Spending time together and enjoying everyday activities helps to support interpersonal relationships, which have many positive benefits for individuals. However, many of these activities are difficult, if not impossible, to participate in when the relationship is long-distance. This work aims to address that problem with one such activity: watching videos together (or video co-watching). In this extended abstract we describe the user-centered design process we used to design our video co-watching web app. Specifically, we conducted semi-structured interviews with 10 individuals who watch videos with others to understand their current video watching activities. We analyzed those findings using affinity diagramming to identify user requirements and features. After sketching multiple wireframes and getting feedback, we developed an interactive prototype.

Effective computer science curricula can develop students' abilities more broadly than just ensuring content mastery and algorithmic thinking. Computer science curricula may also include components focused on technical writing and communication skills, ethical practice of computing, effective teamwork and project management, and the application of computer science in a broader interdisciplinary context. In this session, attendees will be invited to share information about how they are incorporating this content into their curricula and the challenges they are facing in doing so. By sharing information about our current practices, attendees will help develop a survey of the variety of strategies CS programs are using to deliver this educational content. Attendees will also be given the opportunity to discuss the specific teaching challenges they encounter in their courses when teaching this content and share effective solutions they may have found to these problems.

The ubiquity of mobile devices has resulted in more opportunities to interact with more people than ever before. Given a finite capacity for interaction with others, people commonly manage their availability by limiting others' access to them. Prior work has demonstrated the importance of doing so in a relationally sensitive way and identified the butler lie, in which deception is used to manage availability, as a common linguistic strategy. Two key limitations of existing exploratory work, however, are limited samples of primarily students and a focus on media properties in understanding ambiguity that enables butler lies to be plausible. This paper aims to address these issues via a broad field study of deception and butler lies using a novel message-sampling method employed via a custom mobile app. Results show clear evidence of butler lies occurring in a broader population, with some gender differences; and urge adoption of a multi-level framework for understanding ambiguity that also includes private information and infrastructure-level attributes of interaction media.

While we tend to think of self-presentation as a process executed by the self, reputation management on social network sites, like Facebook, is increasingly viewed as a collective endeavor. The information users share about one another can have significant impacts on impression formation, and at times this other-generated content may be face threatening, or challenging to one's desired self-presentation. However, we know little about the nature of these other-generated face threats and the ways that people perceive them. Using an online survey of 150 Facebook users, we report on what these users consider to be other-generated face threats and how they feel after experiencing them. Results suggest that many face threats result from other Facebook users neglecting or misunderstanding a target's audience and/or self-presentation goals, as well as a target's fear of creating an unwanted association with another Facebook user. Experience of these threats is affected by both individual and situational factors. We also report on a new unique measure capturing Facebook skills.

Despite the abundance of research on social networking sites, relatively little research has studied those who choose not to use such sites. This paper presents results from a questionnaire of over 400 Internet users, focusing specifically on Facebook and those users who have left the service. Results show the lack of a clear, binary distinction between use and non-use, that various practices enable diverse ways and degrees of engagement with and disengagement from Facebook. Furthermore, qualitative analysis reveals numerous complex and interrelated motivations and justifications, both for leaving and for maintaining some type of connection. These motivations include: privacy, data misuse, productivity, banality, addiction, and external pressures. These results not only contribute to our understanding of online sociality by examining this under-explored area, but they also build on previous work to help advance how we conceptually account for the sociological processes of non-use.

In an always-connected world, managing one's unavailability for interaction with others can be as important and difficult as coordinating mutual availability. Prior studies have identified the butler lie, a linguistic strategy commonly used to manage unavailability, and examined message-level data to examine how message senders' use of butler lies varies across media and situations. This study is the first to examine how butler lies are perceived by those who receive them. Pairs of student participants provided messages sent to each other in real conversations and indicated whether these messages were deceptive or not. These messages were then passed to the partner, who indicated perceived deception and provided an explanation. Results suggest that participants expect butler lies regularly although not as often as they are actually produced, and participants are not very accurate in identifying butler lies. Moreover, detailed analysis of messages and explanations suggests that butler lies play a relational role that is expected by both parties in a dialog.

For many first-year college students in their late teen years, communicating with parents provides crucial social support. When going to college involves moving away from home for the first time, students and their parents must rely on technologies to keep communication channels open. We studied the ways in which college freshmen communicate with their parents and the various communication technologies they use. Interviews with nineteen first-year students at a major United States university revealed insights into students' perspectives of their communication and relationships with parents. We found students to use a variety of tools to connect with their parents and identified some considerations they make when choosing tools. Furthermore, the use of these communication tools played a significant role in mediating students' social and emotional closeness with, and independence from, their parents. We conclude by discussing technical and social implications for social support of students and student-parent relationships.

Tots on Bots is a research project developing robotic-based mobility platforms for children with motor impairments. Independent mobility is crucial in the development of typical infants, and is missed by children with physical disabilities. We are looking to provide mobility to children as young as six months old using robot-powered devices. Children use the system by sitting on top of a Wii Fit Balance Board, which is seated on a Pioneer 3 robot. Our software allows infants to "drive" by leaning to one side or reaching, with sonar sensors and a remote control for added safety. This video explains the need for such a system, how it is built, some clips of children during our pilot testing phase, and discusses future work.