Entrepreneurs in resource-constrained communities often lack time and support to translate ideas into actionable business plans. While generative AI promises assistance, most systems assume high digital literacy and overlook community infrastructures that shape adoption. We report on the community-centered design and deployment of BizChat, an AI-powered business planning tool, introduced across four workshops at a feminist makerspace in Pittsburgh. Through log data (N=30) and interviews (N=10), we examine how entrepreneurs build resilience through collective AI literacy development—encompassing adoption, adaptation, and refusal of AI. Our findings reveal that while BizChat lowered barriers to accessing capital by translating ideas into "business language," this ease raised questions about whether instant AI outputs undermine sensemaking essential to planning. We show how peer support helped entrepreneurs navigate this tension. We contribute design implications, including productive friction, communal scaffolds, and co-optability, for strengthening resilience amid technological change.

The maker movement embodies a resurgence in DIY creation, merging physical craftsmanship and arts with digital technology support. However, mere technological skills and creativity are insufficient for economically and psychologically sustainable practice. By illuminating and smoothing the path from "maker" to "maker entrepreneur," we can help broaden the viability of making as a livelihood. Our research centers on makers who design, produce, and sell physical goods. In this work, we explore the transition to entrepreneurship for these makers and how technology can facilitate this transition online and offline. We present results from interviews with 20 USA-based maker entrepreneurs (i.e., lamps, stickers), six creative service entrepreneurs (i.e., photographers, fabrication), and seven support personnel (i.e., art curator, incubator director). Our findings reveal that many maker entrepreneurs 1) are makers first and entrepreneurs second; 2) struggle with business logistics and learn business skills as they go; and 3) are motivated by non-monetary values. We discuss training and technology-based design implications and opportunities for addressing challenges in developing economically sustainable businesses around making.

Feminist makerspaces offer community-led alternatives to dominant tech cultures by centering care, mutual aid, and collective knowledge production. While prior CSCW research has explored their inclusive practices, less is known about how these spaces sustain themselves over time. Drawing on interviews with 18 founders and members across 8 U.S. feminist makerspaces as well as autoethnographic reflection, we examine the organizational and relational practices that support long-term endurance. We find that sustainability is not achieved through growth or institutionalization, but through care-driven stewardship, solidarity with local justice movements, and shared governance. These social practices position feminist makerspaces as prefigurative counterspaces-sites that enact, rather than defer, feminist values in everyday practice. This paper offers empirical insight into how feminist makerspaces persist amid structural precarity, and highlights the forms of labor and coalition-building that underpin alternative sociotechnical infrastructures.

In this paper, we explore the design and use of conversational telepresence robots to help homebound older adults interact with the external world. An initial needfinding study (N=8) using video vignettes revealed older adults’ experiential needs for robot-mediated remote experiences such as exploration, reminiscence and social participation. We then designed a prototype system to support these goals and conducted a technology probe study (N=11) to garner a deeper understanding of user preferences for remote experiences. The study revealed user interactive patterns in each desired experience, highlighting the need of robot guidance, social engagements with the robot and the remote bystanders. Our work identifies a novel design space where conversational telepresence robots can be used to foster meaningful interactions in the remote physical environment. We offer design insights into the robot’s proactive role in providing guidance and using dialogue to create personalized, contextualized and meaningful experiences.

Generative AI platforms and features are permeating many aspects of work. Entrepreneurs from lean economies in particular are well positioned to outsource tasks to generative AI given limited resources. In this paper, we work to address a growing disparity in use of these technologies by building on a four-year partnership with a local entrepreneurial hub dedicated to equity in tech and entrepreneurship. Together, we co-designed an interactive workshops series aimed to onboard local entrepreneurs to generative AI platforms. Alongside four community-driven and iterative workshops with entrepreneurs across five months, we conducted interviews with 15 local entrepreneurs and community providers. We detail the importance of communal and supportive exposure to generative AI tools for local entrepreneurs, scaffolding actionable use (and supporting non-use), demystifying generative AI technologies by emphasizing entrepreneurial power, while simultaneously deconstructing the veneer of simplicity to address the many operational skills needed for successful application.

The field of human-computer interaction (HCI) has traditionally focused on the design of novel technology artifacts. However, ensuring considerations for artifact maintenance and repair is crucial to sustainably supporting the populations they aim to serve over the long term. Drawing on two multi-year programs for tech capacity building in post-industrial U.S. cities, this article presents a comparative analysis to investigate the challenges and strategies for sustained community-based research in computing. In particular, our work detailed three considerations for academic-community partnerships. First, long-term partnerships prioritized transferring trust across academic and community personnel and continually set expectations that responded to evolving community initiatives (i.e., relational sustainability). Second, partnerships used academic support as a way to kickstart community initiatives, and flexibly reframed interventions to stay aligned with evolving community goals (i.e., economic sustainability). Third, partnerships trained personnel to provide technical support alongside interventions and prioritized advice that resisted short-term trends (i.e., technical sustainability). We provide concrete examples of how our two academic-community partnerships carried out such suggestions-such details go unreported in scholarly articles yet are essential for sustainability considerations. We discuss ongoing challenges, such as rethinking when longevity should and should not be the end goal.

