Brown Bag Lunch Schedule
The HCIL has an open, semi-organized weekly "brown bag lunch (BBL)" every Thursdays from 12:30-1:30pm in HCIL (2105 Hornbake, South Wing). The topics range from someone's work, current interests in the HCIL, software demos/reviews, study design, proposed research topics, introductions to new people, etc. The BBL is the one hour a week where we all come together--thus, it’s a unique time for HCIL members with unique opportunities to help build collaborations, increase awareness of each other’s activities, and generally just have a bit of fun together with free food every week. There is no RSVP; simply show up!
If you would like to give or suggest a talk, presentation, workshop, etc., send an email to BBL student co-coordinators Austin Beck (email@example.com) or Leyla Norooz (firstname.lastname@example.org). In the email, briefly describe the topic and preferred dates.
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Fall 2016 Schedule
Kickoff to a new Semester!
Come network, make introductions, and share what each of us is working on
Please come to our first BBL of the fall 2016-2017 academic year to introduce yourself and share what you're working on in the coming semester. The first BBL will be for us to network with each other and kickoff a great new semester.
CHI Papers Clinic Lunch
InContext Design / University of Maryland, College Park
Contextual Design, Cool Concepts, and Women in Tech Project
Abstract: Karen has recently joined University of Maryland as a Research Scientist and will provide a brief overview of her work in user-centered design techniques and innovation as well as her new work understanding and creating intervention methods to help technology companies retain women.
Karen will share the new techniques described in her upcoming book Contextual Design V2: Design for life. Because of the revolution in how technology is now integrated into life with smartphones and tablets, designers and researchers must consider new ways of collecting and using user data. The Cool Project helped define the key aspects we must now consider; these led to changes in the Contextual Design Method.
Karen will also share the focus of her research on women in technology at the iSchool . Currently through collaborating with many in the industry The Women in Tech Project presents a framework for what keeps women satisfied and successful. They have also developed a measure which is being honed. More research will be occurring as well as the creation of intervention games and techniques.
Karen is a member of the CHI Academy (awarded to significant contributors in the Computer Human Interaction Association) and in 2010 received CHI’s first Life Time Award for Practice for her impact on the field. She holds a doctorate in applied psychology from the University of Toronto.
HCIL, University of Maryland, College Park
How I Learned to be Secure: a Census-Representative Survey of Security Advice Sources and Behavior
Abstract: Few users have a single, authoritative, source from whom they can request digital-security advice. Rather, digital- security skills are often learned haphazardly, as users filter through an overwhelming quantity of security advice. By understanding the factors that contribute to users' advice sources, beliefs, and security behaviors, we can help to pare down the quantity and improve the quality of advice provided to users, streamlining the process of learning key behaviors. In this work we rigorously investigated how users' security beliefs, knowledge, and demographics correlate with their sources of security advice, and how all these factors influence security behaviors. Using a carefully pre-tested, U.S.-census-representative survey of 526 users, we present an overview of the prevalence of respondents' advice sources, reasons for accepting and rejecting advice from those sources, and the impact of these sources and demographic factors on security behavior. We find evidence of a "digital divide" in security: the advice sources of users with higher skill levels and socioeconomic status dier from those with fewer resources. This digital security divide may add to the vulnerability of already disadvantaged users. We conclude with recommendations for combating the digital divide and improving the efficacy of digital-security advice.
Director, Trace R&D Center, University of Maryland, College Park
UMD’s New Trace Center; Yesterday, Today, and Tomorrow
Abstract: The Trace R&D Center just landed on campus in the iSchool. Founded at the University of Wisconsin-Madison in 1971, it has for 45 years been a leader in Technology and Disability research, development, and policy. Trace Center developments are found in every modern operating system, US Automated Postal Stations, Amtrak Kiosks, DHS Airport kiosks, and ICT of all types. Trace guidelines and work were used as the foundation for IBM, Microsoft, Apple and other companies' access guidelines as well as key parts of the W3C's WCAG 1 and 2, and US Access Board’s 508/255 guidelines. A brief history of the Trace Center will be provided followed by an overview of the current programs, partners, and potential future directions. Opportunities to get involved will also be explored.
Using Human Centered Design to Make Informed Consent Actually Inform
HCIL, University of Maryland, College Park
VIS 2016 practice talks
Title: EventAction: Visual Analytics for Temporal Event Sequence Recommendation
University of Baltimore
|11/03/2016||John Dickerson, Computer Science, University of Maryland, College Park|
|11/10/2016||Bill Kules, iSchool, University of Maryland, College Park|
Presentation about issues of equity, diversity and inclusion into HCI and programming courses
University of Wisconsin-Madison
|11/24/2016||No Brown Bag, Thanksgiving Break.|
HCIL Seasonal Cookie Exchange
'Cookie exchanges involve people making a certain number of cookies (e.g., 6 bags of 6 cookies each) and bringing them in with a card describing the cookies. They all get lined up and then each person can take six bags of whichever types of cookies they want.
Past Brown Bags
View the Past Brown Bag Lunch Schedules to learn more about prior talks.