Nature：符合這16個標準纔算是好導師

​​「在任何學科領域，是否有一個好導師將決定學生的研究生涯初期的成敗」 什麼樣的導師是好導師呢？2005年，Nature創立了the Nature awards for mentoring in science，用於表彰在指導研究生方面卓有成效的導師。 有關人員普遍收集總結了學生們對其導師的評價，總結成了給導師的16條建議，如對學生的智力與能力的尊重，對學生職業發展（甚至選擇非學術道路）的尊重等等。

下文分別列出這16條建議，並引用學生的comments做爲例證。基於我與本身的博士導師 & 我與本科期間的兩個導師的各類經歷，我highlight了這些comment裏讓我深有感觸的地方。在異國求學，一個supportive的好導師是如父親通常的存在。

此外，我認爲導師「nice」這個說法太籠統。我認爲挑導師主要有兩個維度：一個是作人，一個是治學。真正的好導師，作人方面要正直、得體，尊重學生，讓學生如沐春風，心情愉快，感到我的價值受到承認；作研究方面，要很是responsible，對學生的研究生涯發展很給力，因此push至少比放羊好一點，讓學生緊張一點總比鬆懈要好——五年PHD實在是好短噠。

01

Be available：

給學生及時的幫助和反饋

「喬治按期與他的學生見面，而且隨時均可以見面。我不記得他曾取笑咱們的見面，儘管對他的時間有着極大考驗（他曾擔任過部門主管，我是他的學生）。及時地提供明確的，建設性的評論。他從不負，甚至不會貶低任何學生，哪怕是新生。」

「毫無疑問，查爾斯的導師風格的最大特色是他的隨時能夠聯繫。我在實驗室的6年裏，我不多注意到他沒有對咱們實驗室內外的人敞開大門，實驗室的任何人均可以與他討論最近的實驗結果。隨時可尋求幫助以及查爾斯平易近人的態度，使得你不會懼怕說話，不管你有什麼結果，無論是積極的仍是消極的。即便在離開他的實驗室後，我發現他老是敞開大門與咱們討論科研想法。」

02

Respect：

尊重學生的人格和智力

「瑪麗對待她的合做夥伴，不管他們是在攻讀博士仍是教授，都一樣尊重。在這樣作的過程當中，她激發了對她的合做者的信心。」

通常而言，被吐槽的導師都是這一點作得差，把學生當作幹活機器。

03

Be generous：無私的分享精神

「Mark無私的分享本身的想法和讚揚他人的成功方面也是一種鼓勵，不只僅是對我本身，也是對新一代的年輕科學家。」

「Sally作了，而且仍然這樣作是爲了讓他們可以利用本身的想法來發展，甚至徹底自我創做，並容許他們在重要論文上擔任主要做者，即便她可讓本身成爲爭取。」

04

Individual difference：

每一個學生想要追求的人生目標是不一樣的

每一個學生也都有本身的私人生活

「導師須要有能力與實驗室的每一個成員創建獨特的關係。Francis 擁有這個個性，他能看到每一個人的優點和天賦，而後設計項目以適應這些優點。她知道不是每一個人都用一樣的方式工做或者想要一樣的東西，這個能力讓她從每一個人那裏獲得最好的結果。」

「並非每一個人都想成爲研究員，有些人的能力更適合其餘職業。鼓勵年輕人接受他們可能不適合他們或者有壓力或不感興趣的工做是沒有意義的。因此我認爲有時須要鼓勵他們進入其餘方向。「

這段話讓我很是感動——我以爲這種對我的意志與自由選擇的無私尊重，簡直是一種偉大的人性的光輝。正如原文[2]指出「除了在實驗室裏所作的事情，他們還有更多的生活。他們須要自由地「嗅聞玫瑰」，正如一位老師所說的那樣。若是事情發生變化而且出現問題，咱們要試着理解緣由。若是我的生活變得艱難，那就給他們時間和空間。好導師會讓本身意識到這一點。咱們常常這麼忙，咱們沒有注意到。因此，一位優秀的主管/導師會理解這些差別，並不會嘗試在圓孔中安裝方形釘。他們知道何時退縮，讓人們作出本身的決定，也知道什麼時候進來並提供幫助和表達同情。」

05

For Life：一日爲師，終身爲父

「Hassan 給他的學生持續不斷的提供幫助：因此，在我和他一塊兒完成博士學位二十年以後，當我有一個棘手的問題須要討論或者急需一個建議時，他仍然是個人第一個想要尋求幫助的，他歷來沒有讓我失望過。」

「贊成知道一個博士生須要作出的承諾不只僅是對一系列實驗的平常概述，或者是開發一種新的物理數學理論的分析程序。它包括與學生創建融洽關係，並可能持續一輩子。」

06

Actively research：

常常親臨一線的研究工做

站在一線領導，本身也要參與一線研究。穿上白大褂而不是隻坐在辦公桌前。

07

Balance direction：

又要放手讓學生去explore本身的想法和project，又要在須要的時候給予學生關鍵性的指導和建議，以此能夠有效地提升學生的自主性和能動性。

08

Celebrate：爲學生慶祝他們的成功

「Jane 明白社交生活和工做結合在一塊兒的重要性。咱們實驗室老是熱衷於爲實驗室成員提供咖啡和蛋糕，戶外活動，或去她家燒烤。」

「有人第一次提出他們本身的新想法或實驗，這應該在實驗室你們都在的場合公佈慶祝，由於它是對大多數年輕科學家來講具備重要意義的里程碑。」

09

Building a community：

在研究組裏培養和諧的關係與社區歸屬感

鼓勵合做而非競爭

「Eli 設法創造了一個科學氛圍濃厚的實驗室，提升了科研效率，這裏沒有複雜的人際競爭因素，不少實驗室尤爲是美國的實驗室，這一點很明顯。」

10

Be social：你們一塊兒玩~

「個人目標是經過整年支持社交活動，慶祝實驗室每個成員的生日來創建團隊精神。最初都是我組織了社交活動，但我如今將細節留給其餘成員，這樣咱們咱們能夠享受各類各樣的你們都感興趣的活動，從劃獨木舟到卡拉OK。」

