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The Importance of Mentoring

Through our programs, you will gain access to mentors who can help you navigate all of the stages of your college and post-graduate career. From peer mentors who help first-year students transition to college in the Peer2Peer (P2P) Program, to young alumni mentors who guide sophomores as they explore potential career paths in the Young Alumni Mentors Program (YAMs), to the business professionals who provide juniors, seniors, and MBA students with the tools they need to successfully, transition from college to career in the Professional Mentorship Program (PMP), the Leeds Mentoring Office has a mentoring opportunity for every Leeds student!

Partnering tomorrow's business leaders with the leaders of today

The Leeds School of Business Professional Mentorship Program (PMP) is a unique program that partners Leeds undergraduate and MBA students with business professionals on a local and national level. Launched in Fall 2009, this program matches students with mentors based on a variety of characteristics including: field of study, desired geographic location following graduation, career interests and personality. PMP students benefit from valuable academic and professional advice and perspective and have the opportunity to create a unique and lasting relationship with a business leader. PMP mentors enhance the Leeds academic experience by serving as role models, coaches and advisors to our students as they ponder career choices and consider how to best apply and advance their newly acquired skills in the pursuit of their professional and personal goals.

Professional Mentoring Professional Mentoring Professional Mentoring Professional Mentoring Professional Mentoring Professional Mentoring

The program consists of a minimum of one meeting or phone call (for out of state mentors) per semester for four semesters. However, mentors and students are encouraged to meet and communicate above and beyond these minimums as personal schedules allow. Students are coached to be the initiators of communication in regards to sending emails and setting up times to meet. To ensure a quality experience for students and mentors, the PMP provides workshops, training, and additional support for participants throughout the program.

The Experience of Having a Mentor

“The beauty of the mentorship program is that students can come to us with any question. ... As a student, you can really get outside advice from experienced people.”
Michael Leeds, PMP Mentor and Former CEO, CMP Media

Mission, Vision & Goals

The Professional Mentorship Program enhances business education through hands-on learning and professional development opportunities with business executives. The program strives to create a tradition and appreciation of mentoring within the Leeds School that will ultimately prepare our students to become actively engaged business and community leaders.

Our Vision

To become a model for integrating and supporting mentoring experiences that enhance business education at all levels.

Program Goals

  • Facilitate and support student engagement with a professional mentor as a key component of a Leeds education.
  • Contribute to student development through hands-on learning and unique opportunities for professional development.
  • Increase student satisfaction and success in the internship and job search process.
  • Create a sense of community and connection between Leeds School students, alumni, and corporate partners.
  • Satisfy the desire of alumni, donors and the business community to directly engage with and provide value to current business students.
  • Provide students with a model that encourages future volunteerism and engagement with the Leeds School.
  • Serve as a model and resource for future mentoring programs across the University of Colorado Boulder and other campuses.

Mentors & Mentees

Leeds has new "Focus On" websites for mentors and mentees. These sites contain up-to-date information, including events, applications, tips, and resources.


Connecting individual students directly with experienced professionals is one of the most significant Leeds advantages. We care deeply about your development, success, and contribution to your profession. Let's get started!




Leeds mentors contribute greatly to the confidence and success of Leeds undergraduates and MBAs. To be a Leeds mentor is to engage with and to understand the minds and ambitions of future business leaders.



MBA Mentoring

The Leeds MBA Program and the Professional Mentoring Program are excited to announce a new mentoring program that meets the unique needs of our MBA students.

MBA Mentoring

MBA Mentoring

Young Alumni Mentors Program

A mentoring program matching Leeds sophomore students to recently graduated Leeds alumni


• To serve as a bridge for sophomores’ leap from business curriculum to practical career application

• To encourage leadership development and involvement opportunities

• To connect sophomore students early to career building resources

• To empower students to select an emphasis that will challenge them intellectually and prepare them for a fulfilling career

• To enhance student’s professional skills (such as job seeking etiquette, social media use, etc.)

