thesis advisor nedir

Things to look for in a thesis adviser

On the scale of human interactions, the relationship between a graduate student and his or her thesis adviser ( a.k.a. major professor) lies somewhere between that of roommates locked into a long-term lease and a marriage. Finding a good match among the faculty typically is the single most important determinant of the quality of a graduate-school experience. It is therefore critical that entering students get to work early and diligently to learn all they can not only about potential mentors and their research programs but about themselves. Ask the following questions:

•  Is this potential adviser someone you respect, someone you would like to model yourself after?  
•  Where are the potential adviser’s former students? Do they tend to transition to the types of postgraduate and professional opportunities that appeal to you?  
• What kinds of skills are you likely to develop in this lab?  
•  Do students from this lab get their work published in quality journals?  
• What is the lab group like? Are they hard-working and enthusiastic? Do they get along with one another?  
•  What do you need from a mentor? What are your strengths and weaknesses?  
•  Are you likely to respond well to this person’s particular training and managerial style?  

Notice that the list does not ask questions about the potential adviser’s area of research. The biggest mistake a student can make in selecting a major professor is ignoring the signs of a potentially poor match because he or she is enamored of the faculty member’s area of research. A research project is a tool, a vehicle for transforming curious and committed students into capable, independent research scientists whose skills are translatable and evolving. As long as a student finds a project interesting and challenging, labels matter little in the long run. A student–mentor relationship based on mutual respect, good communication and shared expectations offers a richness and depth that will animate your entire career.

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Peter Kennelly is a professor of biochemistry at the Virginia Polytechnic Institute and State University.

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Advising guide for research students.

Success as a graduate student is a shared responsibility between students and faculty. For research students, the relationship with your research advisor, also known as your special committee chair, is extremely important. 

Your responsibility to identify and choose an advisor is one of the most critical tasks you have early in your graduate school career. It’s an opportunity to meet and get to know faculty in your field, to assess your needs for support and supervision, and to collaboratively define your goals, values, and strategic plan for your academic and professional career.

Graduate School Requirement

At Cornell, the faculty advisor in research degree programs is referred to as the special committee chair.

Doctoral students have a special committee of at least three Cornell faculty, which includes the special committee chair and two minor committee members.

Master’s students have a special committee of at least two Cornell faculty, which includes the special committee chair and one minor member.

For both doctoral and master’s degree students, the special committee chair must be a graduate faculty member in the student’s own field.

Definition of an Advisor

Advising  and  mentoring  are often used interchangeably, but understanding the distinctions is important as you choose an advisor.

Advisor Responsibilities

• Guides you in meeting the requirements and expectations for your degree
• Required coursework
• Exams required by the graduate field or the Graduate School
• Research proposal/prospectus
• Research project
• Thesis or dissertation
• Writes informed letters of recommendation for your job applications
• May be a valued colleague or collaborator after you graduate

Mentor Responsibilities

• Provides support and guidance that extends beyond scope of advising
• Demystifies the structure, culture, and unstated expectations of graduate education
• Expands your professional network by introducing you to others
• Provides nominations for awards or other recognitions
• Brings job opportunities to your attention and writes letters of recommendation as you apply for jobs
• Advocates for you within the graduate program and discipline
• May serve as a role model and source of inspiration
• May become a colleague and peer in your discipline and may continue serving a mentoring role

Finding an Advisor

When do i select my first advisor.

At Cornell, the process for obtaining your first advisor varies by field.

Your faculty advisor may be assigned prior to your arrival or you may begin your program with a faculty member you met during the application process.

In some graduate fields, the faculty director of graduate studies (DGS) advises all incoming students. This provides you with time to get to know faculty in your field. By the end of the first semester or year (varying by field), it’s expected that you will have identified your own, long-term advisor. 

In fields where students apply to study with a specific faculty member (rather than do rotations and choose a lab or research group and advisor), you will have chosen an advisor prior to arriving on campus.

You can begin initial conversations about expectations and the advising relationship with your new advisor prior to the start of your program via email.

Start your graduate study and research with clear expectations and thoughtful communication about your plans for an effective advising relationship and success in graduate school.

How do I find an advisor? 

Meet and get to know faculty in your courses and in graduate field seminars and other events.

Talk to advanced students about their experiences and perceptions of the faculty in your programs and ask questions about possible advisors:

• How would you describe their approach to advising?
• What can you tell me about their work style?
• What can you tell me about their research interests?
• How good are their communication skills?
• How clear are their expectations for their graduate students?
• Do they use timeliness in reviewing their students’ writing and their approach to giving feedback?
• How available are they to meet with their graduate students?

After you have gathered information, make an appointment to meet with a potential advisor.

Possible Questions

• Is there a typical timeline you encourage your students to follow in completing their degree programs?
• How often do you meet with your students at different stages of their graduate program? (For example, during coursework, research, and writing stages)
• What are your expectations for students to make conference presentations and submit publications?
• What are your authorship policies? (This is especially relevant in fields where there is collaborative research and publishing involving the student and advisor or a group of students, postdocs, and faculty.)
• How soon should I identify my research project?
• How do you describe the degree of guidance and supervision you provide with regards to your students becoming more independent in their research and scholarship?
• If you are joining a lab or research group: What are the sources of funding for this research? Are there any new or pending research grants?
• How many of your students seek, and secure, external funding? What are your expectations for students to apply for external fellowships?
• Do you have a statement of advising you can share that lists our respective responsibilities and clarifies mutual expectations?
• What’s your advice on how students can manage what they find to be the biggest challenges in their graduate program?

Add other questions to your list based on your own needs and specifics of your program, such as questions about specialized equipment, lab safety, travel to field sites, support and accommodations for special health needs, communication during a faculty member’s sabbatical, funding in fields where there are fewer fellowships and research grants, etc.

Getting Other Mentoring Needs Met

How do i find other mentor(s) .

You may find one faculty member who can serve as both advisor and mentor, but that’s not always the case.

Consider identifying and cultivating additional mentors if that is the case. 

Suggestions on where to look for a mentor:

• The minor members of your special committee
• A faculty member who is not on your committee, and perhaps not even in your graduate field
• Peers and postdoctoral fellows who have knowledge and experience in pertinent issues

No one mentor can meet all your needs.

