Why I Supervise: Challenging with Care, Learning Together

“I also want to thank you again for letting me do a project with you. During that time, I really learned a lot about myself. Right now, I’m doing many things outside of my comfort zone, and I’ve even managed to speak up in meetings :)”

I received this email from a student who spent two months in our lab. It made me really happy—not just because it was kind, but because it reflected exactly what I try to do when supervising:

I don’t just want students to complete a project—I want them to grow. I want them to leave with more confidence, more independence, and ideally, a few tools they can use in their future academic or professional life.

How I Try to Support Growth

I try to challenge my students—but with care. That means I observe what they need. Sometimes it’s a lack of confidence: they don’t believe in themselves, and they need reassurance. In those cases, I encourage them to take ownership of their work. If they planned something, I want them to follow through. I’m there, but I won’t take over.

Other times, it’s about speaking up. Especially in group meetings, less experienced students might feel unsure. I try to make it measurable: I tell them, “Try to learn one new thing per meeting.” That’s already a lot and a great win. And with that tip, many students started asking questions.

Then there are students who are very confident—sometimes too confident. In those cases, I show them (gently!) that asking questions early can save time. A non-essential experiment that had to be repeated often makes that point clear.

I always tell my students: You can talk to me.
If the challenge feels too much, or if you need more, I want to know. This is a shared process.

Learning Through Struggle

One common challenge is the daily lab calculations. I could just give them the formula—but I usually don’t. I give them time to figure it out themselves. And yes, after a few days of struggling with daily lab calculations, it often becomes easier for them. They understand it better. They remember it. And they feel proud of having solved it on their own.

Giving students space to learn on their own is not less work for me. I have to be present, observe, and step in when needed. We talk about their challenges and progress in our 1:1 meetings. I point out what I think they can improve, and in our final offboarding meeting, we reflect on whether they reached those goals.

It’s not always easy. It can be frustrating—for them and for me. But so far, most of my students have developed, and we’ve seen real improvement toward the end. That makes me proud.

Why I Do This

The reason I do this is because I experienced it myself.
During my master’s at the University of Graz, my supervisor challenged me. It was frustrating at times. Just asking and getting the answer would have been so easy. But instead, I learned how to think, how to plan experiments, and how to solve problems.

I’m thankful for that experience.
And now, I try to pass it on.

It doesn’t always work the same way for every student. I’m learning with each one I supervise. But when I see growth, when I see someone step outside their comfort zone and realize they can, it makes me happy. And when they appreciate it—like in that email—it reminds me why I do this.

Sharing Experiences

I’m sharing this not because I think I’ve figured it all out, but because I want to reflect and learn. I’m just starting my journey. My lab is still small, and most of the time I’m in the lab myself, doing my own experiments—so I see the students, I’m around. And for me personally, I want to keep it that way. I want to have a lab size where I can really focus on every single member. That’s what feels right to me.

There’s absolutely no judgment if others run bigger labs—there are many different approaches, and I’m sure I’ll adapt and learn more over time. This is just where I am right now. So I’m also happy to hear how others do it—if you have thoughts, experiences, or ideas, I’d love to hear them.