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Understand the Context: Expectations for Graduate Students
Learn how being a graduate student is different from being an undergraduate.
Learn to recognize what faculty members expect of you as a graduate student.
Learn to meet the expectations of graduate school.
“There are no clear cut answers anyway and the thing I realize is that even my advisor doesn’t know them. I’m not solving concrete problems anymore—I’m testing theories and trying to make a small impact in the field. It’s overwhelming and exhilarating all at the same time!”
“My advisor is so critical … he keeps recommending revisions so the document is ‘worthy of publication.’ I’ve been making changes for almost a year. When is this going to end?!”
“Some weeks I’m in the lab from 8 a.m. to 9 p.m. daily. If I didn’t have a roommate, I wouldn’t see anyone for days!”
Being in graduate school is no longer about simply attending classes, passing exams and turning in papers. It’s about establishing yourself as a researcher, which at times can be lonely, isolating and frustrating. You’ll be expected to:
- Be independent in your work
- Be excited about and engaged in your work
- Work hard
- Be honest when reporting on your research progress
- Take criticism and sometimes refute it
- Produce original research and publish it
- Attend conferences to stay updated on topics in your field
- Produce and present independent and original research
- Maintain positive relationships with your peers (i.e., future colleagues)
- Network with academics in the community
Graduate school can be a daunting process. Being criticized during the qualifiers, comprehensive exam and your dissertation defense may be completely foreign to you. Micro-stressors like computer breakdowns, financial problems and sleep deprivation can just make the experience feel more overwhelming. You’re not alone—feeling exhausted, emotional and overworked is common; see Stress Triggers to learn how to manage your experience.
Self-test
As a graduate student, the expectation for you at conferences is NOT to:
- A. Vacation
- B. Network with professionals in your field
- C. Attend social activities with faculty mentors
- D. Present your research
The traditional nine-month academic calendar no longer applies. You’ll work harder than you ever thought possible and you’ll infrequently get breaks. Your work as a budding researcher doesn’t stop for winter or summer breaks and you’ll be expected to continue your research throughout the year. In fact, winter and summer breaks may simply offer you a reprieve from coursework and an opportunity to get ahead on your publications, conference proposals and the dissertation. There are no written rules, but you’ll certainly be behind if you don’t take advantage of year-round opportunities for research and collaboration.
One recommendation for surviving graduate school is to manage your study habits so you’re not pulling all-nighters. It’s more effective to create a structured approach. Schedule your main work time for when you are most energetic and productive, whether it’s early mornings, mid-day or late evenings. You'll have to keep in mind, however, that you may need to adjust your work habits occasionally so they coincide with your professor’s schedule for meeting and feedback.
Research suggests that male and female advisors operate differently, with the latter focused on more structured approach to meetings and advisement (Fox, 2003). With a female advisor, you may be expected to attend weekly meetings and by appointment; a male advisor may be more casual and impromptu with his approach to advisement, expecting daily check-ins. Also, female advisors more frequently than males engage in a mentor-mentee relationship with their students and coach their students on a wide range of skills, including conducting research, interacting with professionals at conferences and making presentations.
As a graduate student, the expectation is that you’ll attend and present at discipline-related conferences. Keep in mind that conference attendance is not an excuse for a vacation; it should be seen as an opportunity to network with professionals in your field and build future contacts. Additional opportunities for networking include:
- Approaching influential researchers in your field in formal and informal settings
- Attending social activities with peers and faculty mentors
- Participating in structured discussions on hot topics in your field
Some graduate students miscalculate the importance of conference receptions and instead choose to isolate themselves or socialize mainly with their fellow students. Receptions and informal events are an important time for interacting with and making a good impression on the faculty and researchers who attend. You never know. The impression you make in all settings has the potential to impact future letters of recommendation, post-doc opportunities and career positions (See The Impression You Make).
The reason to attend classes has changed because you’re no longer being tested on things that have already been done. Rather, you are being challenged to carve out unique questions in order to make an impact in the field. The ultimate test in graduate school is how you choose to apply the knowledge you gain—how you take others' work and build upon it or forge a new path will determine your place in the industry or academic world.
While you’ll be expected to do independent research to establish your uniqueness in the field, you will also be expected to do work similar to that of your advisor. Often your advisor will carve out a research project for you that supports their interests and helps you gain research experience.
