This paper describes the design and interprets the results of a survey of 435 undergraduate students concerning the attitudes of this mainly millennial population towards sustainability apropos of the material effects of information technologies. This survey follows from earlier work on notions of Sustainable Interaction Design (SID)-that is the perspective that sustainability can and should be a central focus within HCI. In so doing it advances to some degree the empirical resources needed to scaffold an understanding of the theory and principles of SID. The interpretations offered yield key insights about understanding different notions of what it means to be successful in a material sense to this population and specific design principles for creating interactive designs differently such that more sustainable behaviors are palatable to individuals of varying attitudes.
Can we use native operating system power-• management strategies and the creativity of our IT professionals on campus to come up with a free way to reduce the power consumption of desktop computers on campus? How much power could we save?How can we ensure that the ordinary folks are • engaged in the process? Would systems staff and ordinary folks alike be willing to change their habits in the name of sustainability?Two experiments-one human in nature and one technical-were conducted to answer these questions. bIoS changes and Power measurementThe technical aspects of the project were fairly straightforward and consisted of the following:We arranged to visit 400-plus machines in the SOE to make minor changes to the BIOS. These changes prompted the machines to be put into a deep-sleep mode after two hours and fifteen minutes of inactivity. Machines could be easily re-awakened by moving the mouse or typing on the keyboard.We created a way to wake up machines if someone needed to remotely access their computer. This was implemented by means of a Wake-on-LAN utility written by the SOE. A simple Web interface was created, using the username and password combo that faculty and staff at the SOE already use regularly.We used Kill-a-Watt devices, which measure electricity consumption, as well as the services You might not consider $22 a lot of money, but when you are talking about $22 in energy savings per installed computer, per year, in a large organization, it can be meaningful in terms of both cost savings and carbon-footprint reduction. Recognizing that many people are now aware of the need for more sustainable computing practices, we conducted an experiment to actually find a way to introduce such practices at Indiana University. The problem was conceptualized not only in terms of computer hardware and software, but also in terms of interactivity and policy. Our hope is that other institutions with large installed bases of desktop computers can replicate the lessons we learned. Two experiments, one end GoalUniversities and other large institutions try to provide consistent, standardized, and high-quality technology services to students, staff, administrators, and faculty. Many of these individuals engage in unsustainable behaviors such as leaving computers on at all times. They offer a variety of reasons: Ordinary folks want to avoid the inconvenience of powering up a computer, while systems staff dislike the need to install patches and upgrades at a moment's notice. For many organizations, simply shutting down computing facilities is not feasible. Taking all of this into account, representatives from the School of Education (SOE) and the University Information Technology Services at Indiana University-Bloomington engaged in an experiment to answer the following questions: [1] Environmental Protection Agency Greenhouse Gas Equivalencies Calculator. Retrieved July 21, 2009, from: http://www.epa.gov/ cleanrgy/energyresources/calculator. html. Photograph by Adam Arroyo inte rac ti o n s N ove m b e r + D e c e m b e r 2...
Female recruitment and retention in technology related fields is still low, despite numerous attempts to reverse this trend. As a recruitment device, a school's webpage may be the only visual representation a student will see before deciding whether or not to apply. Thus, understanding the possible implications of this medium is important within the larger conversation on gender equity and opportunities. This research addresses several questions: At first glance, do websites give gender cues, whether intentional or not? Is there a relationship between certain web content and the number of women recruited into technology related schools and departments? Do applied fields (Informatics, Information Science, Instructional Technology, Information Systems) differ in their online recruitment practices from more traditional Computer Science and Engineering departments? It is important to note that this research is not an attempt to find the best web practices to recruit female students or an attempt to punish or blame specific institutions regarding their recruitment practices. (Quint, 1999; Wolverton, 1999). Several of the other applied IT fields such as Informatics and Information Systems have also had success recruiting females. Ahuja, Robinson, Herring, and Ogan (2004) suggest that the women-friendly culture of these applied fields, along with their focus on real world problem solving and helping others, attracts more women and encourages them to succeed. Introduction
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