Despite the expanding focus on ethics within computing curricula, research ethics – especially around the use of digital data about people – remains under-emphasized. Many computing students, faculty, and researchers report receiving little formal guidance on how to navigate the ethical complexities of collecting, analyzing, and sharing pervasive data such as public social media content, geolocation traces, or behavioral data from smart devices. To address this gap, we will demonstrate the PERVADE Data Ethics Decision Support Tool, a free, browser-based, interactive resource developed by a team of academic researchers as part of the NSF-funded PERVADE (Pervasive Data Ethics for Computational Research) project.

Students' sense of community within educational environments can have a significant impact on the learning outcomes of those students. Fostering this type of connection can be challenging for online degree programs, particularly for asynchronous programs. Recognizing the potential benefits and improved student outcomes to be gained from a stronger student sense of community, we are conducting a survey study in an online Masters in Computer Science program in order to evaluate the current sense of community for the students and discover what factors could be leveraged to strengthen it. Preliminary pilot results indicate a lower sense of connectedness than learning in the program, which could lead one to assume a need to increase connectedness. However, these same preliminary results also suggest the importance of future work assessing student perspectives on the desirability of increasing connectedness.

Black Mirror, a science fiction anthology series, explores potential future consequences of technology and serves as a familiar site for ethical reflection. However, speculative fiction narratives like these, as well as the tech industry that is often responsible for those futures, may also neglect the perspective of historically excluded people, including Black women and femmes. We facilitated design workshops using the ''Black Mirror Writers Room'' ethical speculation exercise to explore how this community envisions and critiques technological futures. Drawing from Afrofuturist design principles, we present their episode pitches as a design fiction anthology that surfaces themes of survival, resistance, and re-imagined technology, while using counter-storytelling as an allegory for social justice issues. In doing so, we show how participants used ethical speculation both to critique existing systems and to envision liberatory alternatives, and the potential of this approach to expand who participates in designing and imagining technological futures.

Companion chatbots are conversational AI tools used or designed for emotional and relational support. With the potential for significant benefits as well as risks, they have been uniquely positioned as human surrogates and technical innovations. In this study, we explore perceptions of possible futures for this technology from the perspective of non-users; one goal of examining non-use is to reveal anxieties and assumptions about technology and its role in society, complementing user studies. We conducted a story completion study with 163 English-speaking non-user participants across age groups in which they finished story stems about a socially vulnerable user interacting with a companion chatbot. Despite participants' own disinterest, resistance, or disenchantment to the technology, they largely imagined positive or neutral outcomes for a protagonist they sympathized with and wished well. Overall, participants' stories and reflections were marked by ambivalence about the technology itself and doubt about whether it could be human enough to provide true companionship, and took a practical tone, focusing on the user's needs and various ways the chatbot might meet them. We discuss contributions to scholarship on both non-use and attitudes about chatbot companionship, highlighting the importance of considering moderate, excluded perspectives on controversial emergent technologies.

Computing ethics education aims to develop students' critical reflection and agency. We need validated ways to measure whether our efforts succeed. Through two survey administrations (N=474, N=464) with computing students and professionals, we provide evidence for the validity of the Critical Reflection and Agency in Computing Index. Our psychometric analyses demonstrate distinct dimensions of ethical development and show strong reliability and construct validity. Participants who completed computing ethics courses showed higher scores in some dimensions of ethical reflection and agency, but they also exhibited stronger techno-solutionist beliefs, highlighting a challenge in current pedagogy. This validated instrument enables systematic measurement of how computing students develop critical consciousness, allowing educators to better understand how to prepare computing professionals to tackle ethical challenges in their work.

As ethical concerns continue to arise around the design of digital technologies, there is an increasing need to incorporate ethics education into project and capstone courses. While students frequently receive instruction in ethical theory and philosophy, they also need practical tools and strategies that they can apply to their class projects and carry with them into their careers. For example, ethical toolkits can provide frameworks and methods for identifying, discussing, and prioritizing ethical concerns in technology design and development. In this session we will invite participants to share their experiences with incorporating ethics into project-based learning. Participants will be able to review and discuss existing toolkits and methods for incorporating ethics into project courses.

Online communities are important spaces for members of marginalized groups to organize and support one another. To better understand the experiences of fat people - a group whose marginalization often goes unrecognized - in online communities, we conducted 12 semi-structured interviews with fat people. Our participants leveraged online communities to engage in consciousness raising around fat identity, learning to locate ''the problem of being fat'' not within themselves or their own bodies but rather in the oppressive design of the society around them. Participants were then able to use these communities to mitigate everyday experiences of anti-fatness, such as navigating hostile healthcare systems. However, to access these benefits, our participants had to navigate myriad sociotechnical harms, ranging from harassment to discriminatory algorithms. In light of these findings, we suggest that researchers and designers of online communities support selective fat visibility, consider fat people in the design of content moderation systems, and investigate algorithmic discrimination toward fat people. More broadly, we call on researchers and designers to contend with the social and material realities of fat experience, as opposed to the prevailing paradigm of treating fat people as problems to be solved in-and-of-themselves. This requires recognizing fat people as a marginalized social group and actively confronting anti-fatness as it is embedded in the design of technology.

Black women, femmes, and non-binary people (BWFNBP) are historically excluded in tech spaces, resulting in an exclusion of their perspectives in technology innovation. To explore how this group imagines the future of technology, and how they see themselves within it, we conducted a series of speculative design workshops. We asked participants to design a future communication technology and address its benefits, harms, and strategies for mitigating those harms, all through an Afrofuturist lens. Our findings show that when BWFNBP utilize Afrofuturism as a design and speculation framework, they bring their whole selves to the futures they envision. Their past and present experiences not only inform the features of their technologies but also influence how they imagine the technology impacting their communities. Beyond a conversation about what technology could be, the participants in this study take it one step further and examine what it should be.

