Higher education institutions face profound communication challenges managing risks for university communities during the ongoing pandemic. This commentary shares 1) findings from our study involving analysis of 17 focus groups of students, faculty, staff, and parents of students to explore effective COVID-19 messages about campus safety, and 2) insights into the process of integrating the expertise of a university health communication center into campus-wide responses to COVID-19. Key focus group takeaways highlight the importance of communicating empathetically, acknowledging those who are made vulnerable through their work on campus, and that promises to return to normal would be perceived as unrealistic. Bringing the evidence base of health communication to the typical work of professional communicators on campus allowed us to create a communication toolkit for consistent messaging, and in turn, learn about the vital role health communication scholars can play in university crisis messaging.

Medical research facilities, indeed all the nation's constructed facilities, must be designed, operated, and maintained in a manner that supports the health, safety, and productivity of the occupants. The National Construction Goals, established by the National Science and Technology Council, envision substantial improvements in occupant health and worker productivity. The existing research and best practices case studies support this conclusion, but too frequently building industry professionals lack the knowledge to design, construct, operate, and maintain facilities at these optimum levels. There is a need for more research and more collaborative efforts between medical and facilities engineering researchers and practitioners in order to attain the National Construction Goals. Such collaborative efforts will simultaneously support attainment of the National Health Goals. This article is the summary report of the Healthy Buildings Committee for the Leadership Conference: Biomedical Facilities and the Environment sponsored by the National Institutes of Health, the National Association of Physicians for the Environment, and the Association of Higher Education Facilities Officers on 1--2 November 1999 in Bethesda, Maryland, USA.

Although senior capstone courses and projects globally are growing in popularity for undergraduate students in political science, with the potential to integrate prior curriculum and assess student learning, students generally undertake this milestone as individuals. In contrast, we present a teamwork-based capstone course wherein key student submissions—including the final project—are created in teams. Having conducted this course for several years, we describe in this article how we incorporated teamwork and demonstrate how students evaluate teamwork in in-person, online, and hybrid course formats.