thecollective growth of a community, providing opportunities for collective input andacknowledgment. This mentorship approach allows an individual to take on the role of bothmentor and mentee.A year-long omnidirectional mentorship program was developed and piloted at a Mid-Atlanticuniversity. This pilot program included ten faculty members, each at various stages of theircareer, from various departments: engineering, computer science, technology, biology,education, and graduate psychology. Assessment of this omnidirectional mentorship programoccurred through focus groups. The data from two mid-point focus groups provided insight intothe developed relationships among participants through their interactions in structuredgatherings. We qualitatively