Learning personalized self-management routines is pivotal for people with type 1 diabetes (T1D), particularly early in diagnosis. Context-aware technologies, such as hybrid closed-loop (HCL) insulin pumps, are important tools for diabetes self-management. However, clinicians have observed that practices using these technologies involve significant individual differences. We conducted interviews with 20 adolescents and young adults who use HCL insulin pump systems for managing T1D, and we found that these individuals leverage both technological and non-technological means to maintain situational awareness about their condition. We discuss how these practices serve to infrastructure their self-management routines, including medical treatment, diet, and glucose measurement-monitoring routines. Our study provides insights into adolescents' and young adults' lived experiences of using HCL systems and related technology to manage diabetes, and contributes to a more nuanced understanding of how the HCI community can support the contextualized management of diabetes through technology design.

In computing education, group projects are often seen as an opportunity for students to gain experiences similar to what they will face in the workplace. As such, it is a pressing area for ethics education: practice incorporating ethics into project-based courses might provide encouragement and scaffolding for students to consider ethics when working on “real” technologies. In this work, we provide a preliminary look at the state of ethics education in project-based computing courses via semi-structured focus groups. These focus groups revealed that while not completely ignored, ethics had a very small role in our participants’ group projects, especially in software engineering courses. Furthermore, participants generally agreed that while group projects can be useful learning opportunities, they are not realistic, and this impacts their willingness to consider ethical implications while working on projects. We compiled participant feedback and ideas on how to improve ethics education in computing group projects, and present a synthesis on how this feedback can be implemented in the classroom. We also emphasize that part of simulating "real" tech work should include acknowledgment of larger structural problems and ideally training and practice in communication and argumentation.

Artificial intelligence (AI) has become an increasingly critical component of not only the computing workforce but also society. It is essential for a diverse group of young people to contribute to this field. However, even within computing, AI is not taught to all post-secondary students. Students often must self-select into AI courses, meaning their reasons for choosing AI may be based on preconceptions of the discipline that may or may not be accurate. We extend the work of a small-n interview study of primarily Asian/Asian American undergraduate students, many of whom expressed perceptions of AI that paralleled identified computing stereotypes. Many of these stereotypes have the potential to discourage undergraduate computing students to take classes or specialize in AI, particularly those from underrepresented groups. Here we present a larger scale validation of those findings in the form of survey data conducted at a large public research institution in the USA. The survey largely confirmed the findings of the interview study at a larger scale, and we also found that gender did not significantly influence the results. Finally, we discuss strategies for AI integration into non-AI computing courses based on those previously used in responsible computing contexts, the goal being to counter harmful preconceptions before students specialize into computing subareas.

Cybersecurity expertise continues to be relevant as a means to confront threats and maintain vital infrastructure in our increasingly digitized world. Public and private initiatives have prioritized building a robust and qualified cybersecurity workforce, requiring student buy-in. However, cybersecurity education typically remains siloed even within computer and information technology (CIT) curriculum. This paper's goal is to support endeavors and strategies of outreach to encourage interest in cybersecurity. To this end, we conducted a survey of 126 CIT students to investigate student perceptions of cybersecurity and its major crosscutting concepts (CCs). The survey also investigates the prevalence of preconceptions of cybersecurity that may encourage or dissuade participation of people from groups underrepresented in computing. Regardless of prior learning, we found that students perceive cybersecurity as a relatively important topic in CIT. We found student perspectives on conceptual foundations of cybersecurity were significantly different (p < .05) than when simply asked about "cybersecurity," indicating many students don't have an accurate internal construct of the field. Several previously studied preconceptions of cybersecurity were reported by participants, with one misconception - that cybersecurity "requires advanced math skills" - significantly more prevalent in women than men (p < .05). Based on our findings, we recommend promoting cybersecurity among post-secondary students by incorporating elements of cybersecurity into non-cybersecurity CIT courses, informed by pedagogical strategies previously used for other topics in responsible computing.

We want to facilitate an interactive gathering of faculty from a variety of disciplines and institutions - including primary, secondary, and tertiary schools - who are interested in exchanging ideas related to the learning and teaching of ethical concepts and skills in a CS or related curriculum, and evaluating the success of those efforts. We understand "curriculum" broadly to include both course and lab instruction and out-of-class experiences. Participants will leave with a set of open-access teaching resources, guidance for how best to use those resources at their own institutions, and ideas for evaluating any courses, curriculum, or programs they develop as a result.

Access to mortality data is critical for researchers for various reasons, including the development of life-saving medical interventions. However, high-quality mortality data is typically unavailable for researchers to access in a timely manner due to bottlenecks and inefficiencies in the coordination of managing mortality data across a vast information ecosystem. To identify opportunities to improve access to mortality data, we conducted a qualitative interview study with 20 experts with direct knowledge and experience with mortality data systems. From these interviews, we mapped the mortality data ecosystem and found that policy constraints are the main underlying cause of bottlenecks and inefficiencies. We argue that policy intervention is required to optimize the coordination of mortality data between databases and between organizations. To support researcher access to mortality data, we present guiding principles for designers seeking to improve the mortality data ecosystem. These principles contribute to CSCW scholarship focused on the challenges of coordination across large information ecosystems and the tradeoffs between technology and policy when designing such systems.

Reddit is one of the world's most prominent social media platforms, and also a valuable source of data for internet researchers. However, working with this kind of data also presents novel ethical complications for researchers, including issues around privacy, vulnerable populations, and unintended consequences. This paper describes an analysis of 134 papers that rely on Reddit data while also including some discussion of ethical implications and/or considerations by the researchers. Our analysis of these papers reveals common ethical issues and ethically motivated methodological decisions, as described by the researchers themselves, while also exposing some gaps for further ethical contemplation for researchers relying on Reddit data. Based on these findings, we close with a set of recommendations for ethically-informed methods and reflection for researchers working with social data.

Collaborative, playful learning represents an important avenue to mastering a range of skills within computer science education. This research presents findings from interviews with 9 members of an online community that started out as a gaming league and transitioned into a game development team. Community members learned programming skills to contribute their ideas to the game and participate in activities based around game development. Drawing on these experiences, we identify key elements from informal learning that can improve computer science education: 1) playful projects can help learners overcome barriers to participating in computer science; 2) community closeness facilitates a collaborative learning environment to support developing expertise in specific computational skills. We consider these findings in the context of learning as an everyday social practice, and discuss means of developing playful learning communities in computer science classrooms.

