ESP Program Competencies
ESP Program Competencies hjs142Lesson Overview
Lesson Overview hjs142The ESP degree was constructed with the idea that graduates of the program will have the skills necessary to fill the communication gaps that exist in today's energy and sustainability fields. We want our graduates to be able to read and interpret policy and understand its applications, benefits, and potential ramifications. It was with this goal in mind that the five learning competencies for ESP graduates were established.
What will we learn?
By the end of this Lesson, you should be able to:
- list the five competency areas for the ESP degree
- describe each (i.e. the intention)
- understand the relevance of each competency to the ESP degree
What will be due?
Refer to the Activities page for more information on the assessments for this lesson.
Questions?
If you have any questions, please post to the Canvas Discussion Forum called "Questions" or
e-mail the instructor (if the question is personal in nature).
Program Competencies
Program Competencies hjs142The Energy and Sustainability Policy program was designed from the ground up. One thing that distinguishes this program from many others is that the design process was driven by the input of an Advisory Board. Our Advisory Board is comprised of a group of professionals from a wide range of positions and responsibilities in the energy industry. The Advisory Board helped us to identify and articulate the knowledge, skills, and values that are required in the industry today. As a direct result of our continual interaction with our Advisory board, the ESP program emphasizes learning in five competency areas:
- Energy Industry Knowledge
- Sustainability Ethic
- Analytical Skills
- Global Perspective
- Communication Skills
You can review in more detail what each of these competency areas involves below.
Energy Industry Knowledge
- Demonstrate broad and accurate business and technical knowledge of all major sectors of the energy industry, including conventional, alternative/renewable, and emerging technologies.
- Recognize and correct misinformation about the energy resources on which society depends, the prevailing and emerging new technologies, policies and associated rules by which energy is produced and supplied, and the environmental and human implications of energy consumption.
- Explain the requirements of private and public sources of financing of energy ventures in light of political, legal, and regulatory considerations, tax and accounting policies, and warrantied performance of energy technologies.
- Cite case studies to explain principles of energy and environmental economics, including pricing of non-market values, cap and trade, and social discounting.
Sustainability Ethic
- Embody the conviction that corporate interests can be reconciled with social and environmental interests;
- Advocate public participation in decisions whose outcomes affect environmental justice; and
- Make a business case for sustainable practices in the context of a particular energy business or utility.
Analytical Skills
- Find, read, understand, interpret, and synthesize evolving energy policy and regulations;
- Understand legislative processes within state, federal, and international governments, including the roles of regulators, non-governmental organizations, and other advocacy groups;
- Prepare and critique quantitative benefit and cost analysis of proposed and existing energy business ventures;
- Assure regulatory compliance of utilities and related entities;
- Help identify advantageous sites and routes for energy generation, transmission, and distribution.
Global perspective
- Illustrate and explain the geographic distributions of various energy resources.
- Discuss case studies that reveal how global systems of energy production, distribution, and consumption are linked to social and environmental systems in particular places (e.g., climate change, water scarcity).
- Document pertinent insights gained from an overseas field trip, internship, or other relevant international experience.
Communications
- Effectively explain to diverse audiences – orally, in writing, and through maps and other information graphics – the intended and unintended consequences of energy policy and regulation;
- Listen to and learn from other members of diverse teams;
- Demonstrate competence in a language other than English.
Energy Industry Knowledge
Energy Industry Knowledge hjs142In order to be competitive in the types of careers emerging in environmental and energy-related industries, you will need to possess both a breadth and depth of related knowledge. While no one person can be an expert in all things energy related, having a keen understanding of how these industries operate and interact with each other, the economy, and society will be key. But, even before you learn any of that, you'll need to understand how to talk the talk! Know the terminology and get familiar with the basics of energy! Memorize the categories, forms, and sources of energy, so that you can talk intelligently and also better understand information that is directed at you!
Energy Terminology
The common language element that allows everybody to talk about energy is the difference between forms of energy and the sources of energy. If you don’t understand the differences between forms and sources, it is very difficult to talk about the energy industry.
Forms of Energy vs Sources of Energy
Forms of energy are not traded. Sources of energy, or the technologies that convert the source from one form to another, are traded. You can get a real practical understanding of this from the statement, “Energy is never created nor destroyed. It is only transformed.” For example, the sun’s radiant energy is transformed into the electromagnetic waves of light which then undergoes a transformation in a photovoltaic device that changes the form of electromagnetic radiation into the form of electricity. Although the energy forms vary, the source stays the same, it is the sun. Make sense?
Watch this video that explains it much more clearly! It repeats after 22:00, so it's much shorter than indicated!
Video: Bill Nye the Science Guy: Energy (29:51) - only watch to 22:00
Bill Nye the Science Guy: Energy
Presenter 1 (Old black and white film of a science teacher): Now you boys and girls in the classroom should be very interested in science about energy because energy is everywhere. And
[theme music]
Bill Nye, the science guy! Bill Nye, the science guy. Bill! Bill! Bill! Bill! Bill! Bill! Bill Nye, the science guy. Science rules. Bill Nye, the science guy. Inertia is a property of matter. Bill, Bill, Bill, Bill, Bill, Bill, Bill Nye, the science guy. Bill! Bill! Bill! Bill! Bill! Bill! Bill! Bill! Bill! Bill! Bill Nye, the science guy.
[shot of a box of cereal called "Invigorateies" with milk and OJ]
Voiceover: Brought to you by Invigoraties, energy for champions.
Bill Nye: When we do something, like open a door, we're using energy. Electrical energy makes this door go up.
[mechanical voice] Malfunction.
Bill Nye: Up.
[mechanical voice] Malfunction.
Bill Nye: Well, I can open the door another way, with another form of energy. The energy of my muscles.
[mechanical voice] Energize.
Bill Nye: See, energy comes in all different forms, like sound is energy. Heat is energy. Falling things have energy. When we move our muscles, that takes energy. Electricity is energy.
And energy can be converted from one form to another. Energy is what makes things go, run or happen. So let's make something happen, say with this big box of water. (There is a tank of water elevated about 5 feet above the floor). So when we filled this box, we lifted them up here. And when we did, we gave it some energy.
