Author: Mack White, Earth Systems Science PhD Student, Florida International University; Advised by Dr. Jennifer Rehage & Dr. Rolando Santos
So, you decided to go to graduate school? Hopefully this is a decision you have spent much time thinking about. If so, congrats! Making the decision to pursue graduate education is a big one. However, it can certainly be a long and arduous process – leaving prospective students feeling anxious, confused, and sometimes disappointed. Though this article cannot help you with the hours upon hours you have likely spent sifting through job boards, meticulously editing cover letters, or in paralyzing fear of hitting send on the three-sentence email that took four hours of careful curation (we have all been there) – I do hope you find it useful once you finally get that message from your prospective advisor(s) saying, “we would love to set up a time to meet you”. Eureka! The journey may seem far from over, but a meeting with a prospective lab means you are being seriously considered for the position.
It is perfectly normal to feel intimidated by the idea of meeting an entire new group of people, but there is no need to be nervous. These meetings are a two-way street, and you should not sell yourself short. Just as the lab is trying to decide whether or not you are a good fit, these meetings are great (and sometimes one of the only) opportunities for you to determine whether a lab is a good fit for you. Depending on where you are at in your career and how things pan out, you could spend the next 2-5+ years taking classes, developing your skills as a scientist, and living life with these people in a place that may be very far from wherever you call home. As such, it is important you give some serious thought to what sort of questions you want to and should be asking to get a comprehensive understanding of not only what your graduate, but potentially your professional career may look like. In this way, you can make the decision that is best for you.
Asking specific, open-ended questions indicates that you are not only excited about the opportunity, but that you have given serious thought to the realistic possibility of joining a particular lab and being a part of “the team”. But what questions to ask? What does a good question look like? Are there bad questions? How can you make sure you are getting the information you need while also making a good impression? I reached out to academic faculty (i.e., professors and post-doctoral students) and current graduate students with varying amounts of experience and research interests to see what questions they thought prospective graduate students in biology, ecology, and associated fields should be asking (1) themselves, (2) prospective lab mates (e.g., current graduate students and technicians), and (3) their prospective advisor(s) – what sort of questions would they want answered if they were in the shoes of a prospective graduate student once more? In this article, I aim to collate, organize, and briefly synthesize their answer to those questions.
In total, fourteen out of approximately forty individuals responded to my survey request (faculty = 7, graduate students = 7). These individuals generated over 100 individual questions (n = 115; ~ eight questions/ind.). After collating all of the written responses, I examined the text for general themes which their questions related to. In total, I identified eight themes which captured the essence of all the questions submitted: (1) advisor style/accessibility, (2) lab style, (3) funding/stipend/benefits, (4) productivity/publishing, (5) professional future, (6) program, (7) personal life, and (8) other. I summarized the survey responses for graduate students, faculty, and both combined (i.e., a total of three groups). Though responses differed between current graduate students and faculty, patterns were generally conserved across groups (Figures 1- 3).



Questions pertaining to the prospective advisor’s style/accessibility dominated both student (36%) and faculty (35%) responses (Table 1; 36% across groups). Some common questions for your prospective lab mates include – “how often do you meet with your advisor? have you enjoyed your time working the advisor(s)? are they hands-on or hands-off in their mentoring style? how quickly do they return edits on your work?”. Some questions for your prospective advisor(s) include – “how long do students in your lab generally take to get a degree? what do you believe is a reasonable work schedule for a graduate student? what do you feel is your advising style?”. A lab with a lot with a lot of unresolved tension – whether that be between students or students and the advisor(s) – is not a lab you do not necessarily want to throw yourself in to. Take the word of current graduate students and realize if they are mostly unhappy, it is likely you will be as well. It is important to understand the mentoring style of your prospective advisor(s) and any qualms current graduate students may have early in the process. I have had many people I look up to in the field tell me finding the right advisor is nearly as important as finding a project you are excited and passionate about – which is pretty important!