• To provide students with strong connections to a support system that includes an extensive alumni network and business environments outside of the University

• To connect our young alumni to the Leeds School of Business


• Strengths Quest or Career Leader assessments- Mentees will complete both personal/career assessment in early fall semester to receive insight into their personal leadership talents and potential career inclinations

• Mentee orientations- Mentees will create a professional and personal development plan for the year as well as semester goals

• Contact: At minimum required monthly check-ins between mentor-mentee pairs

• “Sophomore Summit”- One-day retreat focusing on issues such as: major/career exploration, internships, leadership, utilizing study abroad experiences in job search, job search skills, tools, dining etiquette, and networking skills

• “Friday Field Days”- off site visits will allow a firsthand look at a workplace in a given career field. Provides valuable networking contacts and provides the opportunity to see how classroom learning can be applied to real world situations. Through exposure to a work setting, students will learn more about job requirements, employer expectations, and professionalism. Job/Internship Preparation- Sophomore students will attend a series of required workshops and will create a professional resume, a personal elevator pitch, participate in mock interviews, develop email etiquette, and attend a social media workshop.

Prospective Students

Through this program, students gain an additional level of advising and career counseling from a business professional. Through the mentoring relationships, students can explore choice of majors, potential for graduate school, work-life balance, and effective networking and job search strategies. Other potential benefits of being involved in the PMP include:

  • Access to “real world” advice and experience on a range of topics
  • Unique internship opportunities
  • Networking events and contacts
  • Development and practice of your professional communication and presentation skills
  • Help in defining personal and professional goals and strategies to achieve them
  • A life-long connection and friend in the business world

Student Eligibility

Any Leeds undergraduate may apply for the Professional Mentorship Program, if you:

  • Are a Business Major with 4 semesters remaining at Leeds (you can be studying abroad for 1 of these semesters).
  • Have Junior status as of the Fall semester that you will enter the program, i.e., you should have declared your area of emphasis and completed most of the 2000-level BCOR classes. Most students apply in the spring of their sophomore year and enter the program the fall of their junior year; however, students pursuing the 5-year Masters degree in Accounting or completing their BS in five years can apply in the spring of their junior year.
  • Are enthusiastic about the program and the opportunity to develop your networking and communications skills.
  • Commit to working with the Leeds Career Connections office to prepare a professional resume and post your resume to CSO before receiving your mentor assignment.
  • Commit to fulfilling your responsibilities in the program, including contacting your mentor a minimum of once per semester, attending fall and spring events with mentors, and attending all required orientation and training workshops.
  • There is no minimum GPA requirement, but you must be in good academic standing and agree to represent Leeds in a professional manner throughout your participation.

Application Process

Thank you for your interest in the Professional Mentorship Program. Student Applications are now being accepted for 2013-14 academic year. If you have questions, please contact the PMP Office via


You must complete the application in one sitting or your data will be erased and you will need to start over.

Required information to complete the application:

  • The names of two faculty members that are willing to serve as personal references.
  • Your business GPA (mycuinfo > student tab > degree audit > open all sections > scroll down for business gpa)
  • Responses to two short answer questions: 1. Who would be your ideal mentor and why? 2. What would you gain and contribute to a mentor relationship?
  • NOTE: You must have at least 3 semesters of coursework remaining in your degree to be accepted into the program

The application is simple, easy to complete, and should not take longer than 20-30 minutes.

What’s Next?

Once you have submitted your application, it will be reviewed by the PMP staff and Steering Committee. We will be in contact if we have any questions about your application. You should receive notification from the PMP office regarding your acceptance within approximately 2 -3 weeks after the final deadline for submitting your Application. If you have not heard from us and it is more than a month past the submission deadline, you should follow up with us at:

Thank you for your interest. We hope that you will make the most of this great resource for Leeds students!

