Abstract
Using a recently developed framework for mentoring within a community of practice (Smith, Calderwood, Dohm, & Gill Lopez, 2013) as an organizing schema, the authors examine how a Center for Teaching and Learning (CTL) facilitates mentoring. The CTL explicitly and implicitly locates its work at the intersections of three models of faculty work (traditional, porous, and integrated) and three modes of mentoring (dyadic, network, and co-mentoring).