1. COURSE
SYLLABUS
&
OUTLINE
Organizational
Change
for
Sustainability
Instructor:
James
Weiner,
LEED
Fellow,
AIA
and
Thomas
Aujero
Small
Dates:
9/27
to
12/13
Days/Time:
Thursdays,
6:30pm
to
9:30pm
Quarter:
Winter
2012
Course
Description:
Economic
growth
in
the
context
of
environmental
and
social
responsibility
is
the
great
challenge
of
our
time.
Organizations
of
all
kinds
around
the
world
are
struggling
to
coherently
articulate
a
response
to
this
critical
issue.
This
course
offers
a
framework
for
exploring
one’s
personal
response
to
this
challenge.
How
can
we
propel
change,
both
in
our
own
lives
and
within
organizations?
This
course
introduces
techniques
for
aligning
sustainability
aspirations
and
language
with
an
organization’s
goals,
as
well
as
presenting
methodologies
that
foster
culture
change
and
help
individuals
to
participate
in
transforming
companies
into
more
sustainable
organizations.
Case
studies
will
provide
real-­‐world
examples
of
successful
and
not-­‐so-­‐successful
organizational
development
efforts.
Learn
useful
tools
for
leading
an
organization’s
sustainability
program
and
for
incorporating
anticipated
resistance
to
change
into
change
efforts.
Perhaps
growth
is
not
about
expansion,
but
about
transformation,
not
about
cycles
of
growth
but
about
cycles
of
metamorphosis.
The
problem
is
measurement.
We
measure
symptoms
of
productivity,
like
material
flows,
decisions
made,
revenue
raised,
distance
covered
and
energy
transformed…
But
we
rarely
measure
outcomes,
such
as
equity,
happiness,
peace,
and
mindful
awareness.
Electing
to
measure
what
we
can
does
not
necessarily
mean
that
we
measure
what
matters.
How
do
these
questions
inform
our
work?
How
do
these
issues
inform
building
organizations
and
community
development?
How
is
this
profitable?
How
and
where
can
we
find
models
and
modes
of
development
that
are
truly
effective?
If
an
economy
is
a
small
piece
of
a
culture,
of
humanity,
then
how
do
we
understand
and
evaluate
the
actual
performance
of
organizations,
and
our
own
performance
within
organizations,
our
culture,
and
humanity
writ
large?
In
this
course
we
will
discover
and
introduce
tools
and
mindsets
for
reframing
these
questions
and
our
points
of
view.
Objectives
• Provide
a
platform
for
guided
experiential
learning
and
collaboration
in
the
real-­‐world
analysis
of
organizations
sustainability
missions
and
their
implementation.
• Increase
our
understanding
of
how
to
properly
evaluate
the
value
of
eco-­‐system
services
in
context
of
traditional
business
analysis,
i.e.,
an
introduction
to
LEED,
LCA,
and
other
benchmarking
systems
and
methodologies.
• Learn
to
critically
examine
organizational
issues
through
the
lens
of
sustainability,
and
understand
a
variety
of
tools
that
can
be
used
to
address
them,
including
benchmarking
and
rating
systems,
as
well
as
a
wide-­‐ranging
variety
of
points
of
view.

2. • Investigate
how
to
become
an
effective
change
agent
for
sustainability
in
a
corporate,
non-­‐profit
or
other
type
of
organization.
Teaching
Philosophy
and
Course
Format:
This
course
will
be
based
on
a
concrete,
real-­‐world
approach
to
evaluating
the
performance
of
organizations,
including
quantifiable
metrics.
As
such,
while
there
are
tangible
systems
that
students
will
be
exposed
to,
the
course
is
not
as
much
about
answers
as
it
is
about
questions.
We
will
favor
Interactive
discussion
and
group
activities
over
lectures.
Students
will
learn
from
each
other
as
well
as
from
the
instructors.
We
certainly
hope
to
offer
a
wealth
of
information,
but
we
will
introduce
issues
and
serve
as
resources.
Our
approach
will
be
Socratic,
but
open-­‐
ended.