Creative entrepreneurs rely on online platforms to build community and overcome isolated work conditions. However, because of frequent attempts by larger brands to use their work without permission, creative entrepreneurs constrain their use of social platforms to safeguard their intellectual property. In this paper, we describe a multi-year partnership with a feminist makerspace to build a social platform, called Peerdea, that centered creative entrepreneurs' needs such that online feedback, information exchange, goal setting, and accountability were more readily available to them. Through an iterative, community-collaborative approach with 46 creative entrepreneurs, we report on the kinds of peer support entrepreneurs sought on Peerdea such as feedback on in-progress and unpolished work. We argue that by aligning Peerdea's design with the makerspace's community of practice, Peerdea leveraged the relationship and trust building that occurs more readily in person for entrepreneurs. In addition, we highlight the role of a community leader who actively managed the relationships between researchers and entrepreneurs, surfaced research failures and championed successes, and provided critical mediation for co-design when participants' livelihoods were implicated.

Even entrepreneurs whose businesses are not technological (e.g., handmade goods) need to be able to use a wide range of computing technologies in order to achieve their business goals. In this paper, we follow a participatory action research approach and collaborate with various stakeholders at an entrepreneurial co-working space to design “Tech Help Desk”, an on-going technical service for entrepreneurs. Our model for technical assistance is strategic, in how it is designed to fit the context of local entrepreneurs, and responsive, in how it prioritizes emergent needs. From our engagements with 19 entrepreneurs and support personnel, we reflect on the challenges with existing technology support for non-technological entrepreneurs. Our work highlights the importance of ensuring technological support services can adapt based on entrepreneurs’ ever-evolving priorities, preferences and constraints. Furthermore, we find technological support services should maintain broad technical support for entrepreneurs’ long tail of computing challenges.

Social media can be an effective source of feedback on open-ended work, such as product design. Unlike large businesses with entire teams dedicated to "social," little is understood about how small business owners-constrained both in personnel and resources-leverage the benefits of direct, informal communication channels afforded by social media. Drawing on a series of design workshops and interviews with 26 small business owners at a local feminist makerspace, we report on the unique challenges small business owners experience when seeking feedback on open-ended work via social media. We found participants carefully balanced large-scale access to diverse audiences with attempts to receive reliable feedback, and they often targeted audiences narrowly to reinstate control and build trust. In addition, the small business owners in our workshop idealized building authentic relationships with their social audiences to create collectively. To do so successfully, participants detailed the extensive behind-the-scenes work required of them such as navigating blurred personal and business identities and the self-regulation necessary to continuously stay engaged and not internalize discouraging feedback.

Expert crowdsourcing (e.g., Upwork.com) provides promising benefits such as productivity improvements for employers, and flexible working arrangements for workers. Yet to realize these benefits, a key persistent challenge is effective hiring at scale. Current approaches, such as reputation systems and standardized competency tests, develop weaknesses such as score inflation over time, thus degrading market quality. This paper presents HirePeer, a novel alternative approach to hiring at scale that leverages peer assessment to elicit honest assessments of fellow workers' job application materials, which it then aggregates using an impartial ranking algorithm. This paper reports on three studies that investigate both the costs and the benefits to workers and employers of impartial peer-assessed hiring. We find, to solicit honest assessments, algorithms must be communicated in terms of their impartial effects. Second, in practice, peer assessment is highly accurate, and impartial rank aggregation algorithms incur a small accuracy cost for their impartiality guarantee. Third, workers report finding peer-assessed hiring useful for receiving targeted feedback on their job materials.

Online freelancing is growing rapidly. However, despite this rapid growth, we have a limited understanding of online freelancers' long-term experiences and evolution, or how online freelancing influences freelancers' broader career goals. To address this gap, we interviewed a set of online freelancers at two time periods, two and a half years apart. We found that long-term engagement with online freelancing involves a unique set of financial, emotional, relational, and reputational burdens that represent the overhead of maintaining an online freelancing career. We found that this overhead influenced online freelancers' participation and perceptions of online freelancing over time, as well as the strategies some freelancers employed to manage their careers. Our findings further highlight how online freelance platforms can afford unique career development opportunities over a longer period of time, including career exploration and transition, entrepreneurial training and reputation, and skills transfer. Based on our findings, we present policy and design implications to increase the sustainability and accessibility of online freelancing.