Think about it. You have to work to lift a bucket of water. So when you lift it, the energy of lifting is stored up here. I'll prove it to you. When we open this valve, water flows downhill and runs this little propeller. The propeller spins and runs a little generator, which makes a small amount of electricity. It runs through this wire and makes this needle move.
Some of our electricity is made by falling water at huge dams that have huge propellers. When energy is stored, we call it potential energy. It has the potential to do something. When it's moving, we call it kinetic energy. Kinetic means moving.
Now, this setup converts the potential energy that we put into the water by lifting it to a form of kinetic energy, the energy of the flow. And the flowing water makes electrical energy. Kinetic energy was converted to electrical energy. Energy was changed from one form to another. Not bad.
Presenter 3 (old black and white film with toy cars moving past fake skyscrapers): Now, what would happen if suddenly there were no energy in the world? Well, first of all, there would be no electricity throughout the day. And then the wind wouldn't blow anymore, so the clouds would stop moving and the flag would stop blowing.
Movement. There would be no more movement. The cars wouldn't move. As a matter of fact, all the lights would go out, cold, dark, dead world. But lucky for us, we don't have to worry about that, because energy is everywhere.
Presenter 4 (Man on TV talking to a kid laying on a couch): Hey friends, are you like a lump on the plastic-covered couch, all potential energy? Do you dream of someday taking charge and fulfilling the kinetic energy? You--
Bill Nye: Hey, Terry, check this out. (winding a rubber band on a toy airplane) It's an energy demonstration. As I wind up this propeller, the rubber band stores energy. And that energy can be released and make the airplane fly.
Presenter 5 (Child doing an experiment): Here, I have some vinegar and some baking soda. And I'm going to mix them together and see what happens.
[video of large rockets taking off]
Just add a half a cup of vinegar to a half a cup of water.
Then put a teaspoon of baking soda onto a coffee filter. Then roll the coffee filter up, and twist the end really tight.
Now put the coffee filter in the bottom of the bottle. Put the cork on as tightly as you can. And hit the dirt!
[bubbles start to form in the bottle, the cork flies off and foam pours out of the bottle]
Presenter 1 (an old black and white film of a teacher doing the same experiment): OK, put the top on. Shake it up. It popped right off.
Presenter 5: The baking soda and vinegar caused a chemical reaction that builds up pressure inside the bottle. The cork pops off because the chemical energy changed to moving energy.
Presenter 1: Energy makes things move. It made that cork move off before we had a chance to show it to you.
Presenter 5: It makes things go.
Presenter 1: It makes things move.
Presenter 5: It changes form. Its energy, energy, energy, energy.
Presenter 1: So I think that we might, at this time, say that energy makes things move.
Children: Energy makes things go.
Presenter 1: Makes things move.
[person walking around and around through a rotating door]
Presenter 1: Energy makes things move.
Children: Wheel of Energy! [a large spinning wheel with a man strapped to it. The wheel resembles the wheel in "The Wheel of Fortune" game show.]
Ken Etic: Howdy, folks. I'm Ken Etic, your host. And I'm here with the ever-energetic Violet Light. You all know the rules. We spin the wheel of energy. And we change one type of energy into to another type. OK, Violet, convert some chemical energy into kinetic energy. And give the wheel a spin!
[drumroll]
Man on wheel: Ah, ah! Ah, yeah. Aaah!
Ken Etic: Now that's what I call sound energy.
Presenter 1 with a boy blowing through a conch shell: I think you can see why we call him Mr. Sound Energy. He's like that all day long, that's for sure.
Man on the wheel: Aaah!
Bill Nye holding a bowling ball directly in front of his face. The ball is connected to the ceiling with a string: Right now, this bowling ball has energy. It's not moving, but it's got energy. Please consider the following. You ready? Three, two, one, whoa! [he lets the ball go. It swung forward and then back narrowly missing Bill Nye's face]
It looked like it was going to smack me right in the head, didn't it? I mean, it's a bowling ball. It would have knocked me pretty good. But it will never hit you in the head, because when we pulled the bowling ball back from the middle, we gave it potential energy.
When we let go of it, it had kinetic energy. The kinetic energy will never be bigger than the potential energy. It's only going to have as much energy as we gave it when we pull it up here from the center. It works every time unless you give it a push or something. [the ball swings forward and shatters glass] Sorry.
Presenter 6: Energy can be changed from one form to another. [shots of a raging river and men flipping switches]
Bill Nye (flipping a fuse in a fuse box up): Electricity Is a form of energy. You're using some right now. But do you know where electricity comes from? Do you? Well, come on! A lot of it comes from the heat released by burning coal. The coal makes heat. The heat makes steam.
And the steam is running this small turbine. The turbine is actually an electrical generator. And we can read the electricity on this gauge. This is the same way it works in a real coal plant, except there's more coal, more steam, bigger generators, and more electricity. We can use the energy of falling water to make electricity. The falling water spins a giant turbine. It's like a big paddle wheel.
Bill Nye: And that runs an electric generator that makes electricity, so you can watch the show.
Nuclear power comes from atoms. Inside the atom is the nucleus, the middle. Now, some atoms have nuclei that are so big and heavy, they're always falling apart. When we bring these atoms near each other, they get hot, so hot that we can make steam, and then electrical power.
There's energy in the wind, too. Wind turns these propellers. They're windmills. The spinning blades turn electrical generators. We're converting the energy of moving air, wind, directly into electricity.
The sun is beaming energy to the Earth all day and all night. Solar panels, made of the same material as microchips, change sunlight directly into electricity. Well, now that you know where electricity comes from, you realize that you've got to conserve it. Only use it when you need it. [turns fuse in fuse box off].
[video of a landslide, bulldozers digging in a quarry and a man using a jackhammer in the quarry]
Presenter 7: This came the dam, a series of great barriers that eventually will turn into--
Presenter 8: --a waterfall higher than Niagara, Grand Coulee Dam. Spillways begin to flow. Power to turn the wheels of--
Presenter 9: This is Grand Coulee Dam.
Presenter 8: Grand Coulee Dam.
