"The principle goal of education in the schools should be creating men and women who are capable of doing new things, not simply repeating what other generations have done; men and women who are creative, inventive and discoverers, who can be critical and verify, and not accept, everything they are offered." - Jean Piaget
I believe that most students aspire to success and can be inspired to generate truly spectacular research; mentoring and training doctoral students, thus, gives me great pleasure. The bond between doctoral students and their advisors is special and, unlike the bond between co-workers, often lasts for life. Students depend on their advisors, who are compelled to behave ethically and magnanimously. I hold myself to the highest ethical standards in all such relationships. When I joined the University, I committed myself to the belief that all doctoral students possess the same innate ability. While I still believe that all students have the same potential, I have come to realize that disparities in training and motivation have an enormous impact on the quality of their individual achievements and I seek to rectify these shortcomings wherever possible. As I have mentored and advised more students, my criteria in assessing potential for doctoral work has evolved. I carefully assess their research potential including their motivation and training before selecting students to advise. I believe that the journey through the doctoral program is long and arduous with few successes and several disappointments. One of the important roles of an advisor is to keep students motivated especially during periods of adversity. I work hard at my commitments to my doctoral students and try me best to ensure their success by advising them, providing them with resources, and getting them the help that they seek.