In many science and engineering disciplines, research will be conducted in teams and led by a faculty advisor or post-doc. You’ll be expected to maintain positive working relationships with your peers. You’ll also be expected to take the initiative on projects and combat any criticism from peers who may view your take-charge attitude as competitive and unfriendly.
Healthy competition is sometimes necessary and even helpful in achieving your goals and is generally the norm in STEM fields. Competing just for being on top is neither positive nor rewarding; it can be isolating and turn your colleagues against you. You might prefer collaborating and be frustrated that not as much of that is happening as you would like. Either way, remember that in the future, your fellow labmates will be your lifelong cohort and might be referral sources or references.
Academic advisors should be seen as allies—they direct your research, monitor your progress, help you meet program requirements and sign off on important paperwork. Understanding the functions of advising, however, is different from clarifying what each of you expects from the other in terms of how to work together.
One of the best things you can do when you begin working with your research advisor is to understand what your advisor’s expectations are with respect to working with them. Different disciplines, departments, and programs vary in general expectations for their doctoral students’ work during the program and outcomes. However, almost nothing is more important to your progress, satisfaction, and well-being than understanding and meeting your individual advisor’s expectations.
An example of clear expectations for work in a faculty member’s lab is provided by Masters and Kreeger (2017). The lab document starts with a Mission Statement that lists three goals: To do quality science; to develop each lab member to become a successful scientist; to maintain a collegial and intellectually stimulating environment. The sections include What You Can Expect From Me and What I Expect From You. For the latter, subheadings include the following, each followed by specifics:
- You will take ownership of your educational experience
- You will develop your personal research skills
- You will contribute to the lab and be a good lab citizen
Further, in the same document, expectations and guidelines are specified for “nuts and bolts”:
- Hours and vacation
- Meetings
- Annual evaluations
- Authorship
Knowing from the start what work with your advisor will look like and require of you is key to establishing your working relationship. Clarifying expectations allows you to evaluate whether your advisor and lab will likely be a good fit for you and organize your efforts around what and how your group will work.
Your academic advisor can recommend funding sources and pass along post-doc, industry or academic job opportunities. See the What You Want in an Advisor module for information about how to select an advisor and maintain a good working relationship.
It is important to engage early in as much interaction with faculty and peers as possible since initial patterns seem to remain relatively stable over time. Increasing interpersonal connections in your program from the start will help you learn the skills, habits, norms, and attitudes of your program and discipline (Austin & McDaniels, 2006). Staying connected is especially important for students who are not well represented in the department such as women, particularly Women of Color, international students, and first generation students.
Be prepared to seek out support when you need it because it’s easy to get overwhelmed and isolated as you transition from undergraduate to graduate work and as you progress through a PhD program. From day one, it is recommended that you:
- Connect regularly with your advisor
- Get to know administrative staff
- Attend social activities with peers, faculty members or senior graduate students
- Utilize senior graduate student experiences as ways to navigate your own program
- Identify faculty mentors who can supplement what your advisor offers (See What You Want in a Mentor)
Setting up expectations with your advisor early on provides you an invaluable roadmap for how to focus your effort and arrange your time as you progress through the program. A strong relationship with an advisor who will “have your back” will be a key asset.
Forret, M., & Dougherty, T. (2004). Networking behaviors and career outcomes: Differences for men and women? Journal of Organizational Behavior, 25(3), 419–437. https://doi.org/10.1002/job.253
Fox, M. F. (2003). Gender, faculty, and doctoral education in science and engineering. In L.S. Hornig (Ed.), Equal rites, unequal outcomes: Women in American research universities (pp. 91-110). New York: Kluwer Academic/Plenum Publishers.
Goller, M., & Harteis, M. (2013). Employing agency in academic settings: doctoral students shaping their own experiences. In C. Harteis et al. (Eds.), Discourses on professional learning: on the boundary between learning and working (pp. 189–210). Dordrecht: Springer.
