Users receive a multitude of digital-and physical-security advice every day. Indeed, if we implemented all the security advice we received, we would never leave our houses or use the Internet. Instead, users selectively choose some advice to accept and some (most) to reject, however, it is unclear whether they are effectively prioritizing what is most important or most useful. If we can understand from where and why users take security advice, we can develop more effective security interventions. As a first step, we conducted 25 semi-structured interviews of a demographically broad pool of users. These interviews resulted in several interesting findings: (1) participants evaluated digital-security advice based on the trustworthiness of the advice source, but evaluated physical-security advice based on their intuitive assessment of the advice content, (2) negative-security events portrayed in well-crafted fictional narratives with relatable characters (such as those shown in TV or movies) may be effective teaching tools for both digital-and physical-security behaviors, and (3) participants rejected advice for many reasons, including finding that the advice contains too much marketing material or threatens their privacy.

The digital-sharing economy presents opportunities for individuals to find temporary employment, generate extra income, increase reciprocity, enhance social interaction, and access resources not otherwise attainable. Although the sharing economy is profitable, little is known about its use among the unemployed or those struggling financially. This paper describes the results of a participatory-design based workshop to investigate the perception and feasibility of finding temporary employment and sharing spare resources using sharing-economy applications. Specifically, this study included 20 individuals seeking employment in a U.S. city suffering economic decline. We identify success factors of the digital-sharing economy to these populations, identify shortcomings and propose mitigation strategies based on prior research related to trust, social capital and theories of collective efficacy. Finally, we contribute new principles that may foster collaborative consumption within this population and identify new concepts for practical employment applications among these populations.

In 2012, women earned 18% of computer science degrees; African American and Hispanic students made up less than 20% of computing degree holders that year. Research shows that relatable role models and engaging curriculum are required to engage underrepresented students in computing. There is a need for engaging and relatable curriculum to be delivered to students at the middle school level, when these students first begin to lose interest in computing. Thus, based on the results of a survey of current and former middle school computing teachers and a comprehensive literature review, we developed the University of Maryland Curriculum In A Box (CIAB). The CIAB includes profiles of relatable computing role models, accessible video and text curriculum and challenge projects for HTML/CSS. To simulate a "real world" programming environment, the CIAB guides students through programming within open source social media frameworks and Github. The CIAB also includes teacher enablement resources such as assessments and a week-by-week implementation guide. The CIAB was successfully implemented with a group of 6th and 7th grade students in Prince Georges (PG) County, a majority minority county in Maryland. Our demo will provide a walk-through of the CIAB assets, accessibility features and design process, as well as implementation advice informed by our CIAB implementation in PG County.