There is a growing movement in undergraduate computer science (CS) programs to embed ethics across CS classes rather than relying solely on standalone ethics courses. One strategy is creating assignments that encourage students to reflect on ethical issues inherent to the code they write. Building off prior work that has surveyed students after doing such assignments in class, we conducted focus groups with students who reviewed a new introductory ethics-based CS assignment. In this experience report, we present a case study describing our process of designing an ethics-based assignment and proposing the assignment to students for feedback. Participants in our focus groups not only shared feedback on the assignment, but also on the integration of ethics into coding assignments in general, revealing the benefits and challenges of this work from a student perspective. We also generated novel ethics-oriented assignment concepts alongside students. Deriving from tech controversies that participants felt most affected by, we created a bank of ideas as a starting point for further curriculum development.

Incorporating ethics into computing education has become a priority for the SIGCSE community. Many computing departments and educators have contributed to this endeavor by creating standalone computing ethics courses or integrating ethics modules and discussions into preexisting curricula. In this study, we hope to support this effort by reporting on computing educators' attitudes toward including ethics in their computing classroom, with a special focus on the structures that hinder or help this endeavor. We surveyed 138 higher education computing instructors to understand their attitudes toward including ethics in their classes, what barriers might be preventing them from doing so, and which structures best support them. We found that even though instructors were generally positive about ethics as a component of computing education, there are specific barriers preventing ethics from being included in some computing courses. In this work, we explore how to alleviate these barriers and outline support structures that could encourage further integration of ethics and computing in higher education.

Though current conversations around automated content moderation often focus on newer contexts for this technology such as harassment or misinformation, one other important use case is copyright detection systems such as YouTube's Content ID. This context for content removals online has some unique properties such as its relationship to legal requirements (Section 512 of the Digital Millennium Copyright Act that governs copyright notice-and-takedown), and provides a longstanding example of the intersection between policy, online platform design, and algorithms. Based on qualitative analysis of survey data, this paper examines the impact of DMCA takedowns and automated copyright-related content removals on a community of content creators who primarily share transformative works, remixed content that makes use of copyrighted material. Our data reveals patterns of chilling effects related to prior experiences and perceptions of policies and process. Based on these findings we make recommendations for platform policy and design, education, and advocacy, and discuss the implications of our findings for current and proposed laws.

Inspired by previous research examining the challenges and benefits of Black Twitter (a community gathered on a platform used by Black people but not created by or for them), this design fiction presents a fictional study of a successful yet speculative social media platform named The Stoop. We envision this digital space as one that a Black woman created and a predominantly Black team designed and developed. Imagining what future online communities of marginalized people could be based on current struggles and shortcomings provides the inspiration for this design fiction. Proactively addressing content moderation, harassment, content controls, and the need for reducing appropriation while centering on the lived experiences and preferences of Black people allows this design fiction to joyfully speculate on what it can look like to get it right as a way of thinking through best practices for current technology design.

Computer vision is a "data hungry" field. Researchers and practitioners who work on human-centric computer vision, like facial recognition, emphasize the necessity of vast amounts of data for more robust and accurate models. Humans are seen as a data resource which can be converted into datasets. The necessity of data has led to a proliferation of gathering data from easily available sources, including "public" data from the web. Yet the use of public data has significant ethical implications for the human subjects in datasets. We bridge academic conversations on the ethics of using publicly obtained data with concerns about privacy and agency associated with computer vision applications. Specifically, we examine how practices of dataset construction from public data-not only from websites, but also from public settings and public records-make it extremely difficult for human subjects to trace their images as they are collected, converted into datasets, distributed for use, and, in some cases, retracted. We discuss two interconnected barriers current data practices present to providing an ethics of traceability for human subjects: awareness and control. We conclude with key intervention points for enabling traceability for data subjects. We also offer suggestions for an improved ethics of traceability to enable both awareness and control for individual subjects in dataset curation practices.

Content moderation research typically prioritizes representing and addressing challenges for one group of stakeholders or communities in one type of context. While taking a focused approach is reasonable or even favorable for empirical case studies, it does not address how content moderation works in multiple contexts. Through a systematic literature review of 86 content moderation articles that document empirical studies, we seek to uncover patterns and tensions within past content moderation research. We find that content moderation can be characterized as a series of tradeoffs around moderation actions, styles, philosophies, and values. We discuss how facilitating cooperation and preventing abuse, two key elements in Grimmelmann’s definition of moderation, are inherently dialectical in practice. We close by showing how researchers, designers, and moderators can use our framework of tradeoffs in their own work, and arguing that tradeoffs should be of central importance in investigating and designing content moderation.

The television anthology series Black Mirror uses speculative fiction about technology to comment on contemporary social issues, often exploring the ethics of current technologies. Based on the structure of that show, the "Black Mirror Writers Room" is a teaching exercise designed to help students creatively speculate about future harms and consequences of current technologies, and has been used by dozens of instructors in classes related to computing ethics and society, as well as technical computing classes. We interviewed 12 instructors in the university setting who have used this or similar exercises in their classrooms about their experiences and student reactions. We describe benefits and challenges of using creative speculation in the classroom (and beyond) for exploring ethics, justice, and related issues in computing.

For over a quarter century, GROUP has offered a premier yet intimate and welcoming venue for agenda-setting, diverse research. Although the traditional focus of the conference is on supporting group work, it has expanded to include research from computer-supported cooperative work, sociotechnical studies, practice-centered computing, human-computer interaction, computersupported collaborative learning, participatory technology design, and other related areas. The work presented in this issue embodies that interdisciplinary ethos. Papers in this issue cover a wide range topics, from human-AI collaboration, to collaboration in virtual reality, to perceptions of privacy and security, to the myriad impacts of the COVID-19 pandemic. The application domains are similarly wide ranging, from health data, to civic engagement, to educational settings, to government provision of social services. Similar to the 2021 issue, this issue also continues the tradition of design fiction at GROUP. This issue of PACM:HCI brings you papers from the planned 2022 ACMConference on Supporting Group Work (GROUP 2022). Typically, the GROUP conference occurs every two years. However, research developments do not necessarily follow conference deadline cycles. Thus, the GROUP conference offers authors the opportunity to submit to multiple waves. The first wave of papers for this conference were published in July 2021 in Volume 5 of PACM:HCI, and papers from this current issue were first submitted in May 2021. Both of these sets of papers published as part of the planned GROUP 2022 conference were authored and reviewed during the COVID-19 pandemic. These papers represent commendable volumes of hard work and resilience, not just from the authors, but also from the reviewers, the program committee, and the conference organizers. Additionally, the pandemic forced a major change to the conference at which these papers will be presented.

