Scientific research is fundamentally a human practice: carried out by humans and ultimately done in the service of advancing human flourishing worldwide. Accordingly, I believe teaching and mentorship should be human-centered as well, promoting both excellence in academic and vocational pursuits and empathy in our interactions with others and society. Here, I outline my general approach to mentoring students in my group, my expectations for my students, and what students can expect from me – noting that I try to adapt this approach to each individual student’s background, interests, and skills.
I prefer to keep my group relatively small (3-5 PhD students) to maximize the attention I can give to each student. The group holds organized lab meetings at least once every two weeks. I also try to meet with each student at least once every two weeks, and more frequently if desired. I will take a relatively hands-on approach to lab and field work in the early stages of the lab, particularly with the design and installation of experimental equipment. I aim to foster a lab environment in which lab members from a diverse range of backgrounds and life experiences support each other’s endeavors, care for each other’s well-being, and are engaged in the broader Penn and Philadelphia communities.
Communication skills are of inestimable importance for scientific and societal impact, so I hold my students to a high standard for presentations and writing. PhD students will generally attend and present at a conference at least once per year, depending on research progress. They will also be expected to produce research of a quality sufficient for publication in a reputable academic journal over the course of their PhD. Undergraduate and master’s students may also present and/or publish their work with sufficient research progress. I will do my best to provide detailed, timely, and constructive feedback on practice presentations and manuscript drafts. Additionally, I expect every student to uphold a strong commitment to academic and personal integrity, and that each member of the lab will prioritize not only their own interests but also the interests of their colleagues, the scientific community, and broader society.
I am committed to the flourishing of each of my students in all areas of their lives. My role in your intellectual development is to provide research feedback and direction, assist with project planning and vision casting, and challenge you to grow in your understanding and application of technical concepts. I am also responsible for providing the financial resources and equipment needed for the successful completion of the project and your degree program. After a few years on a project, you will become more of an expert in the area than me. Therefore, my goal is to provide both guidance and freedom, recognizing both my expertise and my limitations. I will also actively work with you to develop and pursue your career goals, and will advocate for you as you look to move on to bigger and better things.
Finally, and most importantly, your mental and emotional well-being are my highest priority. You are of infinitely more value than your achievements, research progress, or publication record, and you should never feel pressured to sacrifice yourself on the altar of productivity. It is true that research isn’t a walk in the park: just like training for a race, intellectual and personal growth require discipline and effort, which involve challenges and hard work. To borrow a metaphor from an ultrarunner friend of mine, research is not a sprint but a mountain-trail ultramarathon relay. There will be ups and downs, times when you’re running and times when you can barely walk, unpredictable weather, and constantly changing surroundings. You may even get lost for a bit. But the key word here is “relay” – we’re all running this race together, and as your coach, my primary objective is to get you and everyone on our team across the finish line. Therefore, it is essential that we maintain clear and honest communication about how things are going, whether I’m pushing you too hard or not hard enough, and whether you’re satisfied with your progress and direction.