Good mentors have many protégés and many other demands on their time, such as teaching, research, and university or professional service. They also may not have all the expertise you need, for example, if you decide to search for jobs in multiple employment sectors.

Develop a broad network of mentors whose expertise varies and who provide different functions based on your changing needs as you progress from new student to independent scholar and researcher.

NCFDD offers a webinar, “ Cultivating Your Network of Mentors, Sponsors, and Collaborators “, which students can view after activating a free NCFDD membership through Cornell.

Maximizing the Advising Relationship

A successful relationship with your advisor depends on several different factors and varies with needs and working styles of the individuals. Some of these factors are under your control. But some are not. 

Suggestions for Building a Successful Advising Relationship

• Identify what you need from an advisor.
• Communicate clearly and frequently with your advisor to convey your questions, expectations, goals, challenges, and degree progress. Follow up verbal communication and meetings with an email detailing your understanding of what you both agreed to and next steps.
• Update your written academic plan each semester or whenever major changes or adjustments are needed.
• Consider including your plans to write competitive fellowship applications and co-authored grant proposals.
• Consider including  plans for professional development  that support your skill-building objectives and career goals.
• Recognize that you and your advisor have distinct perspectives, backgrounds, and interests. Share yours. Listen to your advisor’s. There is mutual benefit to sharing and learning from this diversity.
• Work with your advisor to define a regular meeting schedule. Prepare and send written materials in advance of each meeting. These could include: your questions, academic and research plan and timeline, and drafts of current writing projects, such as fellowship applications, manuscripts, or thesis/dissertation chapters.
• Be prepared to negotiate, show flexibility, and compromise, as is important for any successful relationship.
• Be as candid as you are comfortable with about your challenges and concerns. Seek guidance about campus and other resources that can help you manage and address any obstacles.
• Reach out to others for advice. Anticipate challenges and obstacles in your graduate degree program and their impact on the advising relationship.

Be proactive in finding resources and gathering information that can help you and your advisor arrive at solutions to any problems and optimize your time together.

Making Use of Meetings

First meetings.

Your first meeting sets the tone for a productive, satisfying, and enduring relationship with your advisor. Your first meeting is an opportunity to discuss expectations and to review a working draft of your academic plan.

Questions to ask about expectations

• What do your most successful students do to complete their degree on time?
• How often do you want us to meet?
• May I send you questions via email, or do you prefer I just come to your office?
• Would you like weekly (biweekly? monthly?) updates on my research progress?
• Do you prefer reviewing the complete draft of a manuscript or may I send you sections for feedback?
• After each meeting, I’ll make a list of what we each agreed to do before our next meeting, to help me keep moving forward with my research. Would you like a copy of that list, too, via email?

Draft Academic Plan

Prepare and bring a draft plan that outlines your “big picture” plans for your coursework, research, and writing, as well as an anticipated graduation date. (Or, email in advance with a message, such as, “I’m looking forward to meeting with you on [date] at [time], [location]. In advance, I’m sending a copy of my academic plan and proposed schedule for our discussion.”)

Contents of the plan

• Include the requirements and deadlines of your degree program. (This is information you should be able to find online or in your program’s graduate student handbook.)
• Include a general timeline indicating when you plan to meet requirements for courses or seminars, any required papers (such as a second-year paper), exams required by the graduate field (such as the Q exam) or by the Graduate School (the A exam and the B exam for research degree students).
• If your graduate field has a specific set of required courses, indicate the semester you may complete each of them, and be open to suggestions from your advisor.
• If your field does not have required courses, have some idea about the courses you are interested in taking and solicit input and suggestions from your faculty advisor.

Subsequent Meetings

Use each subsequent meeting as an opportunity to update your written academic plan and stay on track to complete your required papers and exams, your research proposal or prospectus, and the chapters or articles that comprise your thesis or dissertation.

In later meetings, you can elaborate on your general initial plan:

• Adding specific coursework or seminars
• Add professional development opportunities that interest you (workshops, dissertation writing boot camp, Summer Success Symposium, Colman Leadership Program, etc.)
• Include intentions to participate in external conferences and travel to research sites
• Identify a semester or summer when you would like to complete an internship.

Your written plan is also important to document what your advisor has agreed to, especially when the deadline to submit a manuscript or your thesis is looming and you are awaiting feedback or approval from your advisor. Use a combination of oral and written communications to stay in touch with your advisor, establish common expectations, and mark your progress toward degree completion.

Meeting Frequency

The frequency of meetings between advisors and advisees varies by field and individual. Assess your own needs and understand your advisor’s expectations for frequency of communication (in person and via email).

• Does your advisor like to provide guidance each step of the way so that he or she is aware of the details of everything you are doing?
• Does your advisor want you to launch your work more independently and report back at pre-determined or regular intervals?
• What do you need to be productive? Are you ready to work more independently?

Be proactive in seeking information. Explicitly ask how often your advisor usually meets with new students and how the advisor prefers to be updated on your progress in between meetings. Ask your peers how frequently they meet with their advisor and whether this has changed over time.

There will be disciplinary differences in meeting frequency.

• In humanities and in some social sciences, where library, archive, and field research take students away from campus, maintaining regular communication is essential, including through scheduled meetings, whether in-person or virtual.
• In life sciences and physical sciences and engineering, students often see their advisors daily in the lab or meet as a research group about externally funded projects; these regular check-ins and conversations may replace formal meetings. Make sure that you are also scheduling one-on-one times to talk about your broader goals and academic and career planning progress, however.

Some of your decisions about meeting frequency will be informed by talking to others, but much of it you learn through experience working together with your advisor. Even this will  change over time  as you become a more independent researcher and scholar. Communicate with your advisor regularly about your changing needs and expectations at each stage of your graduate career.

Resolving Conflict

In any relationship, there can be conflict. And, in the advisor-advisee relationship, the power dynamic created by the supervision, evaluation and, in some cases, funding role of your advisor can make conflicts with your advisor seem especially high.