Social media platforms make trade-offs in their design and policy decisions to attract users and stand out from other platforms. These decisions are influenced by a number of considerations, e.g. what kinds of content moderation to deploy or what kinds of resources a platform has access to. Their choices play into broader political tensions; social media platforms are situated within a social context that frames their impact, and they can have politics through their design that enforce power structures and serve existing authorities. We turn to Pillowfort, a small social media platform, to examine these political tensions as a case study. Using a discourse analysis, we examine public discussion posts between staff and users as they negotiate the site's development over a period of two years. Our findings illustrate the tensions in navigating the politics that users bring with them from previous platforms, the difficulty of building a site's unique identity and encouraging commitment, and examples of how design decisions can both foster and break trust with users. Drawing from these findings, we discuss how the success and failure of new social media platforms are impacted by political influences on design and policy decisions.

The Negro Motorist Green Book was a publication that offered resources for the Black traveler from 1936 to 1966. More than a directory of Black-friendly businesses, it also offered articles that provided insights for how best to travel safely, engagement with readers through contests and invitations for readers to share travel stories, and even civil rights advocacy. Today, a contemporary counterpart to the Green Book is Black Twitter, where people share information and advocate for their community. By conducting qualitative open coding on a subset of Green Book editions as well as tweets from Black Twitter, we explore similarities and overlapping characteristics such as safety, information sharing, and social justice. Where they diverge exposes how spaces like Black Twitter have evolved to accommodate the needs of people in the Black diaspora beyond the scope of physical travel and into digital spaces. Our research points to ways that the Black community has shifted from the physical to the digital space, expanding how it supports itself, and the potential for research to strengthen throughlines between the past and the present in order to better see the possibilities of the future.

Many research communities routinely conduct activities that fall outside the bounds of traditional human subjects research, yet still frequently rely on the determinations of institutional review boards (IRBs) or similar regulatory bodies to scope ethical decision-making. Presented as a U.S. university-based fictional memo describing a post-hoc IRB review of a research study about social media and public health, this design fiction draws inspiration from current debates and uncertainties in the HCI and social computing communities around issues such as the use of public data, privacy, open science, and unintended consequences, in order to highlight the limitations of regulatory bodies as arbiters of ethics and the importance of forward-thinking ethical considerations from researchers and research communities.

Broadening participation in computing among underrepresented groups is important for not only increasing the workforce in computer science careers but also for ensuring that a broad range of stakeholders can contribute to technology development. However, stereotypes and stereotype threat represent a major barrier to underrepresented groups engaging with computer science education. To investigate alternative paths into computational work that sidestep the pressures of stereotypes, we interviewed 22 people working on computational projects in transformative fandom, a community centered on media remix and critique. Our participants--primarily women, people of color, and/or LGBTQ+ people--described a set of stereotypes about computing that prevented them from seeing their own highly technical work as computational. However, participants also described projects that not only taught them computing skills but also opened up alternative pathways for involvement in computer science. We draw on these findings to provide recommendations for how educators and professionals might break down stereotypes and incorrect expectations to increase underrepresented groups? involvement and confidence in computer science.

Increasing attention to the role of ethical consideration in computing has led to calls for greater integration of this critical topic into technical classes rather than siloed in standalone computing ethics classes. The motivation for such integration is not only to support in-situ learning, but also to emphasize to students that ethical consideration is inherently part of the technical practice of computing. We propose that the logical place to begin emphasizing ethics is on day one of computing education: in introductory programming classes. This paper presents one approach to ethics integration into such classes: assignments that teach basic programming concepts (e.g., conditionals or iteration) but are contextualized with real-world ethical dilemmas or concepts. We report on experiences with this approach in multiple introductory programming courses, including details about select assignments, insights from instructors and teaching assistants, and results from surveys of a subset of students who took these courses. Based on these experiences we provide preliminary plans for future work, along with a roadmap for instructors to emulate our approach and suggestions for overcoming challenges they might face.

Though recommender systems are defined by personalization, recent work has shown the importance of additional, beyond-accuracy objectives, such as fairness. Because users often expect their recommendations to be purely personalized, these new algorithmic objectives must be communicated transparently in a fairness-aware recommender system. While explanation has a long history in recommender systems research, there has been little work that attempts to explain systems that use a fairness objective. Even though the previous work in other branches of AI has explored the use of explanations as a tool to increase fairness, this work has not been focused on recommendation. Here, we consider user perspectives of fairness-aware recommender systems and techniques for enhancing their transparency. We describe the results of an exploratory interview study that investigates user perceptions of fairness, recommender systems, and fairness-aware objectives. We propose three features – informed by the needs of our participants – that could improve user understanding of and trust in fairness-aware recommender systems.

No abstract available.

Qualitative inductive methods are widely used in CSCW and HCI research for their ability to generatively discover deep and contextualized insights, but these inherently manual and human-resource-intensive processes are often infeasible for analyzing large corpora. Researchers have been increasingly interested in ways to apply qualitative methods to "big" data problems, hoping to achieve more generalizable results from larger amounts of data while preserving the depth and richness of qualitative methods. In this paper, we describe a study of qualitative researchers' work practices and their challenges, with an eye towards whether this is an appropriate domain for human-AI collaboration and what successful collaborations might entail. Our findings characterize participants' diverse methodological practices and nuanced collaboration dynamics, and identify areas where they might benefit from AI-based tools. While participants highlight the messiness and uncertainty of qualitative inductive analysis, they still want full agency over the process and believe that AI should not interfere. Our study provides a deep investigation of task delegability in human-AI collaboration in the context of qualitative analysis, and offers directions for the design of AI assistance that honor serendipity, human agency, and ambiguity.

