In a 2.25Cr1.5W heat-resistant alloy, it is shown that the time to intergranular failure under tensile stress t can be expressed by , where t0 is the constant of proportionality, n is the stress exponent, and Q is the activation enthalpy. It is shown that the dimples observed at elevated-temperature intergranular fracture surfaces are not the micro-ductile fracture areas but the interfaces between the grain boundary carbides and the neighboring grains. It is also shown that the segregation concentration of solute atoms is much higher at the grain boundary carbide interfaces than at the carbide-free grain boundaries. Under tensile stress, the elevated-temperature intergranular cracking occurs through the decohesion of grain boundary carbide interfaces, which is followed by the eventual carbide-free grain boundary cracking.

Education research strongly indicates that students make decisions in their mid- to late adolescence that impact the general direction of their careers, including choices about pursuing studies in science and mathematics. Educators can play an important role in these student career choices. By creating and implementing teacher professional development programs that increase teachers’ awareness/understanding of materials science and providing materials science-based classroom materials, researchers can take concrete actions toward improving the number and quality of students entering materials science and engineering departments as undergraduate students. No matter where you live or work throughout the world, there is a school nearby and abundant opportunities for researchers to make a difference in K–12 science education.

The optimum glass formers in ternary La-TM-Al (TM = Co, Ni, Cu) alloys were pinpointed at alloys La69Co17Al14, La66Ni19Al15, and La66Cu20Al14, exhibiting critical sizes for full glass formation of 16, 12, and 5 mm, respectively. Cobalt is found to be the most favorable element for glass formation in La-based alloys. The optimum alloys in La-TM-Al show close composition but significantly different glass-forming ability (GFA). The mechanism of distinct effect of TM elements remains unclear, even discussed based on current GFA-related criteria and indicators.

Researchers worldwide recognize the importance of inspiring the next generation of scientists through outreach activities. U.S. researchers have additional motivation in that many funding agencies are now requiring kindergarten through twelfth grade (K–12) outreach as part of fundable research plans. Unfortunately, many of these same researchers know little about the precollege educational community or about the educational system that supports that community. This special issue acts as a reference and provides pointers to the many opportunities available for materials education outreach, along with suggestions and advice on how both the novice and experienced researcher may contribute.

As the complexity of global materials science challenges increases, so does the need for materials science and engineering literacy and career recruitment. Many funding agencies are addressing this by including requirements for achieving broader impacts (e.g., National Science Foundation grants, European Commission Framework), and resources have been created from a variety of sources to help. This article addresses the issue of how to translate materials science concepts into K–12 outreach activities, with an emphasis on how to use the human, physical, and information resources available. Researchers may best reach their outreach objectives by distilling content rather than diluting it, connecting on a human level, highlighting the true nature of science, not reinventing the wheel, being a role model, and having fun. Initiatives that support outreach efforts are referenced and include examples from the Materials Research Society.