Western Washington University

Greening Business Policy and Practice
Fall 2017


Class Syllabus:

Meets: AW 302, CRN 42463 / 41993 (variable days and times; see course schedule for details)
Professor Craig Dunn
PH 317
Office Hours:
by appointment (see https://calendly.com/wilderprofessor)
360-650-2593 (office/voicemail)

ENVS / MGMT 359 -- GREENING BUSINESS POLICY AND PRACTICE (4) Prereq: This course will provide both a survey and applications of major U.S. and Washington state policies and practices supporting the greening of business.

As a result of successfully completing this course, students will:


o Validate mastery of discipline-specific business and sustainability knowledge and analytical skills.

Reflective journal
Writing Assignments
o Illustrate ability to apply critical thinking and systems thinking to complex business problems. Participation
Reflective journal
Writing Assignments
Case study
o Be conscientious in the application of business and sustainability knowledge.

Reflective journal
Writing Assignments
Case study

o Create an orientation of personal responsibility, respect and professionalism. Participation
Reflective journal
Writing Assignments
Case study
This course is designed as an introductory course for the combined major in Businss & Sustainability. The State of Washington is a leader in responding to the societal imperative regarding environmental issues. The Bachelor of Arts degree in Business & Sustainability is an action component of the state's initiatives. This degree combines three areas of study that give graduates the necessary knowledge, skills, and abilities to operate in a changing economic and social environment. Graduates from this program will possess:
- A fundamental knowledge of economics, giving them the skills to apply economic analysis to problems in sustainable business faced by modern organizations;
- A fundamental knowledge of environmental science and policy, giving them the ability to understand the social and political climate as well as the scientific issues involved in sustainable business;
- An extensive knowledge of business and management in the context of business sustainability giving them the basic skills needed to succeed in organizations.

Unlike other courses which you have taken, this one is deliberately emergent in that at the beginning of the term you will be required to outline student learning outcomes (SLOs) you see as essential to the overall Business & Sustainability program of study. These SLOs will then frame the balance of the course assignments for the term. This having been said, in spite of what the course description might imply this is not a 'nuts and bolts' litany of environmental laws. Learning will instead relate directly to theory and practice, with attention given to how a systems perspective can be useful in engaging students in critical thinking that will be of practical benefit to organizations not likely to be organized around sustainabilty as a central theme.

Further to this point, critical attention will be given to professional readiness and job placement. While the employment landscape is rapidly evolving it is still the case that Business & Sustainabilty majors are very likely to be employed in more 'traditional' business roles at the beginning of their careers. In light of this pragmatic reality significant time will be devoted to equiping students to find jobs that reflect their personal purpose(s), as well as to how to be effective in shifting organizational culture in the direction of sustainabiltiy praxis...all while engaging students in an exploration of their own predispositions and biases, which can serve to enhance or detract from personal effectiveness.

This is an intensive class, with active participation being critical to both student learning as well as success of the course. Be prepared to speak up and be involved. Students are encouraged to work with and discuss class activities with other students; however, written papers and reflective journal entries are to be recognizable as their own work. If assumptions, objectives and tentative plans do not fit our situation, we will modify them as we work together; if such changes are made, they will be posted on the course web page and/or Canvas site. Students should ask questions, raise issues, express concerns; our best discussions often evolve from trying to figure out how to skillfully handle difficult management situations.

"This is an exciting time to be a manager, full of challenges and opportunities. Today's organizations are increasingly complex, unpredictable, and fast-paced. Significant social and economic trends such as diversity, globalization, and technological advances have fundamentally changed the nature of managerial work. In such an environment, the ability to think broadly and deeply from a variety of perspectives is one of the most important skills a manager can have."

Paula J. Caprioni
The Practical Coach

A maximum of 100 points may be accumulated in this course. Point distribution varies as follows (see grading contract at back of syllabus for details):

o Writing Assignments and Reflective Journal 70-85 points
o Group Project 15-30 points

The following grading standards will be used to determine your final course grade. Students are responsible for monitoring their own progress throughout the term.

