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In the Georgia technicd college system, 714 full-time faculty members rated the importance of various areas of professional development. The developmental activities fell into the clusters of technology, student guidance and support, instruction, promotion. administration and management, and curriculum. The highest rated item in the technology cluster was the ability to use email. ranked seventh overall. In student support and guidance. providing academic advising was ranked fifth overall. The instructional cluster had the greatest number of important items: the preparation of effective instructional materials, using hands-on strategies, providing individual and group instruction, and developing higher-order skills, ranked first. second, third, and sixth. respectively. In the curriculuni cluster, two activities were ranked highly: creating and modifying the curriculum and the ability to work with advisory committees and etnployers to meet changing needs were ranked fourth and eighth. respectively. The faculty members did not consider activities within the promotional and administrative clusters as very important. A performance gap analysis identified gaps between what the faculty believed to be important and what they felt competent in performing in each cluster. ( I I ref-Deprrrfmrtrt ($Adult Educcr/ittn. CJnirvr.sity of Gror,+$ci. 0344-411CiMTWasburn, Mara H. Faculty Mentoring: What the Boyer Commission Forgot. Planning for Higher Education, 2004-2005 pp. 23-30.The I998 Boyer Commission report and 2001 follow-up concluded that university faculties devote insufficient attention to undergraduate teaching. In response, this article proposes a program for improving undergraduate education at research universities through a teaching enhancement program and collaborative professional contacts that transcend disciplinary boundaries. Mentoring is the key. Formal mentoring programs include grooming mentoring, networking mentoring. ;ind combined grooming and networking mentoring. Whereas grooming mentoring represents the traditional mentor-protegk relationship. networking mentoring involves the exchange of information among equals. (3 I ret)---A.ssistrrnt P r o f w o r of Orgtrnixrtioncil Lrri(lcr.ship and Supnisioti. School of Technology. Purdite Utii,vrsir~.

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