Mentoring & Advising*

Academic life is rewarding. One of the best parts of my job and a primary reason I joined the professoriate is mentoring students. Students provide new perspectives to problems, help shape the school’s shared culture of curiosity, and advance the profession. As a gay cisgender professor, I welcome students from a wide range of backgrounds. I seek individuals who (regardless of their current viewpoints) are willing to listen and evolve, to consider alternative perspectives, and who, above all else, endeavor to be kind and show humility in their interactions with others.

Signing up to work with a professor, especially as a Ph.D. student or a paid research assistant, is a significant responsibility and commitment on both of our parts. I have high expectations for myself, and in turn, I have high expectations for the students who work with me. In general, we should all be responsive, respectful, honest, timely, and hard-working. When those things are not happening, we should talk to figure out how to get better together. I am less interested in having someone work for me than I am in working alongside them. This typically means that I want you to pursue a personal interest that I can help support, given my experiences and scholarly background. That said, my expertise is not unlimited. As a transdisciplinary scholar interested in preparing culturally sustaining educators and leaders who leverage children’s and youths’ ingenuity and difference as sites for learning, I see no purpose in work that does not “address how power and inequity under neoliberal and colonial forces are global phenomena that manifest in locally specific ways” (Phillip, Bang & Jackson, 2017, n.p). I believe this kind of work comes in many guises, and I aspire to continue to move my career forward in a way that responds to this call. 

Academic life, for many, is unlike previous work experiences. There is no 9 AM - 5 PM structure in place. This poses a few challenges that I expect my students to manage over time. First, it is difficult to “shut off.” You should not work all the time. It will take a toll on your physical and mental health. Take breaks, enjoy your life outside of work, pursue your interests, and develop social relationships. I make time to binge-watch bad TV, try not to open my computer in the evenings, and very rarely work on university-related projects during the summers. Work is not my life.

Advising is an active word. I try not to take on too many students (typically between 3-6 students at any given time) to ensure that I have time to meet with everyone. New doctoral students meet with me twice a month in their first year. I value my time and yours, and we should meet as often and as long as it is productive. Advanced students often transition to meeting every other month or just on-demand after establishing their research trajectory.

I do not micro-manage my students, nor do I tell them what to do at all times. My style is to set milestones and goals and give you the freedom and agency to navigate and reach them. My goals should not be your goals. Nonetheless, you should always feel free to reach out to me and ask questions. As a first-generation college graduate myself, I recognize that the cultures and working styles of the academy may be unfamiliar. If, however, you start to see me needing to micromanage, this is a sign that you’re not meeting your work responsibilities adequately.

You will need to learn how to focus, manage your time, and work efficiently. As a new scholar and student, these skills are trying, but you should see yourself getting better and more strategic as you progress through your doctoral studies. If you do not see this progress or are struggling with time management or being overwhelmed — don’t wait to talk to me about it. We can figure things out together. This is a critical part of our relationship.

The university (like society) has strong hierarchical structures. Professors are in positions of power over students, and students are unfortunately not always able to speak up when something is not right. I welcome student input, especially if one of my colleagues or I has said or done something that makes a student feel uncomfortable. Harassment, intolerance, and other injustices are not okay. I also ask students to see me in “good faith.” I will always try to do the right thing and help you. Though I can’t promise just outcomes, I will be available to listen to students and try to make their experiences better.

*This document will be revised regularly. This is posted as of Oct 8, 2023. Credit to June Ahn, Sarita Yardi Schoenebeck, and Ty Hollett, whose statements I admire and borrowed from extensively. 

CURRENT DOCTORAL STUDENTS

FORMER STUDENTS / ALUMNI