93.35 - 100 points


90 - 93.34 points


86.65 - 89.99 points


83.35 - 86.65 points


80 - 83.34 points


76.65 - 79.99 points


73.35 - 76.64 points


70 - 73.34 points


In a section entitled Grades and Intellectual Honesty, the Western Washington University catalog states:

Grades are given for the student’s work and achievement. Fair evaluation of students’ work and helpful instruction are possible only when students submit work which genuinely reflects their own reading, computation, research and thoughts and is their own production, whether in writing or other format(s). Intellectual dishonesty can result in a failing grade and the placement of a note in the student’s permanent record. For the university’s policy on academic dishonesty, see Appendix D.

Students involved in any form of academic dishonesty (including but not limited to plagiarism or `cheating') on any coursework will receive a failing grade for the course.

The future will either be green or not at all

-Bov Brown
Environmentalist / Author

Assigned case studies, reading materials, podcasts, and course videos will be available on the course schedule. Students are expected to read each assigned reading before the scheduled discussion that reading, and to come prepared to respond to the disucssion questions posted for each class session.

There will be four writing assignments throughout the term (see course schedule for due dates). All assignments relate directly to the course content, either as presented in class and/or as covered in assigned readings. Each paper will take the form of a one-page, double-spaced, typed paper which directly addresses the question(s) posed. While it is certainly allowable for students to discuss these writing assignments with one another, final papers ought to be recognizable as the 'independent' work of the student submitting the writing assignment.

Papers are to be submitted electronically through the Canvas Learning Management System (LMS), as a word document or a .pdf. A link to the course LMS can be found here: https://wwu.instructure.com/courses/1169889.

To post an entry, do the following:

o Login to https://wwu.instructure.com/courses/1169889
o Click on 'Assignments' tab in the left menu bar
o Click on relevant Reflective Writing Assignment#
o Read and respond to the Writing Assignment prompt
o Click on 'Submit Assignment' (option for file upload, .doc or .docx)
o Click on 'Submit Assignment' when done

Entries are due by midnight of the day on which a 'prompt' is listed on the course schedule. Evaluation criteria for these assignments include:

o evidence of self-awareness
o adequacy of analysis
o coherence of argument
o practical/prescriptive merit
o overall professionalism

Each assignment should conclude with identification of the student learning outcomes that are addressed by that particular writing assignment (reference https://wwu.instructure.com/courses/1169889/assignments/3899931).

There will be six reflective journal assignments throughout the term, of which five must be submitted (see course schedule for due dates). This term-long assignment is designed to engage you in linking the course content with 'real life' application(s).

To post a journal entry, students are to 'cut and paste' the 'prompt' from the course schedule into a new thread within their own journal, and then provide their reflections on the 'prompt.' The reflective journal is to be kept in Canvas as noted above. To post an entry, do the following:

o Login to https://wwu.instructure.com/courses/1169889
o Click on 'Assignments' tab in the left menu bar
o Click on relevant Reflective Journal #
o Read and respond to the Reflective Journal prompt
o Click on 'Submit Assignment' (options for text entry or file upload)
o Click on 'Submit Assignment' when done

Each student has access to only their own journal. Only each individual student, as well as the faculty member, have access to these posts – which are time and date stamped upon submission. Entries are due by midnight of the day following the day on which a 'prompt' is listed on the course schedule.

Sooner or later, we will have to recognise that the Earth has rights, too, to live without pollution. What mankind must know is that human beings cannot live without Mother Earth, but the planet can live without humans.

-Evo Morales
President, Bolivia

Each student shall participate in a team-based project, with the primary objective being to link theory and practice. The entire class will be engaged in a brainstorming exercise that will result in generating a list of possible options for Sustainable Action Fund (SAF) proposals. In order to get a general sense of how the SAF works, visit https://sustain.wwu.edu/saf/. There note in particular the 'Projects' tab, which contains links to a variety of in-process and completed SAF projects, as well as the 'Apply' tab, which provides access to the submission standards for SAF funding.