Questions pertaining to lab style were the second-most reported (21%) across groups (Table 1). However, these questions were reported more often by graduate students (21%) compared to faculty (11%). These questions related to the social dynamics of the lab, as well as lab-mandated practices. Ya’ know, how well will you fit in with all these folks and how often are you going to be doing lab activities? Unsurprisingly, questions about lab style were generally directed towards current lab members and included questions such as the following – “how happy are you in the lab? does the lab get together much outside of work/school? does everyone get along in the lab? what sealed the deal for you on this particular lab?”. This can be really important, especially if you are a social butterfly and are wanting to be part of a lab that likes to hang outside of office hours. These questions can be extremely telling!
Questions pertaining to funding/stipend/benefits amassed to 16% (Table 1) of the responses for all individuals surveyed (current graduate students = 21%; faculty = 11%). Questions about funding/stipend/benefits related to money in some way, shape, or form. Though you may feel uncomfortable talking about money and benefits, it is extremely important to know how your research will be funded and even more important to how comfortable you are going to be for the duration of your graduate career. Trust me, you’ll thank yourself for asking these types of questions after you have accepted a position. Some common questions for your prospective lab mates included – “do you feel like you have the equipment needed to do your research? do you get health coverage? is the stipend comfortable and does it make sense given the cost of living in the area?”. For the prospective advisor(s) – “is there currently funding for the project? what are the student fees and am I responsible for paying them out of my stipend? is there support for conference travel/publication costs?”. Though I would not let money get in the way of accepting your dream offer, it is important to give serious consideration to the financial support you will be receiving – whether that is for research or your stipend.
Questions related to productivity/publishing were responsible for 10% of the total number of questions reported (Table 1). However, they were less frequently reported among graduate students (4%) compared to faculty (15%). This is not surprising given the “publish or perish” nature of academia. Faculty members know just how important productivity and publishing papers can be for one’s career. Though they are not one in the same, productivity and publishing are intertwined – with publications often being viewed as analogous to productivity in research science. Depending on your career goals these types of questions could be very important – for some, not so much! Questions concerning productivity/publishing were almost exclusively directed towards faculty. Some questions for your future advisor may include – “what opportunities exist for collaboration? will I have the opportunity to publish in a peer-reviewed journal? will I be able to pursue side projects? do I have to publish my research? what is your policy on publishing and intellectual property?” Though it is likely your prospective advisor will have the answers to these types of questions, it may be of use to ask current graduate students similar questions to see if the lab is actively collaborating with other students in or outside the lab.
Questions related to one’s professional future was another common theme noted throughout the survey responses, being responsible for 8% of the reported questions (Table 1). However, the percentage of questions which were related to one’s future professional career differed greatly between faculty (13%) and current graduate students (2%). Though you are certainly doing this for your future career, the lab you end up in, as well as the research you will be doing, may very well play a big role in your future career. Being thoughtful on where and with whom you are applying will take care of most of this, but there are some specific questions you should ask yourself which may shed light on your future. These questions actually start with yourself – “what are my short-term goals? long-term goals? what research excites me? What skills do I need for those short-term, long-term, and career goals?”
Some questions for your prospective advisor(s) may include – “what positions do lab alumni now have? what sort of networking opportunities exist? how long does it generally take for a student to take a new position following graduation?”
Next up, we have questions relating to personal life. What will your life be like outside of school and what sort of work-life balance exists among current graduate students? These types of questions were responsible for 7% of all questions reported (Table 1). These types of questions were reported much more by current students (11%) than faculty (3%). Questions reported in survey responses were exclusively directed at graduate students and included questions such as the following – “what is there to do for fun? do you need a car to get around? is the advisor considerate of familial responsibilities? what are the pros/cons of living in the city?”. It is important to understand what sort of opportunities exist for you in your potential new hometown. Though it is not always possible, I would highly advise visiting the campus of any school you are seriously considering. Not only will you get to meet your prospective advisor and lab mates, but you will get a feel for the campus and the surrounding area.
