Emerging adults (EAs) often struggle with their identity, making them vulnerable to mental health issues.This paper examines how EAs explore their identity through life-story writing, with an eye on how AI might help.Our interview study found that mandatory writing assignments, such as a Statement of Purpose for college applications, often triggered EAs' identity exploration.These writing/identity exploration processes were collaborative between EAs and those closest to them.Collaborations succeeded when both parties had the skills and confidence to discuss EAs' identities with enough intensity and directness, but not so much that it crossed the boundaries of their relationship.When collaborations failed, EAs resorted to consulting AI.These findings offer an alternative perspective to the traditional design of cognitive AI writing assistants, which assumes writers write about their lives proactively and privately.This work suggests that AI assistants might be more effective if they help (1) initiate EAs' identity reflection while moderating its intensity, and (2) serve as a connective tissue among EAs and their support networks.

Most postsecondary cybersecurity education focuses on technical knowledge and skills without commensurate attention to vital non-technical skills. In this position paper, we argue that cybersecurity education must integrate teaching and practicing of non-technical competencies alongside technical knowledge and skills to ensure that both technical and non-technical skills transfer to cybersecurity workplaces. We identify specific learning outcomes that meet these criteria and suggest research-based pedagogical approaches to support learning and transfer. We present a cybersecurity lab designed to address these learning outcomes through experiential learning, roleplay, collaborative learning, technical simulation and metacognitive engagement. The CyberSim Lab serves as a curricular bridge between the classroom and the workplace.

We identify barriers to successful cross-sector educational research partnerships and describe effective, evidence-based strategies for overcoming challenges. We developed educational interventions and deployed them at higher education institutions. Significant challenges arose in the research-practice partnership between faculty at a research institution and a local community college. We successfully implemented strategies to advance research, co-design educational interventions, and implement them in diverse contexts. We share insights gleaned that may be useful for others forging cross-institutional research partnerships, particularly between faculty at research institutions and partners at community colleges.

By leveraging approaches from other disciplines, designers can expand the boundaries of interaction design to tackle complex socio-technical problems. To address the challenges of networked social justice movements, we developed a workshop for designers and social justice activists based in Viewpoints and Composition, a philosophy and set of techniques for the theatre. Building on other experience prototyping and somatic methods, the workshop leads participants through the design of a hypothetical internet-enabled social justice campaign, encouraging them to imagine the felt-experience of networked social justice movement building in a socio-spatial context. We conclude with insights from the workshop and plans to further develop these techniques.

Agents that support spoken interaction (e.g., Amazon Echo) are designed for social spaces like the home, yet designers know little about how they should respond to social activity around them. We set out to reconsider current one-on-one interactions with agents, and explore the design space of future socially sophisticated agents. To do so, we use an iterative co-design process with designers and theatre experts to devise an immersive performance, "Robotic Futures." Theatre is a form of knowing through doing-by examining the interactions that persisted in the devising process and those that fell through, we conclude with a proposition for design considerations for future agents. Based on emerging research in this space, we focus on the characteristics of personally-owned agents in comparison to shared agents, and consider the roles and functions each introduce in their integration in the home.