Oxygen vacancy-related surface defects on porous TiO2 films were reduced by oxygen ion-beam treatment, and the effect of such defects on the performance of dye-sensitized solar cells was examined. An oxygen ion-beam treatment of a TiO2 film caused a significant decrease in particle agglomeration and an increase in surface area of the resulting TiO2 film. In addition, the increased hydrophilicity of the TiO2 film by the ion beam treatment led to an increase in dye adsorption. The oxygen ion beam treatment at 500 and 1000 eV caused a significant decrease in oxygen vacancies and increase in the open-circuit voltage (Voc). Oxygen ion beam–treated TiO2 film electrodes showed the maximum solar-to-electricity conversion efficiency (η%) of 8.04% compared to the 6.15% obtained from an untreated TiO2 electrode.

Educational outreach efforts for K–12 students, ages 5–18, are becoming increasingly visible, active, and pervasive in the materials science community as a result of funding agency requirements in the United States and gradual institutional attitudinal shifts toward placing a higher emphasis on engaging non-technical audiences. Many scientists recognize it as both an obligation and a pleasure to share their research with young audiences. However, in addition to enthusiasm and funding agency mandates, equally essential to successful educational outreach projects are effective, engaging educational materials and programs. Hands-on demonstrations, classroom lesson plans, summer research internships, and education-oriented laboratory experiments are just a few examples of the wide variety of possibilities from which materials scientist educators can currently choose. This article addresses the process of developing educational outreach activities and programs, including setting goals, establishing partnerships, and planning for and implementing outreach activities for students. Examples from the materials science outreach community are integrated to illustrate implementations of these ideas and to offer ideas for collaborations and future projects.

Outreach efforts within the materials science community include learning goals or outcomes designed with the purpose of increasing awareness or interest in the field, improving the learning or achievement of subject matter, or even supporting a type of literacy or understanding. These outcomes need to be defined and measured. To demonstrate the success of an outreach activity, an appropriate assessment scheme must be implemented to determine how effectively the goals have been met. Assessment of K–12 outreach is presented in this article using the framework of a K–12 engineering design cycle of Ask, Imagine, Plan, Create, and Improve. Links will be drawn from among the “Ask,” “Imagine,” and “Plan” phases to the development of objectives and the establishment of the assessment plan. The “Create” and “Improve” phases will be connected to data collection and analysis techniques. Three forms of evaluation are discussed—formative, summative, and interim—as well as four areas of knowledge—cognitive, affective, behavioral, and metacognitive. Finally, this article lists some common pitfalls to avoid when considering these issues in the planning and reviewing of programs that will make assessment of K–12 outreach efforts a more positive and rewarding endeavor.

Most K–12 outreach programs worldwide within materials science and beyond rely on scientists visiting K–12 classrooms and assisting teachers with instruction and development of classroom materials, as well as developing on-site professional development workshops. Due to the limited time materials scientists and teachers have available for participating in K–12 outreach programs, more creative approaches are necessary to accommodate the needs of a broader spectrum of teachers and students. Incorporating technology into K–12 outreach programs is one approach that can be used to overcome some of the obstacles currently faced. This article discusses different manners in which technology can be included in K–12 materials science outreach programs, such as K–12 educational software and tools as well as online professional development programs. This article also draws on broader educational technology research to identify known challenges of incorporating technology into outreach programs and possible ways to overcome such challenges.