Tied with personal life, we have questions related to the program (7%; Table 1). Questions related to university and department requirements, as well as resources, are often overlooked. Departmental and university requirements, as well as poor operational efficiency, can be a huge pain. Though it may not dominate the conversation, you should likely ask a few questions about the program. Questions for your prospective advisor and current graduate students may include – “do you feel supported by the program? do you feel restrained by the program? how intense is the class work? are professors generally understanding of missing class for field work (if you are into that kind of thing)?”.
Lastly, we have other. You may be asking what these questions are about? Though I felt like I could not categorize them, they are types of questions you would generally find yourself asking towards the end of the conversation with your prospective advisor(s) and/or lab mates. Questions for your prospective advisor and current lab mates may include – “do you have any advice for me? do you have any questions for me? what questions do you wish you would have asked before joining the lab?”. These types of questions can be revealing of the lab and/or provide you a platform to talk a little about yourself.
So, what are some big take-aways? First, it is important to ask questions. There truly is no such thing as a dumb question. If you are genuinely curious, ask – it is your future we are talking about after all! Second, the conversations with your prospective lab should not feel like an interview. Allow these meetings to progress organically, but I would suggest you keep a notebook with 10-15 questions you want to make sure are addressed at some point in the meeting. Towards the end of the meeting, it is likely that whoever you are meeting with will ask if you have any more questions. This is where you can address any of those questions you wish would have come up in conversation – and don’t be afraid to take notes throughout these meetings. Along that same line, don’t be afraid to ask for someone’s contact information just in case you have more questions or forget to cover something that is important to you. Though I have provided some basic summary statistics and thoughts here, I will leave it up to you to determine which questions are most important.
Given the inherently subjective nature of categorizing each question into one of eight different “themes”, I have provided a supplemental list (S1) of all the questions, in their original wording, at the bottom of this post. It is my hope that this list ensures the words of those who participated in the survey and your ability to interpret them are not lost in my own interpretation, broad categorization, and synthesis.
I would like to thank all the faculty and graduate students who participated in this survey. Though their identities will remain anonymous, this post would not have been possible without their time, stimulating conversations, and thoughtful responses. As you will see in the supplemental materials, much thought was given to their responses in hopes of helping you in your scientific journey. We are all rooting for you and wish you the best of luck!
Supplementary Materials:
S1. List of questions received from student, faculty, and combined surveys.
- How responsive is the advisor in editing student documents, taking care of administrative business or student emergencies?
- How often does he/she meet with students, in groups or individually?
- How successful has the advisor been in helping students through the program?
- How long has it taken them to graduate?
- What positions have his/her grad students found after graduation?
- How wide and deep is the network of scientists with whom the advisor interacts?
- Is the grad student cohort generally happy and satisfied with the atmosphere in the lab?
- Is the subject matter that the students are researching exciting to you?
- Is there expertise in the Department or University from which you can learn skills you’d like to have?
- Is there a specific project, you would want me to work on, or do I pick my own?
- What has distinguished your most successful PhD students? How do you measure success? Would I be given goals and deadlines?
- What would my expectations be? Am I expected to go to conferences, and will I be funded? Are there publication requirements to graduate?
- How long do students in your lab take to graduate? What do they go on to do?
- Do you consider yourself hands on? How often would we meet? Will I have help picking classes and a committee?
- What sorts of struggles do you anticipate a grad student having, and how and when do you know to step in to help?
- I’m familiar with DNA Extraction, PCR, and Gel Electrophoresis. What other methods does your lab use that I could study? What computational skills will be required?
- How is the lab structured? Are there lab meetings and collaborative opportunities?
- Where do you see the lab going in 2-5 years?
- Your lab website lists graduate students? How many are you actively mentoring?
- Can I reach out to current grad students?