Presenter 9: I'm Jane Rollins. I'm a dam operator.
Presenter 9: The water is behind the dam, about 100 meters above us. And that water rushes down through these water pipes, called penstocks, down to drive the turbines. We're inside the penstock. And normally, this is filled with water. This spiral case looks like a giant snail shell, and it goes around the turbine.
This is the turbine. It's a giant propeller. The rushing water up above creates thousands of tons of energy to make this turbine spin. The spinning turbine turns these generators, which produces electrical energy.
Presenter 10: And electrical energy may be turned into light energy, or heat energy, or even back into motion energy.
Bill Nye: This is a laser. It converts electrical energy into heat energy by making gas molecules vibrate at the same speed as heat waves. Now, this laser has only about 500 watts. That's only as much as five average, every day reading lights.
But the energy is so concentrated, it's in such a tiny space, that it's able to burn right through this plywood. Its energy is converted from one form to another and then making something happen. Isn't that cool? I mean, hot?
Presenter 11: Who knows what potential energy lurks in the heart of things. The transformer knows.
Bill Nye: [There is a barrel with both ends taken off. There are bungee cords holding a sandbag in the middle of the barrel.] Take a look at this energy experiment of science. Take a look. These are big, heavy, rubber bungee cords. And this is a sandbag. It's a heavyweight.
So the weight holds the center of the bungee cord still. When the barrel rolls, they twist, storing energy in the rubber. Watch. When I give it a kick, it's storing energy.
See, the weight holds the middle of the bungee cords tight, so they wind up. The energy from the kick is stored in the bungee cord. As it rolls back, we get that energy back as kinetic energy, see?
Presenter 12 (holding an old toy with a battery in the back): The motor which moves this toy changes the energy stored in the toy's batteries into motion energy.
Presenter 13: This pool [of water above a waterfall] is just energy that's stuck behind the waterfall. And then it goes down into here [a quiet stream]. This is the valve that lets the water go down into the pipes. These are the pipes that water rushes down, rushes down to the powerhouse.
And it hits the turbines. This turbine changes the energy from plain old water into electricity. My dad built this power station on this stream. So we take the energy from the water and produce it into electricity.
Bill Nye: One of the big sources of energy that we use is oil. Oil is a fossil fuel. Fossil means something that we've dug up. We don't really dig it up. We pump it up.
[video of an oil rig] Now oil is pumped out of the ground. Now, this shaft goes down about 500 meters. Every time this rod goes up and down, it brings up a little bit of oil. It goes out a pipe here to a big tank. And eventually, it might wind up in your car.
Now that much steel is heavy, so we have these big counterweights that keep the thing in balance. It's called a grasshopper pump because it kind of looks like a grasshopper. Kind of. Anyway, oil is a chemical that we combine with oxygen in the air to make heat. It's a source of energy.
Presenter 14: The energy stored in this wood is changed into heat and light energy when the logs are burned. We store energy in ourselves by eating food.
Presenter 5: Energy changes form in your body all the time, as food is being broken down into fuel. Some of that energy turns into heat. Watch.
Smear a coin with some cold water. Then smear the top of a glass bottle that's already been refrigerated. Now put the coin on top of the bottle. Put your hands around it for about 30 seconds. [coin begins to jump around a little bit on the top of the bottle]. Whoa, look, did you see that? See, even when we're just chilling out, our bodies are changing energy.
But where does this energy come from?
My body produced enough heat to warm the air inside the bottle and cause the coins to jump.
Presenter 14: We get energy from the foods we eat.
Presenter 5: Energy is cool.
Presenter 14: The energy we get from food began as light energy from the sun. [man eats a carrot]
Bill Nye (playing racket ball): Right now, I'm using a lot of energy, chemical energy I get from my food. Only about 40% of it is used to move around. 60% of it's turned to heat. That's why you get so hot when you exercise.
Presenter 3: Energy is everywhere.
[video collage of cars, water turbines, old woman using a weaving machine, woman diving into a lake, skateboarders, tractors, ballet dancers, volcano eruption, someone surfing, windmill, whale jumping out of the water, walking, and gymnastics]
Presenter 16 (antelopes running): Energy is needed to help things move and grow.
Presenter 2 doing a fake commercial: New from Quantum Toys.
[singing] Energy transformers! Turning one kind of energy into another. Energy transformers! Now your energy pals better get some today. Energy trans--
Bill Nye riding a bike: Energy is what makes things go, run, or happen. Like energy is what makes this bike roll. Now energy can be converted from one form to another. And that's what happens when we convert chemical energy in the food we eat into the energy of movement to make the bike roll. Now whenever energy is converted from one form to another, a little bit of it ends up as heat.
Presenter 1: Let's take a look at heat energy and see what heat has to show us. [film of a wood fire].
[kids skateboarding while the following rap song is being played] It's just what I feel when I eat a mega-meal. I know it's working fine when I see a neon sign. Let me jump and rant. I'm a human power plant. Moves like waves in the sea, I'm talking energy.
Stand out in the sun, there's a burning sensation, cranking energy that we call radiation. Plug in this mike, get electricity. Changes its form, but it's still energy.
Energy-- makes things go.
Energy-- makes things run.
Energy-- makes things move.
Energy-- makes things fun.
I'm starting to get hot when I dance on my feet. Energy changes form and some becomes heat. Listen to my voice, here's why you hear. Sound is energy that shakes your ear.
Kicking up energy coming from the bass drum. Moving lots of air, it's a good vibration. Sound dies out as the waves become heat, just another form of energy.
Energy-- makes things go.
Energy-- makes things run.
Energy-- makes things move.
Energy-- makes things fun.
Bill Nye standing at a bungee cord ride at an amusement park: These big black bungee cords are storing energy. When we let go, it will become kinetic energy. Whoa!
Bill Nye: Well, that's our show! I hope it was kinetic enough for you. I hope it lived up to it's-- whoa, --potential. See ya!
Presenter 17: Produced in association with the National Science Foundation.
Bill Nye: Microwaves make water get hot. Microwaves are energy. And as the microwaves go through water molecules, they make the water molecules rub on each other, like this. And that's how microwaves pop popcorn. The water molecules turn to steam, and they explode, making the popcorn kernels turn inside out.
