Design workshops are a popular approach to include older adults in the technology design process. However, formative design sessions with older adults have had unexpected outcomes such as the non-use of traditional design materials like craft-based prototyping supplies or disengagement from design activities. Analyzing the engagement of 32 older adults across two design workshops, this paper sheds insights on some of these outcomes. Contributing to a growing body of HCI research on understanding older adults' participation in design, we provide an understanding of how design materials can shape older adults' engagement in formative design activities. Our discussion furthers research on understanding who older adults design for and why, argues for a different understanding of creative expression, and offers considerations for choosing design materials.

Requirements Engineering (RE) is a challenging topic to teach, especially when not all students see the value in learning it. Students have limited experience with RE before graduation, even after taking a required RE class and doing internships. In contrast, alumni from our program often highlight RE as one of the more important classes they take. To address this gap, we investigated current industry practices and compare that with students' perspectives. We conducted surveys with computer science and software engineering alumni ($\mathrm{N}=116$) and upperclassmen ($\mathrm{N}=38$), asking both groups for their thoughts on RE and examples of where it has shown up in their (budding) careers. We also interviewed survey respondents ($\mathrm{N}=12$) to add more detailed examples of RE. We found that while both alumni and students find the class important, many students have negative impressions of RE and do not have opportunities to gain experience outside of our RE course or capstone. Alumni shared what the current state of RE looks like in practice, such as how some only receive requirements secondhand. Also, their examples highlight how intertwined software engineering areas can be, such as the frequent overlap with software design. We discuss these findings and offer recommendations for teaching requirements engineering to undergraduates, such as giving students RE experiences in the classroom since they do have many other opportunities before graduating.

Survivors of domestic abuse face significant challenges securing recovery resources, such as housing, mental health care, and social connections. Accessing these resources requires survivors to disclose their status as survivors of domestic abuse; a process that can be traumatic and emotionally burdensome. In this work, we consider how social robots might help domestic abuse survivors to address challenges surrounding self-disclosure. To do so, we conducted a three-session co-design workshop involving 8 participants from a domestic abuse shelter. Our results provide three key contributions: (1) new insights into the benefits and barriers to self-disclosure; (2) new insights into the ways that social robots can help survivors to better achieve those benefits and overcome those barriers before, during, and after disclosure, including key design recommendations associated with each of these phases; and (3) observations into how a trauma-informed computing perspective may enable more effective design work in Human-Robot Interaction.

Researchers support race, gender, and age diverse groups of people to create with maker electronics. These groups include older adults, who are often overlooked as not interested or capable of learning new technologies due to ageist stereotypes. One approach, often involving e-textiles, leverages crafting as a bridge to broaden participation in making. We investigated ways to broaden participation in maker electronics for older adults by remotely co-designing e-textile projects with 6 older adult crafters over the course of 5 workshop sessions for a total of 45 hours. We developed a deeper understanding of their practices, identifying a Planner-Improviser Spectrum for how they approached their craft, and created medium fidelity prototypes. Our design implications draw on our participants’ crafting experience and their experience in the workshop to highlight what e-textile toolkit designers can learn from skilled older adult crafters, such as selecting familiar materials, supporting aesthetic goals, and making electronics more attainable.

Makerspaces are being introduced in a wide variety of settings, including community settings such as schools and libraries. Older adults are one group for whom making agendas are being pursued, with envisioned outcomes such as supporting agency and well-being. However, research on making and DIY with older adults typically study individuals who are already engaged in making practices or bring individuals in to a technology environment that has already been created. In this paper, we study the older adult-driven formation of a makerspace in an independent living community. Through an ethnographically-informed approach, we studied the ways that individuals considered appropriate allocation of resources towards a makerspace, scoped activities, evaluated goals, and made trade-ofs. Our analysis is centered around describing the way that this makerspace formed as well as three ways that individuals made sense of the makerspace as the planning unfolded: the openness of a space that promises to cater to interests of the population; the promise of a makerspace to involve more residents in technology, but the need to obscure the technology to make it appealing; and a valuation of the return on investment for limited fnancial and space resources. Our discussion contributes to supporting and studying early adoption of technology by older adults, complicates visions of "making for all," and presents considerations regarding the often under-specifed community of a makerspace.

