A complete census of dusty star-forming galaxies (DSFGs) at early epochs is necessary to constrain the obscured contribution to the cosmic star formation rate density (CSFRD); however, DSFGs beyond z ~ 4 are both rare and hard to identify from photometric data alone due to degeneracies in submillimeter photometry with redshift. Here, we present a pilot study obtaining follow-up Atacama Large Millimeter Array (ALMA) 2 mm observations of a complete sample of 39 850 μm-bright dusty galaxies in the SSA22 field. Empirical modeling suggests 2 mm imaging of existing samples of DSFGs selected at 850 μm-1 mm can quickly and easily isolate the ‘‘needle in a haystack’’ DSFGs that sit at z > 4 or beyond. Combining archival submillimeter imaging with our measured ALMA 2 mm photometry (1σ ~ 0.08 mJy beam-1 rms), we characterize the galaxies’ IR spectral energy distributions (SEDs) and use them to constrain redshifts. With available redshift constraints fit via the combination of six submillimeter bands, we identify 6/39 high-z candidates each with >50% likelihood to sit at z > 4, and find a positive correlation between redshift and 2 mm flux density. Specifically, our models suggest the addition of 2 mm to a moderately constrained IR SED will improve the accuracy of a millimeter-derived redshift from Δz/(1 + z) = 0.3 to Δz/(1 + z) = 0.2. Our IR SED characterizations provide evidence for relatively high-emissivity spectral indices (<β> = 2.4 ± 0.3) in the sample. We measure that especially bright (S 850μ m > 5.55 mJy) DSFGs contribute ~10% to the cosmic-averaged CSFRD from 2 < z < 5, confirming findings from previous work with similar samples.

Conservation scientists need to advance climate literacy so that people understand how climate affects all of life, acquire the skills to communicate about climate change, and become aware of ways to increase local resiliency. We examined syllabus content for 74 general climate change courses taught at the undergraduate college‐level to investigate the scope and extent to which these climate change courses include key topics to advance climate literacy. By analyzing the textual data, we discovered most courses had a strong focus on biogeophysical science and only 8.8 and 9.4% of the terms that occurred in this sample were connected to climate change solutions and communication, respectively. The fine category “Organisms,” which includes terms for specific animals such as “jellyfish” and “urchin” and related terms like “species”, was only observed in 26% of the syllabi; and the term “biodiversity” was mentioned seven times, “extinction” four times, and “animal” was mentioned two times across all 74 syllabi. This reveals a potential gap in addressing the impacts of climate change on biodiversity, and the role of some species in regulating climate. We recommend educators include a broader array of inter‐disciplinary topics, place‐based information, communication strategies, and mitigation and adaptation solutions to bridge the gap between climate science, literacy, and action.