This integrative literature review examined 48 peer-reviewed research papers on new faculty and organizational mentoring. The incomplete and conflicting research on new faculty mentoring in higher education stands in contrast to the empirical benefits of mentoring. Moreover, there are no best practice guidelines for establishing new faculty mentoring programs resulting in a trial and error approach to program design. This study sought to identify key elements to include when designing a new faculty mentoring program. The research was driven by the following research questions: What are the predominant current, empirically demonstrated, effective mentoring principles and strategies used with new faculty hires in higher education institutions?; to what extent does mentor attention to psychosocial support of the mentee impact the mentoring relationship outcomes?; and, to what extent does the nature of the self-efficacy beliefs of the mentee impact mentoring outcomes? The theoretical foundations for this study were the self-efficacy theory and the scientific evidence demonstrating cellular, genetic, and neurochemical impact of belief and emotion. This study linked the psychosocial aspects of mentoring with the physical implications of the mentor-mentee relationship. The data were extracted from the reviewed research using a systematic approach. The findings provided key elements that were identified as efficacious in new faculty mentoring that can be applied together as an evidence based approach to new faculty mentoring programs. Findings also identified the specific needs of formal new faculty mentoring programs for women, minorities, and internationals. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com.bibliotheek.ehb.be/en-US/products/dissertations/individuals.shtml.]