Jeong, S., Litson, K., Blaney, J., & Feldon, D. (2019). Shifting gears: Characteristics and consequences of latent class transitions in doctoral socialization. Research in Higher Education, 61(8), 1027–1053. https://doi.org/10.1007/s11162-019-09583-7
Lovitts, B. (2005). Being a good course-taker is not enough: a theoretical perspective on the transition to independent research. Studies in Higher Education (Dorchester-on-Thames), 30(2), 137–154. https://doi.org/10.1080/03075070500043093
Lovitts, B.E. (2008). The transition to independent research: Who makes It, who doesn’t, and why. The Journal of Higher Education (Columbus), 79(3), 296–325. https://doi.org/10.1353/jhe.0.0006
Masters, K., & Kreeger, P. (2017). Ten simple rules for developing a mentor-mentee expectations document. PLoS Computational Biology, 13(9), e1005709–e1005709. https://doi.org/10.1371/journal.pcbi.1005709
McAlpine, L., Castello, M., & Pyhalto, K. (2020). What influences PhD graduate trajectories during the degree: a research-based policy agenda. Higher Education, 80(6), 1011–1043. https://doi.org/10.1007/s10734-019-00448-7
Pfund, C., Byars-Winston, A., Branchaw, J., Hurtado, S., & Eagan, K. (2016). Defining attributes and metrics of effective research mentoring relationships. AIDS and Behavior, 20(S2), 238–248. https://doi.org/10.1007/s10461-016-1384-z
Wade‐Benzoni, K. A., Rousseau, D. M., & Li, M. (2006). Managing relationships across generations of academics: Psychological contracts in faculty‐doctoral student collaborations. International Journal of Conflict Management, 17(1), 4-33. https://doi.org/10.1108/10444060610734154
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Elaborates on a dating situation.
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Observations on Women's Safety (Part 1)
Discusses necessary precautions to take as a female student working late nights on campus.
Incidents of Prejudice Due to Married and Pregnant Status
Gender stereotypes faced in getting into graduate school and conducting research.
Identify The Issue Side Menu
- Overview
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- Challenges Faced by Women of Color
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- Expectations for Graduate Students
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Explains that satisfaction comes from working with students and the opportunity to make new disco
Explains that satisfaction comes from working with students and the opportunity to make new disco
The importance of learning from mistakes and persisting despite setbacks.
The importance of learning from your effort, regardless of the outcome.
Advice on how to seek out support in graduate school and how to bounce back from setbacks.
Shares the excitement that comes from collaborating with others to make new discoveries.
Elaborates on the standard practice of science despite cultural differences.
Strategies for negotiating as a faculty member.
When it's time to graduate and when it's important to start learning on the job.
Highlights the transition into graduate level science where the answers aren't known.
The importance of goal setting and using others' experiences to make strong choices about your own p
Advice for balancing research and fun in graduate school.
Advice for students: stay focused, ask questions, and remain open-minded when working with others.
How to adapt experimental methods to match a lifestyle.
How to negotiate a schedule for raising a family and overcoming setbacks in a new career.
The importance of giving yourself credit and remembering why you are doing what you're doing.
The importance of peer relationships and the learning process that takes place despite concrete outc
Working with graduate students is a rewarding aspect of being a faculty member.
Advice for graduate students on how to maintain their confidence, courage, and dignity.
Emphasizes peer relationships and departmental climate.
How to handle being accused of having an affair with the advisor.
Explains an interdisciplinary branch of physics and the passion for research, service, and teaching.
Teaching as the impetus for work.
Discusses necessary precautions to take as a female student working late nights on campus.
Discusses necessary precautions to take as a female student working late nights on campus.
Being accused of cheating and regrets about not being more assertive.
Being accused of cheating and regrets about not being more assertive.
The importance of self-authorship and using graduate school as a process for self-definition.
Reminder that support can be found in unexpected places.
Urges female graduate students to persist in the field of mathematics because the field needs divers
How being unaware of being the only woman was advantageous to program success.
Alternatives to departmental isolation and the importance of networking.
Environmental issues faced in academia.
The importance of first impressions in choosing a graduate program.
Satisfaction comes from interacting with intelligent people across cultures.
Adjusting physical appearance to fit in with peers.
The importance of remembering that graduate school is only one part of a larger career.
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How to survive the aftermath of a sexual harassment incident.
Highlights the gendered assumptions encountered as a faculty member.
The Importance of Having Positive Working Relationships: A Case Study
An alternative way to approach being the only woman in a given situation.
Contributions to the field are reflected through choices.
The importance of sharing stories of sexual harassment with others to gain support.
The importance of finding the right advisor to support your research goals.
How to handle being accused of having an affair with the advisor.
