As digital content becomes more prevalent in the home, nontechnical users are increasingly interested in sharing that content with others and accessing it from multiple devices. Not much is known about how these users think about controlling access to this data. To better understand this, we conducted semi-structured, in-situ interviews with 33 users in 15 households. We found that users create ad-hoc accesscontrol mechanisms that do not always work; that their ideal policies are complex and multi-dimensional; that a priori policy specification is often insufficient; and that people's mental models of access control and security are often misaligned with current systems. We detail these findings and present a set of associated guidelines for designing usable access-control systems for the home environment.

The University of Maine (UM), in collaboration with several Maine middle and high schools, is introducing sensors into secondary curricula to motivate students to follow science and engineering career paths. This program is supported by two National Science Foundation grants: GK-12 Sensors! and RET (Research Experience for Teachers)-Sensors! Secondary school teachers are awarded fellowships for an eight-week summer session, where they become involved in cutting-edge sensor science and engineering. During the summer, GK-12 fellows are paired with RETs who become participating teachers in the GK-12 program. RETs and GK-12 fellows have developed sensor modules and integrated sensors into a wide range of middle and high schools courses. In addition to providing a positive impact on students and teachers, the program has provided community outreach and fellows and teachers have described their interactions in conference presentations and refereed publications. Initial program evaluations indicate that student exposure to sensors encourages them to follow science and engineering career paths. The UM System Chancellor is committed to the program's sustainability, as evidenced by a bill currently before the State Legislature to create continuing financial support for the program.

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Findings from several years of participant feedback about the NSF sponsored GK-12 Sensors! program at the University of Maine are described. The program places graduate Fellows in local K-12 classrooms, with the goal of encouraging students to consider science, technology, engineering, and mathematics professions. Three broad themes are discussed: communication, preparation, and "fit." These factors determine the success of GK-12 Fellow placements, as shown by student and teacher evaluations, Fellow satisfaction, and classroom evaluations. Successful placements strengthen program implementation and status in participating schools while marginal placements can negatively affect both teachers and students and erode support for the GK-12 initiative.