Describes the development, format, and content of a new faculty orientation and mentoring program. The orientation program targets immediate information concerning employment and getting started in the classroom, while the mentoring program provides peer support for the duration of the employee's first years of service. The initiative is divided into three stages: (1) the initiation phase in which the orientation takes place; (2) the cultivation phase in which proteges become more involved in college activities; and (3) the redefinition phase when proteges become more self-sufficient and self-confident in their instructional role. Institutional outcomes associated with the mentoring program include a sense of being valued, feeling more productive, and having greater job satisfaction. Group outcomes include tranquility among instructors and greater collaboration within the discipline, within the division, across disciplines, and across the college. Outcomes for the institution include retaining new faculty longer, collegial networking, professional growth, and increased institutional effectiveness. This document also provides information concerning the format and content of a separate adjunct orientation and mentoring program. The paper's recommendations for smooth program operation include the early identification of participants (both mentors and proteges) and the development of a concise orientation program format. (RC)