The Negro Motorist Green Book was a tool used by the Black community to navigate systemic racism throughout the U.S. and around the world. Whether providing its users with safer roads to take or businesses that were welcoming to Black patrons, The Negro Motorist Green Book fostered pride and created a physical network of safe spaces within the Black community. Building a bridge between this artifact which served Black people for thirty years and the current moment, we explore Black Twitter as an online space where the Black community navigates identity, activism, racism, and more. Through interviews with people who engage with Black Twitter, we surface the benefits (such as community building, empowerment, and activism) and challenges (like dealing with racism, appropriation, and outsiders) on the platform, juxtaposing the Green Book as a historical artifact and Black Twitter as its contemporary counterpart. Equipped with these insights, we make suggestions including audience segmentation, privacy controls, and involving historically disenfranchised perspectives into the technological design process. These proposals have implications for the design of technologies that would serve Black communities by amplifying Black voices and bolstering work toward justice.

The proliferation of harmful content on online social media platforms has necessitated empirical understandings of experiences of harm online and the development of practices for harm mitigation. Both understandings of harm and approaches to mitigating that harm, often through content moderation, have implicitly embedded frameworks of prioritization-what forms of harm should be researched, how policy on harmful content should be implemented, and how harmful content should be moderated. To aid efforts of better understanding the variety of online harms, how they relate to one another, and how to prioritize harms relevant to research, policy, and practice, we present a theoretical framework of severity for harmful online content. By employing a grounded theory approach, we developed a framework of severity based on interviews and card-sorting activities conducted with 52 participants over the course of ten months. Through our analysis, we identified four Types of Harm (physical, emotional, relational, and financial) and eight Dimensions along which the severity of harm can be understood (perspectives, intent, agency, experience, scale, urgency, vulnerability, sphere). We describe how our framework can be applied to both research and policy settings towards deeper understandings of specific forms of harm (e.g., harassment) and prioritization frameworks when implementing policies encompassing many forms of harm.

Even as public pressure mounts for technology companies to consider societal impacts of products, industries and governments in the AI race are demanding technical talent. To meet this demand, universities clamor to add technical artificial intelligence (AI) and machine learning (ML) courses into computing curriculum-but how are societal and ethical considerations part of this landscape? We explore two pathways for ethics content in AI education: (1) standalone AI ethics courses, and (2) integrating ethics into technical AI courses. For both pathways, we ask: What is being taught? As we train computer scientists who will build and deploy AI tools, how are we training them to consider the consequences of their work? In this exploratory work, we qualitatively analyzed 31 standalone AI ethics classes from 22 U.S. universities and 20 AI/ML technical courses from 12 U.S. universities to understand which ethics-related topics instructors include in courses. We identify and categorize topics in AI ethics education, share notable practices, and note omissions. Our analysis will help AI educators identify what topics should be taught and create scaffolding for developing future AI ethics education.

The study of human-computer interaction requires consideration of aspects of interactions with technology that may be outside of the control of both user and designer. One example of when a user's question of "can I do this?" may have an answer beyond technological affordances is that of legal constraints. This paper considers an example of this phenomenon: section 1201 of the Digital Millennium Copyright Act (DMCA) in the United States, which criminalizes circumventing copyright protection such as digital rights management (DRM). The DMCA also includes a triennial policymaking process that considers exemptions to the law to protect "lawful users" from adverse effects. Through an analysis of public comments of support for exemptions, this paper explores the ways in which users see the law as a hindrance to desired uses of technology. This analysis sheds light on users' expectations for rights of use, how these expectations clash with policy, and what this might mean for technology designers. Drawing lessons from the infrastructure problem in HCI, this paper concludes with laying out solutions that can both work within policy constraints, and more importantly, work to change them.

With the 2018 revision of the ACM Code of Ethics and Professional Conduct, there is a growing interest in how computer science faculty can integrate these principles into the education of future practitioners. This special session illustrates one approach by highlighting assignments that blend ethics and technology. These assignments can be used in a variety of courses, including CS1, CS2, and later courses. Presenters will provide an overview of each assignment and gather feedback from the audience. All materials, including descriptions, starter files, and guidelines for instructors, will be published at https://ethics.acm.org/SIGCSE2020.

Broadening participation in computing ensures that a diversity of perspectives are involved in creating new technologies. Yet despite initiatives aimed at bringing more diverse groups into computer science as a discipline, underrepresented groups are still under threat to be crowded out of formal computing spaces. However, there are informal spaces where these populations engage in computational projects, learning computing skills outside of traditional academic or industry computing spaces. One such space is transformative fandom. We propose exploring how people in transformative fandom innovate and transform technologies, with an emphasis on their involvement in computational projects by and for marginalized communities.

As issues of technology ethics become more pervasive in the media and public discussions, there is increasing interest in what role ethics should play in computing education. Not only are there more standalone ethics classes being offered at universities, but calls for greater integration of ethics across computer science curriculum mean that a growing number of CS instructors may be including ethics as part of their courses. To both describe current trends in computing ethics coursework and to provide guidance for further ethics inclusion in computing, we present an in-depth qualitative analysis of 115 syllabi from university technology ethics courses. Our analysis contributes a snapshot of the content and goals of tech ethics classes, and recommendations for how these might be integrated across a computing curriculum.

The role of ethics in computing is a topic gaining more interest in the SIGCSE community in recent years. Our work is motivated by the idea that there is benefit to integrating ethics throughout undergraduate CS curriculum from the start. Therefore, we focus on students in introductory programming classes, seeking to understand both what students' existing attitudes are about the role of ethics in computing and how intervention at this early stage might impact them. We are conducting pre and post surveys in courses for both CS majors and non-majors, as well as working with instructors to replace existing assignments with new ones that guide students to consider ethical concerns as they learn introductory programming concepts. Discussions at SIGCSE around this topic can further discussions around appropriate norms and ideal strategies for ethics integration into CS courses.

