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In fall of 2019, a new capstone course, wildlife biology, was offered as part of the biology curriculum at the University of Saint Joseph. The course fully embraced problem-based learning (PBL), project-based learning, and service-learning strategies. It provided a service to the campus community through the task of creating a management plan for two wetlands located on the campus given the problem of invasive plants. Student engagement in the topic and project was enhanced through the development of student teams and the opportunity to work with stakeholders. In responding to stakeholder project requests, students showed increased motivation, ownership in the project, and skill development. Through implementing this course, we unexpectedly observed increased development of students' leadership, maturity, and scientific curiosity.

Radon is the leading cause of lung cancer among non-smokers. Exposure in schools may be harmful to schoolchildren and staff. However, states differ considerably in their approaches to mandating radon testing and mitigaiton in schools. In this study, 126 survey responses were received and analyzed from parents of K-12 children in Vermont, USA. Qualitative data were obtained by interviewing two parents for their views and concerns about radon in schools. Our results showed that only 51% of parents believed that radon affects the lungs and only 39% identified it as a carcinogen. 91% believed their children's schools should act to address elevated radon levels and 87% supported mandated mitigation. These data suggest that there is already overwhelming support for radon regulation in schools among parents of K-12 children. Parents with children in elementary school were significantly more likely to support radon testing, mitigation, and legislation than parents with older children. This suggests that these parents may be strong advocates to encourage legislative action. Parents with more knowledge about radon were significantly more likely to support radon testing in schools. Educating parents about exposure to radon at school and its association with lung cancer could strengthen existing community support for legislation mandating radon testing and mitigation.

The discipline of business ethics has been slow to include Big Tech as a worthwhile object of examination. My goal in this presidential address is to make the case that the discipline of business ethics is overlooking novel harms and marginalized stakeholders in emerging and impactful technology industries. Furthermore, although the discipline is improving, the persistent narrowness of our field inhibits our ability to identify and examine novel issues in these important industries. I use standpoint theory to suggest one reason why we remain narrow in what we think counts in business ethics as valid objects of concern: because we are similarly narrow in who counts as a business ethicist. As scholars, we are a lens that we train on the world to identify who counts as a scholar, what we study, and who matters. [ABSTRACT FROM AUTHOR]

Undergraduate biology programs in smaller liberal arts colleges are increasingly becoming focused on health science fields. This narrowing of focus potentially decreases opportunities for these students to explore other sub-fields of biology. This perspectives article highlights how one small university in Connecticut decided to institute a required integrated biological systems course into their biology degree. The course focuses on empowering biology students to view science topics through multiple scales.