Student Testimonials

“As I began to consider a career direction for post-graduation from Leeds School of Business, I learned of the Professional Mentorship Program. Participating in this program has been a valuable experience which has led to securing my “dream” internship and taking a big step in my academic and professional career. Not only was I able to acquire communication, presentation, and professional etiquette skills under the direction of my mentor, Zack Sanders, I was also able to ask a variety questions about the true challenges and benefits of current business culture.

As an active junior student, time commitment is always a concern. However, this program requires very little time in return for many benefits. The resources available to PMP participants are impressive, reliable, and supportive, and I cannot express enough gratitude for them. PMP is an opportunity every prestigious Leeds student should take advantage of, as it is a valuable stepping stone towards a successful career!”
—Elizabeth Melton, Business Marketing, Class of '12

“PMP has helped me develop my professional skills and has also opened doors for me for networking opportunities. I think this program is so great and has made my Leeds experience even better!”
—Addie Fowler, Class of ‘11

“I have gotten a chance to talk with a professional and the advice she gives me is invaluable. I would not have had this opportunity otherwise.”
—Shannon Randolph, Class of ‘11

“Having someone who: 1) Is doing what you want to do in life, 2) Has been where you are, 3) Is excited about talking to you and passing on REAL advice, is something every college graduate should have.”
—Nick Mooney, Class of ‘11

“The Professional Mentorship Program has truly provided me the tools to be successful in the professional world. My mentor genuinely cares about my development and is very supportive. Although I am very involved at Leeds, the PMP has had the greatest impact on my professional development.”
—Grant Carter, Class of ‘12

“Having a mentor means the opportunity to learn from someone else’s successes and failures. Often times in the classroom, we don’t hear the personal side of the business world and having a mentor has filled that gap.”
—Will Hoberg, Class of ‘11

“There is NO substitute for real world experience and I feel that having a mentor will be able to provide the insight/knowledge that I can’t get in the classroom.”
—Thomas Wilcop, Class of ‘12

“Having a mentor would be such a gift to my education here at CU.”
—Nik Wunsch, Class of ‘12

“My mentor talked with me about jobs and the highs and lows of them. This really helped in my decision of which emphasis I wanted to pursue. It was also really helpful getting the experience of talking with a professional in the business world. This is a great program and I hope that more people get to experience it!”
—Brian Cox, Class of ‘11

Become a Mentor

We hope you will become a mentor in the Professional Mentoring Program! Our mentors represent all functional areas of business and a variety of industries, ranging from executives at Fortune 500 companies to small business entrepreneurs, throughout the U.S. and overseas. Students and mentors complete an application and are matched based on functional and industry areas of interest, geographic preferences, and other interests. Mentors do not need to be a Leeds or CU alumnus to participate in this program. We’ve briefly outlined the requirements below and hope you will consider making a difference in an undergraduate’s student experience.

Eligibility and Expectations

PMP mentors are asked to:

  • Be willing to mentor one or two students per academic year.
  • Meet with your student(s) for at least an hour once per semester, in person or by video conference/phone, over the next two academic years (minimum guideline). More frequent informal communication is encouraged as personal schedules allow.
  • Commit to being accessible and engaged for the duration of the mentoring relationship.
  • Be willing to share your personal and professional experience, insights, and network with your student.
  • Have at least five years of business experience beyond your undergraduate degree.
  • Attend kick-off and end-of-year celebration events that gather students and mentors together (for mentors in the Denver/Boulder area).
  • Be a good listener, have a sense of humor, and enjoy your mentoring experience!


Mentor applications are continuously accepted on a rolling basis; however, most students enter the program in September. If you do not apply prior to the start of the Fall semester of the academic year (typically late August), you may not receive a student mentee until the following year. Mentor assignments are made based on student preferences, so you may not be matched with a student immediately. However, even if you are not assigned a student mentee, you are welcome to attend program workshops and networking events throughout the year.

Thank you for your interest in mentoring a Leeds undergraduate! Our new mentor application is available here. We hope to welcome you to the PMP soon!

If you are interested in mentoring an MBA student, please go to leeds/mbamentoring for more information on that program.