Within online communities, social norms that both set expectations for and regulate behavior can be vital to the overall welfare of the community--particularly in the context of the privacy and safety of its members. For communities where the cost of regulatory failure can be high, it is important to understand both the conditions under which norms might be effective, and when they might fail. As a case study, we consider transformative fandom, a creative community dedicated to reimagining existing media in often subversive ways. In part due to the marginalized status of many members, there are strong, longstanding norms to protect the community. Through an interview study with 25 fandom participants, we investigate social norms that have been largely effective over time at maintaining member privacy and safety, but also break down under certain circumstances. Catalysts for these breakdowns include tensions between sub-communities and an increasing presence of outsiders, though most prominently, we identify a disconnect between the norms the community needs to support and the design of the platforms they occupy.

When online platforms rise and fall, sometimes communities fade away, and sometimes they pack their bags and relocate to a new home. To explore the causes and effects of online community migration, we examine transformative fandom, a longstanding, technology-agnostic community surrounding the creation, sharing, and discussion of creative works based on existing media. For over three decades, community members have left and joined many different online spaces, from Usenet to Tumblr to platforms of their own design. Through analysis of 28 in-depth interviews and 1,886 survey responses from fandom participants, we traced these migrations, the reasons behind them, and their impact on the community. Our findings highlight catalysts for migration that provide insights into factors that contribute to success and failure of platforms, including issues surrounding policy, design, and community. Further insights into the disruptive consequences of migrations (such as social fragmentation and lost content) suggest ways that platforms might both support commitment and better support migration when it occurs.

This article establishes and addresses opportunities for ethics integration into Machine-learning (ML) courses. Following a survey of the history of computing ethics and the current need for ethical consideration within ML, we consider the current state of ML ethics education via an exploratory analysis of course syllabi in computing programs. The results reveal that though ethics is part of the overall educational landscape in these programs, it is not frequently a part of core technical ML courses. To help address this gap, we offer a preliminary framework, developed via a systematic literature review, of relevant ethics questions that should be addressed within an ML project. A pilot study with 85 students confirms that this framework helped them identify and articulate key ethical considerations within their ML projects. Building from this work, we also provide three example ML course modules that bring ethical thinking directly into learning core ML content. Collectively, this research demonstrates: (1) the need for ethics to be taught as integrated within ML coursework, (2) a structured set of questions useful for identifying and addressing potential issues within an ML project, and (3) novel course models that provide examples for how to practically teach ML ethics without sacrificing core course content. An additional by-product of this research is the collection and integration of recent publications in the emerging field of ML ethics education.

Online communities provide support for those who are vulnerable, such as LGBTQ people while coming out. Research shows that social support and personal narrative construction are important when recovering from personal crises and traumatic events. As an online community focused on writing fanfiction and also consisting of a large number of LGBTQ members, transformative fandom provides an opportunity to examine the relationship between support, crisis, and narrative. Through an interview study with 31 LGBTQ fanfiction authors, our findings mirror Herman's model of trauma recovery: these spaces self-organize to support recovery work through constructing "community narratives" that help LGBTQ people establish safety when exploring their identity and build LGBTQ support structures without publicly outing themselves before they are ready, challenge stereotypes, and support others through reshaping existing media that perpetuate inaccurate or harmful LGBTQ narratives. These online communities embody "selective visibility"--that is, though not specifically designed as support structures for identity work and recovery, their design allows people to selectively find and create communities of support for stigmatized issues that they might be unable to safely seek out in other spaces. Based on lessons learned, we generate insights that can inform the design of safe support spaces online.

As the process of creating and sharing data about ourselves becomes more prevalent, researchers have access to increasingly rich data about human behavior. Framed as a fictional paper published at some point in the not-so-distant future, this design fiction draws from current inquiry and debate into the ethics of using public data for research, and speculatively extends this conversation into even more robust and more personal data that could exist when we design new technologies in the future. By looking to how the precedents of today might impact the practices of tomorrow, we can consider how we might design policies, ethical guidelines, and technologies that are forward-thinking.

Social norms as a regulatory mechanism often carry more weight than formal law--particularly in contexts when legal rules are gray. In online creative communities that focus on remix, community members must navigate copyright complexities regarding how they are permitted to re-use existing content. This paper focuses on one such community--transformative fandom--where strong social norms regulate behavior beyond copyright law. We conducted interviews with fan creators about their "unwritten rules" surrounding copying and remix and identified highly consistent social norms that have been remarkably effective in policing this community. In examining how these norms have formed over time, and how they are enforced, we conclude that the effectiveness of norms in encouraging cooperative behavior is due in part to a strong sense of social identity within the community. Furthermore, our findings suggest the benefits of creating formal rules within a community that support existing norms, rather than imposing rules from external sources.

Online community moderators are on the front lines of combating problems like hate speech and harassment, but new modes of interaction can introduce unexpected challenges. In this paper, we consider moderation practices and challenges in the context of real-time, voice-based communication through 25 in-depth interviews with moderators on Discord. Our findings suggest that the affordances of voice-based online communities change what it means to moderate content and interactions. Not only are there new ways to break rules that moderators of text-based communities find unfamiliar, such as disruptive noise and voice raiding, but acquiring evidence of rule-breaking behaviors is also more difficult due to the ephemerality of real-time voice. While moderators have developed new moderation strategies, these strategies are limited and often based on hearsay and first impressions, resulting in problems ranging from unsuccessful moderation to false accusations. Based on these findings, we discuss how voice communication complicates current understandings and assumptions about moderation, and outline ways that platform designers and administrators can design technology to facilitate moderation.

As online platforms increasingly collect large amounts of data about their users, there has been growing public concern about privacy around issues such as data sharing. Controversies around practices perceived as surprising or even unethical often highlight patterns of privacy attitudes when they spark conversation in the media. This paper examines public reaction "in the wild" to two data sharing controversies that were the focus of media attention-regarding the social media and communication services Facebook and WhatsApp, as well as the email service unroll.me. These controversies instigated discussion of data privacy and ethics, accessibility of website policies, notions of responsibility for privacy, cost-benefit analyses, and strategies for privacy management such as non-use. An analysis of reactions and interactions captured by comments on news articles not only reveals information about pervasive privacy attitudes, but also suggests communication and design strategies that could benefit both platforms and users.

