Computer Science Curriculum 2013 and Software Engineering Curriculum 2014 recommend eight and ten hours of human-computer interaction (HCI) concepts, respectively. SE2014 notes that human factors and usability are areas where motivation is needed within SE pedagogy, "Students will often not appreciate the need for attention to those areas unless they actually experience usability differences or watch users having difficulty using software." However, while HCI topics include user-centered design, basic human principles, evaluation and understanding of links to technological and societal issues, many contemporary industry settings require broader skills in support of the user experience (UX), defined by Neilsen and Norman as "all aspects of the end-user's interaction with the company." As industry demands for people with skills in UX grow, it is useful for educators to share their best ideas and practices in the teaching of these concepts. For educators currently teaching HCI and for those planning to teach HCI and UX, we hope to discuss strategies for including broader UX topics in their classes. Additionally, we hope to include faculty who might be integrating UX topics into curricula from psychology, human factors, Advanced Placement CS Principles courses and others. We anticipate discussion of the following: UX research methods, approaches to UX design and validation, UX requirements analysis, specification and UX business case development. We will discuss these concepts in the context of computer science and software engineering education and application as well as other settings of interest to participants.

Much research has been conducted demonstrating that women often have different experiences in computer science than their male classmates. Self-esteem research provides one way we can understand the effects of these experiences as self-esteem has long been associated with well-being and academic success. Some experiences may be positive and enhance self-esteem, where others may be negative and decrease self-esteem leaving students to doubt whether they belong in their computing major. This poster presents a workshop for students that is grounded in research on building what is called "authentic" self-esteem. Authentic self-esteem can be understood as a balance between competence (skills) and worthiness (feelings of connectedness and acceptance). Recent research by the poster presenter based on these two factors of self-esteem revealed that female computing student's feelings of worthiness and competence are unbalanced: (1) their feelings of worthiness are lower than their feelings of competence within their computing major; and, (2) the gap is largest among seniors. This gap between competence and worthiness manifests as doubt just at the time that students should be excited about graduation and interviewing for jobs. The workshop presented in this poster was developed with psychologist Christopher Mruk and is based on his Competence and Worthiness Training (CWT) program. The workshop is aimed at providing students with tools to build their authentic self-esteem through helping to close the gap between their feelings of competence and worthiness.

Regional celebrations are locally organized, professional conferences modeled after the Grace Hopper Celebration of Women in Computing (GHC). This BOF allows people who have organized or would like to organize such a conference to get together to share successes and challenges. Attendees that have hosted a regional celebration should bring a un-poster (i.e. 8.5 x 11 flyer, 30 copies) that highlights their conference features and/or shares lessons learned. The leaders plan to divide the time between the 5 major areas of conference planning: program, sponsorship, publicity/communications, registration, and site/logistics.