated synthesis of the undergraduate mentoring scholarship published between 2008 and 2015. The compendium of research reviewed provides practitioners and researchers with an evidence-based view of the influence of mentoring on the academic and social integration of undergraduate students. The authors sought to address four specific goals: (1) Identify and understand how empirical knowledge and theory have advanced since the last comprehensive review; (2) Identify and provide clarity about the characteristics that serve to meaningfully distinguish mentoring relationships and programmatic efforts; (3) Integrate theory and research in a way that could provide tentative hypotheses regarding the relationship between the various characteristics and outcomes of mentoring; and (4) Offer evidence-based practices for the administration of formal mentoring programs. Contents of this monograph include: (1) Executive Summary; (2) Foreword; (3) Introduction; (4) Synthesis of Recent Empirical Findings; (5) Contextualizing Mentoring Relationships; (6) Established and Emerging Mentoring Frameworks; and (7) Conclusions and Recommendations. Name and subject indexes are included.