Relevant Degree Programs
Affiliations to Research Centres, Institutes & Clusters
Complete these steps before you reach out to a faculty member!
- Familiarize yourself with program requirements. You want to learn as much as possible from the information available to you before you reach out to a faculty member. Be sure to visit the graduate degree program listing and program-specific websites.
- Check whether the program requires you to seek commitment from a supervisor prior to submitting an application. For some programs this is an essential step while others match successful applicants with faculty members within the first year of study. This is either indicated in the program profile under "Admission Information & Requirements" - "Prepare Application" - "Supervision" or on the program website.
- Identify specific faculty members who are conducting research in your specific area of interest.
- Establish that your research interests align with the faculty member’s research interests.
- Read up on the faculty members in the program and the research being conducted in the department.
- Familiarize yourself with their work, read their recent publications and past theses/dissertations that they supervised. Be certain that their research is indeed what you are hoping to study.
- Compose an error-free and grammatically correct email addressed to your specifically targeted faculty member, and remember to use their correct titles.
- Do not send non-specific, mass emails to everyone in the department hoping for a match.
- Address the faculty members by name. Your contact should be genuine rather than generic.
- Include a brief outline of your academic background, why you are interested in working with the faculty member, and what experience you could bring to the department. The supervision enquiry form guides you with targeted questions. Ensure to craft compelling answers to these questions.
- Highlight your achievements and why you are a top student. Faculty members receive dozens of requests from prospective students and you may have less than 30 seconds to pique someone’s interest.
- Demonstrate that you are familiar with their research:
- Convey the specific ways you are a good fit for the program.
- Convey the specific ways the program/lab/faculty member is a good fit for the research you are interested in/already conducting.
- Be enthusiastic, but don’t overdo it.
G+PS regularly provides virtual sessions that focus on admission requirements and procedures and tips how to improve your application.
Graduate Student Supervision
Doctoral Student Supervision (Jan 2008 - April 2022)
Marginalia are a variety of writings and symbols drawn by readers on the pages of books. In Chinese history, marginalia were rare in both records and physical books before the late Ming (1368-1644). The early-Qing (1644-1911) calligrapher, bibliophile, and textual scholar He Zhuo (1661-1722) devoted himself to reading and collating books and composed marginalia on hundreds of titles. After his death, the composition and transcription of marginalia started to become a popular scholarly practice. The transcription of marginalia helped to build up a rather efficient model of transmitting information, knowledge, and thought among scholars. It formed a particular scholarly culture—a systematic way for scholars to think and behave. This study explores how this scholarly culture took form, gained momentum, and shaped scholarly styles and scholars’ lives, thoughts, mental states in the Qing dynasty. The main part of this study is made up of four chapters. Chapter 2 introduces the characteristics of marginalia in comparison with other Chinese interpretive texts. Chapter 3 is a case study of He Zhuo’s marginalia. Focusing on He’s marginalia on the Hou Hanshu (History of the Later Han Dynasty [25-220]), this chapter explores He’s reading habits and scholarly practices, and their influence on later scholars and readers. Chapter 4 is concerned with questions of who participated in the practice of transcribing marginalia, how different participants were involved in the process of transcription, and their motives and attitudes. Chapter 5 analyses different transcriptionists’ colophons, so as to explore their private lives and mental states. Qing scholars spent an enormous amount of time and energy composing and transcribing marginalia. They were concerned with both content and form of marginalia. In this process, scholars not only tried to accumulate knowledge, but also pursued its aesthetic values. They inherited reading habits and scholarly approaches from Ming scholars, and developed their own way of reading, doing research, and living.
- Symptoms of an Unruly Age: Li Zhi and Cultures of Early Modernity (2018)
Chinese Studies, 36 (4), 317--322
- The Art of Being Governed: Everyday Politics in Late Imperial China (2018)
The China Quarterly, 235, 909--911
- The book of swindles: selections from a late Ming collection (2017)
- Where the Truth Lies: Evidence and Argument in Late Imperial Debates about the Great Learning (2015)
Lectures et usages de la Grande étude, , 187--196
- World antiquarianism: comparative perspectives (Issues & Debates), written by Alain Schnapp, Lothar von Falkenhausen, Peter N. Miller, and Tim Murray (2015)
East Asian Publishing and Society, 5 (1), 139--143
- Artifacts of Authentication: People Making Texts Making Things in Ming-Qing China (2012)
Antiquarianism and intellectual life in Europe and China, 1500–1800, , 180--204
- Critics and commentators: the Book of poems as classic and literature (2012)
Harvard University Asia Center, (81)
- Old Scripts, New Actors: European Encounters with Chinese Writing, 1500-1700 (2007)
East Asian Science, Technology, and Medicine, (26), 68--116
- Not Written in Stone: Ming Readers of the Great Learning and the Impact of Forgery (2006)
Harvard Journal of Asiatic Studies, 66 (1), 189--231