You have options, however, including:

• Code of Legislation of the Graduate Faculty
• Campus Code of Conduct
• Policy on Academic Misconduct
• Research Misconduct
• Graduate School Grievance Policy
• Intellectual Property policies
• Graduate Student Assistantships (Policy 1.3)
• Talking with your advisor to clarify any miscommunication. Cornell University’s Office of the Ombudsman , one of the offices on campus that offers confidentiality, can also assist you by talking through the issue and helping you gather information you need before you speak directly with your advisor.
• Speaking with someone in the Graduate School, either the Associate Dean for Academics ( [email protected] ) for academic issues, or the Senior Assistant Dean for Graduate Student Life ( [email protected] ) for other issues. These deans will listen, offer advice and support, and coach you through any conversation you might want to have with your advisor. Together, you can brainstorm possible solutions and evaluate alternative plans for resolution.
• Touching base with your director of graduate studies (DGS) – if this person is not also your advisor – to talk to about policies and possible solutions to the conflict.
• Soliciting peer advice. Discuss strategies for managing and resolving conflict with your advisor. “Do you have any suggestions for me?” “Have you ever had an issue like this…?” can be effective questions.
• Identifying a new advisor if the conflict can not be resolved. Your DGS can help with this, and the Graduate School (as above) can help as well.

The National Center for Faculty Development and Diversity offers a webinar, “ How to Engage in Healthy Conflict “, which students can view after activating a free NCFDD membership through Cornell.

Changing Advisors

On occasion, students find that they need or want to change their advisor. An advisor can resign as the student’s special committee chair/faculty advisor. The  Code  of Legislation of the Graduate Faculty describes the rights and responsibilities of students and faculty in each of these situations.

Typical reasons to seek a new advisor include:

• Research interests that veer from the faculty’s expertise or ability to fund a certain project
• Your advisor retires or resigns from the university or takes an extended leave of absence for personal or professional reasons
• Differences in goals, values, or an approach to work or communication style that can’t be resolved
• Serious issues, involving suspected inappropriate behavior, questionable research conduct, or alleged bias, discrimination, or harassment

If you are considering changing advisors:

• Talk to a member of your committee, your director of graduate studies (DGS), or someone in the Graduate School about the proposed change. Some issues, such as funding, require timely attention.
• Identify other faculty members who could serve as your advisor, then meet with one or more of them. The goal is to decide together if you are a good fit with their program. Tips: Discuss or rehearse this conversation with a trusted person, especially if there were issues with your last advisor. Be transparent about these issues and address them going forward with a new advisor. Often prospective advisors are more willing to take on a new graduate student who conveys genuine enthusiasm for their area of study rather than a student who seems to be looking for a way out of a current advising relationship that has gone sour.
• Consider how and when to inform your advisor if you plan to change advisors. Be professional and respectful. Thank your advisor for past support and guidance. Don’t damage, or further damage, the relationship.
• Your DGS, if appropriate
• Office of the University Ombudsman
• Graduate School’s Senior Assistant Dean for Graduate Student Life ( [email protected] )
• Graduate School’s Associate Dean for Academics ( [email protected] )

Forms: 

• Use Student Center if you are changing your advisor before your A exam (for Ph.D. students).
• Use the Post A Committee Change Petition form for changes after the A exam. More information is available on the Graduate School’s Policy pages .

Challenges and Potential Solutions

All good relationships take work. To navigate an advising relationship successfully over time, you should familiarize yourself with some common challenges and possible actions to take.

Challenge: Mismatch in communication needs or style

One example of a communication challenge in an advising relationship is when you want input along the way during a writing project, but you have an advisor who prefers to wait to comment on a complete written draft.

Some possible steps to address this might be to talk to peers about they have handled this in their relationship with their advisor or to explain to your advisor how his or her input at this earlier stage will help speed you along toward having a complete draft for review. It’s important in communicating with your advisor to show that you understand what alternative they are proposing and why (e.g., “I understand that …”).

Challenge: Advisor unavailable or away

Your advisor might be away from campus for a semester or more to conduct research or take a sabbatical leave. Or when a grant proposal deadline or report is looming, your advisor might be less available. Maybe you’ve emailed your advisor several times with no response.

Planning and stating in advance what you need, such as feedback on a manuscript draft or signatures on a fellowship application, can help your advisor anticipate when you will have time-sensitive requests. Making plans in advance to communicate by email or video conference when either of you will be away from campus for a longer period of time is another useful strategy. Your director of graduate studies (DGS) and other faculty who serve as special committee members can also provide advice when your advisor is unavailable.

Challenge: Misaligned expectations

You are ready to submit a manuscript for publication. Your advisor says it needs much more work. Or you begin your job search, applying to liberal arts colleges with very high reputations, or schools in your preferred geographic location, but your advisor insists that you should apply for positions at top research universities.

Discussing your needs and expectations early, and often, in the advising relationship is essential. Get comfortable, and skilled, advocating for yourself with your advisor. Use the annual  Student Progress Review  as an opportunity to communicate your professional interests and goals with your advisor. Use multiple mentors beyond your advisor to get advice and expertise on topics where you need a different perspective or support.

Sometimes challenges can become opportunities for you to develop and refine new skills in communication, negotiation, self-advocacy, and management of conflict, time, and resources. For example, although you might feel abandoned if your advisor is unavailable for a time, even this potentially negative experience could become an opportunity to learn how to advocate for yourself and communicate about your needs and perceived difficulties in the relationship.

Advising Resources

Graduate School deans and directors  are available to answer academic and non-academic questions and provide referrals to useful resources.

Counseling and Psychological Services  (CAPS) staff offer confidential, professional support for students seeking help with stress, anxiety, depression, grief, adjustment challenges, relationship difficulties, questions about identity, and managing existing mental health conditions.

Let’s Talk Drop-in Consultations  are informal, confidential walk-in consultations at various locations around campus.

External Resources

University of Michigan Rackham, How to Get the Mentoring You Want  

Laura Gail Lunsford & Vicki L. Baker, 2016, Great Mentoring in Graduate School: A Quick Start Guide for Protégés

Michigan State University, Guidelines for Graduate Student Advising and Mentoring Relationships  

Michigan State University, Graduate Student Career and Professional Development  

Template for Meeting Notes

Adapted and expanded from Maria Gardiner, Flinders University © Flinders University 2007; used with permission and published in  The Productive Graduate Student Writer  (Allen, 2019). Used here with permission of the author and publisher.  