Now, the molecules don't explode, just the kernels. Molecules boiling during heat. It's popping, it's popping, it's popping! The water is turning into steam. The steam's expanding, blowing the kernel--
[audio out]
Presenter 5: Add a half a cup of vinegar to a half a cup of water. Then put a teaspoon of baking soda onto a coffee filter. Then roll the coffee filter up and twist the end really tight. Now put the coffee filter in the bottom of the bottle. Put the cork on as tightly as you can. And hit the dirt!
Presenter 1: OK, put the top on. Shake it up. It popped right off-- It popped right off-- It popped right off--
EIA website
The U.S. Energy Information Administration maintains a website that can be considered a vetted resource. The Energy Information Administration (EIA) is a branch of the US Department of Energy. They are a nonpartisan entity that collects and analyzes data related to energy exploration, production, consumption, and trade. One key advantage of their mission is that they make their data freely available to anyone who is interested (including us!). You will find that several of your ESP instructors will utilize EIA data and resources in their classes. Familiarizing yourself with the EIA website now offers you the opportunity to explore energy date information that you are interested in.
Read through the first section of the EIA website, "Energy Explained, What is Energy?"
Optional Reading
I encourage you to take some time to look through the available resources including:
- What are the predominant sources of energy for your state?
- How much of the United States' energy is generated from renewable sources?
- Do we get much fossil fuel from federal and Indian lands?
- Why were first quarter 2012 carbon dioxide emissions from coal the lowest since 1992?
This is just a sampling of the types of information you can find on the EIA website. The US Energy Facts page offers a wide variety of information about our domestic energy production and consumption.
Sustainability Ethic
Sustainability Ethic hjs142When YOU think of sustainability, you may think of recycling or waste management, or maybe even “the ability to continue a defined behavior indefinitely” (Thwink.org, 2014). However, as you will read in our textbook, Working Toward Sustainability, “there are at least 70 documented definitions of sustainable development or its sister term, sustainability” (2012). Definitions range from the simple: “living within limits” (sustainablemeasures.com), to the more focused: "improving the quality of human life while living within the carrying capacity of supporting eco-systems."
The term sustainability is fluid; its meaning can change based on context and who is doing the talking. So you can see why the term itself may be misunderstood or discussed abstractly at times. It is important that you have a general understanding of what sustainability is and what it means so that you can engage in discussions related to sustainability, no matter what the context. If you plan to build a career around sustainability, you need to be able to address it both in a broader scope and in varying contexts.
For the purposes of the ESP Program, we will use sustainability in the context of the Brundtland definition, which implies that sustainable development is “development which meets the needs of current generations without compromising the ability of future generations to meet their own needs.” This definition was born out of the United Nations World Commission on Environment and Development acknowledgment of the need to address poverty, environmental crises, and resource shortages. The balance of meeting the needs of our current and ever-growing population while also ensuring we don’t leave the earth in squalor for the next generation is difficult to define and implement.
The Bruntland Commission
When defining sustainability, we referred to a document from the United Nations called, Our Common Future (1987). The initial commission of 1983 (the World Commission on Environment and Development) was later named the Bruntland Commission, after Chairperson Gro Harlem Brundtland of Norway. The commission and report were the first major international undertakings to look in depth at the systemic implications of human activity on the planet with respect to our relations with 1) contemporary global communities, 2) future generations of human society, and 3) the natural community, or environment, supporting life and biodiversity on Earth. In particular, the commission became cognizant that we as 'individuals' are tightly linked to all three communities.
Additional Resources
While there are many challenges associated with sustainable development, some broad areas tend to take the main stage; they can often be categorized as population, poverty, energy use, food, economy, environment and climate change. Each category can be further broken down into more specific focus areas. For example, the UN released the “17 Goals to Transform Our World”. Go to their website and learn more about each goal by clicking on the associated tile shown.

Now watch the following video produced by the U.N. about the 17 SDG's
Video: Do you know all 17 SDGs? (1:24)
Do you know all 17 SDGs?
The world’s best plan to end poverty
1: No Poverty
The world’s best plan to reduce inequalities
10: Reduced Inequalities
The world’s best plan to tackle climate change
13: Climate Action
The Sustainable Development Goals
17: Partnerships for the Goals
12: Responsible Consumption and Production
8: Decent Work and Economic Growth
3: Good Health and Well-being
14: Life below Water
6: Clean Water and Sanitation
13: Climate Action
15: Life on Land
16: Peace, Justice and Strong Institutions
7: Affordable and Clean Energy
5: Gender Equality
4: Quality Education
2: Zero Hunger
9: Industry, Innovation and Infrastructure
10: Reduced Inequalities
11: Sustainable Cities and Communities
1: No Poverty
Sustainable Development Goals
17 goals to transform our world
Learn more about the Sustainable Development Goals: un.org/sustainabledevelopment
Download the app sdgsinaction.com
Follow us @GlobalGoalsUN on Facebook and Twitter #GlobalGoals
Economic Dimensions of Sustainability Ethics
Economic Dimensions of Sustainability Ethics hjs142You’ve all heard the term “triple bottom line” (TBL), but what does it mean? It's a way of measuring success beyond profits alone.
“The TBL is an accounting framework that incorporates three dimensions of performance: social, environmental and financial. This differs from traditional reporting frameworks as it includes ecological (or environmental) and social measures that can be difficult to assign appropriate means of measurement. The TBL dimensions are also commonly called the three Ps: people, planet and profits.”
Are you starting to get the drift of the depth and breadth of the interconnectedness theme that keeps appearing in our readings and discussions?
The idea that businesses should measure more than just profit didn’t come to fruition until the mid 1990s. Since then, there's been a concerted effort to define the parameters involved in the TBL and how to measure those parameters. Because measuring sustainability efforts can be fluid and hard to define, only a loose general framework can be used to talk broadly about the idea. In our reading, The Triple Bottom Line: What Is It, and How Does It Work? (see below) Slaper and Hall discuss the components of the TBL and how it is measured.