Mentor Experience

Dee Perry

"I have been a mentor of two students for the past two years, both of whom are graduating in May. I am so sorry to see them go but so very proud of both of them! Will I sign up to be a mentor again? Absolutely!

If you are wondering why, I can summarize it in two words: inspirational and rewarding.

  1. It is truly inspirational. These students are bright, energetic and eager to make a difference. It is so refreshing to meet young adults that are excited about their future and wanting to find a career in which they can fulfill their goals but at the same time contribute to future generations.
  2. It is very rewarding. I got to know both of my students and learn about their interests and passions and discuss possible career opportunities. I was also able to connect them with other individuals in the business community, enabling each of them to secure internships during their senior year. Not only was this rewarding for me and my students, it was rewarding for the businesses that they are working for.

If you have any doubts about this experience, don't! If you want to reconfirm your faith in our future business and community leaders, be a Professional Mentor. It is one of the most rewarding experiences you will have."

Dee Perry (3/29/11)
Former CFO
McDATA Corporation

Mentor Resources

The following sections provide a variety of background information and ideas for engaging with your student mentee. Mentors play a unique role in that they can provide insights and advice, but are not a parent, school administrator or faculty member. As an “objective outsider,” you have the ability to support, challenge, and inspire your student by providing “real world” experience and perspective. Remember, it takes time to build a trusting, reciprocal relationship, so do not expect it to happen overnight. However, given time and a commitment from you and your student, we are confident your PMP mentoring experience will be an enjoyable and rewarding one!

As a mentor, the guidance you provide is invaluable; however, you are not expected to “do it all.” Our students have many other resources available to them, from academic advising and support, to career counseling, to student clubs and networking activities. The information in the “Year in the Life” of a PMP student may help you to guide and discuss with your student how he or she can best leverage all the resources and activities available to them here.

Who Are Your Students?

All of the students in the Professional Mentorship Program are majoring in Business, with an area of emphasis in one of the following: Accounting, Finance, Marketing, or Management and Entrepreneurship. Beyond that, they represent an incredible diversity of backgrounds, experience, and aspirations. Your student mentee is probably between 19 and 22 years old. Several are the first in their families to attend college.

For some, you may be the first person that they know who is doing what they think they would like to be doing in the future and can offer them professional advice and perspective. Some may be a bit intimidated or shy and others may be more comfortable both with you and in a professional setting. They all volunteered for this program because they think it (and more specifically YOU) can help them on their path for the next two years. You can help them figure out how to make the most of this experience and have fun getting to know each other along the way!

Please click on the links below for a summary of what your student may be going through and thinking about in their Junior (1st-year PMP students) and Senior (2nd- year PMP students) years - academically, personally and professionally - and what activities, topics and outcomes might be relevant in your role as a PMP mentor.

How Can You Help?

The following provides a broad array of topics and endeavors that you might want to cover with your student mentee(s) over the course of your two year relationship. Please feel free to use it as a reference and starting point for coming up with your own ideas and agenda. Every mentoring relationship will be different, and every student will have different needs and goals, which will inevitably change over time. Use what resonates for you and please modify and adapt these ideas to fit your own mentoring style! If you have other suggestions, we would be happy to incorporate them to include for future mentors. Please feel free to send your suggestions to

Initial Meetings

Establish the Ground Rules – Setting some expectations and a schedule can help keep you and your student engaged and in-touch when you both get busy. Some ideas:

  • Set a Regular Schedule – We highly recommend setting a regular schedule for communication up front that will work for both you and your student MOST of the time.
  • Make it a “Two-Way Street” – Students are less likely to feel like a burden if they have responsibilities and feel like they’re contributing something. Learn about their hobbies, travels, class projects, perspective as a client or future employee.
  • Establish How You Will Communicate – Many students do not use email regularly. Ask about the best way to reach them. Let them know how to get your attention – via email (maybe use a special Subject Line?), how to contact your assistant, your mobile number, etc.
  • Create Accountability - Feel free to ask for “deliverables.” Whether it’s reading an article, doing some research, planning an activity, or calling a contact and reporting back to you. Make them put some “skin in the game.”
  • Start a Mentoring Journal – This is a great way to help your students internalize what they’ve learned and will also provide you with insight into their perspective. Ask them to write a short paragraph after each of your discussions with their reflections/insights/questions and send it to you. This is also useful for identifying good topics for follow-up.