Use this template for making notes to help you plan for a productive meeting with your advisor, keep track of plans made, and clearly identify next steps that you’ll need to take to follow up on what you discussed.

Mentoring Resources

Graduate school programs focused on mentoring, building mentoring skills for an academic career.

Develop and enhance effective communication and mentorship skills that are broadly transferrable to all careers. Offered by Future Faculty and Academic Careers.

Graduate and Professional Students International (GPSI) Peer Mentoring Program

Share lessons learned as a new international student at Cornell as a peer mentor with new international student peer mentees. Offered by the GPSI in collaboration with the Graduate School Office of Inclusion and Student Engagement.

Graduate Students Mentoring Undergraduates (GSMU)

Share knowledge with and provide support to undergraduate students interested in pursuing further education. Offered in collaboration with the Office of Academic Diversity Initiatives (OADI).

Multicultural Academic Council (MAC) Peer Mentoring Program

Develop strategies to excel academically and personally at Cornell and beyond as a peer mentee or share strategies as a peer mentor. Offered by MAC in collaboration with the Graduate School Office of Inclusion and Student Engagement.

NextGen Professors Program

Learn from faculty in Power Mentoring Sessions and prepare for careers across institutional types. Offered by the Graduate School Office of Inclusion and Student Engagement and Future Faculty and Academic Careers.

Graduate School Programs with a Mentoring Component

Graduate school primer: navigating academia workshop series.

Program for new students on navigating graduate school with sessions on mentoring.

Perspectives: The Complete Graduate Student

Program for continuing students on common issues with some sessions on mentoring.

GPWomeN-PCCW Speaker Series

Series for all students featuring talks by Cornell alumnae with an occasional mentoring focus.

Future Professors Institute

One-day event featuring workshops and guest speakers with occasional mentoring focus.

Intergroup Dialogue Project (IDP)

Peer-led courses blending theory and experiential learning to facilitate meaningful communication with occasional mentoring focus.

Building Allyship Series

Series for the campus community featuring panels designed for productive dialogue with occasional mentoring focus.

Institutional Memberships

Center for the integration of research, teaching, and learning (cirtl) network.

Access to resources on teaching and research mentoring.

Access to career development and mentoring resources.

New York Academy of Sciences (NYAS)

Access to resources, including webinars and articles on mentoring.

Mentoring Programs Across Campus

Give and receive advice as part of a peer mentoring program for all College of Engineering students. Offered by Diversity Programs in Engineering.

Mi Comunidad/My Community

Peer mentoring program run by graduate and professional students affiliated with the Latin@ Graduate Student Coalition (LGSC) and supported by the Latina/o Studies Program (LSP) and Latina/o/x Student Success Office (LSSO) at Cornell University.

Additional Resources:

• Mentoring and Leadership Tips from Graduate School Programs
• Cornell University Office of Faculty Development and Diversity – Resources for Mentors and Mentees
• Careers Beyond Academia LibGuide
• National Research Mentoring Network

Graduate School Articles on Mentoring:

• Alumna Addresses Importance of Mentoring
• Becoming Better Mentors Through Workshop Series
• August Offers Mentoring Advice
• ‘A Better Chance of Providing Access’: Future Professors Institute Fosters Inclusivity

Virtual Training and External Resources

• How to Get the Mentoring You Want: A Guide for Graduate Students – University of Michigan, Rackham Graduate School
• The Science of Effective Mentorship in STEMM – National Academies of Sciences, Engineering, Medicine
• Mentor Training: Online Learning Modules – University of Minnesota Clinical and Translational Science Institute
• Mentor Curricula and Training: Entering Mentoring – Center for the Improvement of Mentored Experiences in Research

For other resources, view the Advising Guide for Research Students.

If there is anything not included on this list that we should consider, please send the information and a link to [email protected] .

Dissertation Advisor 101

How to get the most from the student-supervisor relationship

By: Derek Jansen (MBA) | Expert Reviewer: Dr Eunice Rautenbach | January 2024

Many students feel a little intimidated by the idea of having to work with a research advisor (or supervisor) to complete their dissertation or thesis. Similarly, many students struggle to “connect” with their advisor and feel that the relationship is somewhat strained or awkward. But this doesn’t need to be the case!

In this post, we’ll share five tried and tested tips to help you get the most from this relationship and pave the way for a smoother dissertation writing process.

Overview: Working With Your Advisor

• Clarify everyone’s roles on day one
• Establish (and stick to) a regular communication cycle
• Develop a clear project plan upfront
• Be proactive in engaging with problems
• Navigate conflict like a diplomat

1. Clarify roles on day one

Each university will have slightly different expectations, rules and norms in terms of the research advisor’s role. Similarly, each advisor will have their own unique way of doing things. So, it’s always a good idea to begin the engagement process by clearly defining the roles and expectations in your relationship.

In practical terms, we suggest that you initiate a conversation at the very start of the engagement to discuss your goals, their expectations, and how they would like to work with you. Of course, you might not like what you hear in this conversation. However, this sort of candid conversation will help you get on the same page as early as possible and set the stage for a successful partnership.

To help you get started, here are some questions that you might consider asking in your initial conversation:

• How often would you like to meet and for how long?
• What should I do to prepare for each meeting?
• What aspects of my work will you comment on (and what won’t you cover)?
• Which key decisions should I seek your approval for beforehand?
• What common mistakes should I try to avoid from the outset?
• How can I help make this partnership as effective as possible?
• My academic goals are… Do you have any suggestions at this stage to help me achieve this?

As you can see, these types of questions help you get a clear idea of how you’ll work together and how to get the most from the relatively limited face time you’ll have.

Need a helping hand?

2. Establish a regular communication cycle

Just like in any relationship, effective communication is crucial to making the student-supervisor relationship work. So, you should aim to establish a regular meeting schedule and stick to it. Don’t cancel or reschedule appointments with your advisor at short notice, or do anything that suggests you don’t value their time. Fragile egos are not uncommon in the academic world, so it’s important to clearly demonstrate that you value and respect your supervisor’s time and effort .

Practically speaking, be sure to prepare for each meeting with a clear agenda , including your progress, challenges, and any questions you have. Be open and honest in your communication, but most importantly, be receptive to your supervisor’s feedback . Ultimately, part of their role is to tell you when you’re missing the mark. So, don’t become upset or defensive when they criticise a specific aspect of your work.