- Do you enjoy the lab? Is the environment supportive? Did you have help picking classes and a committee? Do you all get along?
- How intense were classes? What did they entail? How much time did they take up?
- Do you like the school? Did you like the area? Were people nice and accepting? Why did you choose the program?
- How did you find housing? Is it expensive? Do you need a car to get around?
- Is the stipend comfortable? Is there support for conferences, research etc?
- How is the work-life balance? Is the PI understanding? Do you know students with kids or other familial responsibilities?
- How are TA assignments made? Lottery or choice? Are there workshops to be better?
- Do you feel pressure to publish? Are you supported when you write manuscripts? Do you have all the equipment you need?
- How was the admissions process? Was it confusing or straight forward?
- Any advice for me?
- What are my 2-5-year goals? (year range relative to MS or PhD)
- What kind of job do I want to have in 5-10 years? (year range relative to MS or PhD)
- What research questions am I most interested in expanding upon into new territories?
- Which research most excites and inspires me (and why)?
- Who is currently doing that research?
- How often do you meet with your advisor to discuss your research?
- How often does your lab meet together?
- What advising style does your advisor have?
- What funding support do you have as a graduate student?
- How did you select your thesis/dissertation committee?
- How happy are you with your advisor/committee/program support?
- How quickly does your advisor/committee return feedback on writing and presentations?
- What are your advisor’s expectations of you?
- How many students/technicians do you advise and how frequently do you meet with each? How often do y’all meet together as a lab?
- How is research funded in your lab?
- How long have you been at your current institution?
- How do you advise students generally (as developing professionals) and specifically (as pertaining to the specific research area of individuals)?
- What opportunities for collaboration exist between your lab and other labs within our outside the institution?
- How long do most students take to earn degrees under your advisement?
- What’s your (and/or your institution’s or funding agency’s) policy on publishing and intellectual property for graduate students and postdocs?
- What are your expectations of graduate students?
- I would ask both the advisors and the students what the mentoring style of the advisor is. In other words, are they “hands-on” or “hands off.”
- I would ask about the group dynamics in the lab. Are there lab meetings? How often are they? Do students work more independently or more collaboratively. Some labs work on many similar projects, others work on very different types of projects. Some labs are large and vice versa, and this can dictate how much facetime you get with an adviser. How are authorships decided?
- How is the position funded, what is the stipend and whether or not it covers tuition, are you guaranteed funding for 5 years? How much TAing will you be doing as apart of this appointment?
- Suggest asking about former students/postdocs and where they are now. If you don’t ask this, you should at least look into it yourself. If students frequently drop out of a lab, it can be a red flag.
- What is the advisor’s policy on conference attendance? They are important for sharing research, networking, and getting into your next position. Some PIs will fund your attendance, others may tell you you are on your own.
- Suggest asking current students whether they feel supported, both in the lab, and in the school in general. Ask what resources are available for students. Ex. student interest groups, health coverage etc.
- Ask students about the city you will be living in. Does the stipend match the cost of living? What do students do in free time?
- How is the interaction between the advisor and individual students?This is intended to be a broader question to get some sense of how an advisor approaches the process of mentoring graduate students. It can allow prospective students the chance to determine whether an advisor adopts a hands-on or hands-off approach and the degree of independence that will be expected from them as students. You can and should also ask this question to individual students who do or did work with the same advisor to see if the advisor is generally available and responsive to student questions, needs, and concerns. Importantly, you can assess the agreement across answers from different people to determine if a consensus opinion exists.
- What types of resources are typically available to students in the lab? This is another broad question that can be very revealing because it can be asked with respect to finances, personnel, or field and lab equipment – all of which are critically important to graduate student success. Additionally, prospective students can get answers to this question at multiple organizational levels, asking the question about the individual lab under consideration but also about the broader department or even college.
- What types of jobs do former lab members have now? In many ways, graduate school serves as a steppingstone get to your professional career, so carefully consider the match (or lack thereof) between the jobs held by former students and the jobs you think you want.