Explains when to confront a problem and when it may be better to maneuver around it.
How to be upfront, direct, and assertive when confronting instances of sexual harassment.
Highlights the universal customs of science.
Class performance builds confidence to remain in program.
Captures the annoyance of male colleagues making sexist assumptions and the challenges with conferen
The importance of recognizing the progress that has been made by women in science fields.
Advice for accomplishing your academic goals without making unnecessary compromises.
Emphasizes the challenge with saying no, but the importance of learning to do so.
How to make friends with colleagues to encourage a supportive environment.
Underscores the challenges that come from being the only woman in an academic department and gives s
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How the physical space in a laboratory allowed for collaboration among colleagues.
The importance of a good leader in setting standards for diversity, climate, and tenure policies.
How to observe others' reactions to subtle comments in order to gauge an appropriate response.
Urges students not to get wrapped into issues that do not directly involve them.
Departmental reactions to the choice to have children.
How to refute sexist comments and challenge gendered assumptions.
The importance of sharing stories of sexual harassment with others and realizing that you are not al
Confronting a male colleague with contradictory findings at a conference.
How colleagues can assist in making the transition into graduate life easier by sharing information
Captures the small but noticeable annoyances that come with being the only woman.
The importance of picking your battles to avoid unfair labeling.
Reminder that it is not necessary to feel comfortable socially to do good science.
Gender stereotypes faced in getting into graduate school and conducting research.
How to seek support from administrators outside the department when dealing with departmental sexism
The first realization that being a woman in science was outside the norm.
Challenges of being international and female, particularly with regards to an academic career and th
Suggestions for how to deal with sexist comments.
Playing a variety of roles as the only woman in the department.
The process of establishing yourself in the same department as your spouse.
Emphasizes positive peer relationships within her cohort.
The challenges of working in male-dominated academic environments and the negative stereotypes assoc
The feasibility of pursuing a family and science.
The importance of hearing other people's stories.
The importance of understanding priorities and allocating resources accordingly.
Advises how to keep family informed about research goals and progression from student to faculty mem
Explains some of the setbacks in dating relationships.
Advises students to continue to pursue their education because the payoff is self-respect.
The importance of believing in yourself, admitting your mistakes, and continuing to do what you love
How to accept non-traditional relationships and lifestyles in academia.
Notes the challenges of a dual career marriage and the obstacles in fighting for tenure and balancin
The process of overcoming setbacks related to career options and personal relationships.
How to balance motherhood responsibilities in graduate school.
The importance of supportive peer relationships.
Being married in graduate school and having children as a faculty member.
Advisor's experiences encourage well-informed career decisions.
The importance of a supportive network of colleagues.
Doing something useful to make a difference and how to appreciate a happy, supportive work environme
Taking time off before pursuing her PhD.
How a supportive department and a modified teaching schedule allowed for maternity leave.
How to sustain taking time off and pursuing the PhD later in life.
Advises how to keep family informed about research goals and progression from student to faculty mem
The importance of a supportive extended family in helping to balance school and children.
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Emphasizes the challenge with saying no, but the importance of learning to do so.
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The importance of allowing yourself the opportunity to change your mind and reconsider your goals.
The importance of knowing what you want and expecting tradeoffs on the path to get it.
Making discoveries and collaborating with others brings satisfaction.
Creating a schedule and meeting an advisor's expectations.
Advises graduate students to take a semester off if they choose to have a child because it is too ch
Explains the role children play in career choices.
Using leisure activities to relieve stress and build friendships.
The satisfaction that comes from working with colleagues and interacting with others.
The decision to get married in graduate school.
The importance of maintaining a balanced lifestyle to alleviate stress.
Addresses personal relationship sacrifices.
The importance of nurturing relationships outside of academia.
Explains the choice to have children in graduate school.
Challenges with being married to a fellow academician and finding faculty positions.
How a flexible schedule as a professor made it possible to have a family and a career.
The importance of evaluating your priorities to create balance and happiness.
Appreciation for advisor's assistance in transitioning to the US.
Emphasizes the joy in working with others and giving back to society.
Chronicles the evolution of a career over time.
Suggestions for how to increase women's participation in science with an emphasis on policy change.
The importance of being open and honest with your advisor.
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The importance of having a variety of mentors throughout your graduate experience.
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