「我學到的最有用的一件事就是巧克力餅乾對每一個人的幽默和熱情的做用都比任何一種感受良好的談話都要多。從一開始，血糖的做用對於生物學家來講應該是顯而易見的，但我只是經過實驗學到了這一點。請注意，愉快和鼓勵的談話也很好，由於它像杜松子酒和滋補品同樣。」

11

Create networks：

給學生創造合做與展現的機會

"An important catalyst for many of us was Rene’s attitude to networking – he endeavored to send all his students and postdocs to good scientific meetings because he realized how important it was for us to start making connections with peers in our field early in our careers. Right from the start we were exhorted to take every opportunity to talk to people because it was a strongly held opinion of his that you learnt just as much at breakfast conversations and in post-conference drinks as you did from the presentations themselves. It was not uncommon to hear that he had lobbied for an opportunity for a postdoc to speak at a conference rather than doing so himselfbecause he recognized the value of becoming known, especially given our distance from North America and Europe."

"Elizabeth has maintained contact with her previous students and is quick to make links between the many people she knows and any project that comes under her discussion. She encourages collaboration and would very quickly point to potential collaborators. Liz also would be quick toinclude students in on social occasions with high profile scientists visiting the university. This allowed students to get to know the scientists, and vice versa, and again served as a time when students could voice their thoughts and ideas to very knowledgeable and experienced researchers."

小小的comment：我以爲B在這方面能夠增強。好比，介紹他的「contacts to promote their students and young staff」， 好比「when a distinguished scientist comes to visit the School they, not only introduce them, but also give them an opportunity to present or discuss their work」，好比，若是B能多給我指點一些其餘學校的合做研究者就更好了。

12

Question & Listen：

問好問題，激發好的答案

問好問題，激發好的答案，用一連串的好問題persistently keeps the questions flowing to help the answer come along

「Rather than directly providing me with interesting ideas, he/she is able to ask the right questions to allow me to come up with my own theories and ideas."

「Elspeth makes you feel special. She makes you feel valued and is genuinely interested in people’s welfare. She doesn’t preach. She questions and lets you speak. She listens and provides an environment where you can put forward ideas and then she facilitates the evolution of your own answers."

13

Enhancing criticism：

經過各類方式，鍛鍊學生的批判性思惟

「Catherine has focused on equipping people with the skills to be fully functioning members of the scientific community, able to prepare grant applications, review manus, speak at conferences and engage with scientific administrators in a constructive manner. Such a holistic approach to running a scientific group will ultimately bring enormous benefit to the group’s alumni, giving them all the skills necessary to carve out their own niches in the academic world.」

「To the uninitiated, the scientific literature is a baffling mass of conflicting ideas and results, accepted wisdom and false assumptions. The mentor can help by alerting the new student to papers that he/she considers of particular interest, and by going over the most pertinent ones with the student in some detail. It also helps greatly for the laboratory or department to establish a ‘journal club’ where students regularly take turns dissecting one or two relevant current papers and their background, with input from other students and faculty members. Participating in such discussions can greatly sharpen the student’s critical acumen and judgement.」

這裏還有一段更詳細的建議，讀起來比較高端，離我這種三年級博士生還有很遠的感受——

「A journal club is one strategy, students should not only participate in the critique of key papers but they should regularly take the lead by selecting, reviewing and critiquing papers themselves. Students should be involved from the beginning in the team's grant applications. They should also be put in the position of interviewers in mock interviews. They should take the position of journal referee of papers submitted from the group and be encouraged to make a decision re acceptance, resubmission or rejection. The actual reviews that come back then provide the basic for a very rich discussion. In summary, we should create a situation where our students practice all the things we do that make us a scientist. "

14

Enhancing writing：

鍛鍊學生的科學寫做能力

直到好的writing成爲學生的次日性

「Given the vital role of publications and grants in any scientific career, learning to write effectively is an essential key to career advancement. Therefore, I try diligently to instil the basics of clear scientific writing. After an extended discussion with the student of the results to be shown in a paper, I nearly always let him/her prepare the first draft and then begin the reiterative revision process, using ‘track changes’ to show what has been done.」high quality essay writing service on www.baydue.com

因此，一個好的練習是present students with a manu they have not seen with either the abstract, introduction or discussion omitted and getting them to write their version which can then be compared with the original. 正如文章[2]指出，「The more writing we give students to do the more we burden ourselves but that is part of the contract. A positive comment on all the mentors was that they gave feedback on written work very quickly. Hard to do but essential.」

15

加強作學術報告的能力:

有可讀性的演示，有邏輯的報告，清楚的表達

「她還但願學生們在參加會議以前先在小組中練習演講，並經過提問和反饋找到改善表現的良好技巧。」

「儘管學生不多有作學術報告的天賦，可是若是有足夠的實踐和建議，全部學生均可以學習。我老是建議學生在報告前一兩週給我提供草稿，以便留出足夠的時間進行修改。」

文章做者還指出，「This was often embarrassing in that the standard of honours seminars and graduate student presentation was way better than the presentations of senior staff members the students experienced at conferences. 」

16

Seek feedback：有什麼優勢和不足，聽聽學生怎麼說。