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| Format: | Preprint |
| Publié: |
2025
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| Accès en ligne: | https://arxiv.org/abs/2510.08885 |
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| _version_ | 1866908590757904384 |
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| author | Wilson, Shomir |
| author_facet | Wilson, Shomir |
| contents | Computing faculty at research universities are often expected to guide the work of undergraduate and graduate student researchers. This guidance is typically called advising or mentoring, but these terms belie the complexity of the relationship, which includes several related but distinct roles. I examine the guidance of student researchers in computing (abbreviated to research guidance or guidance throughout) within a facet framework, creating an inventory of roles that faculty members can hold. By expanding and disambiguating the language of guidance, this approach reveals the full breadth of faculty responsibilities toward student researchers, and it facilitates discussing conflicts between those responsibilities. Additionally, the facet framework permits greater flexibility for students seeking guidance, allowing them a robust support network without implying inadequacy in an individual faculty member's skills. I further argue that an over-reliance on singular terms like advising or mentoring for the guidance of student researchers obscures the full scope of faculty responsibilities and interferes with improvement of those as skills. Finally, I provide suggestions for how the facet framework can be utilized by faculty and institutions, and how parts of it can be discussed with students for their benefit. |
| format | Preprint |
| id |
arxiv_https___arxiv_org_abs_2510_08885 |
| institution | arXiv |
| publishDate | 2025 |
| record_format | arxiv |
| spellingShingle | Rethinking How We Discuss the Guidance of Student Researchers in Computing Wilson, Shomir Computers and Society Computing faculty at research universities are often expected to guide the work of undergraduate and graduate student researchers. This guidance is typically called advising or mentoring, but these terms belie the complexity of the relationship, which includes several related but distinct roles. I examine the guidance of student researchers in computing (abbreviated to research guidance or guidance throughout) within a facet framework, creating an inventory of roles that faculty members can hold. By expanding and disambiguating the language of guidance, this approach reveals the full breadth of faculty responsibilities toward student researchers, and it facilitates discussing conflicts between those responsibilities. Additionally, the facet framework permits greater flexibility for students seeking guidance, allowing them a robust support network without implying inadequacy in an individual faculty member's skills. I further argue that an over-reliance on singular terms like advising or mentoring for the guidance of student researchers obscures the full scope of faculty responsibilities and interferes with improvement of those as skills. Finally, I provide suggestions for how the facet framework can be utilized by faculty and institutions, and how parts of it can be discussed with students for their benefit. |
| title | Rethinking How We Discuss the Guidance of Student Researchers in Computing |
| topic | Computers and Society |
| url | https://arxiv.org/abs/2510.08885 |