For Prospective Students

As potential undergraduate thesis and graduate students search for advisors, there are some fundamental questions that students will have regarding any potential advisor. Below, I have attempted to cover some that I would consider important. This is not meant to be exhaustive, but perhaps is a good starting point for future discussions. I welcome any and all constructive comments on this material.

A Brief Introduction

                       
NAME Matthew Fantle
CONTACT mfantle at psu dot edu
POSITION Professor of Geosciences
RESEARCH Ca, Sr, LI, and Mg isotopes in marine sediments; Fe isotopes and the Fe cycle
PUBLICATIONS Can find many pdfs of published work on ResearchGate
INTERESTS Playing and watching soccer (mainly English Premier League & Champions League; Manchester United fan); coaching soccer at the U12 Developmental and U13 d5 Travel levels (most recently coach of CSA Rapids White)
EDUCATION
  • B.A. Environmental Earth Sciences (Dartmouth College)
  • PhD Geology (University of California, Berkeley)

My Advising Philosophy

First and foremost, it is important to me to train students rigorously in isotope geochemistry…so that they are confident in their abilities to use isotopes to learn new things about those systems that interest them. I also believe that one tool is never enough, and that a toolbox containing multiple tools is a must. This is why I stress combining experimental, numerical, and applications work in all theses and dissertations in my group. This is also why a strong background in general geology and geochemistry, both high and low temperature, is critical to success as an isotope geochemist.

I firmly believe that students, both undergraduate and graduate, should play a role in determining their research topic. While M.S. projects might involve a little more pushing or direction on my part, the student must buy into the research and own it. This means they must have a role in directing it from the outset. All graduate students are expected to produce publication-quality research, and to publish that research during their time here. In the event that the latter does not happen, and students move on before a manuscript is submitted, it is expected that students will take full responsibility for working with the advisor to get this done as soon as possible.

I will be honest, forthright, respectful, and challenging. I will always make time for your questions (if not immediately, then in as short a timeframe as possible), and I will provide constructive feedback on any aspect of your work on which you desire feedback. I will train you to be an isotope geochemist, with a range of tools in your toolbox. I will teach you speak the language of geochemistry. I will strive to be your biggest advocate, both in graduate school and after. I will offer any advice on career paths that you need; if I am not qualified to do so, I will do all I can to find a resource that can help you.

Ultimately, it is my intention to prepare you for life after graduate school. I will help you to become an independent thinker and an effective communicator. But, for this to happen, both parties need to be involved. Hence…

My Expectations for Students

I expect that students will treat thesis research (if undergraduates) and graduate school (if graduate students) in a professional manner. Graduate school is an educational experience, but it is useful to approach it as a job; this means individuals should strive to work regular hours, communicate clearly, and behave in a professional manner. This mindset is an effective way of approaching the graduate school experience and is considerably different from the undergraduate mindset. You are developing your analytical skills, your independence of thought, and your confidence. This takes time and a modification of your approach to the experience. Accordingly, I expect students to be responsible for their own work, honest, and hard-working.

Overall, I expect that students will:

  • Be responsible, respectful, and punctual;
  • Strive for excellence in all aspects of their research (i.e., doing more than just the bare minimum);
  • Communicate clearly and regularly with their research advisor;
  • Strive to be independent and proactive in their approach to research and graduate school in general;
  • Explore and read the literature extensively in order to understand both specific aspects and the broader context of your research;
  • Develop new, or improve existing, analytical techniques as needed; and
  • Show initiative, be dependable, and motivate yourself.

I also expect that students will spend time questioning accepted dogma (yes, including things their advisor says) and trying to answer questions on their own. I expect students will push their research beyond the confines of what is discussed with the advisor, and will bring new ideas to the research. I expect that students will respect the guidance of the advisor and work to bring the joint vision of the research to fruition.

Ultimately, I expect students will work to make their research the best it possibly can be. I expect courtesy and respect for all members of the group, and as much a sense of camaraderie and teamwork as is possible. I expect that students will immerse themselves in their analytical work (i.e., so that they are not just users, but experts). This is, in my mind, important for success after graduate school, no matter what you end up doing (i.e., not just in academia).

Importantly, I expect that students will be a part of the research group. Students will attend group meetings regularly and work in the lab. They will contribute regularly to:

  • Cleaning and maintaining the lab;
  • Creating and updating standard operating procedures (SOPs);
  • Maintaining the standard worksheet on Box;
  • Asking questions when they have them, and helping others when they have questions; and
  • Behaving in a safe manner in the laboratory.

We can only be successful if we help each other and have a positive attitude.

All graduate students should be aware of important policies regarding the graduate program at Penn State. Visit the Graduate School website to read pertinent policies (see the policy webpage here). In particular, please see the Graduate School policy on Graduate Assistants (GSAD-901) for details of graduate appointments, GCAC-800 Student Conduct and Performance Policies (very important!), and the Graduate Student Ombudsperson program.

Other Potentially Useful Information

  1. I worked for a year at the Carnegie Institution of Washington for Dr. Marilyn Fogel. While there, I learned a ton about C and N isotopes, compound specific analyses, and how to be a good scientist and a good person. I retain interest in these systems.

  2. Since 2017, I have worked with Dr. Elizabeth Griffith (Ohio State Univ.) to bring together the Ca isotope community. In 2017 we held our first small workshop, and in 2018 we held a much larger and inclusive one at Goldschmidt in Boston. The goal of this workshop was to build community. In Fall 2018, we will announce a special issue of Chemical Geology entitled “Calcium Isotope Geochemistry: Past Lessons and Future Directions”. Typically, isotopists are solitary creatures. But, as the funding environment changes and as our chosen tool perhaps fades a little down the Elderfield curve, a tight-knit community of like-minded people is needed to push our science forward and outward.

  3. I am currently the Head of the Astrobiology Minor at Penn State, and have been since ~ August 2007 (I think). I was a part of the NASA Astrobiology node that was at Penn State when I arrived, and remain interested in astrobiological questions.

Useful Links

  1. The Laboratory for Isotopes and Metals in the Environment (LIME): http://lime.psu.edu
  2. Astrobiology Minor at PSU: https://sites.psu.edu/mfantle/astrobiology_minor
  3. Biogeochemistry Dual Title Graduate Program:  http://www.biogeochemistry.psu.edu
  4. The Graduate School: https://gradschool.psu.edu/
  5. Graduate School policies: https://gradschool.psu.edu/graduate-education-policies/
  6. Join the Calcium Isotope Community