This Birds-of-a-Feather (BOF) session provides a space for LGBTQ+ educators, researchers, students, and allies to connect, share, and collaborate. It builds upon the strong foundation of previous successful BOFs focused on cultivating and sustaining the LGBTQ+ community (Kivuva et al., 2025) and the broad interest shown in panels on advancing LGBTQIA+ voices (DuBow et al., 2024). Recognizing the diverse needs within our community, this session is built around four concurrent, facilitated breakout groups, allowing attendees to self-select into the conversation most relevant to them. The importance of affinity spaces for ''gender-based community building'' and fostering a sense of belonging is a key aspect of broadening participation (Swackhamer et al., 2022). The session will begin with a collective welcome and introduction to ground us in a shared sense of community before self-selecting into roundtables. The four roundtable themes are: (1) An affinity space for sharing personal experiences from the past year; (2) Supporting LGBTQ+ students and building departmental community; (3) Advancing LGBTQ+-focused research in CS education; and (4) Professional development focused on grant writing and career advancement. This unique structure ensures that, whether attendees are seeking peer support, pedagogical strategies, research collaboration, or career mentorship, they will find a dedicated space. Participants will leave with new connections and targeted, actionable insights to support their personal and professional lives.

This paper examines facilitator and refugee youth co-design for a summer program and asks: “how do researchers and interns understand ‘facilitation’ and ‘co-design’ in a summer program with refugee youth?” We highlight interactions with Rbekka, a refugee youth who participated in programming since 2015. We share findings that help us understand how expansive social emotional learning (SEL) and co-design create an assemblage of relationships and mutual space of learning that resists adult/child binaries and puts relational care and justice into practice.

This half-day workshop brings together practitioners, researchers, educators, and students that design, research, and engage in making activities to have fun and create artifacts using a laser cutter. Participants will engage in an interactive discussion around their own making practices and experiences. Together we aim to identify existing considerations and practices that remain to be articulated around feelings and making. That is, what does it feel or look like when making serves as a form of personal expression, or as an extension of being? How might making create and support somatic openings that frame making less as an activity toward production, but rather, an end in itself–for fun?

Security analysts rely on scenarios to assess vulnerabilities, project attacks, and decide on security requirements that mitigate the threat. However, eliciting natural language scenarios from stakeholders can be an ad-hoc process and subject to ambiguity and incompleteness. In this article, we examine systematic scenario elicitation by introducing a method based on user stories that uses a simplified process model of iterative scenario refinement. The process consists of three steps: 1) eliciting an interaction statement that describes a critical action performed by a user or system process; 2) eliciting one or more descriptive statements about a technology that enables the interaction; and 3) refinement of the technology into technical variants that correspond to design alternatives. We empirically evaluated our method by implementing our prototype in a user study that collects 30 security scenarios from participants. Based on our analysis, our proposed method is shown effective. Participants had a 100 percent task completion rate with 57 percent of participants achieving complete task-success, and the remaining 43 percent of participants achieving partial task-success. We also show the effect of security domain knowledge, and the benefit of using structure when collecting security requirements in natural language text. Finally, we present lessons learned and future research directions.

Intergenerational making activities provide an opportunity for family collaboration where parents and children learn together. We discuss the facilitative moves that emerged between researchers, parents, and children during a half-day making program where participants played and created games. Four families with a variety of knowledge of digital fabrication technologies participated in three activities: playing a variety of games, designing and making their own games using arts and crafts materials, and optionally utilizing digital fabrication tools to complete their games. We position traditional fabrication and digital fabrication as two different modalities of making. Accordingly, we examine the facilitative moves and behavioral shifts that emerge across the two modalities and as observed through qualitative analysis. This work contributes insights to the field on program structure and the ways formal facilitators and parents can sustain child engagement in a making workshop.