We
will
pose
challenging
questions
without
having
all
the
answers,
and
hope
to
share
our
experience
and
broaden
our
own
perspectives
as
well
as
yours.
Guest
presentations
from
other
working
professionals
and
case
studies
will
enliven
the
discourse.
Feedback:
We
expect
that
students
will
arrive
from
a
wide
range
of
backgrounds
and
experiences,
and
we
will
try
to
accommodate
different
learning
styles.
Each
group
of
students
is
unique,
and
the
instructors
will
try
to
respond
to
their
needs
and
perspectives.
Throughout
the
course,
please
present
honest
feedback
and
suggestions.
We
plan
to
provide
a
forum
where
all
comments
and
suggestions
are
welcome,
whether
on
the
content,
speed,
workload,
mix
of
lecture
and
participatory
exercises,
or
any
other
aspect
of
instruction.
Assignments:
1)
Eco-­‐Autobiography,
2)
Forming
a
Shared
Vision
3)
Apply
a
sustainability
benchmarking
system
(eg.
LEED,
LCA,
BREEAM,
Natural
Step,
etc.)
to
a
project
or
organization.
4)
Collaborative
Case
Study/Project
(2-­‐4
projects
within
group-­‐
need
to
see
each
individual
reflected.)
There
will
be
three
assignments
and
a
final
project.
The
first
assignment
is
related
to
personal
environmental
impact,
the
second
will
be
a
group
exercise,
and
the
third
is
a
quantitative
assessment.
The
final
project
will
be
both
more
substantial
and
more
flexible.
Final
Project:
We
will
offer
a
complete
description
and
discussion
of
the
options
for
this
project
during
the
first
and/or
second
sessions.
Laptop/Tablet
policy:
As
part
of
an
effort
to
minimize
paper
use
in
the
course,
students
are
welcome
and
encouraged
to
bring
laptops/tablets
to
class
for
referencing
readings
and
taking
notes.
Please
be
respectful
and
only
use
these
devices
for
course
related
material
during
class.
There
will
be
some
exercises
and
discussions
that
will
be
computers
down.
UCLA
Extension
Contact
for
this
Course:
Joshua
Gill
–
Jgill@unex.ucla.edu
Student
Records:
Students
can
access
and
update
student
records
online
by
visiting:
www.uclaextension.edu
and
clicking
on
My.Extension
on
the
left
navigation
bar,
selecting
Student's
Course
Essentials,
and
following
the
directions
to
log
in.
Student's
Course
Essentials
lets
you
view
your
grades,
request
an
official
transcript,
change
credit
status
on
a
current
course,
obtain
enrollment
verification,
update
your
personal
information,
and
much
more.

3. Student
Conduct:
Student
Conduct:
By
enrolling
in
this
course,
all
students
are
expected
to
have
reviewed
the
Student
Conduct
and
Sexual
Harassment
information
provided
in
the
current
Quarterly
catalog
(print
or
online)
under
“General
Information.”
Accommodations:
If
you
need
any
accommodations
for
a
disability,
please
contact
the
UCLA
Extension
Disabled
Student
Services
at:
(310)
825-­‐7851
or
via
e-­‐mail
access@uclaextension.edu
Grading
and
evaluation:
Course
grades
will
be
based
on
active
participation,
completion
of
assignments,
quality
of
final
project
and
demonstrated
application
of
course
concepts.
There
is
no
curve.
Each
student
is
evaluated
on
an
individual
basis,
and
theoretically
it
is
possible
for
all
students
to
get
an
A
in
the
class.
There
will
be
an
exit
survey
that
will
include
a
self-­‐evaluation,
which
will
be
taken
into
account
in
the
grading
process.
Note:
Course
outline
and
materials
may
change
during
the
course.
Students
will
be
notified
of
any
changes
and
all
changes
will
be
made
in
reasonable
timeframes.
Make-­‐ups:
Attendance
and
participation
are
critical
in
this
course,
if
a
student
needs
to
miss
a
class,
he/she
should
notify
the
instructor
ahead
of
time,
and
needs
to
submit
a
make-­‐up.