During this group project you will have full access to Johnathan Riopelle (Johnathan.Riopelle@wwu.edu) from Western's Office of Sustainability, who will serve as a project advisor and mentor. Johnathan will regularly visit class, and additionally will be 'enrolled' in the course Canvas site in order to provide a mechanism for him to provide direct feedback on your work product as it evolves.

In this group project several key points related to solid managerial practice should be kept in mind:

- It is required that there be a clear statement somewhere in the application as to how the proposed project relates to the WWU Sustainability Action Plan (see https://sustain.wwu.edu/sustainability-action-plan/), additionally enumerating those specific goals of the plan that would be met by the proposed project
- It is required that the critical stakeholders for the proposed project be identified within the application (see https://www.mindtools.com/pages/article/newPPM_07.htm), and a plan formulated for garnering support for these constituencies
- Related to the course description, it is required that you identify the key regulations and/or organizational policies that would be relevant to your proposed project...and that you indicate how the 'demands' of such regulations and/or policies will be met within the execution of the proposed project

Beyond these course-specific instructions, you are to be as thorough as possible in completing each aspect of the SAF form...and submitting same for a preliminary review. Do keep in mind the final SAF application deadline is 04 December.

There is a presentation component to this assignment. Reporting will take the form of a 10 minute oral presentation followed by a 5 minute question and answer session. Be creative. Prepare the presentation as if you were presenting the information to any fitting audience you explicitly identify, to be role-played by those students not in your group (who will be accountable for posing relevant questions to the presenting group).

Areas considered (in addition to those previously or subsequently mentioned) in grading the group project are listed in the table below.

o clarity and conciseness of arguments
o use of theory to support SAF proposal
o soundness of recommendation(s)
o professionalism of SAF application
o creativity of approach
o ability to engage the class in discussion

In order to make certain team project grading credit is given where it is due, each class member is required to complete and submit the form at the following URL: http://faculty.wwu.edu/dunnc3/wwu.envsmgmt359.teameval-fall2017.htm. Submitted forms will only be viewed by the course instructor.

There are no examinations for this course.

Outlined above are the course activities available to students. Ranges of possible points have been listed above. Each student group is to fill out and return to the instructor a binding contract for work to be completed this term (see below). The group is to fill out the number of points desired for each activity. The total number of points must total 100. Points for each activity will range from 15-85% of the course grade, depending upon the individual assignment and weightings. Points must be selected in increments of 5.

For example, a group may choose to minimize the points on the group project by completing all other assignments at the maximum points possible:

o Writing Assignments and Reflective Journal 85 points
o Group Project Application / Presentation 15 points

In all cases, class participation is mandatory. Failure to attend scheduled class sessions may be reflected in final course grading.

To send your ENVS / MGMT 359 contract, fill out the following form thoroughly and completely. This form must be submitted electronically. A confirmed copy of each contract will be provided to each student group by return e-mail.

MGMT / ENVS 359 Grading Contract:

The following agreement is entered into by the designated MGMT / ENVS 359 student group and Professor Dunn for work to be completed Fall term 2017. It is understood that this agreement is not subject to change. Additionally, course participation (or lack thereof) may be reflected in final course grading.

SAF Project:

Names of all group members:

First Name: Last Name:

First Name: Last Name:

First Name: Last Name:

First Name: Last Name:

First Name: Last Name:

First Name: Last Name:

First Name: Last Name:

Course Point Objective for Group Case Analysis:

Course Point Objective for Reflective Journal / Writing Assignments:

Please make certain the above point objectives total 100%.

By sending this form, each group members agrees to be evaluated on the basis of this contract as well as by the terms of the course as outlined in the syllabus.



