Seven metrics to consider when asked to advise a Ph.D. student.

I have been asked to advise 20+ students in my career. I've said no to a handful of them.

Each no was for a different reason.

Once I said no because I could not stand the person. The person was a #gossip & stirred pots. I didn't want the headaches.

This intuition was confirmed when their advisor offered to kick them out of the program after a particularly egregious incident.

Once I said no because the student lacked a #workethic. The person promised to deliver work after a course. Later I learned that the course ended five weeks earlier.

This person was kicked out of the program after the faculty realized there was no progress.

Once I said no because I was too busy. The person was a good student. I could not give them enough time to realize their potential.

This person picked another advisor & has had a great run in the #PhDProgram.

Each reason was legitimate.

While #advising#PhDstudents is called a 'choice,' it is also expected for promotion at most universities.

So if you are a #youngscholar or a #midcareerscholar stretched thin, what metrics can you use to help decide on advising?

Compatibility.

I ask, are the student's interests or methods related to mine?

I tell potential advisees, here are my broad interests, I can advise you well, if you do not stray too far from them.

I can't imagine advising on a topic in which I have zero relevant knowledge or expertise.

Personality.

Does the student's personality grind against mine?

I don't expect to be BFFs. We have to be able to have candid meetings. I have to be able to trust them.

I won't advise an ethical quagmire. It causes too much worry.

Work ethic.

Has the student demonstrated a capacity to complete work?

This does not mean the student is fast. This means the student asks and answers questions.

I like to advise students who show a work ethic bc I am confident they will persevere to finish.

Values.

Does the student care about research & teaching?

I don't take students who ignore teaching. Educating kids is the most important thing that I do.

I find vouching for students who succeed in both the lab & classroom much easier.

Independence.

Will the student ever be able to work with minimal supervision?

Not, I don't expect student independence at the beginning of advising, I do as their training progresses.

I want students to go on & write many papers without me. That's my definition of success.

Time.

I ask whether I will have time to advise students properly.

My lab has four students + several visitors in the next year.

I won't add students until a few graduate.

Desire.

I ask, do I want to work with this student?

I have made the mistake of taking a student bc no one else would. It didn't go well.

If I don't want to work with a student, I suggest they find another advisor.

Advising is fun when you like the student, their topic, and have faith in their future!

Best of luck!

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