Build the Foundation – Get to know and respect each other and develop trust.

  • Ask About Your Student - Their strengths/weaknesses, likes/dislikes, dreams/fears, values and goals – both professional AND personal. Understand what makes them “tick.”
  • Tell Your Story – Share your career path and “life lessons,” don’t just focus on successes. Encourage LOTS of questions, talk about what your learned vs. what you did.
  • Goal Setting – Make a plan for the year(s), set some high-level goals and priorities you can come back to or use as the basis for future meetings.
  • Ask Questions – ask them to prepare answers to a question or two that will help you to better understand their values, motivations and passions. For example:
  • Describe your ideal first professional position. Be as specific as possible (hours, location, salary, environment, etc.) Use this to set goals and define “measurable steps” needed to make progress towards their goals.
  • Describe your favorite job in High School or College. What did you love most? What was your favorite task and why?
  • What is your biggest fear? This may give an indication of where they are in their professional/personal development, as well as give you an idea of where you can help early on.
  • Who are their role models and why? Make a list of 5 – 10 people that they’d like to be able to talk to and figure out HOW to make it happen!

Ongoing Discussions and Development Activities

Stock Their Toolbox – Practical things that you can do to help your student be better prepared, stand out and be more strategic in their job and internship search.

  • Offer to Review Their Professional Communications – Such as their resume, cover letters, and email requests. Help them tailor multiple resumes for different types of positions, give suggestions on WHO to contact and HOW to get someone’s attention in a letter or email.
  • Help Develop Their “Business Mindset” - Suggest reading materials, send articles, blogs, suggest local or industry news sources, e.g., Denver Business Journal, Boulder County Business Report.
  • Other “Soft-Skills” Development – Networking, business etiquette, appearance, agenda preparation, meeting planning and note-taking, thank yous/follow-up.
  • Advice on Using Social Media – Discuss how to use appropriately, the benefits and pitfalls, help them create their professional profile. Introduce to your LinkedIn network.

Explore Possibilities – Give your student an idea of the range of opportunities available in a given field. Help your student to broaden their horizons and think creatively and realistically about what they want to do, where they want to go, and why.

  • Brainstorming and Scenario Planning – Generate a “portfolio of options” and ideas to investigate. Think about some high risk/high reward options, as well as some safer “bets.”
  • Generate a List of Careers in Their Interest Area – Come up with a range of job titles within their major. What are the pros/cons of each? How do they differ from professional and personal perspectives? Help them think about “fit.”
  • Encourage Self-Evaluation – If your student is uncertain about their plans, suggest a Career Assessment test. The Leeds Career Connections office can recommend the best tool for your student’s needs. Review the results with them.

Provide Hands-On Experiences – Giving your student opportunities for practice and feedback is invaluable. Provide, or encourage them to seek, opportunities to gain experience in a professional setting. Specific ideas for hands-on learning include:

  • Host Your Student at Your Office - Arrange for a tour, set up meetings with professionals in various departments/roles that may interest them. Arrange for someone in your HR Department to review their resume.
  • Practice and Give Feedback - Help your student prepare for different types of interviews, professional meetings, a business lunch or dinner through hands-on experience. Debrief afterwards. Were there surprises? Awkward moments? Brainstorm solutions.
  • Make a Bet - Challenge them to call on someone they want to meet with or talk to. Reward them if they are successful.
  • Invite Your Student to a Professional Conference or Meeting - De-brief afterwards. Why are you involved? Role of professional engagement, learning, growth and connections that associations offer.
  • Plan a Trip – If your student wants to relocate after graduation, help them plan a trip for informational interviews (especially if it’s to your hometown). Connect them with your network locally or elsewhere. Encourage them to use the CU Alumni network to find other connections.