Reflective Journal

*Student Learning Outcomes

Develop a minimum of three student learning outcomes for this course, each to include 1) student learning behaviors, 2) appropriate assessment methods, and 3) specific student performance criteria / criteria for success...


provide a justification as to why these learning outcomes are critical to this particular course, given the placement of this course in the overall Business and Sustainability plan of study. In order to fulfill the requirements of this assignment, you should first read the following two guides:

https://wwu.instructure.com/courses/1169889/files?preview=43951778 (writing measureable student learning outcomes)

https://wwu.instructure.com/courses/1169889/files?preview=43951777 (guide to appropriate verb usage for student learning outcomes)

In addition, you should familiarize yourself with the student learning outcomes at the following three Western websites:

https://huxley.wwu.edu/envs/envs-student-learning-outcomes (ENVS student learning outcomes)

https://huxley.wwu.edu/esci/student-learning-outcomes-evaluations (ESCI student learning outcomes)

https://cbe.wwu.edu/assurance-learning (CBE student learning outcomes; access .pdf entitled "Learning Goals and Objectives Bellingham Campus")

Canvas Submission Link: https://wwu.instructure.com/courses/1169889/assignments/3899931


Writing Assignment

*Statement of Personal Purpose

1) Which three attributes of meaningful work are of greatest importance to you? Based on these attributes, and your personal values as identified in class,
2) draft a succinct statement of personal purpose that fulfills the five requirements for a good statement of purpose as outlined by Jim Collins' in his article whatcomesnext_no_sample_purpose.pdf .
3) Show this statement to at least three people who know you well, and summarize their feedback as to how authentic they find this statement--i.e., do they see a clear connection between the person they know you to be, and the statement of personal purpose you have drafted?

Canvas Submission Link: https://wwu.instructure.com/courses/1169889/assignments/3918721


Reflective Journal

*Sustainability Action Fund

You are to do three things:

1) Identify which Sustainability Action Fund proposal you prefer;
2) Provide a rationale as to how this project 'connects' with the statement of personal purpose you drafted for Reflective Journal entry #1; and
3) suggest items to be included in a team contract for your Sustainability Action Fund proposal, which will be used to guide your interactions with your Sustainability Action Fund team.

Canvas Submission Link: https://wwu.instructure.com/courses/1169889/assignments/3924926


Reflective Journal

*SAF Draft Proposals (for review by the Office of Sustainability)

First access the following website: https://sustain.wwu.edu/saf/apply/#.

From the right-hand menu bar select either 'Small Grant Application' or 'Large Grant Conceptual Application'...whichever is appropriate for your project.

From this page, click on 'Download' in the top menu bar.

Save this file, and then fill in all the required information...as a project group.

Once submitted this document will be available to Jonathon (Office of Sustainability) through Canvas for his review. Jonathon will be in class on Monday the 13th of November to provide direct feedback and consultation to each group.

Here are a couple things to keep in mind as you fill out the application form:

- While not explicitly stated, it is required that there will be a clear statement somewhere in the application as to how the proposed project relates to the WWU Sustainability Action Plan (see https://sustain.wwu.edu/sustainability-action-plan/, additionally enumerating those specific goals of the plan that would be met by the proposed project

- While not explicitly stated, it is required that the critical stakeholders for the proposed project be identified within the application (see https://www.mindtools.com/pages/article/newPPM_07.htm, and a plan formulated for garnering support for these constituencies

- While not explicitly stated, it is required that you identify the key regulations and/or organizational policies that would be relevant to your proposed project...and that you indicate how the 'demands' of such regulations and/or policies will be met within the execution of the proposed project

Beyond these course-specific instructions, you are to be as thorough as possible in completing each aspect of the Sustainability Action Fund form...and submitting same for a preliminary review. Do keep in mind the final SAF application deadline is 04 December.