- What funding is available for the project? What other resources will I have access to? No student in biology or ecology should pay to go to grad school. Although no one likes to come right out and say it, the more money and resources you have the greater chance you have of a successful project.
- Can I talk with your current students, technicians, and postdocs? These will be the people you interact with the most and they are also the best insight into what the PI is really like. Any PI who will not put you in touch with their lab freely is a red flag.
- Who does the lab collaborate with and what networking opportunities are there (trips to conferences etc.)? One of the most crucial things for students to do is build their network. Networking is critical to getting future opportunities and jobs.
- What are your expectations of me? Will I need to publish a paper? What do you see as a typical work schedule for a graduate student? Asking for expectations upfront and being on the same page from the beginning will help avoid future conflict.
- What is the mentoring style of PI? Or what is your mentoring Style?
- Is there support, whether from the lab, department, or university, for grad students to present at conferences?
- What is one weakness/what are some of the things the lab/department could be doing better? Also related to grad students, if they would choose the same lab/university?
- Can someone in the area live off of the graduate stipend?
- Is the lab/department collaborative?
- What skills do I want to learn in graduate school?
- What are my career goals in order to make sure they are getting the training and experiences to make themselves competitive in the job market.
- If possible, visit the campus, the lab, and spend time with the students. It is very important to know if not just the project is a fit for you, but that you feel comfortable with the campus and the city, and the people that you will be working with for the next few years. The lab dynamic and atmosphere can be make or break. Ask your prospective lab’s students, what is it like living here, how do you link it? What do you think about the current lab dynamic? Does it work for your working style?
- What was the most important thing that factored into your decision to join this lab? What was the most attractive thing for you that “sealed the deal”?
- What is the most difficult aspect of pursuing a graduate degree at this school? What did you find most challenging and how did you overcome it?
- I’m looking for a collaborative and constructive learning environment with an advisor who has the time and energy available to invest in his students. Overall, how is your experience working with Dr. —- so far? Do you recommend him as an advisor?
- Funding is a huge consideration for me in deciding on a program. If you don’t mind, how have you funded your degree? Were you able to secure a tuition waiver through a Research Assistantship?
- Did you know for certain that you definitely wanted to work with Dr. —- and only applied to —-, or did you apply to several universities and make your decision after receiving final offers? If so, what factors ultimately made you choose his lab?
- When you applied to —, had you already talked to Dr. —- and nailed down your project to include in your statement of interest? Or was your statement of interest in your application a more general discussion of your experience and potential research interests?
- Are there any questions that you wished you asked Dr. —- or the admissions program during the application process? Any other advice to share?
- How does everyone get along in the lab?
- How do people like/ what are their thoughts on working for/with the advisor?
- How do people like the college (office, equipment, campus, facilities, etc.) itself and classes/ professors in the department?
- What comments/ advice do people have about the town the University is in?
- What’s the community of grad students like/ do people hang out or help with others’ research much?
- What is your mentorship style like, and why do you feel that it is the best approach to mentoring students in graduate school?
- What is the dynamic of your lab group? Are people friendly and sociable or do they mostly keep to themselves and interact only on professional terms?
- Is mentoring graduate students something you genuinely enjoy or just something that is “part of the job” for you?
- What character traits do you think students need to have to be most successful during graduate school?
- Ask to speak with a current member of the lab to get their honest perspective. Ask them what kind of mentoring style the PI has (hands off vs. hands on?)
- Ask about lab culture (how often do you have group lab meetings? What are your weekly expectations for your grad students? Status reports? Individual meetings? etc)
- Ask about the flow/timeline of the program if you don’t know this already (deadlines for milestones like proposal submission and defense, qualifying exams, comprehensive exams if they have them, TA assignments, and course expectations; How long would you be taking classes for? Are there required courses for your degree? When do you start doing research?)