Cases and projects in the Environmental Accounting course help students to identify issues and interpret evidence. As we discuss cases and projects, students are first asked to identify the business and sustainability issues. For example, in the Specialty Glass case, the issues include toxic inputs and waste, excessive packaging and electricity use, and waste treatment options. I also ask the students to identify the relevant facts in the case that will help in recommending a solution.

Alternative points of view abound, especially in the area of sustainability.  We evaluate solutions to environmental cases that span from the do nothing approach to an eco-centric approach where sustainability is the most important decision criteria. For each alternative, I ask students to consider the consequences to the company and to the environment. We also look at the points-of-view that stakeholder groups might have in an environmental disaster. In the Olympic Pipeline Explosion project, students are asked about different information needs given the various stakeholder roles.

Informed conclusions come from exploring issues, facts, and alternative courses of action.  Once the students have a good understanding of all options and opportunities, they are asked to come to a conclusion.

I foster a learning environment where students feel comfortable expressing their views. Once they take a position, they need to justify it in class discussion and in writing assignments.

Rhetorical Knowledge

Focuses on a clear rhetorical purpose and responds appropriately to the needs of varied audiences and situations.

Students have various writing assignments throughout the course, including short reflection pieces, reports that require some outside research, and summaries of sustainability reporting in practice.

Critical Analysis

Develops, examines, situates, and communicates a reasoned perspective clearly to others.

In all assignments, students need to clearly articulate their point of view, backed up by reasons appropriate to the assignment.

Composing Processes

Understands writing as a recursive process that involves drafting, re-thinking, editing, reconceptualizing.

Several of the writing projects are group projects. Students must work together to edit their work before submitting an assignment.

Convention Knowledge

Uses appropriate conventions for documentation and for surface features such as syntax, grammar, usage, punctuation, and spelling.

Students hear from me that communication cannot be effective without appropriate syntax, grammar, usage, punctuation, and spelling. I mark papers for conventions and grade down if proper care has not been taken.