The refugee support ecosystem in the U.S.-Mexico Borderplex is resource-scarce, dynamic, and transitional, requiring intensive information work. To address coordination challenges among the cross-sector sociotechnical community working at one of the largest ports of entry for asylum seekers, the county government of El Paso, TX, USA, has proposed a centralized information system for use by all refugee-serving organizations on the U.S. side of the border. However, stakeholder responses have varied, with some organizations approving, and others resisting the proposal. This research investigates the nuanced dynamics of information infrastructures among stakeholders from different refugee-serving organizations working in the Borderplex, explaining how they navigate pressures to centralize their information infrastructures amid myriad concerns while considering the costs of not doing so, particularly for the refugees. Through a combination of ethnographic fieldwork, semi-structured interviews, and thematic analysis, we explore why some of the organizations in the Borderplex are choosing to silo their data—in support of financial freedom, mission malleability, and maintaining privacy in a liminal context—as a form of infrastructural activism. Our findings contribute to discussions of non-use and deliberate disconnection, highlighting the complex political and practical dimensions of technology (non-)adoption.

There has been a call to develop more culturally sensitive designs for mental health technologies to ensure that the needs of diverse communities are met. We conducted an interview study with multiple stakeholders-clients from the Hispanic community (N=10), mental health therapists (N=10), and technology designers (N=5)-to identify benefits and challenges of accessing and using teletherapy for the Hispanic community. We identified four use and access barriers: connectivity and digital literacy barriers, safety barriers, technology exploitation barriers, and cultural and language barriers. We then discuss how these barriers could be addressed by using five elements derived from culturally competent frameworks from the National Association of Social Workers (NASW) and the American Psychological Association (APA). We offer design guidelines for developing culturally sensitive technologies based on each of the five elements of culturally competent mental health technologies.

Service learning is an experiential pedagogy in which students learn through providing services or products for community partners. Computer and information science students can develop valuable products for community organizations. However, while service learning is shown to serve students and has potential to serve the field's diversity goals, community partners' needs are often not served. We explored this asymmetry using an exploratory survey. Faculty from across the U.S. were able to describe learning goals for students, including how they were assessed. In contrast, fewer than half of respondents had explicit partner goals; partner goals were often not assessed. Also, most respondents judged reaching student goals as more important than partner goals, with about 25% of respondents seeing benefits to partners as only a bonus. Faculty justified their choices by appealing to their mission as educators. Yet for a nontrivial partnership commitment under condition of scarce resources, the community partner may be seen as being taken advantage of, which may explain why some respondents have difficulty finding or keeping partners. Further, faculty may not accomplish civic duty goals, since students may tacitly learn that community organizations' needs are secondary. To aid faculty in making decisions and better integrating community partners' needs, we offer advice from survey respondents.

The benefits of service learning in computer and information science (CIS) are believed to be significant, ranging from providing students with real-world experiences to retaining students to positively impacting community partners. Although there are many benefits of service learning, the CIS domain does impose unique costs for integrating service learning into the curriculum. Yet there is little systematic research to help the CIS community understand best practices for maximizing benefits while minimizing costs. Experience reports about service learning courses in CIS have appeared in the literature annually since 2000, and thus we address this gap in knowledge by conducting a systematic review and content analysis of 84 experience reports from the The ACM Guide to Computing Literature . We synthesize the current state of service learning in CIS as well as derive recommendations for best practices and future research directions.

Graduate students are facing a mental health crisis due to a combination of individual, community, and societal factors. Many existing stress management interventions engage with one factor at a time, typically focusing on providing a user with data about their stress state. We conducted co-design workshops with graduate students who work closely together to explore their strategies for managing stress and to learn about what types of technologies they envision to help address their stress. Using Ecological Systems Theory as an conceptual framework, our analysis of the designs and discussions from these workshops contributes an expanded design space for stress management—one that foregrounds the affordances and challenges of designing interventions that cut across ecological systems levels along with designs that approach stress management using a broader diversity of strategies: controlling, disconnecting, and normalizing stress. We argue that this expanded design space embraces a more holistic and human approach to designing stress management technologies.

Service learning-an educational experience in which students provide service to a community partner while learning content knowledge, professional skills, and critical thinking-can provide significant benefits to students and the community. We present survey results from 227 postsecondary students in computing to provide insights into their attitudes toward service learning, and how these relate to course-taking motivations and sense of civic duty. Based on the survey results, we argue that service learning should be required in an undergraduate computing major. However, we problematize this provocation based on three types of pitfalls: courses that do not prepare students to understand social contexts in which technical solutions are promoted, lack of resources for faculty teaching the courses, and the potential to harm both community partners and students.

Numerous studies have highlighted a range of potential benefits of teletherapy for clients. Nonetheless, researchers have found that many therapists are reluctant to adopt teletherapy in their work practice. There is a dearth of research about how therapists have appropriated telehealth platforms, either to understand teletherapy practice or to understand the challenges and opportunities for system design. The COVID-19 pandemic offers an unfortunate but unique opportunity to learn more about the experiences of therapists who use a range of therapeutic interventions with a range of client populations. In this work, we explore the following research question: in what ways do telehealth platforms support and challenge the work of teletherapy? We present results of semi-structured interviews conducted with 14 mental health therapists during the first six months of the pandemic in the United States. We present a descriptive account of their experiences as well as a discussion of the ways in which the multi-layered and interdependent nature of two facets of therapeutic work---the therapeutic alliance and the therapeutic interventions---made the transition to computer-supported cooperative work particularly challenging. We then offer a suite of design implications for systems that better support the nuanced and unique work of teletherapy.