Always remember that your research advisor is criticising your work, not you personally . It’s never easy to take negative feedback, but this is all part of the learning journey that takes place alongside the research journey.

3. Have a clear project plan

Few things will impress your supervisor more than a well-articulated, realistic plan of action (aka, a project plan). Investing the time to develop this shows that you take your project (and by extension, the relationship) seriously. It also helps your supervisor understand your intended timeline, which allows the two of you to better align your schedules .

In practical terms, you need to develop a project plan with achievable goals . A detailed Gantt chart can be a great way to do this. Importantly, you’ll need to break down your thesis or dissertation into a collection of practical, manageable steps , and set clear timelines and milestones for each. Once you’ve done that, you should regularly review and adjust this plan with your supervisor to ensure that you remain on track.

Of course, it’s unlikely that you’ll stick to your plan 100% of the time (there are always unexpected twists and turns in a research project. However, this plan will lay a foundation for effective collaboration between yourself and your supervisor. An imperfect plan beats no plan at all.

4. Engage with problems proactively

One surefire way to quickly annoy your advisor is to pester them every time you run into a problem in your dissertation or thesis. Unexpected challenges are par for the course when it comes to research – how you deal with them is what makes the difference.

When you encounter a problem, resist the urge to immediately send a panicked email to your supervisor – no matter how massive the issue may seem (at the time). Instead, take a step back and assess the situation as holistically as possible. Force yourself to sit with the issue for at least a few hours to ensure that you have a clear, accurate assessment of the issue at hand. In most cases, a little time, distance and deep breathing will reveal that the problem is not the existential threat it initially seemed to be.

When contacting your supervisor, you should ideally present both the problem and one or two potential solutions . The latter is the most important part here. In other words, you need to show that you’ve engaged with the issue and applied your mind to finding potential solutions. Granted, your solutions may miss the mark. However, providing some sort of solution beats impulsively throwing the problem at your supervisor and hoping that they’ll save the day.

Simply put, mishaps and mini-crises in your research journey present an opportunity to demonstrate your initiative and problem-solving skills – not a reason to lose your cool and outsource the problem to your supervisor.

5. Navigate conflict like a diplomat 

As with any partnership, there’s always the possibility of some level of disagreement or conflict arising within the student-supervisor relationship. Of course, you can drastically reduce the likelihood of this happening by implementing some of the points we mentioned earlier. Neverthless, if a serious disagreement does arise between you and your supervisor, it’s absolutely essential that you approach it with professionalism and respect . Never let it escalate into a shouting contest.

In practical terms, it’s important to communicate your concerns as they arise (don’t let things simmer for too long). Simultaneously, it’s essential that you remain open to understanding your supervisor’s perspective – don’t become entrenched in your position. After all, you are the less experienced researcher within this duo.

Keep in mind that a lot of context is lost in text-based communication , so it can often be a good idea to schedule a short call to discuss your concerns or points of contention, rather than sending a 3000-word email essay. When going this route, be sure to take the time to prepare a clear, cohesive argument beforehand – don’t just “thought vomit” on your supervisor.

In the event that you do have a significant disagreement with your advisor, remember that the goal is to find a solution that serves your project (not your ego). This often requires compromise and flexibility. A “win at all costs” mindset is definitely not suitable here. Ultimately, you need to solve the problem, while still maintaining the relationship .

If you feel that you have already exhausted all possible avenues and still can’t find an acceptable middle ground, you can of course reach out to your university to ask for their assistance. However, this should be the very last resort . Running to your university every time there’s a small disagreement will not serve you well.

Recap: Key Takeaways

To sum up, a fruitful student-supervisor relationship hinges on clear role definition , effective and regular communication , strategic planning , proactive engagement , and professional conflict resolution .

Remember, your dissertation supervisor is there to help you, but you still need to put in the work . In many cases, they’ll also be the first marker of your work, so it really pays to put in the effort and build a strong, functional relationship with them.

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Choosing a Dissertation Advisor

Introduction.

While some graduate groups may assign an advisor to a student upon admission to the program, in many graduate groups the responsibility for finding a dissertation advisor rests with the student. The choice of a faculty member who will supervise the dissertation work required to fulfill degree requirements is one of the most critical decisions a graduate student will make. A student will spend several years working with the faculty member of choice, and that choice will significantly affect the direction of the student’s career. Choosing a dissertation advisor, therefore, is an extremely important decision for doctoral students, although it is not immutable, as will be discussed later.

A student undertaking dissertation work needs an advisor who will be not only academically competent in a particular area but also willing to act as the student’s advocate when necessary. It is important that the student be able to work and communicate effectively with the advisor and not feel overwhelmed or intimidated in the relationship. Dissertation work can be lonely and isolating, and support from an advisor can be a crucial connection.  Each student requires the guidance of someone who will stimulate thought, who has sufficient interest in the student’s topic to produce new insights jointly, and who will challenge the student to think in a novel manner about the research.

Obtaining Information on Potential Advisors

Advisors generally serve as the dissertation supervisor. Students should be familiar with the University rules about who can supervise dissertation research and serve on a dissertation committee.  Several resources and strategies can help students identify an appropriate faculty advisor, as follows.

The graduate group website or handbook is a valuable source of information on potential advisors. Many graduate groups have developed websites that profile affiliated faculty members, including their areas of research, recent publications, and other academic activities. Literature searches can provide further information on the publications and preferred journals of particular faculty members. The graduate group chair can also provide valuable advice on potential advisors and can help students to become familiar with any specific graduate group policies on supervision.

Students can get to know potential advisors by taking a course, doing a lab rotation, acting as a teaching assistant, and/or attending seminars and other presentations by the faculty member.

Graduate students currently working with the potential advisor are an invaluable source of information. Students who are working or have worked with a particular advisor can be asked about their experience with that advisor and about the advisor’s expectations and working methods. Getting to know these students is also useful because anyone choosing to work with a faculty advisor would likely have close, future interactions with their students. Talking to multiple students is always encouraged given the possibly strong and differing opinions one might hear.

