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Security design choices often fail to take into account users' social context. Our work is among the first to examine security behavior in romantic relationships. We surveyed 195 people on Amazon Mechanical Turk about their relationship status and account sharing behavior for a cross-section of popular websites and apps (e.g., Netflix, Amazon Prime). We examine differences in account sharing behavior at different stages in a relationship and for people in different age groups and income levels. We also present a taxonomy of sharing motivations and behaviors based on the iterative coding of open-ended responses. Based on this taxonomy, we present design recommendations to support end users in three relationship stages: when they start sharing access with romantic partners; when they are maintaining that sharing; and when they decide to stop. Our findings contribute to the field of usable privacy and security by enhancing our understanding of security and privacy behaviors and needs in intimate social relationships. 

Peer feedback is a central activity for project-based design education. The prevalence of devices carried by students and the emergence of novel peer feedback systems enables the possibility of collecting and sharing feedback immediately between students during class. However, pen and paper is thought to be more familiar, less distracting for students, and easier for instructors to implement and manage. To evaluate the efficacy of in-class digital feedback systems, we conducted a within-subjects study with 73 students during two weeks of a game design course. After short student presentations, while instructors provided verbal feedback, peers provided feedback either on paper or through a device. The study found that both methods yielded comments of similar quality and quantity, but the digital approach provided additional ways for students to participate and required less effort from the instructors. While both methods produced similar behaviors, students held inaccurate perceptions about their behavior with each method. We discuss design implications for technologies to support in-class feedback exchange.