The annual graduate admissions war has begun in a hurry, and the students recruited last year have yet to be reported, so they will have to seek a new batch next year.I have not yet recovered my energy, and I need to summarize and reflect on how to recruit good graduate students and how to train them well.
In recent years, the relationship between mentors and graduate students has also formed some of their own considerations. The discussion on the Internet has been limited to discussing mentors' expectations, requirements and "pressures".
First, as we get older, discoveries become more strongly dependent on graduate students in all aspects and levels of academic research, scientific experiments, and exploratory discoveries, and the sense of dependence increases day by day.Of course, this has to do with the current academic ecosystem – scholars or researchers are too busy judging – being judged, too busy reporting – being judged, too busy with various affairs and management – being chief "officers".In this case, only by transferring the spirit and energy of scientific research to the students can the students complete the long-term academic deepening and scientific exploration.
The dependence on students is also reflected in the learning mastery of new technologies and specific research work, such as experimental operation, data collection, computational verification, drawing analysis, and literature review.On the one hand, all kinds of new drawing calculation software require students to learn first, either the tutor or the tutor no longer need to learn - after all, the old age, especially these "technical" things will be slow and feel "brain burning".In this way, as a teacher, it is probably mainly to ask questions, directions, check right and wrong, clap board tiles, ask results, make decisions, arrange organization and inductive analysis.
Again, very importantly, something as important as opening up new directions has also begun to depend on the students to implement specific operations.Students "have a lot of time anyway", and the time spent in scientific research is actually an increase in the academic life of the mentor!Whether you are a teacher or a student, you should appreciate these "increments."Students do not have much pressure to "urge for success, assess" so they can devote all their energy to a new direction that is roughly accurate.Just like the Army Group, the instructor dispatched troops, strategized, the students were ordered to execute, crawl forward, attack the castle!Scientific research is like winning a battle!Students' combat-research skills are then cultivated and trained in the battle.
Finally, with age, the pressure to train successors and achieve academic succession is increasing; it is as if the ultimate value of the discipline is reflected in the students.If you can't produce many students who are comparable or even superior to yourself, how can you be considered a mature scholar and how can you fully realize your academic value?Is it difficult?The so-called comparison and competition with their counterparts is largely dependent on the small army under their command!Those who have the advantage of the army, the development of all aspects will be much better and stronger than those who "forced" teachers.Over time, the influence of mentors in the subject area will naturally increase with the growth of students into a "young group" and the world of peaches and plums!
From these perspectives, the quality, achievement and quantity of students become the core values of a mentor, the main reliance and dependence of his academic functions and potential, and the most valuable "wealth" that a mentor can "own".