## Advisor Style & Mentorship During my second-to-last year as his PhD student (one of only two PhD students under his supervision, the other being in their first year), I often sought his input on certain notations and aspects of my work. However, he consistently dismissed my concerns, saying there was no urgency. Despite my repeated attempts to engage him, he showed little interest in providing detailed feedback.
When the time came for me to prepare my work for publication—critical for my postdoctoral applications—his behavior abruptly changed. He became overly critical of every detail in my work but failed to provide clear or actionable advice. For the first time, he seemed to have enough time to read my work thoroughly, even going so far as to demand a complete rewrite at one point. This sudden shift in behavior, coupled with his inability to offer constructive guidance, made the process unnecessarily challenging and delayed my progress.
After an unsuccessful postdoctoral application season, he remarked that I "was not ready," leaving me with the impression that his actions, or lack thereof, were deliberate. It felt as though he had intentionally withheld support to ensure I remained under his direction, possibly to extract more contributions from my work—work he had largely neglected until it served his interests. ## Expectations for PhD Students
## Funding & Support
## Research Nothing, not doing reaersch after the pig gained his tenure ## Lab Culture
During my second-to-last year as his PhD student (one of only two PhD students under his supervision, the other being in their first year), I often sought his input on certain notations and aspects of my work. However, he consistently dismissed my concerns, saying there was no urgency. Despite my repeated attempts to engage him, he showed little interest in providing detailed feedback.
When the time came for me to prepare my work for publication—critical for my postdoctoral applications—his behavior abruptly changed. He became overly critical of every detail in my work but failed to provide clear or actionable advice. For the first time, he seemed to have enough time to read my work thoroughly, even going so far as to demand a complete rewrite at one point. This sudden shift in behavior, coupled with his inability to offer constructive guidance, made the process unnecessarily challenging and delayed my progress.
After an unsuccessful postdoctoral application season, he remarked that I "was not ready," leaving me with the impression that his actions, or lack thereof, were deliberate. It felt as though he had intentionally withheld support to ensure I remained under his direction, possibly to extract more contributions from my work—work he had largely neglected until it served his interests.
## Expectations for PhD Students
## Funding & Support
## Research
Nothing, not doing reaersch after the pig gained his tenure
## Lab Culture
学术水平：现在开始拉项目了，之前还挺好的
学生补助：补助还是挺高的，老师会按照工作量和家庭情况，分配补助
师生关系：老师手把手教学，全程指导，完全按照他说的做
工作时间：没有周六日，暑假。电话，微信要随叫随到
学生前途：不允许实习，就业面老师自称认识很多行业的人
学术水平：一般
科研经费：基本没有
学生补助：很少
师生关系：手把手教学生，不准学生有自己的思考
工作时间：基本没有休息时间
学生前途：坚决不允许
学术水平：自己看文献，但是很少自己动手
基本上学生看的文献都是老师推荐的开始。
科研经费：支持学生出去开会，包括出国，出差补贴
支持学生购买机时，支持学生买设备
学生补助：超过学校平均值，如果做的有横向项目，再额外增加
师生关系：有时候比较严厉，说话让人不太舒服，仅限于业务上。
但是主动让学生做一作，尊重学生，提倡自觉。
工作时间：不要求打卡，不要求工作时间，提倡自觉，哈哈
学生前途：不允许实习
但是尊重学生意愿(读博/工作)，愿意帮学生打招呼