One contributing factor to how people choose to use technology is their perceptions of associated risk. In order to explore this influence, we adapted a survey instrument from risk perception literature to assess mental models of users and technologists around risks of emerging, data-driven technologies (e.g., identity theft, personalized filter bubbles). We surveyed 175 individuals for comparative and individual assessments of risk, including characterizations using psychological factors. We report our observations around group differences (e.g., expert versus non-expert) in how people assess risk, and what factors may structure their conceptions of technological harm. Our findings suggest that technologists see these risks as posing a bigger threat to society than do non-experts. Moreover, across groups, participants did not see technological risks as voluntarily assumed. Differences in how people characterize risk have implications for the future of design, decision-making, and public communications, which we discuss through a lens we call risk-sensitive design.

As technology and data access continue to evolve, research ethics in the areas of Human-Computer Interaction and social computing are becoming increasingly complex. Despite increasing interest among researchers, there is still a lack of consistent community norms around ethical gray areas. One charge of the SIGCHI ethics committee is to help develop these norms by facilitating open conversations with different stakeholders. This panel will be an opportunity to develop a collective understanding of diverse perspectives on ethics, and to gather input from the GROUP research community around the ethical challenges we face as researchers who study social and collaborative computing systems and those who use these systems.

Industry demand for novel forms of personalization and audience targeting paired with research trends in affective computing and emotion detection puts us on a clear path toward emotion-sensitive technologies. Written as API documentation for an AI marketing solution that provides "emotion-sensitive marketing decisions," this design fiction presents one possible future application of today's research. Offering a demonstrable grey area in technology ethics, Ad Empathy should help to ground debates around fair use of data, and the boundaries of ethical design.

Our paper offers several novel activities for teaching ethics in the context of a computer science (CS) class. Rather than approaches that teach ethics as an isolated course, we outline and discuss multiple ethics education interventions meant to work in the context of an existing technical course. We piloted these activities in an Human Centered Computing course and found strong engagement and interest from our students in ethics topics without sacrificing core course material. Using a pre/post survey and examples from student assignments, we evaluate the impact of these interventions and discuss their relevance to other CS courses. We further make suggestions for embedding ethics in other CS education contexts.

Animated GIFs are increasingly popular in text-based communication. Finding the perfect GIF can make conversations funny, interesting, and engaging, but GIFs also introduce potentials for miscommunication. Through 24 in-depth qualitative interviews, this empirical, exploratory study examines the nuances of communication practices with animated GIFs to better understand why and how GIFs can send unintentional messages. We find participants leverage contexts like source material and interpersonal relationship to find the perfect GIFs for different communication scenarios, while these contexts are also the primary reason for miscommunication and some technical usability issues. This paper concludes with a discussion of the important role that different types of context play in the use and interpretations of GIFs, and argues that nonverbal communication tools should account for complex contexts and common ground that communication media rely on.

When social networking sites give users granular control over their privacy settings, the result is that some content across the site is public and some is not. How might this content--or characteristics of users who post publicly versus to a limited audience--be different? If these differences exist, research studies of public content could potentially be introducing systematic bias. Via Mechanical Turk, we asked 1,815 Facebook users to share recent posts. Using qualitative coding and quantitative measures, we characterize and categorize the nature of the content. Using machine learning techniques, we analyze patterns of choices for privacy settings. Contrary to expectations, we find that content type is not a significant predictor of privacy setting; however, some demographics such as gender and age are predictive. Additionally, with consent of participants, we provide a dataset of nearly 9,000 public and non-public Facebook posts.

Online communities dedicated to the creation of fanworks (e.g., fiction or art inspired by media such as books or television shows) often serve as communities of practice for learning communication, artistic, and technical skills. In studying one successful fan fiction archive that was designed and built entirely by (predominantly women) fans, we observed processes of legitimate peripheral participation (LPP) in which some of these fans began in peripheral roles and came to be more involved in the technical aspects of the archive over time. In addition to outlining positive outcomes, we discuss the challenges of supporting learning within this CoP, particularly with respect to the burden on experts. We discuss potential implications and solutions for the problem of expert scarcity in CoPs, and propose that LPP within fan communities can be leveraged for broadening participation in computing among women.

As social media platforms become a larger part of sharing life, they have by necessity become a part of sharing death. In life, pop culture fans can have parasocial (one-sided, mediated) relationships with celebrities. Yet when fans of departed celebrities express their grief in public comment threads, conversations often result in disagreements about how to grieve. These disagreements consistently appear in response to the deaths of public figures, and have been broadly labeled "grief policing." We performed a thematic analysis of public Facebook comments responding to the deaths of Alan Rickman, David Bowie, and Prince. Our findings describe prominent grief policing practices and explain how commenters may be importing norms from other contexts when shared spaces consist of transient interactions that make norm formation difficult. Our findings contribute to a broader understanding of how conflicting norms affect discourse in transient online spaces. Approaching online incivility through a lens of conflicting social norm enforcement may open doors for improvements in public discourse online.

Comic books are among the most popular forms of popular media, but most comics are not provided in an accessible format. Creating an accessible transcript of a comic book may be more challenging than simply describing the images, as comics involve complex interplay between words and images, and often feature long-running and complex storylines. In this poster we describe a pilot study exploring the feasibility of crowdsourcing transcriptions of comic book pages. We recruited 60 crowd workers and asked them to transcribe a page of a comic book; half were told that the description was for a blind person, and half were not. We found that people who knew that they were transcribing for a blind person produced longer, more detailed descriptions. Our results also suggest that comic book knowledge may have at least some small impact on description detail.

Rarely are computing systems developed entirely by members of the communities they serve, particularly when that community is underrepresented in computing. Archive of Our Own (AO3), a fan fiction archive with nearly 750,000 users and over 2 million individual works, was designed and coded primarily by women to meet the needs of the online fandom community. Their design decisions were informed by existing values and norms around issues such as accessibility, inclusivity, and identity. We conducted interviews with 28 users and developers, and with this data we detail the history and design of AO3 using the framework of feminist HCI and focusing on the successful incorporation of values into design. We conclude with considering examples of complexity in values in design work: the use of design to mitigate tensions in values and to influence value formation or change.

