Ionizing radiation (IR) is environmentally prevalent and, depending on dose and linear energy transfer (LET), can elicit serious health effects by damaging DNA. Relative to low LET photon radiation (X-rays, gamma rays), higher LET particle radiation produces more disease causing, complex DNA damage that is substantially more challenging to resolve quickly or accurately. Despite the majority of human lifetime IR exposure involving long-term, repetitive, low doses of high LET alpha particles (e.g. radon gas inhalation), technological limitations to deliver alpha particles in the laboratory conveniently, repeatedly, over a prolonged period, in low doses and in an affordable, high-throughput manner have constrained DNA damage and repair research on this topic. To resolve this, we developed an inexpensive, high capacity, 96-well plate-compatible alpha particle irradiator capable of delivering adjustable, low mGy/s particle radiation doses in multiple model systems and on the benchtop of a standard laboratory. The system enables monitoring alpha particle effects on DNA damage repair and signalling, genome stability pathways, oxidative stress, cell cycle phase distribution, cell viability and clonogenic survival using numerous microscopy-based and physical techniques. Most importantly, this method is foundational for high-throughput genetic screening and small molecule testing in mammalian and yeast cells.

Purpose Higher education institutions (HEI) play a critical role in developing student leaders equipped with the skills and knowledge needed to mobilize societal changes that the United Nations Sustainable Development Goals (SDGs) call for. To broaden this understanding, this study aimed to engage with student leaders of a grassroots, student-led initiative at the University of Calgary, the Sustainable Development Goals Alliance (SDGA), to better understand the experience of students who took on leadership roles in organizing SDG engagement activities. Design/methodology/approach A qualitative thematic analysis was used to understand the experiences of 12 student leaders involved in SDG programming. Semi-structured interviews asked participants to reflect on their key learnings, skills development and overall student’s experiences of leaders involved in SDG programming. Thematic analysis was applied to determine emerging themes. Findings Analyses showed that taking a leadership role in the SDGA empowered students to deepen their engagement with the SDGs and overcome barriers such as lack of knowledge and feelings of powerlessness. Secondary findings showed that community-building, flexibility and a sense of ownership were key strengths of the program and contributed toward student leaders’ feelings of hopefulness, self-confidence and inspiration. Originality/value This work offers a window into the experiences of student leaders who have worked to advance SDG engagement within their institution. Our findings suggest that student-led initiatives represent untapped potential for HEIs to prioritize and support to help deliver on their SDG implementation and engagement efforts. As HEIs offer a vital space for innovation, policy and capacity building towards implementation of the SDGs, this work demonstrates how student leadership can yield grassroots influence on HEI commitments and responses to the needs of students.