According to these authors, special effort is required to diversify the professional perspectives and experiences of graduate students from highly selective private institutions, who may be seen as having less commitment to teaching than their counterparts from public institutions and little experience of students with a wide range of backgrounds, preparations, life experiences, and goals. In Stanford and San Jose State's graduate student mentoring partnership, students shadowed their faculty mentors and took a seminar where they discussed relevant readings and shared their experiences on the San Jose State University campus. The students' experiences inside their mentors' classes, offices, and meetings let them see aspects of faculty life that are not often visible to graduate students, and helped to prepare them for the faculty role at a wide variety of institutions. The faculty mentors were eager to share with their mentees what they wished they had known when they started out, even as they learned from their mentees about new scholarly developments. The authors state that there is potential to expand the program to include new partner institutions, and they see the potential for a very fruitful larger conversation about how to work across institutions to prepare the next generation of professors.