Later Stage Discussions

Plan to Action – Early in the senior year, students need to begin focusing on specific steps they can take to achieve their goals. From exploration and practice, students now need to be pragmatic and action-oriented. You can help them with contacts and connections, while keeping their “feet to the fire.”

  • Re-visit and Refine Goals - Review what they learned in their internships or what classes in their major they particularly liked. Create a “top 10” list of companies and positions they would like to get interviews with.
  • Identify Action Items and Resources – Help them develop their search strategy. Identify specific steps your student will take (research, attending Career Fairs or Senior Conferences) and what resources he or she needs to be successful, e.g., connections, references, background reading, an example of their work or a class project, a new suit!
  • Provide Connections, Insights, More Practice – Share what you know about companies or individuals. Help your student with their research or by opening doors.
  • Encourage and Challenge – Be supportive, but don’t let them off the hook!
  • Respond/Revise/Support - Follow-up on successes and disappointments and help them brainstorm next steps. Help them stick to their plan and goals and develop some resiliency.
  • Give Honest Feedback – Review their experiences and help them think through new strategies or approaches. Help them to understand and “own” their mis-steps and develop “mid-course” corrections.
  • Share Your Experiences – Come back to your life lessons. Share your insights and perspective.
  • Be Kind, but Tough – Help them keep their “eye on the prize.” Work with them to adapt their tool-kit, develop alternate strategies, think outside the box, become more “nimble” in their search.

Mentor Testimonials

“This is a very strong program. The simple process of bringing together student and mentor along with the support you provide is plenty to allow for a rich experience.”
—Brad Blackwell
Executive Vice President and National Sales Manager
Wells Fargo Bank
Danville, CA

“This experience has been so wonderful. There are no better students out there than Leeds students. My experience in the program confirms that. I wish this program was available when I was at CU.”
—Matthew Topaz
Channel Sales Manager
Nestlé Inc.,
Dallas, TX

“I love the process of working with these kids.”
—Carol Frank
Managing Director, SDR Ventures
Co-Founder, Whole Life Pets
Boulder, CO

“My mentee was a great student and person; she had her act together and knew exactly what she wanted in terms of her future plans.”
—Ken Gambon
Senior IT Architect
IBM Corporation
Boulder, CO

“Outstanding program that is just getting better.”
—David Wolf
Managing Principal
Baydush Simon Weaver
Boulder, CO

“I really enjoyed mentoring Nicholas and I’m a big supporter of the program. It’s so helpful for the students and they are very appreciative of the time and insights.”
—Aaron Kennedy
Noodles & Co.
Boulder, CO

“Congratulations on the success of your CU Leeds School of Business Professional Mentorship Program! Being a mentor for your program has been very energizing and rewarding. Thank you for selecting me to participate…Looking forward to the upcoming year in the program.”
—Leyla Jacobs
Senior Technical Customer Manager
Seagate Technology
Longmont, CO

Your First Meeting


Whether in-person or on the phone, the first meeting is about making a connection with another person. Make sure you set aside the time to really listen and learn about each other in order to establish a solid foundation for the coming year.

Who is Responsible?

PMP Students are responsible for reaching out to their Mentors to schedule the first meeting. All students receive their mentor’s bio and contact information (email and phone number provided in the Mentor Application) when they enter the program in the Fall.

Please contact us at if you are unable to contact your mentor.


PMP Students and Mentors should plan to have their first one-on-one meeting or discussion PRIOR to the Thanksgiving Break. You may have a chance to meet each other at the PMP Kick-Off Event earlier in the Fall, which is a good time to set a date for your first in-depth meeting. DO NOT plan to accomplish your meeting during the Event, which is a bit hectic and more of a social gathering. If your mentor is coming in from out-of-town for the event, you may be able to have your meeting during the day prior to the event or go to dinner after the event, if either of those is convenient. Be sure to set this up in advance!