Receiving feedback on open-ended creative work is quintessential for success. Receiving early-stage feedback often leads to higher quality results by increasing iteration. However, when designers in the "wild" seek feedback, the majority do so towards a later stage in their design process. Moreover, online communities geared towards sharing in-progress work often fail. This paper explores why designers wait to ask for feedback until later in their design process. We guided 21 designers through two peer feedback exchanges (early- and late-stage) and used pre- and post-surveys to capture expectations and reflections, respectively. Participants viewed both stages being similarly valuable, but opt for late-stage feedback because the design space is larger and less defined, which makes the "script" for early-stage feedback less clear in practice, leading participants to avoid it. Furthermore, participants had misunderstandings regarding idea selection and the prototype fidelity necessary to elicit effective feedback. We conclude with design implications for feedback system builders.

We study rank aggregation algorithms that take as input the opinions of players over their peers, represented as rankings, and output a social ordering of the players (which reflects, e.g., relative contribution to a project or fit for a job). To prevent strategic behavior, these algorithms must be impartial, i.e., players should not be able to influence their own position in the output ranking. We design several randomized algorithms that are impartial and closely emulate given (non-impartial) rank aggregation rules in a rigorous sense. Experimental results further support the efficacy and practicability of our algorithms.

Many studies demonstrate that peer reviewing provides pedagogical benefits such as inspiration and developing expert vision, and changes classroom culture by encouraging reciprocity. However, much large-scale research in peer assessment has focused on MOOCs, where students have short tenures, and is unable to describe how reciprocity-oriented classroom cultures evolve over time. This short paper presents the first long-term analysis of peer reviewing with 304 students, conducted in three large physical classes in a year-long undergraduate series. Surprisingly, this analysis reveals that when students receive better reviews on their work, they write worse reviews in the future. This suggests that while students believe in the reciprocal nature of peer review, they act anti-reciprocally. Therefore, battling the emergent norm of anti-reciprocity is crucial both for system designers and practitioners who use peer assessment.

The Slide and Canvas metaphors are two ways of helping people create visual aids for oral presentations. Although such physical metaphors help both authors and audiences make sense of material, they also constrain authoring in ways that can negatively impact presentation delivery. In this article, we derive heuristics for the design of presentation media that are independent of any underlying physical metaphors. We use these heuristics to craft a new kind of presentation medium called SlideSpace—one that combines hierarchical outlines, content collections, and design rules to automate the real-time, outline-driven synthesis of hybrid Slide-Canvas visuals. Through a qualitative study of SlideSpace use, we validate our heuristics and demonstrate that such a hybrid presentation medium can combine the advantages of existing systems while mitigating their drawbacks. Overall, we show how a heuristic design approach helped us challenge entrenched physical metaphors to create a fundamentally digital presentation medium with the potential to transform the activities of authoring, delivering, and viewing presentations.

Massive online classes are global and diverse. How can we harness this diversity to improve engagement and learning? Currently, though enrollments are high, students' interactions with each other are minimal: most are alone together. This isolation is particularly disappointing given that a global community is a major draw of online classes. This paper illustrates the potential of leveraging geographic diversity in massive online classes. We connect students from around the world through small-group video discussions. Our peer discussion system, Talkabout, has connected over 5,000 students in fourteen online classes. Three studies with 2,670 students from two classes found that globally diverse discussions boost student performance and engagement: the more geographically diverse the discussion group, the better the students performed on later quizzes. Through this work, we challenge the view that online classes are useful only when in-person classes are unavailable. Instead, we demonstrate how diverse online classrooms can create benefits that are largely unavailable in a traditional classroom.

When students work with peers, they learn more actively, build richer knowledge structures, and connect material to their lives. However, not every peer learning experience online sees successful adoption. This paper articulates and addresses three adoption challenges for global-scale peer learning. First, peer interactions struggle to bootstrap critical mass. However, class incentives can signal importance and spur initial usage. Second, online classes have limited peer visibility and awareness, so students often feel alone even when surrounded by peers. We find that highlighting interdependence and strengthening norms can mitigate this issue. Third, teachers can readily access "big" aggregate data but not "thick" contextual data that helps build intuitions, so software should guide teachers' scaffolding of peer interactions. We illustrate these challenges through studying 8,500 students' usage of two peer learning platforms, Talkabout and PeerStudio. This paper measures efficacy through sign-up and participation rates and the structure and duration of student interactions.

Student discussions over video in massive classes allow students to explore course content, share personal experiences and get feedback on their ideas. However, such discussions frequently turn into casual conversations without focusing on the curriculum and the learning objectives. This short paper explores whether students can achieve multiple learning objectives by solving challenges collaboratively during discussions. We introduce `think-pair-share' technique for video discussions. Our pilot results, drawn from a Coursera class, suggest that participants prefer to exchange information with their peers using personal stories and connecting stories with curriculum increases participant engagement.