Canvas Submission Link: https://wwu.instructure.com/courses/1169889/assignments/3944040


Writing Assignment

*Deliberate Disruption

You have now read--or at least have had the opportunity to read--the book chapter from Creating Good Work entitled Deliberate Disruptive Design (see https://wwu.instructure.com/courses/1169889/files?preview=44771095). It is now apparent that MGMT / ENVS 359 is not a 'traditional' course, in that you have not had a prefabricated syllabus provided by an instructor you have never met. Your job is now to

1) Review your first reflective journal entry (currently graded, if deemed at least minimally adequate)...and
elaborate how the logic of deliberate disruptive design has been implemented in the course to this point. In so doing there is a part
: take the survey at the following URL (see https://wwu.instructure.com/courses/1169889/files?preview=44792790) and expand on how your personal (in)tolerance for ambiguity has influenced your evaluation of the course structure to this point in the academic term. In order to respond to 3), you should come to some conclusion as to whether or not any discomfort you have with ambiguity is more due to novelty or complexity or insolubility (this may require just a bit of additional research on your part...). And finally
...provide your own reflections on the career advice found here: https://campuspress.yale.edu/cnspy/2016/02/03/the-one-skill-you-need-ambiguity-tolerance/.

Want to really excel on this assignment? While not required, for

5)...view the Ted Talk at the following URL: https://www.ted.com/talks/isaac_lidsky_what_reality_are_you_creating_for_yourself/discussion, and...'connect' this with your own outcomes for the tolerance of ambiguity scale. How have your preconceptions of University life contributed to--or interfered with--your ability to learn in a setting that is, by design, deliberately disruptive?

Canvas Submission Link: https://wwu.instructure.com/courses/1169889/assignments/3943692


Writing Assignment

*Cover Letter & Resume

By the end of this week you will have had the opportunity to get professional readiness and job-seeking advice from a representative of career services. The assignment below will have you building upon this in-class engagement. You are to do the following:

1) Visit the career services website, and search for jobs specifically related to the Business and Sustainability major (even if this is not your specific major).
2) Select the job that would be of greatest interest to you.
3) Draft both a) a cover letter and b) a one-page resume tailored to this specific job, based on your educational credentials at the time of graduation from Western...as well as your work and volunteer experience. Both the cover letter and resume must prominently include a clear single-sentence statement that connects a) your statement of personal purpose with b) the required and preferred job qualifications.

In doing this assignment, keep in mind some of the resources that were shared in class. Information at the following URLs should be read before completing the assignment:

http://www.wwu.edu/careers/docs/cover_letters.pdf (pages 5-7)



In order to tailor your resume to the sustainability 'industry,' be sure to check out the great tips at the following URLs:


https://www.thecvstore.net/blog/writing-a-strong-cv-sustainable-energy/ (sustainability energy)

https://sustain.wisconsin.edu/blog/6-ways-get-sustainability-job-experience/ (see in particular top #4; relates to SAF)

Canvas Submission Link: https://wwu.instructure.com/courses/1169889/assignments/3949986


Reflective Journal

*Can Hunting Endangered Animals Save the Species?

Having now watched this 60-MINUTES piece, outline the arguments both for and against the hunting activity you see outlined in this program...and come to a conclusion as to whether or not the practice should or should not be allowed. In so doing, specifically and clearly address the interface between free-market economics, private property rights, public policy, and governmental regulation--i.e., business policy and practice. As a bonus, weave in ethical theory in support of your position.

Canvas Submission Link: https://wwu.instructure.com/courses/1169889/assignments/3953662


Reflective Journal

*The Neoliberal Turn in Environmental Regulation

Provide a summary of the article referenced in the 'title' to this assignment (see https://wwu.instructure.com/courses/1169889/files?preview=45034402), and more importantly project how the relationship between business and government, with respect to environmental policy, will likely shift over the upcoming three years.

Canvas Submission Link: https://wwu.instructure.com/courses/1169889/assignments/3953667


Final SAF Proposals due to the Office of Sustainability

*Final SAF Proposal Presentations / Submission

In addition to this being the deadline for submission of your final SAF applications, this class session will be set aside as a time for each group to present their SAF proposals to the class. It is expected that you will gain valuable feedback in order to assist in making any final improvements to the applications...so please come to class ready to present, but additionally with an open mind--not to major revisions, but to 'tweaks.'

