Micro-mentoring session at the University of Dayton’s School of Business Administration
College can be overwhelming. Students are juggling classes, choosing a major, applying for internships, and questioning whether everything is on the right track. What if a 30-minute conversation could help solve a student’s biggest academic or career dilemma?
That’s the idea behind University of Dayton School of Business Administration’s new micro-mentoring program, which connects students with faculty experts for quick, focused guidance when they need it most.
Unlike traditional mentoring, which involves regular meetings over months or years with the same person, micro-mentoring provides timely advice through brief interactions with the same or a different person. It’s a flexible model that grows with a student’s needs. It lowers the barriers to accessing personalized help and works for today’s busy but career-focused students.
While not every college has a program, students everywhere can seek out micro-mentors among faculty. These conversations are what faculty love to have, and they’re often the reason many of us became educators in the first place. Micro-mentoring formalizes what many already do: offer real-world insight, grounded in both academic expertise and industry experience, in a way that’s accessible and immediate.
HOW DOES A MICRO-MENTOR HELP?
As a faculty member, I’ve been a micro-mentor to students facing big decisions: choosing between internship offers, questioning their major because their classes aren’t going as expected, or struggling with interviews and needing extra preparation.
At the University of Dayton, Entrepreneurship major Camille Walch took advantage of micro-mentoring when she was considering adding a minor. Her academic advisor suggested a session with Marketing Professor Riley Dugan.
After two 30-minute meetings, Walch said, “Not only did I decide to add a sales minor, but I also gained a valuable connection to my network. Riley reviewed my resume, gave me great feedback, and even connected me with companies I’m interested in for summer internships.”
When Claire Monahan was torn between staying in economics or switching to accounting and finance, quick consultations with faculty in both fields made all the difference.
“Tim Keune [Associate Professor in Accounting] reassured me that I had what it takes for such a challenging academic path, which cleared up a lot of doubts I had about myself,” she said.
Another faculty member had Monahan outline specific job characteristics she wanted, helping align her career path with her personal preferences. As a result, Monahan confidently changed her major, and she’s evolving her micro-mentoring session with Professor Keune into a long-term mentorship.
Tour walks past Marycrest Hall at the University of Dayton
Students might also seek out a micro-mentor when they have questions about the following issues:
Life after graduation:
- I have two job offers — how do I decide which is the better fit for me?
- I’m thinking about grad school. How is it different from undergrad, and is it the right choice for me?
- What’s the difference between a career in consulting versus corporate finance?
- How does company culture vary between a large corporation and a startup?
Connecting academics to career goals:
- I’m choosing between a minor in data analytics or psychology. How could each one support my career?
- I’m struggling in my finance classes. Should I reconsider my major, or is this normal?
- Would a specialized master’s degree be better for my career goals, or should I go for an MBA?
Pursuing the right opportunities:
- How can I tailor my resume to be a more competitive internship candidate?
- Would doing a co-op during the school year help me land a full-time job later?
- What professional organizations should I join now to start building my network?
HOW TO FIND A MICRO-MENTOR (EVEN AT A SCHOOL THAT DOESN’T HAVE A FORMAL PROGRAM)
At the University of Dayton, we believe strongly in micro-mentoring. That’s why we created a program to make sure every student knows it’s available. Faculty are ready to help students in specialized career paths for each major. Before the program, students often didn’t connect with faculty specialists for some career paths until they entered major coursework. They missed opportunities to get advice on internships, coursework, or career decisions. Faculty had valuable industry experience and wanted to help, but students weren’t always connecting with them.
Even if a student’s school doesn’t have a formal program, they can still seek out micro-mentors. As Professor Riley Dugan notes, “I’m always surprised more students don’t take advantage of professors’ professional networks and career advice.”
When seeking a micro-mentor, here are five steps to follow:
Marsha Keune, University of Dayton
1) Send a direct email. Faculty appreciate clear requests. When reaching out to a potential micro-mentor, a student should be up front about wanting just 30 minutes of targeted advice. Here is an example of how to approach a potential micro-mentor:
Hello Professor Dugan, I’m considering adding a marketing minor and would love your perspective given your industry experience. Would you have 30 minutes to discuss how this might impact my career options?
2) Ask a specific question. The more focused the question, the more productive the conversation will be. Don’t ask broad or general questions like, “Can you help me with my career?”. Instead, a student should pinpoint exactly what they’re struggling with or curious about. For example, instead of just asking about the value of a minor in marketing, ask a question like this: “How would adding a marketing minor enhance my chances of landing a job in digital marketing after graduation?” Specific questions help the micro-mentor give clear, actionable advice.
3) Tap your network. Academic advisors, faculty, and upperclassmen can help students find the right micro-mentor. Academic advisors know the faculty well and can be a good place to start in pointing students in the right direction. Students can also reach out to faculty from whom they’ve taken classes. This way, professors can direct them to colleagues who specialize in the areas where they’re interested. Juniors and seniors have also gone through the same questions and can offer great recommendations too.
4) Don’t be afraid to reach out. Many students feel unsure about contacting faculty, especially if they don’t feel they “know” them yet. But don’t hesitate. Reaching out shows initiative and a desire to grow, something that we truly value. Before the University of Dayton had the micro-mentoring program, students would often reach out to me after taking my class or hearing about me from a friend. Even graduates email me with career questions, and I’m always happy to help them work through decisions or feel more confident.
5) Take advantage of the lower stakes. Micro-mentoring is low-pressure. The short format means students don’t have to worry about wasting anyone’s time. It’s also a great option for busy students who may not have time for long-term mentoring relationships.
Micro-mentoring works alongside relationships built in class and during office hours. A student doesn’t need one mentor for everything. Questions will change over time, and different micro-mentors can offer valuable insights as students grow.
Faculty have networks, knowledge, and experience that go beyond the classroom. They’ve navigated career paths, industry shifts, and professional challenges that students are just beginning to explore. All that expertise is waiting — just one call or email away.
Marsha Keune leads curriculum innovation and works on strategies to enhance student success. She has taught undergraduate and graduate auditing and financial accounting courses. Her research in top-tier journals focuses on auditing and financial reporting.
