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How Advising Doctoral Students Can Be the Greatest Research Gift of All When I was considering academic positions over 3 years ago (which, by the way, how has it already been 3 years?!), there were so many factors to consider. What was the reputation and atmosphere of the school and department? Was the loca- tion going to be nice? Was Mike going to be able to find work? Would I be teaching the types of classes that I wanted to be teaching? Were the tenure requirements reasonable or insane? There were so many things to account for, and so many ways to justify the answers to the aforementioned questions if things didn’t quite fit with the expectations I had at the time. However, one aspect of my job search was a big non-negotiable: I wanted to work somewhere that had a PhD program. Allison S. Gabriel University of Arizona I am fortunate to continue to have a very positive working rela- tionship not just with my doctoral advisor (Hi Jim Diefendorff!) but with my undergraduate honor’s thesis advisor as well (Hi Ali- cia Grandey!), and it is safe to say that both relationships shaped my graduate school experience in an incredibly positive way. At the time of my job search, I couldn’t imagine not trying to foster that type of experience for someone else. In essence, working somewhere with a doctoral program was my way of trying to “pay it forward” and give back to someone else the hours (and hours) of guidance and social support that I had received from my mentors. Having now had the opportunity to work with two doctoral students at very different phases of their careers—one as a fourth year student and one as a first year student—I’m not sure I’m the best person to speak on “all the lessons learned” be- cause I still have many, many lessons to go. But, I have seen the incredible value of working with doctoral students, and I hope that they can see the value as well. 1 Importantly, over the last 3 years I have received a great deal of (sometimes conflicting) advice on how to best manage working with doctoral students. Because I am still figuring this “stuff” out, I figured that other people out in TIP land might be trying to figure it out as well. When it came to working with doctoral students, I was generally given two streams of advice: (1) fit my 30 April 2016, Volume 53, Number 4