There are three steps to submitting your SAF Grant Proposals. The first is for each group to send the SAF Application to the Office of Sustainability, following the directions at the following URL:

SAF Grant Application Link: https://sustain.wwu.edu/saf/apply/#

The second is for each group to submit the SAF Proposal through Canvas using the following URL:

SAF Grant Proposal Canvas Submission Link: https://wwu.instructure.com/courses/1169889/assignments/3969977

In order to make certain team project grading credit is given where it is due, the third step requires each class member to complete and submit a team contribution survey using the following URL:

Team Contribution Survey: http://faculty.wwu.edu/dunnc3/wwu.envsmgmt359.teameval-fall2017.htm


Writing Assignment

*Free Market or Regulation?

In concluding--or in commencing, perhaps--any discussion of the way in which Policy and Practice relate to Greening Business, it is imperative to explore alternative and perhaps competing options:

...addressing global climate change...calls for a systematic and scalable response.

The critical question, however, is what that response should optimally look like...

* Should it be bottom up and based on the so-called "wisdom of the crowd" as U.S. environmental law scholar and former head of Connecticut's Department of Energy and Environmental Protection Daniel Esty argues?

* Is the best approach, rather than bottom up, polycentric?

* Should we simply let the market decide, as most economists and public policy pundits suggest?

* Or is there still a role for the regulations and policies of nation-states?

These questions are found in the introduction of an article found at the following URL: https://wwu.instructure.com/courses/1169889/files?preview=45057885

For this concluding assignment, you are to read this article and answer the four questions posed above--or, if you find none of these four 'systematic and scalable responses' to global climate change satisfactory, propose a fifth option of your own construction.

Beyond merely answering the four questions with a simple yes or no, you will need to provide thoughtful reasons as to why you have come to the conclusion as to which of the alternatives presented above is the most efficacious response to global climate change.

Canvas Submission Link: https://wwu.instructure.com/courses/1169889/assignments/3953828


Reflective Journal

*ENVS / MGMT 466 Project Proposal

In order to have a head start on the capstone course, this is your opportunity to propose a project for ENVS / MGMT 466. Here is the course description:

This course is an experiential capstone combining faculty and student teams from the College of Business and Economics and Huxley College of the Environment. Student groups prepare a Green Business Assessment for a community or campus organization and compile, distribute, and present a final report to the campus and the client organizations.

Within Huxley, courses that carry the capstone designation must satisfy a clear set of standards...as follows:

Capstone Goals

To provide a real world problem identification and solution driven experience.
To provide an opportunity to work collaboratively in small groups with other students.
To provide an opportunity to work with students from different disciplines, reflecting the reality of the work world.
To integrate skills and knowledge gained from previous courses and experiences.
To practice the full complement of communication skills, including written reports and platform presentations.

Capstone Course Methods

Capstone courses should use the methods of experiential learning.
Students work in small groups and participate in the organizational and decision-making process required to accomplish tasks requiring a variety of expertise.
The learning processes should include reflection and evaluation.
Written and oral presentation of results to audiences outside the classroom.

Capstone Course Content

Tied to real-world problems
Current topics and problems
Interdisciplinary and multidisciplinary

All the above should be taken into consideration for this assignment. Your proposal should clearly indicate how the proposed project satisfies both the course description as well as each Huxley capstone standards.

This is not, by the way, a purely abstract exercise; proposals coming out of this writing assignment will provide the practical starting point for a course that, for the majority of you, will be part of your spring 2018 course schedule.

This course assignment may be either individual or group. Select the appropriate link below depending on whether you have decided to submit the 466 Project Proposal individually or with your group members; in the latter case, only one member of the group should submit the assignment on behalf of the entire group.

Canvas Submission Link (INDIVIDUAL): https://wwu.instructure.com/courses/1169889/assignments/3971009

Canvas Submission Link (GROUP): https://wwu.instructure.com/courses/1169889/assignments/3971010