I usually attend a few conferences or visit coauthors in the Summer.
It can be a bit anxious time for #PhDstudents bc they are used to having me around & anxious for me as well bc I am used to having them around.
As I pack up to go on the road, we usually have a final meeting, agree to email rules, & establish when/why we will have a call.
It’s never comfortable & I feel some guilt leaving.
Perhaps it’s Summer, or perhaps it’s my absence, but when I return after some time away, I am always surprised by how much more competent my senior students have grown during my time away.
When I’m in town, I can be a crutch or a bottleneck (you pick) & as a result, limit students’ development.
When I am away, the students learn to be independent - either in what they work on or in their ability to find needed resources or both.
Moreover, I find that the senior students mature because they help the early career students - perpetuating my team’s strong student culture.
This does not mean it’s simple.
Sparks do fly between students from time to time - which is healthy - bc good students also know how to speak their minds - I usually don’t meddle - bc students need to learn to disagree & remain collegial.
Rarely do I come back to a mess - unless I’ve made a wrong choice in students.
So how do you let students range free & yet ensure they grow in the summer?
First, give them a project with a clear deadline.
My students must submit a pretty good paper by September 1 each year.
I don’t micromanage, but I do expect that paper.
This deadline forces students to learn to manage their time.
Second, that project means students have a reason for a call every few weeks.
I ask for regular updates & evidence of progress.
Really though, this is a time that smart students use to ask questions & they solicit tips, tricks, and resources for staying on track.
Third, I do not require students to be physically present.
No one wants to be stuck on campus on a hot summer day & everyone needs a vacation or to see family.
Letting students work from anywhere teaches them self-discipline.
Fourth, I pair my team members up - especially junior students - so they don’t feel isolated.
Many of my students are international - I know living in a foreign country is hard - so pairing them up ensures there is social support.
Note: I do this for all students under my direct supervision & don’t meddle with others’ kids.
Finally, I am careful not to be heavy-handed.
I limit the number of reminders, meeting requests & emails.
Some students mistake this for not caring. Far from it, I care very much - I want them to grow - and that is hard to do in your advisor’s shadow.
So while I leave with trepidation, I am almost always happy to come home & see my students’ growth!
Btw, I do remain accessible, but I am more measured in my contact. I step in & help with problems on an as-needed basis.
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