Students should make an appointment to meet potential advisors. Meeting a potential advisor is an essential step in determining whether a faculty member would be a good fit in terms of mentoring and interpersonal style and research interested. The following is a list of issues that might be covered in such a meeting: 

• How many graduate students do you advise? (Students may not want to pick a faculty member who has too many students already.)
• Typically, how often do you meet with your students?
• Typically, how much time do you expect students to take to complete their dissertation?
• How will we agree upon my research topic?
• Are there sufficient funds available for the research project?
• What will be the sources of my stipend/funding? What are ways you can provide assistance for finding additional funding if/when my stipend expires?
• What level of independence is expected of your graduate students?
• Is there any specific knowledge I need to have before starting to work with you?
• Will I have the opportunity to attend conferences? Publish papers? Present work at colloquia? Are there funds available for me to do so?
• Are you planning a sabbatical leave soon? If so, what arrangements for continued supervision will be made during your absence?
• What opportunities would I have in this area of research when I graduate?
• How do you typically assist students on the job market?
• Will guidelines be drawn up for working together?
• How will I receive feedback on my progress?

These questions are designed to help the student and the potential advisor determine whether a good match exists. Where appropriate, the student may also want to ask about the order of authorship on publications and intellectual property issues.

For students who are able to pick an advisor, the choice of a dissertation advisor is a decision to be made with a great deal of care and consideration. Discussion of the topics listed above will also give faculty members a sense of what students expect in terms of meetings, feedback, turn-around time on submitted work, etc. Taking time to explore these issues should result in a productive relationship for both student and advisor that culminates in a dissertation of original research, completed within a reasonable period of time.

Changing Advisors

There may be situations in which a student must change advisors. Some situations are beyond the student’s control; for example, when an advisor leaves the University or otherwise becomes unavailable. In other situations, the student may want to choose a different advisor; for example, if the focus of the research project changes to something outside of the current advisor’s expertise, or if work styles do not mesh well.

In these latter situations, students should understand that while there can be risks in changing advisors, it usually can be negotiated in a positive manner. Students deciding to change advisors should be sure to consult the graduate group for any specific policies and procedures that apply and be sure to ascertain if funding may change under a new advisor. Students should always be professional and respectful in interactions with the current advisor and potential new advisor and be certain that the proposed new advisor is willing and able to add them as a new advisee before discussing such a change with the current advisor. Students should focus discussions on interests and goals and not on negative incidents or difficulties. The potential new advisor, as well as leaders or other members of the graduate group, may have advice regarding how to broach this change with the current advisor.

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Advice and Resources for Mathematics Graduate Students

Finding a Thesis Advisor

Choosing an advisor is a critical decision you will face in graduate school. It is normal to sometimes feel overwhelmed by this choice. Still, there are many specific things you can do to make the process less stressful. It is hard to give general advice, because every student is different. Nonetheless, in this document, I will give some “generic advice” culled from talking with students through thirty years of finding advisors. You should get advice from many people; much of it may be contradictory, so you’ll have to pick what fits you best. For this reason, my advice list is followed by further advice from some professors and (current and former) graduate students.

• You can change your mind: Remember that choosing an advisor is not a final, immutable decision. Sometimes it is important to get going with someone , even if your interests later change and you wind up working more closely with someone else.
• You are an individual: The right advisor for your office mate might be the wrong advisor for you. How much independence do you want/need? How much support do you want/need? Every advisor has their own style, just like every student does. Ask other students about their meetings with their advisors: do they meet every week? Do they have to find their own problems? Are they comfortable discussing a personal topic? Have they been offered financial support? Can they work on whatever they want or are they expected to focus on specific things suggested by their advisor? Different students may have different experiences with the same advisor, but it is good to hear as many perspectives as possible on the professors you are considering.
• Do not compare yourself to others:  Although it is wise to get working with someone as soon as possible, some students, especially those who have taken less math in college or who came to math late, will need more time to get through the QR process. This is fine. Do not panic just because peers have found an advisor and you haven’t.
• Choose the person, not the topic: Most students do better choosing a person (within some broad area, for example, algebra or PDEs, say) whose style of mathematical communication they like/understand/relate to/admire/respect on a personal level. Students who are already committed to a specific specialized topic may struggle to find an advisor willing to advise them on that subject, or may later decide that they don’t get along personally with the one faculty member in that speciality.
• Talk to professors : Coming to office hours, attending seminar and colloquium dinners, tea, other social events, are great ways to get to know potential mentors on a personal and mathematical level. Ask them what their students are working on. Ask them about their favorite theorem, or their favorite colloquium talk. Snoop around professor’s web pages, arxiv postings, math genealogy listing—all these can provide possible topics of conversation. Successful mathematicians have many mentors and contacts—not every conversation has to be a high stakes advisor-courting one.
• Take courses with homework:  Alpha and beta courses provide ready-made reasons to talk regularly to faculty. Usually, 500 and 600 level courses are more effective at getting students going in research than the enticing 700 level courses where the goal might be “exposure” to a highly specialized area rather than training in techniques.
• Talk to more people: The Chair of the Doctoral Committee or AIM Director are officially charged with helping you find an advisor. Ask for advice! Ask about specific people, styles, former students, etc.  Ask other students, ask alumni, ask post-docs, ask your undergraduate mentors or current professors about how they made this choice or what they know about who might be a good advisor for you.
• Don’t believe everything you hear:  Students often get discouraged because “they heard” that Professor Z is not taking any more students, or that Professor X expects his prospective PhD students to complete every exercise in Textbook Y before being approached to serve as a mentor. Find out for yourself! Often, the story is quite different from what “you heard.”
• Go to junior colloquium : here you will see what professors are doing, and also meet students who will have insight/advice/opinions about different advisors. Do not restrict yourself only to those meetings you think are in an area of interest! Go to all. Be open-minded. Be broad. Strong mathematicians are familiar with what is happening outside their own narrow expertise. And you might find an advisor in an area you didn’t expect.
• Make a habit to attend and give talks : Regularly attend colloquia. Become part of a student seminar community or create your own. Attend a regular seminar in your area of interest, and try to learn something from each talk, even if you barely follow the first five minutes. It will get easier. It takes babies 2 years or so to learn the language of their parents;  I think it’s about the same for students to learn the language of a seminar. Socialize with participants. Take advantage of subsidized dinners!
• Pick someone sooner rather than later : It is never a waste of time to get going on learning some good math. It is a great idea to read some material suggested by a professor (or tentative advisor) in the summer, ideally even meeting with them regularly.  Everyone will be more committed if it is clearly an “ advising relationship ”, even a tentative one. Even realizing that this subject or person is not right for you is progress toward finding your advisor.