Acceptable
make-­‐
ups
include
attending
an
educational
sustainability
event
or
conference
and
doing
a
brief
1-­‐2
page
write-­‐up.
Networking
events
are
acceptable,
if
a
student
chooses
to
attend
a
networking
event,
the
write-­‐up
should
include
descriptions
of
the
people
the
student
interacted
with.
Course
Outline
Date
Lecture
Topic
Course
Materials
Class
1:
9/27
Introduction
None.
This
session
will
be
an
introduction
to
the
course-­‐
format,
materials,
subject
matter,
approach,
etc.
Where
we
are
now:
The
pulse
of
the
class;
the
pulse
of
the
world:
the
scary
truth.
Assignment
1:
Individual
Eco-­‐Autobiographies
(start
in
class)
10/11
Class
2:
Where
are
we
now?
Increase
Sensitivity
(Responses)
Mind
maps/Boundaries/Relationships/Scalability
Peter
Senge:
Supply
Chain
(Boundaries/Water>Watershed)
Individual>Position
statement
on
boundary-­‐
JM
Keynes
Time-­‐What
you
now
know/not
static
but
dynamic
JM
Keynes:
Selections
Peter
Senge:
selections
from
The
Fifth
Discipline
Naomi
Klein:
The
Shock
Doctrine
The
Sustainable
Economy
(Harvard
Business
Review)
By:
Yvon
Chouinard,
Jib
Ellison,
Rick
Ridgeway

4. Share
draft
Eco-­‐Autobiographies
and
complete
Assignment
2:
Forming
a
Shared
Vision
Form
Teams
for
draft
and
progress
discussion
in
class
in
Week
3
Identify
Issues
>
Select
Metric
-­‐
Social
Media:
Tumblr
and
FB
Class
3:
10/18
Corporate
Responses
Organization,
Mission,
Fundamentals,
Process
Paul
Hawken/Ray
Anderson/et.
al.
Individual
Missions/Individual
Eco-­‐Autobio
Redux
(Dan
Cohrs
Eco-­‐Bio:
From
Harvard
to
Rentech
Inc.)
Paul
Hawken:
Selections:
Growing
A
Business,
Natural
Capitalism,
Blessed
Unrest
Ray
Anderson:
Selections
The
Sustainable
Economy
(Harvard
Business
Review)
By:
Yvon
Chouinard,
Jib
Ellison,
Rick
Ridgeway
Assignment
2:
Forming
a
Shared
Vision
Draft
and
progress
discussion
Class
4:
10/25
Measuring
Success:
Overview
LEED,
B-­‐Corps,
GRI,
CSR,
Natural
Steps,
ISO
Communicating
Values
Case
Studies:
•
Bruce
Mau-­‐
Massive
Change-­‐
his
work,
firm,
projects,
exhibitions,
network,
websites
•
Janine
Benyon-­‐
AskNature.org
•
Paul
Krugman
and/or
Joseph
Steiglitz
Assignment
2:
Forming
a
Shared
Vision
Presentations
of
final
assignment
with
graphics
Class
5:
11/1
Case
Presentation:
Mujeres
de
la
Tierra
Case
Presentation:
Irma
Muñoz-­‐
Eco
Autobiography
and
Mujeres
de
La
Tierra
Team
Work
Sessions

5. Class
6:
11/8
Case
Presentation:
Eco-­‐Districts
and
Architecture
2030
Case
Presentation:
Mark
Klein—
Eco-­‐Districts
and
Architecture
2030
Team
Work
Sessions
Class
7:
11/15
Case
Studies:
Case
Studies
and
Applications
Presented
Class
8:
11/21
Case
Studies:
Case
Studies
and
Applications
Presented
Class
9:
12/6
Desk
Critique
Project
Work
and
Desk
Critique
Class
10:
12/13
Conclusion
Final
Project
Presentations
with
Jury
It
is
estimated
students
will
spend
approximately
8
hours
outside
class
each
class
completing
class
assignments,
readings
and
studying
for
exams.
Course
Syllabus
Subject
to
Update
by
the
Instructor