Purely Anecdotal

admin March 13th, 2008

I was taking a break from work today by reading a few new blogs when I came upon Science Girl’s post about her relationship with her advisor. I swear we must be in the same group. (Actually, this is quite possible since we have so many people in the group now that I find myself attempting to memorize names and faces at our weekly group meetings in case I meet one of the many I don’t know in the hall.) Hell, we might be the same PERSON.

In a recent post, Science Girl expressed to her advisor all of the negative things I have said at one time or another about my situation. It is better now that I actually have a date for my defense, but these are ALL true of my experience. I just have never had the nerve to say these things to my advisors. My usually cheerful and determined to figure-it-all-out self is apparently either too chicken or too stubborn.

From Science Girl:
“In a meeting last week, I found myself too emotional to carry on being my usually cheerful and determined to figure-it-all-out self. If you’ve been reading this blog, you’ve probably picked up that I’ve been largely disappointed with my progress. So, when Advisor asked how I was doing, I just blabbed it all out. How I feel isolated because I get no feedback. How I am disappointed about rejected papers in the previous years, although I have worked very hard. How there is lack of a well thought out plan for my research, and how I am under pressure to figure out what the plan should be while the spotty feedback doesn’t really correlate to what I’ve been working on. How I have no examples in the lab to follow because most of the students are doing incremental work, following right behind more experienced students, while I am working on an entirely disjoint project. How I am discouraged by lack of visible progress, progress that would make it possible for me to ever graduate.”

http://girlyscientist.blogspot.com/2008/01/have-i-scared-my-advisor.html

These are some of the very issues that led me to make a call to the campus mental health center a few years ago, and issues that I still struggle with, even though I am getting better both at dealing and communicating my distress. I have to say that even though I am about to graduate, I would not call myself a graduate school “success.” My achievements, while notable, are far less numerous or ground-breaking than the other students in our group, and I do not think that I have achieved my highest potential. Many days have been spent online in a semi-depressed haze looking for ways out. And my advisors really are great guys. Really. They care about me, I know, and will certainly make sure that I have what I need to graduate.

Still, I really barely know them or them me. I still feel uncomfortable talking to them. I cannot show weakness to them. I am afraid to tell them what I really want to do in life. And I feel, constantly, like I should have done better. I also know that while I am an adult, and my education and experience are up to me, other students have a much easier time. (Of course, others have a MUCH MUCH worse time too.)

I suppose Professors forget how it used to be. Graduate school can be a shock to the system. Unless a some key elements are in place (frequent communication, useful and frequent feedback, plenty of support and interaction with other students, social outlets, identifiable milestones, regular encouragement) the experience can be socially and intellectually isolating and physically draining. Most graduate students are used to being frequently praised by teachers, grades, and awards, holding several leadership and member positions in numerous outside outlets, and having substantial time with friends and other like minded individuals. Semesters begin with a syllabus and time follows outlined milestones. Undergrads are used to studying in the sunshine on warm days, and taking occasional pizza and soccer breaks. They often have room mates to talk to during the day about topics outside of their field of study. Everyone speaks the native language at least when they are around. They are used to Fall Break, Spring Break, and at least two weeks for Christmas. Graduate school is a different beast.

So I think I will set out a list of important actions that every advisor should consider, perhaps especially when dealing with normally high achieving (female?) grad students

1. Provide feedback.
WE LOVE FEEDBACK. Positive and negative, it tells us how we are doing, what is working and not working, and provides encouragement to know that we are at least doing something well. We like both specific feedback: “That report you sent out was great, but I think you need to take a little more time thinking about X.” And general, “You know, you are right on track.” or “I think you need to buckle down a little more right now - I have noticed that all you do all day for the past three weeks is play pacman.” I would LOVE to get a grade every month. If I got a low grade, it would be a great impetus to start a conversation with my advisor. An A could go on the fridge.

I have no idea how professors think that we can easily change from the undergraduate system of constant, quick, and reliable feedback (in the form of tests, homeworks, daily interaction, etc.) to one short meeting a month and a “Thank you” response to a two page monthly progress report.

2. Ask SPECIFIC questions.
Bad: How are things? How are you? How’s it going? Fine? OK, let me talk for an hour to the guy whose project actually interests me.

Good: How are things progressing on X? How are you doing with X and Y? Do you need any help with your last data? Let me see your newest results. Do you have any specific concerns or news regarding your project? What are your career plans? What are your plans for the next week, month, year, 5 years?” How do you feel your progress is going? Do you have any specific questions that you would like to ask me?

3. Provide attainable milestones.
Set out a plan early on for when you expect your students to propose and defend their thesis. Tell them how many publications you would expect in a year, in two, by the time they graduate. Indicate how much time you expect them to spend in the lab and dealing with classes. Celebrate these milestones. (It always seems like my adivsor is so much more proud of other students’ papers even though mine go to some of the same journals. Even then, everyone could use more praise for the hard work that goes into a peer-reviewed publication.) Give a pat on the back or provide snacks for a passed proposal or qualifier. Send an email of praise for publication acceptance. Hey, even grab a beer to celebrate once in a while.

4. Encourage students to explore outside interests.
Not all students will want to continue research. Make sure that all students get at least some exposure to other paths, and do something unusual. I know a female student in another department who has been on at least three separate trips doing research and non-research but related work in other countries. Whose resume do you think looks better to a prospective employer? Who do you think has more important future contacts?

5. Invite criticism.
Really. Most students do not feel comfortable telling the boss how they could be doing better, even though we all talk about it to each other. Teachers get evaluations - why not advisors? There needs to be some way to communicate to your advisor that you are having trouble or need something he/she is not providing other than going into their office to announce it. Ask your student, is there anything bothering you? Is there anything else you need? Why do you think you have not been able to achieve X?

6. Have frequent face-to-face meetings.
Nothing beats actually TALKING to your advisor. Please do not check email or take phone calls during these meetings. Make sure the student has addressed their concerns before going off on unrelated tangents. Provide real feedback. Do not appear agitated or in a hurry to leave. Do try and remember what you said to the student the last time you met and try not to tell them to do something completely different.

These are some of the actions that I wish my advisors had taken. Of course there are several other important attributes of good advisors, like allowing students to attend conferences and meet important people, etc. but I think these are biggies that many profs just don’t do - in my experience anyway.

Do you agree? Are Science Girl and I isolated cases? What are the key actions that you wish your advisor took? What are some things that your advisor does well? Am I just a big whiner?

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