Advice from PhD Students on Studying for QR Exams

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Committee on Degrees in Social Studies

• Thesis Advising

Most students find their thesis  supervisors during the spring term of their junior year.  The supervisor works with them to develop their topic and question, and to determine a schedule for summer research.  

Before you begin your search for a supervisor, take some time to read through  A Guide to Writing a Senior Thesis in Social Studies , where you'll find tips on approaching potential supervisors, choosing the best supervisor for you, and what to do if you encounter problems in your search. Our  Thesis Supervisor Database  allows you to search for supervisors by topic and by region, and is a good place to start if you don't yet have someone in mind. Once you've found a supervisor, you'll need to complete the  Thesis Supervisor Form .

We have found that advising relationships work best when clear expectations have been set at the beginning, so juniors in Social Studies are asked to discuss the following topics with potential supervisors:

1.  How frequently will you meet, and for how long?  

Typically, students meet with their supervisor every week or every other week, for between 30 minutes and one hour.  Meetings may be more frequent during the first semester, when the student is developing the project and conducting research, than in the second semester, when the student is writing and meetings revolve around the review of draft chapters.

2.  What will the student do in advance of each meeting?  

Some supervisors ask their students to turn in something (ranging from an emailed progress report to a draft chapter) by an agreed upon time in advance of each meeting.  In turn, students expect that the supervisor will have read their work and be prepared to discuss it.

3.  What expectations will you set for the summer? 

Some students, particularly those studying international topics, spend a great deal of time over the summer conducting research. Others review the secondary literature on their topic and fine-tune their question, preparing to do their primary research in the fall.  Supervisors and their students should talk about what the student is expected to accomplish over the summer, and should set a schedule for discussing the thesis, either in person or via phone and email. 

4.  What expectations will you set about chapter and draft deadlines?  

Some supervisors ask their students to turn in written work by a specific time (24-72 hours before a meeting) and specify whether drafts should be submitted as hard-copy or emailed.  Many supervisors set dates after which they will not read new material (typically 3 days-1 week before the thesis is due).

5.  How many drafts will the supervisor read?  

Many supervisors read a draft of each chapter, then a draft of the entire thesis, and then selected chapters as needed just before the thesis is due.  Some supervisors read more or less than this.  Supervisors and students should also discuss whether a supervisor is willing to receive rough and unpolished drafts, or whether a student is expected to turn in a draft that has already been proof-read.

6.  What kind of support will the supervisor provide to the student? 

Supervisors can provide three kinds of support: (1) substantive support (an understanding of the substantive topic of the thesis and advice about books to read, other experts to talk to, contacts in the field) (2)  methodological and organizational support (knowledge of the method(s) being used, assistance with interpreting interviews, coding surveys, etc; knowledge about what a thesis looks like and advice about organizing research and pacing)  (3) emotional support (encouragement, advice and support with issues like procrastination and writer’s block).  Students and supervisors should discuss the kind of support the supervisor can provide, as it is uncommon for a supervisor to be able to provide all three kinds of support. 

7.  How will a student get support that cannot be provided by the supervisor?

Supervisors and students should discuss who else at Harvard can provide a student with knowledge of a topic, methodological support, and emotional support. Sources may include other faculty members, tutors in Social Studies, house tutors, and a student’s friends and classmates. All students have the option of taking a year-long thesis writing seminar, facilitated by Social Studies faculty with extensive experience working with thesis writers. Seminar groups meet every other week for 1 ½ hours; students discuss the research and writing process and exchange chapter drafts. Additionally, students can choose to participate in a thesis presentation workshop, consult with one of our departmental Thesis Writing Fellows, or make use of our dedicated thesis writing spaces.

8.  How accessible will the supervisor be to the student?  

Some supervisors are comfortable exchanging emails and phone calls between meetings; others are not.  A student and supervisor should discuss how frequently they expect to be in contact, and how each should reach each other in an emergency.  

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What does a Dissertation Advisor, Dissertation Chair, or Thesis Advisor do?

25th August 2022

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Initially I had trouble writing my Project scope for my DBA  as I have an undergraduate in English and an MBA which meant I could write essays at a business report level but not a doctorate level. I reached out to Dr Leach at a Thesis Editor and she spoke with me over the phone several times trying to understand what I needed. She also put together a quick turnaround package as my deadline was very close by. Ultimately, she scheduled an appointment with an editor with many years of experience who guided me back onto the right path. My supervisors at university had only helped me a little but the Thesis Editor team have supported me entirely. I am not only grateful but will be working with Thesis Editor for the entirety of my DBA - the next 4 years. Thank you Dr Leach and thank you to the Thesis Editor team for a wonderful experience.

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Joseph Wakim PhD Thesis Defense

Physical models of chromatin organization and epigenetic domain stability, event details:, this event is open to:.

Joseph Wakim PhD Candidate Chemical Engineering Academic advisor: Professor Andrew Spakowitz

Abstract: Physical Models of Chromatin Organization and Epigenetic Domain Stability

Although there are about 200 distinct cell types in the human body, all somatic cells in an individual share the same genetic code. The spatial organization of DNA plays an important role in regulating gene expression, enabling broad cellular diversity. In each cell, approximately two meters of DNA is organized into a cell nucleus only about 10 microns in diameter. This high degree of compaction is achieved by wrapping DNA tightly around histone octamers to form units called nucleosomes. These nucleosomes are arranged into tight chains called chromatin. Chemical modifications along the chromatin fiber, known as epigenetic marks, cause chromatin to phase separate into loose “euchromatin” and dense “heterochromatin.” Genes in euchromatin are accessible to transcriptional machinery and are more likely to be expressed, while those in heterochromatin are inaccessible and tend to be suppressed. Dysregulation of 3D chromatin architecture has been implicated in several age-related disorders, including Alzheimer’s disease and cancer.

