David LaitinGuest
Olukunle OwolabiGuest
I wanted to ask you to comment a little bit about your role in mentoring and supporting and encouraging PhD students and early career scholars.


This was both love and self-interest, because I learned so much from the graduate students.

My style as a mentor was not to say, test my own theories or push my own theories, but to ask them, why is it They became political scientists.

What did they want to answer? We give you the tools here at Stanford to do the most sophisticated research.

I often make the analogy to catcher in the rye, just watching them from the periphery of their work.

And when they start falling off by trying to do something, going in a wrong direction or answering questions which aren't important for their own research, I would push them back and remind them what their own research was about.

And working with them to fulfill their own intellectual agenda has been a crucial goal of mine.

And I have in my office some 15 or 20 university press books, which followed from the work that they did under my mentorship.

And it's one of the real... exciting joys of my career that I've had this relationship.

And this data set I mentioned a moment ago pointed to the fact that I have scores of, call them, students of my students.

And we have a small set of grand students who were the students of the students of the students following this.

I wanted to ask you to comment a little bit about your role in mentoring and supporting and encouraging PhD students and early career scholars.


This was both love and self-interest, because I learned so much from the graduate students.

My style as a mentor was not to say, test my own theories or push my own theories, but to ask them, why is it They became political scientists.

What did they want to answer? We give you the tools here at Stanford to do the most sophisticated research.

I often make the analogy to catcher in the rye, just watching them from the periphery of their work.

And when they start falling off by trying to do something, going in a wrong direction or answering questions which aren't important for their own research, I would push them back and remind them what their own research was about.

And working with them to fulfill their own intellectual agenda has been a crucial goal of mine.

And I have in my office some 15 or 20 university press books, which followed from the work that they did under my mentorship.

And it's one of the real... exciting joys of my career that I've had this relationship.

And this data set I mentioned a moment ago pointed to the fact that I have scores of, call them, students of my students.

And we have a small set of grand students who were the students of the students of the students following this.
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