Abstract
When looking for a new student a few years ago, I considered an international student who wasn’t available for me to interview personally—something I’ve come to require before I accept a student into my research group. After some preliminary discussion, I asked her my “behavioral” questions by email to give her an opportunity to provide me with some insight into her qualifications and character. I asked her to describe experiences where she had to resolve a conflict with someone else, where she had faced and overcome a hurdle, and to describe her motivation for graduate school. In her response, which started by noting a particular interaction she had had with her father, she presented me with a well-written documentary of her skills, into which her responses to my three questions were woven. Being the sort of person myself who would have bullet-pointed a response and detailed specific activities to document those skills, I was greatly impressed with her ability to think more broadly than my specific request, yet get at the heart of my questions in a creative approach. I accepted her as a student immediately because those are the attributes in a graduate student I value most highly.
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© 2008 Springer Science+Business Media, LLC
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Hartel, R.W. (2008). Faculty Expectations of Graduate Students. In: Hartel, R.W., Klawitter, C.P. (eds) Careers in Food Science: From Undergraduate to Professional. Springer, New York, NY. https://doi.org/10.1007/978-0-387-77391-9_12
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DOI: https://doi.org/10.1007/978-0-387-77391-9_12
Publisher Name: Springer, New York, NY
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