Advising Statement

Last updated by Sharon Li on August 12, 2023

Why Read This Statement?

I deeply value the advisor-advisee relationship, and it’s usually beneficial when students resonate with my mentoring approach. The purpose of this statement is to provide you with clear guidance on my academic philosophy. This can help you determine if your goals and style align with this lab.

Characteristics I Look for in Ph.D. Students

My answer to this question is still evolving 😊 I recognize that every student is different and ultimately charts their path in a unique way. Nonetheless, I found students who tend to be successful and happy in this lab share the following traits:

• (Immense) Curiosity: A successful Ph.D. student is deeply curious about their field of study. They are driven by a genuine interest in exploring and understanding the nuances of their research topic. Curiosity pushes students to ask probing questions, explore unconventional angles, and engage in innovative problem-solving. It's this curiosity that fuels their motivation to delve deeper into their research. Some of my favorite papers are written with students who are immensely curious and ask unexpected questions that in return lead to unexpected scientific discoveries. Curiosity is a foundation for everything we do.
• Independent Thinking: Independent thinking is crucial for Ph.D. students who need to navigate complex problems and contribute novel insights to their field. Students who excel in research are not content with simply following established norms or solutions. You should seek to challenge assumptions, explore alternative viewpoints, and propose original ideas. While I may provide concrete directions and ideas for first-year students, over time I expect students to propose their research projects. I prefer students to work on things that they are intrinsically motivated to do, which usually come out of independent thinking.
• Receptive to Feedback : Feedback can arise in many circumstances during the pursuit of your Ph.D., including one-on-one meetings, paper reviews, etc. Being open to (sometimes negative) feedback is a hallmark of a resilient and adaptable Ph.D. student. I enjoy meeting with students every week and providing feedback on their work. Depending on the stage of the project, the feedback can span a wide spectrum, from high-level to low-level. Students who can objectively take feedback and act on them tend to be more productive and successful in their work. On the contrary, students who are sensitive to critical feedback are less of a fit.
• Good Time Management and Planning Skills: My MBTI suggests that I am a J-type person, who prefers a more organized and structured approach to life and work. This means I like to set objectives, plan ahead and work diligently to accomplish them. I found myself having an easier time working with students of similar kinds, who are also on top of things, and knowing how to manage their time efficiently. Strong time management involves setting priorities, breaking tasks into manageable steps, and adhering to deadlines. It allows students to handle multiple responsibilities without feeling overwhelmed, and properly balance the work and life.
• Perseverance: The journey of a Ph.D. is often long and challenging. Students who are passionate about their research area and committed to their goals are more likely to persist through difficulties and hard times (e.g. paper rejection). Passionate and persistent students are willing to invest the time and effort needed to overcome obstacles.
• Transparency in Communicating Your Thoughts and Struggles: Like any other relationship, I recognize that an advisor-student relationship cannot be perfect all the time. In these moments, I highly value honesty and authenticity, if students can open up and be candid about struggles (whatever is bothering you in life). I consider myself an above-my-age mature person to handle tough conversations — so you shouldn’t be afraid to bring things up with me. I would hear you out, and work together to identify how to make things better. On the contrary, students who hide problems under the rug by not discussing them, are less likely to be happy in a mentorship relationship.

My Personality and Its Impact on Advising Students

Above all else, I consider myself a profoundly idealistic individual. To me, achievement isn't measured by wealth or status, but by the pursuit of fulfillment, helping others, and fostering positive change in the world. The most satisfying work for me involves nurturing personal growth and enabling individuals to reach their full potential. Nothing brings me more joy than playing a part in bettering someone else's life. This is why I find great resonance in the role of an advisor; it aligns seamlessly with my core values.

My idealism translates into maintaining high standards for myself and those around me. At work, this is reflected in the meticulousness of my efforts, the quality of my research papers, and the unwavering integrity I uphold in my work. I naturally connect with students who share similar ideals, possessing lofty aspirations and a deep-seated drive in both their research endeavors and life ambitions. I hold a deep respect for those who aim to make a meaningful impact on the world, motivated by aspirations far beyond merely acquiring a degree or a well-paying job.

I value deep, authentic relationships with people. I find profound discussions far more enriching than small talk, and my communication style is marked by warmth and compassion. Engaging with students on a range of topics, including technical subjects and broader life and career matters, gives me great satisfaction. I greatly value moments when students share profound insights and even challenge my perspectives. Those around me often sense genuine emotional honesty and insightful perspective.

I possess an inclination to explore beneath the surface and appearances, seeking the deeper layers within work, life, and relationships. My strong intuition grants me a near uncanny ability to decipher people's true motivations, emotions, and needs. This skill enables me to provide personalized guidance. In many ways, I consider this my unique advisor "superpower."

I embrace my creative side, always on the lookout for opportunities to express and think outside the box. Fortunately, this trait lines up with my job. This is why I find immense satisfaction in research and appreciate the presence of creative individuals in my surroundings. This also means I look for the same from students, who are curiosity-driven and possesses independent thinking (rather than being told what to do).

As an advisor, I adopt a stance that is supportive, empowering, compassionate, and equitable. My approach treats everyone as equals, empowering students to think and act based on their strengths. I diligently cultivate an atmosphere of mutual respect and encouragement. Identifying each student's distinct strengths is a source of pride for me, and I derive great satisfaction from assisting them in maximizing those strengths.