On 12 May 1995, Glen Shearer wrote:
> Perhaps this is a interesting and useful topic for the newsgroup.
> I certainly would like to hear comments from both the PI side
> and the grad student side.
>> I've listed some starting questions below. Of course they are
> biased toward 'my side' (the PI) a bit. Probably because
> I'm finding out that my job is not just to do "teaching,
> research and service" but to be a personnel manager/counselor/
> coach/policeman etc. for my grad studnets (not that they aren't
> a fine group....just I can't afford many more grey hairs!)
>> * How should a PI 'manage' grad students? Hands off? Constantly
> stare over their shoulders at the bench? Be a buddy? Be distant?
> Be authoritative? Be 'mean' at first then back off a bit? Be nice
> and get 'mean' only when needed?
I'm a grad student. Grad students have differnet backgrounds in terms of
research (if any) they did as an undergrad. For those with experience,
when the student gets to grad school they tend to want to be more
independent- but still directed in their research efforts by the PI.
I don't see any reason why the PI can't be a good friend also,
since you're gonna spend at least five years if you plan to get a PhD.
The PI should be authoritative "in a nice way" and not come off as
a"meany" in the beginning, since I think this intimidates students,
particularly when they already are a bit "scared" about starting a
research project and may not know much
> * How should a PI motivate a 'lazy' grad student?
Open communication is the best way! The PI should not "beat
around the bush" but get right to the heart of the matter. Usually there
will be an underlying reason why the grad student is "lazy", such as not
happy about numerous weeks (months or years?) of failed experiments,
problems at home, financial difficulties that causes them to have to work
another job and thus be too tired to do research, stress from exams, etc.
Once the PI and the grad student have an open communication about
what's going on, this usually will clear things up and the student will
likely become more hard-working. If the problem is the research project
itself, them maybe it's time to re-evaluate whether the student should
continue this project or start a new one. It's probably best to have
grad students working on more than one project from the beginning, since
one is bound to fail anyway.
> * When is it time (if ever) to 'fire' a grad student?
After repeated open communication sessions, if there is still no
improvement, then it's time to be frank with the student about the
possibility that they won't get their PhD. I've never heard of a grad
student being fired in my short career!
> * How many students should a new asst. prof. take at once?
Depends on how much grant money the PI has and whether the PI
wants to hire one or more postdocs versus grad students or technicians.
A new assistant prof. that has no grant probably won't be able to take
on any grad students.
> * What are the most important things to stress early to each
> new student?
My opinion is that it's important for the PI to be supportive of
the students to do well in their classwork- if they don't get at least
B's in all their courses, then there's almost no way they'll ever be able
to do research in the lab and get a PhD/MS. So the PI should stress the
importance of doing well in the classroom.
Second, the PI should tell the student what they expect out of
him/her in terms of how many hrs per week, working weekends, etc. The PI
should also give the student a pick from any of five (or so) different
projects. The student can then pick one, and possibly also do one or
more of the other projects at the same time. When one project starts
going especially well, then the other projects can be put away for the
time being.
> * Should there be a written 'contract' concerning the
> expectations (and responsibilities) of the PI:student
> relationship. E.g., you will be in the lab by 8 am, etc.
>
I don't think a written contarct is necessary, since verbal
contarcts should be sufficient when there is open communication between
the PI and the student. I also don't think that the PI should put time
restrictions like, "you must be in by 8 am". Numerous grad students in
my department work "strange" hours- 12 noon- 12 midnight. That's still
12 hours! Some students may have to work to support themselves and may
have to work in the lab 7am-3pm and then work 3:30 pm-? As long as the
student works hard- even if it's only 6-7 hours per day (or less?) I
think this is most important.
> Maybe from the grad student view:
> * What is the best way to pick a mentor?
Always ask students currently in the mentor's lab (without the
mentor being around) about the mentor's personality, how they are
scientifically- and ask them to be very honest with you. Also, check the
mentor's publication status- if it looks like that lab doesn't publish
very often, you may be better off going elsewhere, because it could mean
it will take you longer to get your PhD.. Also find out whether
the mentor can support you for 3-4 yrs. (usually the first 2 yrs of a
grad student's stipend is paid by the grad. school and then the remaining
yrs, it's paid by the PI's grant). And of course, probably the most
important thing is to find that mentor's research to be very interesting-
you don't want to be doing 5 yrs of research that you find boring!
> * How to deal with a 'pain-in-the-butt' mentor?
Open communication. Enough said!
> * How to stay motivated when things in the lab are not working?
> etc.
> Have other research projects ("other pots boiling") that the
students can work on. Sometimes it's a good idea to take a few days off
from research when nothings is going right- you come back with a clear
head- maybe take a few days off and go read some research articles that
you've been meaning to read.
Now here's some other questions (which I won't answer!):
Should you put two grad students on exactly the same research
project, particularly if the project is "on the cutting edge"?
Should the PI be responsible for teaching research ethics to the
students?
Thanks for the questions...very stimulating!
David J. McGee
MCGEED at hal.hahnemann.edu
Graduate Student
Snail mail:
McPHU (Medical College of Pennsylvania and Hahnemann University)
Center City Campus
15th and Vine Streets
Dept. Microbiology and Immunology M.S. 410
New College Building RM 10302
Philadelphia, PA 19102
Phone: 215-762-8275
Fax: 215-762-1004
