Searching For a Potential Supervisor For a Summer Studentship
Whether you are a student applying for the ENRRICH Summer Studentship, or other studentship opportunities, it can be difficult to know how to reach out to potential supervisors. For today’s blog, we spoke with Dr. Jennifer Protudjer about her advice for students. Read on for all of her tips!
“Find a supervisor with whom you believe you can work for the next two years.”
That was the best piece of advice that I received when looking for a potential supervisor. You see, working with a supervisor can be a wonderful experience, but if you don't get along with them, it can be quite a challenge. Of course, the topic of the project that you will be working on is important and should align with your interests. But, in some ways, the research project is secondary. You want to make sure that your future supervisor will be someone you can learn from while supporting your academic pursuits and any life events that may occur while you are working with them. I was really lucky to have a supervisor who was supportive. And since becoming a supervisor, I try to show that same support and generosity to my team members and students.
Reaching out to a potential supervisor may feel intimidating for some students. Know that many students do, in fact, feel this way. But if you don’t reach out, it’s highly unlikely that you’ll spend time as a student in their lab. In order to make the first contact more impactful, consider the following:
If you’re reaching out by email, is the supervisor’s name spelled correctly?
Always err on the side of formality. An email to “Hey, John!” is great for informal writing, such as to friends or family. But, when first writing to a potential supervisor (and indeed, until told otherwise), a better option would be “Dear Dr Smith”
Be clear in your subject line (e.g., “ENRRICH Summer Studentship request”), including any action requested or date limit.
If you previously met the potential supervisor, remind them!
Ask high level, direct questions, such as “Are you looking for a student in your lab?”
Introduce yourself, by concisely highlighting your academic, professional and lived experience. Clearly state your skills and showcase what you can bring to the lab.
Know the potential supervisor’s general area of interest. If this is a professor who focuses on population health, for example, they may not appreciate a highly detailed, overly long text on your previous experience in an unrelated discipline.
Be concise. Remember that professors receives dozens (if not hundreds) of emails a day.
Thank them for their time.
Provide adequate time to respond. Many professors get last minute requests. If they are interested in having you join their lab as a student, they may be able to carve out the necessary time to support your application. But even then, a last minute request doesn’t set a tone of professionalism.
Include your contact information and a copy of your current CV.
At this stage, it isn’t necessary to include references. However, you should alert your potential references that you are planning to apply for the studentship (they may appreciate it if you send them a link to the funding opportunity so they can mention why you are a good fit). Further, it is good practice to communicate with your references as you work through the application, and eventual interview process.
Pay attention to spelling, layout, formatting, etc.
Avoid abbreviations.
Proofread, proofread, and proofread again. Read the email out loud. Then proofread once more.
If you’ve not received a response in a week, a gentle follow up email may be appropriate. If they do not respond to a second email, consider moving on.
Supervisors often have a list of questions that they go through with potential students, as a way to get to know the student and their goals. When you meet with a potential supervisor (this may be in person, or virtually), I'd encourage you to consider interviewing them. Make your own list of questions before the meeting. Here are some questions you might include:
What types of supports are in place for students?
How many other people are part of your group and what are their roles?
How often would I get dedicated time to meet with you (the supervisor)?
How often does your whole group meet?
What communication and study protocols are in places to limit the chance of things going wrong?
What is the protocol when things really do go wrong?
How do you prefer to be contacted? And, how quickly should I expect a response?
What is the working style of the group?
How would you describe your communication style?
When thinking about whether this potential supervisor is a good fit for you, remember that regular checkpoints between students and supervisors are really important, even if they are only brief, weekly meetings. Those are times to ask important questions, clarify uncertainties, and to make sure you are on the right track to meet the goals that you and your supervisor set for the summer.
Another thing you want to speak with your supervisor about is the importance of asking questions as they emerge. Certainly, as a student, it is your responsibility to assume an active role in your own learning and develop problem solving skills. But you don't want to get to a point where you're frustrated or feel like you’re spinning your wheels. That frustration can take over and make it difficult to focus on a project. Or even worse, without checking in, you could continue going on a project in a direction that you're not sure is the right way, only to learn that there has been a misunderstanding early in the process. Frequent communication can help prevent wasted time and wasted resources.
Just as important as learning about your supervisor, is learning about the rest of the people who the supervisor works with. Research is a team sport and learning about the team can help you decide whether this supervisor, and group, will help you meet your goals. Experiential learning occurs best in a supportive environment. As an incoming student, I'd encourage you to think about spending time with the group before you commit to them. This could be a virtual meeting or a half day lab visit to meet with several people. It is especially important to meet with people who would be in a similar position that you will be in, or past students who have held similar roles. A potential supervisor should also be able to help connect you with their other team members (past or present) if you are interested in doing this. Ask them what it's like to be supervised by that supervisor and work within the group. Is it supportive? Is it cohesive? Do you know that they're going to have your back? And are there opportunities for you as an incoming student to grow, develop, and thrive? Think about not only the scientific knowledge you will be contributing to, but consider all of the other skills that you may have an opportunity to practice. Are there opportunities to present at a conference or contribute to a manuscript?
As an incoming student, some will know exactly what they want to do as their future career. Some may have a vague idea. Some will change their mind part way through. I'd encourage you to explore opportunities as they as they are presented. If it fits with your professional or personal goals and values, grab it. Take that opportunity as a gift, and even if it's not something you end up really enjoying, recognize that it was an opportunity to learn what you don't like. And sometimes that's as much a part of the learning process as learning what you're really good at, and what you really do enjoy.
Being a student can be an incredibly challenging time, but if you find the right group that's welcoming and supportive, it can be a fulfilling and transformative time.
If you are a student who is interested in the ENRRICH Summer Studentship, more information can be found on our application. You are welcome to contact the ENRRICH Research Coordinator with questions at ENRRICH@chrim.ca.
About the Author
Dr. Jennifer Protudjer PhD is the Endowed Research Chair in Allergy, Asthma and the Environment; and, an assistant professor in the Department of Pediatrics and Child Health, University of Manitoba; a research scientist at the Children’s Hospital Research Institute of Manitoba; an epidemiologist with the Clinical Trials Platform at the George and Fay Yee Centre for Healthcare Innovation; Section Head, Allied Health, of the Canadian Society of Allergy and Clinical Immunology.; and, sits on the steering committee for Canada’s National Food Allergy Action Plan She also holds an adjunct professorship in the Department of Foods and Human Nutritional Sciences, University of Manitoba; and, and is an affiliated researcher at the Karolinska Institutet, where she completed her post-doctoral training. Her primary research interests include environmental risk factors for, and societal consequences of allergic disease, using both quantitative and qualitative methods.