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Labor shortages have shaped many industries over the past several years, with hospitality experiencing one of the largest rates of attrition. Workers are leaving their jobs for a variety of reasons, ranging from burnout and work intensification to a lack of meaningful employment. While some literature maintains that labor-replacing automation is poised to bridge the shortages, we argue there is an opportunity for technology design to instead improve job quality and retention. Drawing on interviews with unionized guest room attendants, we report on workers’ perceptions of a widely-used algorithmic room assignment system. We then present worker-generated design ideas that adapt this system toward supporting three key facets of wellbeing: self-efficacy, transparency, and workload. We argue for the need to consider these facets of wellbeing through design across the service landscape, particularly as HCI attends to the impacts of AI and automation on frontline work. 

This article offers Ancestral Computing for Sustainability (ACS) to dismantle the logics of settler colonialism that affect accessibility, identities, and epistemologies of computer science education (CSE). ACS centers Indigenous epistemologies in researching CSE across four public universities in the United States. This paper describes Ancestral Computing for Sustainability and explores reflections of two students engaging as researchers in ACS inquiry. Drawing on Indigenous methodologies and Participatory Action Research, they share their reflections as co-researchers in ACS through storywork. These critical reflections include their relationship to computing, observations of the interdependent work within ACS, ethics and sustainability, and their experiences within the focus groups. The article ends with recommendations for furthering ACS as a decolonial approach that centers Indigenous epistemologies in CSE. Recommendations for CSE education include Ancestral Knowledge Systems and adding sustainability as a topic within computing education pathways and building student-faculty relationships based on trust is recommended to foster students’ academic and personal growth within CSE education and research.