Have your first meeting (or conversation) in a place that is comfortable for both the student and the mentor, and where you can have a reasonably quiet, uninterrupted conversation. Maybe meet for lunch or coffee at a nearby restaurant or on campus. It’s nice to keep the first meeting informal, so you can get to know each other in a relaxed setting and neither person feels “on the spot” or “out of their element.” If you’re talking on the phone, go somewhere quiet and where you have good reception!


Students: Before the first meeting, all student Mentees should have prepared the following:

  • Who am I? – Including a brief “personal statement” about their background, important influences, accomplishments and aspirations (career and otherwise).
  • I would like my Mentor to help me with… – This may range from very general ideas about “help with my internship search” to specific skills and experience (e.g., improving my networking skills, refining my resume and interview skills, etc.)
  • Professional Resume – all students were required to submit a professional resume and have it reviewed by Career Connections as a condition of entry in the PMP. They should send this to you in advance of your first meeting/discussion.

Mentors: In addition to the above, other possible topics/ideas for first meeting are:

  • Mentor Background – Spend some time telling your student about yourself – include both professional and personal interests, academic background, family and CU connections. Why are you involved in this program? What do you hope to learn from your student?
  • Goal Setting – What are the student’s goals/priorities this year and next. You can use these as a starting point and come back to them throughout the year.
  • Schedule/Communication – If possible, set up a regular schedule for communication and follow-up. At the very least, make sure you set follow-up expectations at the end of each meeting. You should also discuss the best method(s) of communication and alternate contacts, if appropriate.
  • “Homework” - Feel free to ask your student to read a book, do some research, answer additional questions that you think would be useful to you in getting to know them and help you in your role as a mentor. (some ideas are included in “Resources for Mentors” – link to that section of website)
  • Make it Social – Some mentors have found it easier for the first meeting to be in a group setting, either with multiple students (if they are mentoring more than 1 student) or with another mentor-student pair, if possible. The group can take some pressure off any one individual and also allow for sharing of ideas among students and mentors. If you are not local, don’t make it all about work – talk about something fun you have planned, CU sports, movies, or other interests that will help you get to know each other and make a personal connection.

Staying Connected

Something that we’ve heard from both students and mentors is that it is easy to get connected, but harder to STAY CONNECTED. Here are some ideas – both tactics and attitudes - that may help!

  • Set up a Regular Schedule for communicating. Even if it’s just a quick email or phone call for an update. At the very least, try to establish a follow-up at the end of each meeting, even if it’s a couple of months out.
  • “Ping” each other every once in a while just to check in. One mentor always keeps an email from his student in his inbox so that the contact is handy if he comes across something interesting to share.
  • Practice using new tools –Text, LinkedIn, learn how to use social media better (have your student help you!). Students – practice using email regularly!
  • Be an active listener – Ask questions, help your student develop problem-solving skills, avoid giving solutions. Students – take notes and ask questions.
  • Be flexible – Understand and respect the demands on each other’s time. Get comfortable with your student’s approach (don’t force them to adopt yours).
  • Make it social/fun – Have a “hook” or something fun for your student or mentor to look forward to. This may be harder to do for a “distant” mentor, but challenge yourself to think of ideas. Send each other a humorous article or even a funny YouTube video to talk about. Just talking about “non-work” topics can help – sports, movies, hobbies, your family or pet, a recent trip.
  • Stay current – If you’re a CU alum, check the website and Alumni newsletters or magazines for upcoming events. Ask about what’s happening on campus. Students read about your mentor’s company or industry in the business press. Talk about current business or campus news.
  • Be honest – About what you want to get out of this relationship and what your expectations and constraints are.
  • Be “consciously competent” – Make an investment in the relationship and take an active interest in its success. Mentors “boil down” your experiences and make them accessible to a 20-year old. In the words of one mentor, “Be invested and inspired, motivational and insightful in getting them to graduate and into a career they are excited about!” Students commit to learning all you can and follow-through on your commitments.
  • Mentors - Let your student know you are there for them and that you care and genuinely want to help. Some students may need you to reach out a bit more, especially in the first year.
  • Be patient and keep your sense of humor! Building a relationship takes time. Everyone makes mistakes or has a bad day. Be understanding and apologize if the situation calls for it.
  • Respect each other’s time and priorities. Remember how all-consuming and stressful college life can be. Students – be respectful that your mentor has set aside time for you. This is a great chance to develop good professional courtesies and habits for the working world.
  • Be culturally sensitive and respect each other’s privacy – Be aware and respectful of different backgrounds and social norms. Always respect each other’s personal boundaries and let the PMP office know if you have any concerns or questions.