Corporate Social Responsibility (CSR) is another way to talk about the triple bottom line. Many companies have CSR plans readily available to the general public. In a way, CSR is another avenue to advance their brand and secure more revenue. Kibert et al. argue that “Companies engaged in the CSR framework accrue significant benefits such as a better brand identity, lower levels of regulatory scrutiny, reduced liability, a better reputation among prospective employees, and a far greater probability of gaining a “license to operate” in communities where they proposed to establish operations.” (2012, 302) What the authors are trying to say is that it pays organizations to establish CSR practices. Examples of widely recognized companies that proudly display their CSR efforts include:
- Ben and Jerry's
- Starbucks
- Tom's Shoes
- Adidas, see video below (2:21 minutes)
Adidas - 4 Pillars of Sustainability
At the adidas group, we have a deep-rooted commitment towards our employees, the people that produce our products, the environment and the communities in which we operate. We strive to integrate sustainability into our business from product design, through manufacturing, to the places where our products are sold. So, how do we do this? Follow us on a journey through the four pillars of our sustainability program.
Product
We are constantly looking for better ways to create product, mainly through innovative processes, increased efficiencies, and greater use of environmentally preferred materials. For example, in 2012, we launched the adidas dry die collection, making us the first in the market to die clothing without water. We’ve also committed to using 100% sustainable cotton in all of our products by 2018 which means efficient irrigation, fewer pesticides, and fair working conditions. Let’s move on to people.
People
We positively influence the lives of our employees, factory workers, as well as people living in the communities where we operate. Our supplier’s code of conduct was introduced back in 1998, and we continue to drive change for the people that make our products. Did you know that in 2012 we introduced an SMS program allowing factory workers to anonymously share their concerns? And for our own employees, we have developed a number of programs to promote diversity, work-life integration, and continued learning. We also support employee volunteering opportunities and community programs around the world. So what about the planet?
Planet
Here, the focus is on reducing the environmental footprint of both our own operations and at the factories making our products. At the adidas group properties, our green company initiative saves water, paper, and energy. Similarly, we monitor the environmental performance of our factories via audits and train our suppliers on best practices.
We have partnerships. We are not in this alone. Did you know that we collaborate with others to improve our industry? We have been honored for our work over the last few decades for our innovative and practical approach towards sustainability. However, we do recognize the path ahead of us is a marathon, not a sprint, and we will continue to be committed to this journey.
Optional Reading
- Working Toward Sustainability: Ethical Decision Making in a Technological World, read the first section of "Economic Dimensions of Sustainability Ethics" (p.123) Then also read the section on "Economic Sustainability", in Chapter 11. p. 297) You can use the free electronic version
- Read the section entitled "What Measures Go Into the Index" of "The Triple Bottom Line: What Is It and How Does it Work?" article. Of course, you are welcome to read the entire article if you want.
- Learn more in the Business Daily article titled What is Corporate Social Responsibility?
Environmental Dimensions of Sustainability Ethics
Environmental Dimensions of Sustainability Ethics szw5009Our Role as Humans

is licensed under CC BY 2.0
Here in the United States, the environmental movement and awareness of environmental ethics are largely associated with the popularity and awareness that resulted from Rachel Carson’s Silent Spring. However, decades earlier, Aldo Leopold laid the groundwork for environmental ethics with his “Land Ethic” philosophy in which he suggested that there is an ecological (interdependent) nature of human’s relationship with the land, saying we’re an “interconnected web of inorganic elements and living beings,” that deserve “to be treated with love and respect, for it [all] has not only instrumental, but also intrinsic value.” (p. 96)
Leopold was one of the first people to speak out for the land itself, promoting it as less of a utilitarian resource to be used as an economic vehicle only, and more of an integral player in our well-being; more a part of us versus something to be conquered. In doing so, he attempted to move our land use away from anthropocentric focused endeavors to more ecocentric considerations. He believed that environmental decisions should be made with consideration of what is best for nature, and not what is “most convenient, useful or economically” valuable to people.
Please watch the following video that more thoroughly explains anthropocentrism and ecocentrism and provides an example of when the two ideals collide.
Video: Environmental Humanities MOOC - 10 What is anthropocentrism? (3:15)
Dr. Sahar Joakim, What is anthropocentrism?
Anthropocentrism - what is it?
Anthropo comes from this Greek word anthropos. And that is the Greek for something like human.
And then this ism is a system uh of belief a system of belief or a belief system.
And this centr in the middle is literally just telling you that it's a human centered. So just breaking down this word anthropocentrism is a system of belief that is centered on human beings.
Anthropocentricism is an answer, just one answer out of many answers, to this question: "Who or what has moral status?"
Moral status—what is that? Okay, if you have moral status then you matter. And when people are trying to figure out what they should do, they need to consider how their actions will affect you. If you don't have any moral status, then that means that when we're trying to figure out what we should or should not do, we don't need to incorporate how our actions will or will not affect you.
Anthropocentrism is the system of belief that thinks humans are the center of having moral status. When you're trying to figure out who or what has moral status, your number one answer is human beings. Human beings, in anthropocentrism, have intrinsic value. Intrinsic value means that if human beings have intrinsic value, it means that human beings aren't only important because of what they can do or what they can provide.
An anthropocentrist is someone who has a human-centered belief system. They believe that human beings have intrinsic value—humans are important just because they're human—and that non-human beings only have instrumental value.
It's not the case that an anthropocentrist would never care about the Amazon or trees or a dying fish population or some kind of extinct species or species going extinct. An anthropocentrist might care about all of those things: the environment, other species, ecosystems. It's just that if they care about anything that's not human, they care about it because they believe that thing is instrumental to some other goal that humans would have.
An anthropocentrist would care about the environment and wouldn't want a lot of pollution because pollution is bad for humans, and they have a system of belief that says whatever is bad for humans is bad. An anthropocentrist would take up arms to go for conservation efforts, preservation efforts, restoration efforts. An anthropocentrist really wants us to take care of the Earth because the Earth is an instrument to humans flourishing.
So we asked this question: who or what has moral status? It is true that an anthropocentrist cares about human beings first and foremost. It's just that other things that matter, they matter because they're good for human beings. But let's look at some other answers to this question. Let's look at this chart: who or what has moral status?
