Teaching Environmental Law and Sustainability for Business: From Local to Global

• Author: Paulette L. Stenzel
• Published date: 01 September 2013
• Date: 01 September 2013
• DOI: http://doi.org/10.1111/jlse.12002

Journal of Legal Studies Education

Volume 30, Issue 2, 249–293, Summer 2013

Teaching Environmental Law and

Sustainability for Business: From

Local to Global

Paulette L. Stenzel*

Ababaree—Good Morning, Good Afternoon, Good Evening—

Welcome to my world; I love you; I care about you1

I. Introduction

With Mexican music playing in the background, Michigan State University

(MSU) students enter our classroom for their f‌irst session of “Environmental

Law and Sustainability for Business: From Local to Global” (Environmental

Law and Sustainability).2I welcome my students with “Ababaree,” prompt them

to return the greeting, and translate and explain it. I use this salutation for

several reasons. First, it is a welcome. Second, the greeting sets a precedent

of hearing each person’s voice during each class session. Third, it introduces

students to the global dimension of the course and my personal background,

*Professor of Sustainability and International Business Law, Department of Finance—Law

Group, Eli Broad College of Business, Michigan State University. I am grateful to my current

undergraduate student assistants Shelby Couch (B.A. candidate 2013), Jeremy Kozler (B.A. can-

didate 2016), and Keaton Petro (M.S. in Accounting 2013) as well as my former assistants Kyle

Druding (B.A. 2013) and Charles Ross Stavoe (B.A. 2012) for assistance with this article. I also

thank my former colleague Professor Arthur (Artie) Wolfe for his comments on this manuscript.

I am also grateful to all students who participate in our Environmental Law and Sustainability

for Business: From Local to Global course.

1“Ababaree” is from an indigenous language of the Amazon. It is used as a greeting and warm

welcome throughout the day. John Perkins, Shamanic Navigation, Shapeshifting Techniquesfrom the

Andes, the Yucatan, and Tibet (Introduction) (Sounds True Productions 2002).

2I play music from various countries at the start of and during breaks in the middle of classes

to remind students of the international dimensions of our studies. I begin with Mexican music

because I use many examples in class from my teaching and research in Mexico.

C2013 The Author

Journal of Legal Studies Education C2013 Academy of Legal Studies in Business

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250 Vol. 30 / The Journal of Legal Studies Education

having done research among the indigenous people in Mexico, Ecuador,

Nicaragua, and Guatemala. After my explanation, I pass a “Talking Stick,”3

and each person introduces himself or herself and describes a passion in his

or her life. The passion can be anything other than a college major or course

of study. In turn, I share my passions. Those passions include my children,

my deep attachment to Mexico and other Latin American countries, and

my drive to be among those who try to make life more sustainable. These

practices introduce students to how learning methods in our class will differ

from those in other classes.

This article describes how the Environmental Law and Sustainability

class provides a model for other courses. It outlines materials and methods

and provides a kind of “starter kit” for someone who would like to design

a similar course. In addition to providing a model for an entire course, this

article provides materials and methods for integrating sustainability into an

existing business law course.4Moreover, the tools and methods would be

useful in many different college classes including business law, legal environ-

ment of business, and sustainability courses outside of a business college. Our

approach to the subject is holistic; students come from multiple disciplines

ranging from communications, packaging, and anthropology to business ma-

jors including f‌inance, accounting, general management, and supply chain

management.5

Part II of this article provides background on why I teach Environ-

mental Law and Sustainability in our business college and my goals for

the class. Part III explores the concept of sustainability with special at-

tention to the Triple Bottom Line6and the Global Reporting Initiative

3For discussion of the “Talking Stick,” see infra text accompanying notes 138–40.

4I include materials on sustainability in all courses I teach including Business Law and Public

Policy for Honors Students and International Business Law.

5I have not listed Business Pre-Law because it was discontinued as a major in our college as of May

2012. Each department of our business college offers one course that is open only to nonbusiness

majors. Other courses are closed to nonbusiness majors with the exception of Honors College

students, who have access to most courses throughout the university. Environmental Law and

Sustainability is an exception to the usual rules for non–Honors College students in that it is

open to nonbusiness majors in two different university-wide specializations. For discussion, see

text accompanying notes 26–28.

6TheTripleBottomLinereferstothreefacets of sustainability: economy, social equity, and

environment. For discussion of the Triple Bottom Line, see infra text accompanying notes 21–25.

2013 / Teaching Environmental Law and Sustainability for Business 251

(GRI).7I supplement this discussion of sustainability and the Triple Bottom

Line with Appendix C: Annotated List of Further Readings on Sustainability.

Part IV discusses the context and philosophy of the Environmental Law and

Sustainability class. In Part V, I summarize the course content, and I supple-

ment that discussion with Appendix A: Course Outline, which lists additional

course materials used in the course and describes teaching tools. It is also

supplemented by Appendix B: Assigned Reading and Viewing List. Part VI

discusses the teaching tools that can be used to promote a learning commu-

nity, which is the foundation of our learning. Finally, in Part VII, I evaluate

the course, adding my students’ perspectives.

My students and I conclude that Environmental Law and Sustainability is

a highly successful and valuable class. Professors can make an essential contri-

bution to colleges and universities and help their students prepare for various

careers by incorporating study of sustainability and tools for its pursuit in busi-

ness law and other business-related courses. By describing my choices in sub-

ject matter as well as my techniques in this article, my goal is to share ideas that

other professors may consider. Each person must, of course, make choices

based on his or her knowledge, personal experiences, and teaching style.

My primary goal is to give students the knowledge, motivation, and

tools they need to explore environmental law and sustainability beyond the

classroom. I want them to feel empowered to make a difference in our world.

In summary, I agree with Nelson Mandela’s words: “Education is the most

powerful weapon which you can use to change the world.”8

II. Why I Teach Environmental Law and

Sustainability and My Goals in the Class

My goal is to facilitate and nurture a learning community in each course I

teach, and, as we build that learning community, our opening session invites

students to gather around interrelated subjects.9I encourage students to take

7The GRI is a widely used program that publishes reports on companies’ actions that promote

the Triple Bottom Line. For discussion of the GRI, see infra text accompanying notes 46–58.

8Resources for Speakers on Global Issues: Education for All, UnitedNations, http://www.un.org/en/

globalissues/brief‌ingpapers/efa/quotes.shtml (last visited Mar. 27, 2013).

9See infra text accompanying notes 80–95 for a def‌inition and discussion of attributes of a learning

community.