This poster presents results from a study to better understand the opinions and concerns actual or potential users of fertility-tracking apps have with regards to privacy and disclosure of their data. We expect these results will guide the creation of contextual norms that the apps should abide by to protect user privacy.

This Research to Practice Work In Progress paper describes initial work on designing and deploying programming assignments that focus on computer systems topics in introductory computer science courses. This work builds upon the body of prior work that has found that using real-world problems in introductory courses improves student engagement and helps students in the process of developing their professional identity. The setting for this research is a liberal arts college where the major has been designed to support the liberal arts mission of providing students with opportunities to pursue a variety of interests. By including computer systems topics in the introductory courses we are able to increase breadth while maintaining a relatively small number of required courses for the major. The four assignments described in this paper focus on the computer systems areas of operating systems, networks, and database systems. Informal feedback and instructor reflection from the initial deployment of these assignments indicates that students are engaged with these assignments. Future work includes a formal assessment of this approach.

Many CSE programs have begun to mandate a human-centered design (HCD) course as part of degree requirements. Rather than abstracting out messy humans to a single generic 'user', HCD requires solution designers to use their innate creativity and empathy to work alongside a varied group of people who will be most impacted by a new system. However, many CSE students tend to keep a narrowed focus on system-only behavior and the human inter-relation skills necessary to do HCD well may not come naturally to CSE students. Within HCD projects, this becomes a problem given that project teams consist not just of designers, developers and project managers, but also increasingly of core users, in a co-design or participatory design process. Figuring out ways to get students to define a problem completely, account for human needs in solution ideas, and work alongside actual users can be a struggle for many in the CSE education field. This BOF is intended to share ideas for how to appropriately teach the mindset and methods skillset of HCD to typical CSE students. This session is directed at the sharing and collaborating around teaching resources, techniques, in-class activities and assignments for HCD education. Handouts.

Classes on mobile computing are popular in schools all over the country, however, the author is not aware of any that include sessions on mobile app design. How do you help students understand what constitutes a good design? Faculty have used wireframes and affinity diagrams to teach design in the classroom, included user experience and design in final course projects, and incorporated problem-based learning, opportunities for service and video-making to develop further HCI skills. One option the author has tried in the past to teach mobile app design is to ask students to choose a few mobile apps that they consider the best and a few that they consider the worst in terms of aesthetics and usability and then lead a discussion on the different factors that make the app aesthetically pleasing and usable. A new approach the author attempted this year was to hold the class meeting at the art museum instead. Looking at the different art pieces, the class engaged in a discussion of the factors that allowed the artists to capture the attention of the audience and convey their message. This activity also introduces a cross-disciplinary approach into a computer science class.

The ubiquity of smartphones and mobile and wearable devices allow people to collect information about their health, wellness and lifestyle and share with others. If it is not clear what they need to share to receive benefits, subjects (people whose information is collected) might share too much, thus disclosing unnecessary private information. On the other hand, concerned about disclosing personal information, subjects might share less than what the recipient needs and lose the opportunity to enjoy the benefits. This balance of disclosure and utility is important when the subject wants to receive some benefits, but is concerned about disclosing private information.