Someone who is an "eco"—meaning "eco" meaning ecosystem—and ecocentrism is a system of belief that says the ecosystem matters. When you, your human being self, is trying to figure out whether you should mine for Cobalt so that you can make batteries so that you can have cell phones that can have people talk to each other, you should think about how your actions are going to affect the mountains and the rocks and the system of ecology. And so the ecosystem—the ecocentrism story's not just that only the ecosystem matters, it's that it all matters, including the ecosystem.
Whereas if you're looking at a biocentrism, that's a system of belief that says that the ecosystem itself doesn't necessarily matter, but all biological things matter.
If you're looking at a zoocentrism, then it's saying that, okay, maybe the ecology matters, maybe biology matters, but it's animal life that matters most. Animal life is to be valued more than some kind of mountain range or forest.
And getting more specific, the anthropocentrist says it's not just any animal, it's human beings specifically. So as we are learning about anthropocentrism, we are learning about a very specific, narrow answer to the question: who or what has moral status? When we're asking this question—what has moral status? What matters? What do you need to make sure you're not harming?—this is one answer, this is a different, totally different answer, this is a totally different answer, and anthropocentrism is also a very unique answer.
It's sometimes called speciesism because if you're an anthropocentrist, you're arguing that human beings, which you are, is important and more important than all other animals and anything biological and alive and anything on Earth. And the question is, why do you think that what you are is more important just because that's what you are? And so it's been called speciesist, and sometimes that's viewed in a negative light.
So human beings are more important than mountains, birds, oceans, trees, cows, air, fish, bacteria, and you can ask this anthropocentrist who believes all that: why do humans matter most? And anthropocentrists give very different answers from each other. So there's lots of different kinds of anthropocentrist views.
One answer is that human beings have rationality that is very important, different than the rationality or sentience of a cow. Like, yes, cows and whales and horses are super smart. We know that they can think to some extent, but what a human being can do with their rationality is very unique, and that's why human beings and no other things have instrumental—sorry, have intrinsic value. Now, that's one answer.
Another answer that some people give is that human beings, but no other beings, have a soul or a spirit, and that's what makes human beings more important than all other things. And to give this answer some backup, people will sometimes refer to religion, especially if you're looking at the Jews, the Christians, or the Muslims, because in Genesis of their books—in the Talmud and in the Bible and in the Quran—it explains that God gave Adam and Eve, human beings, dominion over all things on the planet. And so obviously some people think that makes human beings more important than all other things.
A third answer that some people try to give is sentience. Sentience—but that, like rationality, we know that other beings, not just human beings, are sentient. So you still have to make the case why is the sentience or the rationality or the spirit that human beings have more important or more valuable or to somehow a higher extent to all other things.
Optional Reading
- Working Toward Sustainability: Ethical Decision Making in a Technological World, section on "The Emergence of Environmental Ethics" (p.95-99)
You can find a free electronic version under Library Resources in Canvas. - You can read more about Aldo Leopold and Rachel Carson in Chapter 5: Environmental Dimensions of Sustainability Ethics of our textbook: Working Toward Sustainability: Ethical Decision Making in a Technological World.
You can find a free electronic version under Library Resources in Canvas.
Social Dimensions of Sustainability Ethics
Social Dimensions of Sustainability Ethics hjs142What is the Golden Rule?

“Golden rules generally call on people to consult their own needs and wants and extend to others the same treatment that they would want to receive.” (Kibert 2012, p 68)
While most of the time, when we think of this “ethic of reciprocity” (Kibert 2012), we think of the “do unto others” mentality – that whatever we desire, others must also desire. However, this way of thinking can be examined from another direction when thinking that perhaps it should be “Do not impose on others what you yourself do not desire” (p 68). In a global context, this idea can be extended even further. Because of cultural nuances, how can we assume that we know what someone of another location, religion, ethnic background, etc., desires?
So, right now you may be asking, what does the Golden Rule have to do with sustainability? As our textbook states, the Golden Rule “gives us strong reason to assume that, like us, our local and global neighbors want and deserve to have their basic needs met – needs for physical security, health, nutritious food, decent housing, education, a meaningful livelihood, and a life-supporting, beautiful and biologically diverse planet” (p 70). Operating under that premise, an ethic of sustainability can be derived and formulated.
Additionally, the Golden Rule lays the foundation for the recognition of environmental injustice. Environmental injustice was born from the idea that minority populations and communities are often targeted for harmful industries, infrastructures, or disposal sites. Kibert et al. assert:
“Environmental injustice occurs whenever some individual or group bears disproportionate environmental risks, like those of hazardous waste dumps. Or has unequal access to environmental goods, like clean air, or has less opportunity to participate in environmental decision-making. In every nation of the world, poor people and minorities face greater environmental risks, have less access to environmental goods, and have less ability to control the environmental insults imposed on them.”
One of the most recent examples of environmental injustice (or environmental racism) is the Flint, Michigan case in which residents were provided with contaminated water, despite the known issues. Watch the video (7:49 minutes) below to learn more.
Video: Environmental Racism & Flint (7:49)
Environmental Racism & Flint
There are a lot of facets of the environmental movement. Global atmospheric temperatures increasing, the destruction of our forests, the melting of ice caps, endangered species, pollution for days, and the nastiness and prevalence of fossil fuels. But as bad as all of those are on their own, what’s worse is how they all come together and dramatically and disproportionately affect low-income and minority communities around the world.
This is environmental racism. And, in my mind, it is the single largest issue the global community is facing right now. So, let’s talk about Flint, Michigan. Perhaps the most visible case of environmental racism right now. What happened?
I’m generalizing a bit here, but like nearby Detroit, when U.S. car manufacturing started to nosedive, lots of people and lots of money left the area, seriously damaging the city's economy. Also, Michigan has a law that allows for the appointment of emergency managers in times of crisis, like a financial crisis. They can basically do whatever the f they want without going thru the normal, you know, voting thing.