Researchers in Human-Computer Interaction (HCI) have long developed technologies for older adults. Recently, researchers are engaging in critical reflections of these approaches. IoT for aging in place is one area around which these conflicting discourses have converged, likely in part driven by government and industry interest. This article introduces diffractive analysis as an approach that examines difference to yield new empirical understandings about our methods and the topics we study. We constructed three analyses of a dataset collected at an IoT design workshop and then conducted a diffractive analysis. We present themes from this analysis regarding the ways that participants are inscribed in our research, considerations related to transferability and novelty between work centered on older adults and other work, and insights about methodologies. Our discussion contributes implications for researchers to form teams and account for their roles in research, as well as recommendations how diffractive analysis can support other research agendas.

Design workshops are a popular means of including older adults in technology development. However, there are open questions around how to best scaffold this participation, particularly in supporting older adults to associate their designs with themselves, rather than designing for an "other older adult." By conducting workshops focusing on envisioning the future of internet of things (IoT) technologies at home, we provide an understanding of how older individuals participate in group activities to conceptualize technology for themselves. We find that at different stages of the design process, individuals shift in who they envision the end user of the technology: at first, they think about common older adult needs, then turn to designing for themselves. Individuals' attitudes towards technology also impact group dynamics along with final design ideas. Our discussion contributes to an understanding of how to support older adults in designing for themselves, new perspectives on aging-in-place technologies, and recommendations for configuring design workshops with older individuals.

In this paper, we describe how we integrated the Affinity Research Group (ARG) model into a 10-week summer research experience for undergraduates (REU) over the last three years. Each summer, ten REU students participated in: an annual two-day team-building orientation; a four day long ramp-up session to learn about REU projects and the skill sets they would need to master; weekly meetings with graduate and faculty mentors to define objectives, deliverables, and progress; and weekly skill development workshops to learn how to conduct research, prepare for future endeavors, and present oneself in professional settings. A total of seven faculty and twelve graduate students participated in ARG model process meetings to ensure students received comparable experiences and facilitated professional development activities. We provide an overview of our REU ARG model experience and reflect on improvements based on faculty mentor, graduate mentor, and undergraduate researchers' experiences.

We present Craftec, an extendable toolkit system focused on engaging older adults in maker technology by supporting their use of common crafting skills. Craftec is comprised of LilyPad Arduino-based toolkits to promote easier crafting with hard and soft mediums. We describe the system's design, a pilot test with 8 students, and 2 two-hour single session workshop evaluations by 17 older adults. We found Craftec facilitated the efficient integration of circuits within crafted items, including fewer short circuits as compared to a basic LilyPad Arduino kit. We discuss insights into creating an older adult toolkit focused on building and prototyping rather than facilitating STEM education.

Traditional qualitative research methods, such as, interviews and focus groups, may not be feasible for certain populations- who face time, mobility, and availability constraints. We adapted the Asynchronous, Remote, Community-based (ARC) method that used closed Facebook groups to study people with rare diseases, to study a different population - pregnant and new mothers. During the course of eight weeks, we engaged 48 participants in 19 study activities using three closed Facebook groups. We added new activities to the original ARC method, informed by past HCI research, to triangulate participant input. We carefully analyzed participation patterns and activity engagement, to assess the suitability of the ARC method for engaging pregnant and new mothers in remote, group-based, qualitative research. We provide an in-depth analysis of the ARC method, noting participation characteristics, activity preferences, and the suitability of the ARC method as an online focus group.

Portion size estimation is important for managing dietary intake in many chronic conditions. We conducted a 6-week field study with nine varying literacy dialysis patients to explore the usability and feasibility of a dietary intake mobile application that emphasizes portion size estimation. Seven participants demonstrated sustained use of the application and improved their self-efficacy, knowledge, and ability to estimate portion sizes in pre- and post-study assessments. Participants reported moments when portion size information in the application differed from their prior understanding, challenging them to reconcile dissonant information. Although participants acquired new knowledge about portion sizes, they struggled to accurately estimate portion sizes in situ for most foods. Despite using the application consistently, rating it highly, and exhibiting learning, we found that self-efficacy and knowledge are not sufficient to support improved behaviors in everyday life.