Too often.
Advisors find themselves sending emails asking PhD students for a status report.
Typically, the student will have disappeared.
Why?
Because their research is stuck.
Either stuck because of writer’s block or they don’t know something.
I’ll deal with writer’s block another time.
My focus here is stuck bc you don’t know something.
Often, a student can languish for weeks- stuck in a statistical or theoretical black hole.
So how to climb out of it?
The student has to swallow their pride and ask for help.
But how? Without losing the respect of your advisor?
First, understand what help you need.
Is the issue that you don’t know a method? That you are too busy to search for a theory? Or are you juggling too much between courses and projects?
Get a feeling for what help you need & how long you will need help.
The better you can explain the help you need, the easier it is to secure support or to find it’s just not possible.
Second, assess what is appropriate to ask for.
If you need more time, it’s usually not an issue, if clearly communicated.
If you need specific training or software, check on the cost and have order details ready - and be aware that high ticket items likely will not be funded.
If you are overloaded and need a helping hand, that’s fine - but take care to ensure you aren’t seen as passing work off to others.
Be realistic and measured in the support you ask for.
Third, don’t complain.
If you complain then ask for help, you can make a prickly advisor even pricklier.
Usually, you are showing up after an extended absence or as you are about to miss a deadline.
Complaining gives a bad look.
Fourth, do explain.
Give some detail on the problem and why you are stuck.
Show that you have thought the problem through.
Solicit an opinion on what to do.
You want to engage your advisor in helping find a solution.
Fifth, offer a plan.
Come up with a list of action items and possible timeline.
Rank them in order of importance.
Ask for help or resources to address the items.
If you need a theory, see if your advisor has ideas.
If you need data, see if your advisor knows where to look.
Often; a faculty member either has the knowledge, the tool or knows where to find the resource that make the insurmountable look quite manageable.
Also, a plan shifts you from being seen as a problem to a problem solver - a critical academic competence.
Sixth, execute.
It is important to develop momentum - even if that means doing just a little every day.
You need to start showing progress - it’ll help you build confidence and keep your advisor’s support.
So build small wins into your plan.
Finally, don’t wait.
The longer you wait the more frustrated your advisor might become.
It’s better to acknowledge the problem and address it.
You and your advisor will feel better.
Best of luck!
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