Flint’s first emergency manager was appointed in 2002. And there is a messy and confusing history of emergency managers between then and now. Then, in April of 2014, the emergency manager, Ed Kurtz, and Mayor Dayne Walling decided to switch water supplies from Detroit’s to the Flint River. And that’s when Flint citizens noticed a change in the look, smell, and taste of their tap water.
So, what’s wrong with the Flint River water? Well, there are a lot of ways bodies of water moving thru a populous city can get polluted. But there are a few concrete ideas going around. Investigations are now ongoing that GM dumped a load of crap and chemicals into the Flint River in the 60s and then buried it up. Interestingly enough, GM actually switched water sources in 2014 when they noticed the water from the Flint River was corroding their machinery.
Additionally, the Flint River could have gotten full up with Chloride as a result of the salt-laden runoff from deicing streets. The runoff from road salts settles to the bottom of pipes and clogs them up real good. We’ve seen this build up in all sorts of snowy areas, with chloride concentrations in northern US states approximately doubling from 1990 to 2011. Michigan is known to be particularly salty, with high levels of chloride in streams near urban areas. When Flint switched their water supply from Lake Huron to the Flint River, they suddenly found themselves facing eight times the amount of chloride.
You’d think the water on its own would be enough of an issue. But because it was full of corrosives, the water began to strip and erode the pipes — which because they were installed before people realized how awful awful lead is, were full of lead. Normally, this kind of issue is solved with orthophosphate or another corrosion inhibitor. They work by increasing the pH, decreasing the acidity, of the water and coat the old pipes to keep them from corroding and leaking terrifying things like lead into the water. For some inane, possibly cost cutting reason, Flint stopping using a corrosion inhibitor when they switched water sources, letting all that toxic build-up flow freely into people’s homes. They’ve switched water sources back now, thank goodness, but too much damage has already been done.
Flint residents have been demanding help and action since right after the switch. But, as Hillary said:
Hillary: If the kids in a rich suburb of Detroit had been drinking contaminated water and being bathed in it, there would have been action.
And she’s right. This is the crux of the environmental justice movement. Though government officials were aware of resident complaints as early as June 2015, and arguably long before, a state of emergency wasn’t declared until January 5, 2016. And all that time, government officials told the public that their water was safe.
Flint Resident Aaron Stinson: People knew that the water was going to be poison. People knew that we were going to get sick. People knew that there were gonna be backlash.
Protestors: What do we want? Clean Water! When do we want it? NOW!
Leeanne Walters: Broken policy and procedures are smothering the outcry of an entire community suffering, financially, physically, mentally, and emotionally.
Flint Resident: It's sad that this city has come to this, this is a great city, it's sad that it has come to this.
Protestors: Flint lives matter. Flint lives matter.
Nearly 9000 children under the age of six, most of them children of color, have been exposed to lead from Flint’s water. Lead exposure is dangerous for people of every age but is particularly hazardous for young children. Any amount of lead poisoning in children can lead to permanent learning disabilities. Also, for all those folks, asking why anyone would be so stupid to drink brown or red or muddy water. For the most, what changes the color - isn’t what's gonna hurt you - that's mostly due to iron from pipes - a relatively harmless, and often useful mineral. You can’t see, or smell, or taste lead. The water could run clear, and in some places in Flint, it did, and still have lead in it. Plus, saying things like this assumes folks have the resources to purchase bottled water or filters which simply isn’t always true. Water, clean water, is a recognized human right. And it's important to remember that.
So, what about Flint’s future? Housing values have plummeted. Would you ever consider moving to Flint now? For some people whose only equity is their home, it is now worthless. And an entire generation of children has lead poisoning - a neurological poison - are we still going to be helping and talking about Flint when the water is clean but thousands of kids need a customized education that will help them live and learn with whatever disabilities might arise?
This is a race and environment thing - not just an infrastructure or old pipes thing, not just a bureaucracy thing. this didn’t happen because paperwork was ‘accidentally’ misplaced. or because government is just slowwww. This happened because, in the United States, black people, in particular, have been disenfranchised and effectively segregated long after the Civil Rights Act of 1964 was passed. Black people and people in poverty have been pushed to the outskirts for decades. And it is even more obvious zooming out from Flint.
Let's think about how cities are constructed. This is a heat map of apartment costs in the greater New York City area. The darker the red, the more expensive. Now, I’ll lay in the demographics. No big surprise, the darker red matches up pretty well with the majority white areas. Now, look what happens when I drop in highways, sewage plants, other sanitation facilities, chemical producing factories, airports, and power plants. It is pretty easy to see the reality of this systemic problem. And it gets worse. Because going ‘green’ is more or less in vogue now politically and culturally - so, we see some hopefully well-intentioned responses. But if I lay in the city's green spaces and eco-friendly air cleaning solutions and other initiatives, those fall in the richer, whiter areas. The places that, by comparison, need these kinds of solutions, don’t get them.
And this isn’t just an NYC thing. It happens in almost every major city, Los Angeles, Chicago, Detroit, and DC, among hundreds of others. And as bad as environmental racism has gotten in the U.S., it would be naive to not look at this issue in a global context. The U.S. and Europe effectively export our pollution. We ship the nastiness of clothing production, manufacturing, waste management and a lot of fossil fuel energy production overseas.
And it just keeps getting worse. Global temperature rising is associated with sea-level rise, and island-nations around the world are being flooded. Communities that have done NOTHING to contribute to the global climate crisis are the first to suffer the consequences. Island nations like Tuvalu and the Marshall Islands will likely be underwater within the century. And we see indigenous communities and their lands destroyed by ventures to extract fuel or build pipelines.
But there is some good here; some progress is being made. The new PM of Canada, Justin Trudeau just agreed that all new pipelines would be subject to a serious climate test and will directly consult with First Nation communities impacted by the proposed Trans Mountain and Energy East pipeline projects. And around the country and globe, local initiatives bringing green spaces and environmental solutions have expanded.
The events in Flint, especially, have begun to create a national conversation about environmental justice. Both democratic nominees for president have spoken loudly, and incredibly publicly during the debates about the Flint crisis and environmental justice. In light of all this, what can you do? For Flint - I’ve included links below for resources to donate bottled water, filters, or money - as well as loads of links to learn more about the crisis.