Other Ways to Connect

As our community of students and mentors grows and becomes more far-flung, a variety of social media can provide virtual connections and allow us to share information, insights, and connect to each other’s networks.

Please join and contribute to, the PMP LinkedIn Group and Facebook Page and check them for updates on PMP news and events.




The Leeds School of Business Professional Mentorship Program pairs undergraduate students with business professionals from around the country. Launched in Fall 2009, this program is unique at the undergraduate level and matches students with mentors based on a variety of characteristics including: field of study, desired geographic location following graduation, career interests and personality.

The program consists of a minimum of one meeting or phone call (for out of state mentors) per semester for four semesters. However, mentors and students are encouraged to meet and communicate above and beyond these minimums as personal schedules allow. Students are coached to be the initiators of communication in regards to sending emails and setting up times to meet.

The Leeds School of Business MBA Professional Mentorship Program (MBA-PMP) pairs graduate students with business professionals from around the country. The MBA-PMP is a 1 ½ year commitment and is open to all full-time MBA students and dual degree students with three semesters remaining in their program.

More information about the MBA-PMP coming soon! Contact with any questions.


Becoming a Leeds Students: Alice Fennelly, Part I

Between school, two jobs, and time devoted to family and friends, Alice Fennelly (marketing '14) takes advantage of every opportunity to build relationships. One of her most valuable connections is with her mentor, Claudia Batten.


Sally Forester
Director, Peer2Peer Mentoring and Young Alumni Mentors
Koelbel S220C

Advisory Board

Chris Hedberg
Managing Director/Head of Capital Formation and Investor Relations
CarVal Investors
Travis Howe
Senior VP of Digital Ad Sales
Sony Pictures
Jim Huff
Senior Executive (Partner) Mega Deal Team—Resources Operating Group
Gary Lutz
Executive Vice President / Regional Managing Director
Wells Fargo Private Bank
Marcia Pryde
Pryde Partners, LLC
David Saitowitz
Portfolio Manager
Bill Schilling
Human Resources Executive Consultant / Labor Arbitrator
Bret Strong
Managing Shareholder
The Strong Firm P.C.
Gordon Trafton
Special Advisor to the Leadership Team
Canadian National Railroad
Roger Wittlin
Managing Director
Silver Lake Credit


Mentoring Programs Eye Continued Expansion

Colorado Daily

January 24, 2013

The Leeds school of Business is celebrating the growth of its Professional Mentorship Program during January's National Mentoring Month. Since 2010, the program has grown from 134 participants to more than 1,100.

Professional Mentorship Program Receives $500,000 Gift

Leeds School of Business

January 18, 2012

Leeds School of Business alumnus Gordon Trafton donates $500,000 to support the Professional Mentorship Program.

Professional Mentorship Program Honors Its First Class of Graduates

Leeds School of Business

April 1, 2011

The Professional Mentorship Program honored its first class of 70 seniors and 55 mentors at its recent Spring Celebration and Senior Send-Off.


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  • Your investment in the Professional Mentorship Program at Leeds will help us expand so that all Leeds students will have the opportunity to be mentored.
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