From amateur creativity to social media status updates, nearly every Internet user is also a content creator-but who owns that content? Policy, including intellectual property rights, is a necessary but often invisible part of online content sharing and social computing environments. We analyzed the copyright licenses contained in the Terms of Service of 30 different websites where users contribute content, then conducted a survey to match perceptions of copyright terms to the reality. We found that licensing terms vary in unpredictable ways, and that user expectations and opinions differ by license and by type of website. Moreover, the most undesirable terms, such as right to modify, appear more frequently than users expect. We argue that users care about how their content can be used yet lack critical information. Site designers should take user needs and community norms into account in creating and explaining copyright policies.

Many of the most prominent and unanswered ethical questions within HCI and social computing involve our ethical obligation to the communities that we study. Some of these questions fall under the purview of more traditional human subjects research ethics, but others hinge on when, for example, studies of public data trigger similar obligations. Basic rules to "do no harm" are complicated in digital communities by issues of consent and privacy, and ethics review boards are struggling to keep up even as research communities are similarly struggling to form appropriate norms. The goals of this workshop are to continue seeding conversations about research ethics within the SIGCHI community, to work towards norm setting, and in the meantime, to collectively help community members make good ethical decisions about research into sociotechnical systems and digital communities.

Harassment in online spaces is increasingly part of public debate and concern. Pervasive problems like cyberbullying, hate speech, and the glorification of self-harm have highlighted the breadth and depth of harassment taking place online. In this study we conduct a content analysis of the governing policies for fifteen social media platforms as they relate to harassment (of oneself and/or of community members) and other associated behaviors. We find that there is a striking inconsistency in how platform-specific policies depict harassment. Additionally, how these policies prescribe responses to harassment vary from mild censuring to the involvement of law enforcement. Finally, based on our analysis and findings, we discuss the potential for harnessing the power of the online communities to create norms around problematic behaviors.

Copyright law is increasingly relevant to everyday interactions online, from social media status updates to artists showcasing their work. This is especially true in creative spaces where rules about reuse and remix are notoriously gray. Based on a content analysis of public forum postings in eight different online communities featuring different media types (music, video, art, and writing), we found that copyright is a frequent topic of conversation and that much of this discourse stems from problems that copyright causes for creative activities. We identify the major types of problems encountered, including chilling effects that negatively impact technology use. We find that many challenges can be explained by lack of knowledge about legal or policy rules, including breakdowns in user expectations for the sites they use. We argue that lack of clarity is a pervasive usability problem that should be considered more carefully in the design of user-generated content platforms.

If you could accomplish a complex, collaborative work task with one tool or many tools working together, which would you choose? In this paper, we present a case study of GISHWHES (the "Greatest International Scavenger Hunt the World Has Ever Seen"), an annual event in which teams spend one week completing complex, creative tasks. Building on the literature of IT ecosystems, we show how teams used different collections of tools to meet their communication needs. We interviewed team members, finding that most teams used multiple tools during GISHWHES. By analyzing which tools they chose over others for each function, we gain insight into the strengths and weaknesses of these tools, and the complexity surrounding work processes. In light of this complexity, this research highlights the importance of designing appropriable tools that can work with unanticipated workflows and mesh well with other tools in a communicative ecology.

How do online content creators make decisions about copyright law? In the course of day-to-day online activities, Internet users are forced to make subtle judgments about one of the most confusing and nuanced areas of law, copyright and fair use. In this study, we conducted semi-structured interviews with eleven content creators who participate in remix and fan creation activities online, to try to probe their legal understandings and attitudes. We found that social norms that emerge among these content creators do not always track to what the law actually says, but are often guided more by ethical concerns. Our participants showed surprisingly similar patterns of understandings and confusions, impacting technology use and interaction online.

Once referred to by the Supreme Court as the "metaphysics" of law, many parts of copyright policy are historically confusing. Therefore, it isn't surprising that in communities where amateur content creators work within a legal gray area, copyright is a frequent topic of conversation. Here, people with often little knowledge of the letter of the law are asking and answering complex legal questions in the context of their creative activities. Working from a content analysis of public forum conversations in eight different online communities, we have examined these questions and answers more closely. By studying these interactions, what can we learn about how people engage with the law and how non-expert advice affects behavior and knowledge?

In this paper, we integrate theories of distributed leadership and distributed cognition to account for the roles of people and technology in online leadership. When leadership is distributed effectively, the result can be success stories like Wikipedia and Linux. However, finding a successful distribution is challenging. In the online community Newgrounds, hundreds of collaborative animation projects called "collabs" are started each year, but less than 20% are completed. We suggest that many collabs fail because leaders are overburdened and lack adequate technological support. We introduce Pipeline, a collaboration tool designed to support and transform leadership, with the goal of easing the burden on leaders of online creative projects. Through a case study of a six-week, 30-artist collaboration called Holiday Flood, we show how Pipeline supported redistributed leadership. We conclude with implications for theory and the design of social computing systems.

With the growing body of qualitative research on HCI and social computing, it is natural that researchers may choose to conduct that research in a mediated fashion - over telephone or computer networks. In this paper we compare three different qualitative data collection technologies: phone, instant message (IM), and email. We use quantitative analysis techniques to examine the differences between the methods specifically concerning word count and qualitative codes. We find that there are differences between the methods, and that each technology has affordances that impact the data. Although phone interviews contain four times as many words on average as email and IM, we were surprised to discover that there is no significant difference in number of unique qualitative codes expressed between phone and IM.

Physical violence against women is pervasive through out the world and domestic violence has been a longstanding issue in feminist activism and research. Yet, these experiences are often not represented in technological research or design. In the move to consider HCI at the margins, in this paper, we ask: how have ICTs affected the experiences of domestic violence survivors? We interviewed female survivors living in a domestic violence shelter about their experiences with technology. Participants reported that they were harassed with mobile phones, experienced additional harassment (but also support) via social networking sites, and tried to resist using their knowledge of security and privacy.