During this presentation, I will explore how patterns of epigenetic marks and conditions in the nuclear environment dictate chromatin organization. I will begin by focusing on the transcriptionally active euchromatic phase. Despite its overall accessibility, euchromatin is characterized by isolated clusters of nucleosomes, which can affect local transcription levels. I will introduce a model that explains how nucleosome geometry and positioning are affected by trace levels of epigenetic marks in euchromatin, causing clusters to form along the chromatin fiber. Using this model, I will evaluate the physical factors dictating cluster sizes.

I will then introduce a model that explains how interacting “reader proteins,” which preferentially bind specific epigenetic marks, affect large-scale chromatin organization and contribute to the segregation of euchromatic and heterochromatic phases. I will demonstrate that direct interactions between different reader proteins are not required to facilitate their crosstalk. Rather, due to the shared scaffold to which reader proteins bind, chromatin condensation by one reader protein may indirectly support the binding of another. According to our model, if different reader proteins compete for binding sites along the chromatin fiber, large-scale chromatin organization can be remodeled in response to changes in reader protein concentrations. By characterizing modes of epigenetic crosstalk, I will demonstrate the interdependence of multiple epigenetic marks on the spatial organization of DNA.

Overall, my presentation will leverage principles from polymer theory, statistical mechanics, and molecular biology to identify factors contributing to the physical regulation of gene expression. The projects I will discuss offer a framework for evaluating how changes in epigenetic patterning and the nuclear environment affect local chromatin accessibility, which is implicated in cell differentiation and age-related diseases.

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Explore more events, maggie braunreuther phd thesis defense, gerri botte, sevahn vorperian phd thesis defense.

Rights and responsibilities of students and supervisors during a thesis process

Students are expected to: .

Supervision and progress of research  

• prepare a supervision agreement with their supervisor(s)   
• keep the supervision agreement and personal study plan up-to-date    
• stay on the schedule agreed with the supervisor   
• inform the supervisor of all changes that may significantly affect the progress and schedule of  their research    
• take responsibility for the progress of their research   

Good scientific practice  

• be familiar with and adhere to the principles of academic integrity and research ethics   
• become familiar with and comply the principles of good scientific practice during the thesis process (such as learn how to identify violations of good scientific practice)    

Meetings between student and supervisor  

• prepare carefully for each meeting with their supervisor   
• send excerpts of their thesis to the supervisor well in advance before a meeting   
• write a short memo of the points discussed at the meeting and send it to the supervisor  
• contact the supervisor through mutually agreed upon channels to request guidance and support but work independently and show initiative   

In addition, licentiate/doctoral students are expected to:   

Supervisory meetings and research progress   

• ensure that they complete the mandatory and optional studies counted towards their doctoral degree in accordance with the study plan besides conducting dissertation research     
• discuss the overall progress of their dissertation and the achieved results with their main supervisor on an annual basis  The other supervisors are also advised to attend these annual meetings.     
• To ensure that licentiate/doctoral students make effective progress towards their degree, supervisors are encouraged to discuss progress with full-time students at least once a month and with part-time students at least four times a year.   

Dissertation and publication   

• maintain active contact with their supervisor while writing their research papers   
• agree on the principles concerning co-authored publications in advance with the supervisor   
• The author of a dissertation is responsible for the language and content of the final dissertation (including text, images, tables and references) and for the research data, results and conclusions presented in the dissertation.      

Mobility and funding   

• seek to build professional relationships with international partners as agreed upon with the supervisor    
• look into potential funding opportunities and actively seek funding for their research    

Students who meet the above requirements are entitled to receive active supervision.   

Supervisors are expected to:   

• prepare a supervision agreement with the student. The agreement must at least specify the topic of the thesis and the target completion time, identify the supervisors and their mutual division of duties, and describe the practical supervisory arrangements.    
• guide and support the student in the choice of research topic and with defining research questions, mapping out existing body of knowledge, preparing a detailed research plan and conducting the research      
• advice the student on how to agree on the use of research data and store data  
• adhere to the principles of academic integrity and research ethics and ensure that the student becomes familiar and complies with the principles of good scientific practice (such as learn to identify violations of these practices)     
• prepare carefully for each meeting with the student    
• look into the materials submitted by the student before each meeting    
• stay on the schedule agreed with the student and respond to the student’s questions and feedback requests within a reasonable time    
• inform the student of any changes that may significantly affect the supervisor’s ability to provide supervision to the student   
• attend events where the student presents his or her work, if possible   

Mobility and funding  

• at their own discretion, write letters of recommendations and statements related to, for example, research funding awarded to the licentiate/doctoral student or the building of professional contacts in Finland and abroad    

In addition, the supervisors of doctoral students are expected to:    

Dissertation and publication  

• monitor that the manuscript satisfies the scientific and formal requirements for doctoral dissertations
• ensure that a manuscript intended as a doctoral dissertation undergoes an originality check and examine the originality report produced by the plagiarism detection software together with the student from the perspective of good scientific practice   
• participate in refining the student's research papers and identifying relevant publication channels    
• agree on the principles concerning co-authored publications in advance with the student  
• The main supervisor decides when a manuscript intended as a doctoral dissertation is ready to be submitted for preliminary examination  

Supervisory meetings and research progress  

• discuss the overall progress of their dissertation and the achieved results with the student on an annual basis The other supervisors are also advised to attend these annual meetings.  
• make peer support available to the doctoral student, if possible (such as regular research seminars, group meetings between students and their supervisor, etc.)  
• To ensure that licentiate/doctoral students make effective progress towards their degree, supervisors are encouraged to discuss progress with full-time students at least once a month and with part-time students at least four times a year.  
• participates in the preparation of a supervision agreement and the student’s personal study plan and in updating the documents   
• supports the students in exploring potential future employment and career options in and outside academia    
• If a student is pursuing a double degree, the supervisor and members of administrative staff are responsible for preparing the required agreement and agreeing on the management of the double degree with the partner university.      
• support the student in the acquisition of research funding, if possible   
• Encourages the student to seek international experience and offers advice on the timing and other arrangements concerning a study period abroad    

When supervisors meet these requirements, they are entitled to expect their students to make progress towards their degree according to plan    

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