Mentorship

Graduate supervision

I am taking new graduate students

My students’ research has often been divided between fieldwork in North America and Asia. Although a number of my students are native speakers of Asian languages (including Chinese, Korean, Japanese, Tibetan, Uyghur, Khmer, and Nepali), others have studies advanced levels in Vancouver.

I expect a lot out of my students, and I devote “relational energy” to them. Many students, especially doctoral students, will go through challenging times. My goal as a supervisor is to support them and try to create space for them to figure things out. I tend not to be pushy, so rely on student initiative to let me know they are ready to re-engage. I prize good communication. I find it hard to deal with students who dis-engage and don't reply to emails.

I relish providing opportunities for growth, such as trying to find (often funded) conferences, chances to do pubic speaking or arranging visiting scholar visits.

I prize students who are independent and brave thinkers, able to creatively put forward a claim and then through research and conversation with other intellectuals, nuance their claim over time.

I am a historical anthropologist that always emphasises the ……. I expect my students to take a keen interest in history.

I am increasingly writing for a more-than-academic audience. Compelling and clear writing takes multiple drafts, sharing work with others, and appreciating feedback.

I am building a cohort of my students, from my first classes at the University of Michigan in 2006, to my students at SFU since 2007.

I am a strong supporter of funding opportunities for my students. I actively monitor for new funding possibilities, encourage students to apply, and build networks of alliance between students. I help students acquire winning grant proposals, study what was successful and use the grant writing process as a way to refine the research project.