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Peer mentoring circles for women faculty are beneficial to the personal and professional development of the participants and can increase the retention of women in academia. Here, we discuss the history and evolution of faculty peer mentoring circles as part of ADVANCE at Ohio State University, Murray State University, and South Dakota School of Mines and Technology. The three institutions used the same framework, and adapted their peer-mentoring programs for their local circumstances. We describe a brief history of faculty peer mentoring programs and how each institution monitored outcomes. We summarize their successes and challenges based on participant feedback, surveys, and attendance. We share lessons learned across the three institutions, including the need to pay attention to power dynamics, how to structure cohorts, topics for discussion, and the role of facilitators. This article contributes to the peer mentoring literature by sharing the perspectives of three institutions that used the same general model but differed in details of local adaptation. 

While Covid had numerous negative effects on college campuses, the positive is that it provided opportunities to develop and grow faculty development efforts. At (name of school redacted), a new Office of Faculty Development & Advancement (OFDA) was created in part due to the needs of Covid at the same time an NSF Advance Adaptation grant that included funding for faculty development initiatives was being funded. A number of positives have arisen given the coordination between the two programs. This work-in-progress paper will present initial results in how the two programs, created within a year of each other, have benefitted from common goals and shared personnel. In particular it will discuss the following: > OFDA strategic planning, an idea spawned in the Advance grant that has significantly improved the visibility and responsiveness of the faculty > Adaptation of successful campus-wide mentoring programs were funded by the. Advance grant are administered through and will be institutionalized after the grant by OFDA > A new Faculty Development Coordinator position created through the Advance grant with shared responsibilities in OFDA ad a commitment for institutionalization. > Assessments that benefit reporting of both programs