For your own city or town, you can attend council meets and vote to ensure that greening and eco-friendly initiatives are built where they are needed and, conversely, waste plants and other factories are not concentrated exclusively in low-income areas. Although it took far too long, the citizens of Flint were loud and continued to speak out until the country and the media took notice. Let their activism be a shining example of how this kind of institutional and environmental racism can be combated. And globally, we can all work together to hold our nations to their word from the Paris Climate talks and not to allow the global atmospheric temperatures to rise more than 2ºC. Thanks so much for watching. I hope you like the video. Let me know if you have any questions or comments down below. Subscribe if you want to see more things like this, like the video if you liked it, and I hope you're having a fantastic day.
Optional Reading
- Chapter 4 of our textbook, Working Toward Sustainability: Ethical Decision Making in a Technological World covers Justice, Fairness, and Reciprocity more in depth, including more information related to the Golden Rule.
You can alsovisit the EPA’s Environmental Justice websiteto learn more about the EPA’s efforts to ensure that everyone enjoys:the same degree of protection from environmental and health hazards;equal access to the decision-making process to have a healthy environment in which to live, learn, and work.
Learn about the history of environmental justice by visitingEnergy.gov, Environmental Justice HistoryAnd you can visit theEnergy.gov Environmental Justice pageto learn more.
President Trump's 2025 executive order Ending Radical and Wasteful Government DEI Spending and Preferencing eliminated all offices and positions with environmental justice functions. Therefore, the above Energy.gov links and information no longer exists.
Source: Ending Radical And Wasteful Government DEI Programs And Preferencing
Global Perspective
Global Perspective hjs142
Global perspective, another core competency of the ESP program, prompts us to think about the context and scope of our energy planning decisions. It is often easy to find common ground with those who share our language, cultural norms, locale, and economic standing. In this program, you are challenged to step out of your comfort zone and walk in someone else's shoes, so to speak.
It is important to be aware of our own bias and cultural perspective with respect to the rest of the world. In ESP, we try to cultivate our awareness of biases and perspectives of "the other."
Why is it important to understand people, cultures, and practices that are different from us and our experiences? Because we know that energy-related issues (e.g., resource conversion, demand, exchange, and unwanted emissions) typically extend beyond political boundaries and insulated societies. Energy projects can exceed the scope of the immediate community of interested clients and often have regional or global impacts.
Energy, Environment, and Society
What is the role of energy when you think of a specific geographic region as an ecosystem? Do our energy and environmental systems respect state (and national) boundaries?
What is the role of water in energy demand and use in different countries or geographic regions of countries? Is there an environmental implication to our energy planning decisions based on a competition for water as a basic human need (again in what geographical contexts)?
Global perspective prompts us to think about the context and scope of our energy planning decisions.
Context and Scope?
Merriam-Webster defines context as "the situation in which something happens: the group of conditions that exist where and when something happens". So, think cultural scenarios, weather influences, timeframes, etc. (e.g., The native people haven't had potable water access in years as a result of the pipeline project.)
Scope is defined as " the extent of influence or the range of operation". You can remember this by thinking geographically or numerically. (e.g., The pollution plume stretched 1,100 up and down the east coast.)
How do you know how to prepare for a different audience or an audience that you are unfamiliar with? What strategies could you use to present energy information to audiences with a different view of context and scope than your own?
Envision yourself not in your hometown but instead in Alabama, Nigeria, Canada, or China and trying to introduce the idea of a new wind farm project to the local people. How would you adapt your message to meet the needs of this new audience? In what ways do you need to be adaptive? Context and scope are everything in unfamiliar scenarios.
Consider this…
Two different wind farm projects were proposed in a rural area. Both were on the same mountain range, had similar wind prospects, and the locals both had very similar rural cultural backgrounds. And yet, one was successfully developed into an energy production plant while the other was not.
One was spearheaded by a group which engaged and involved the surrounding community in the project planning and promised to continue community involvement through project implementation. The other was a proposed from a company that never reached out to the community until required to by law and made no effort to understand the community's concerns. Can you guess which effort was successful?
The project that involved the local population was infinitely more successful. The first group's efforts to treat the local community as stakeholders and understand their perspective allowed the project team to better connect with the community and implement a win/win project scenario for most involved. It also allowed the project team to tailor information to meet the needs of the stakeholders and therefore communicate with them successfully.
These two scenarios demonstrate a cooperative, inclusive approach vs a top-down, exclusive approach. Cooperative efforts typically take more time and money up front, but the opposite approach can be fatal to a project - especially when encountering an unfamiliar context. It is a best practice to not ever assume that you fully know a community, the stakeholders, or their concerns!
Where do we fit?
As you search the Internet or read the papers, you will find many articles related to energy solutions that come from all around the globe. However, these descriptions often have the reader asking more questions than anything else. This is because readers will naturally ask themselves, "How would this work in my own context?"
You will find yourself coming back to this question repeatedly as a professional in an energy or sustainability policy related field. All across the globe, at every scale of governance, people are implementing innovative and creative solutions to some of our biggest challenges, and there is a lot we can learn from the triumphs and missteps that occur. Putting these ideas into different contexts to account for cultural, environmental, and economic differences is key to understanding what could work for us here at home.
Analytical Skills
Analytical Skills hjs142Switching gears a little bit and moving away from the overarching practices needed in today's job market, we're now going to focus in on specific skills that employers are looking for!
The Oxford Dictionary defines analysis as the “detailed examination of the elements or structure of something, typically as a basis for discussion or interpretation.” In other words, we examine something, so we can discuss it or interpret it.
The something can be just about anything—last night’s baseball game, a Beatles album, your family budget, medical results, a business plan, marketing strategy, sales results, consumer behavior, an environmental study (hey, now we’re talking…), a policy, energy information, etc..
In this program, of course, we are mostly concerned with those things related to policy, energy, and the environment (sustainability). In your courses, you’ll examine reports, policies, proposals, and data on topics related to energy and sustainability policy from a wide range of sources.
The methods of examination fall into two basic categories: qualitative methods and quantitative methods.
Qualitative methods explore information that is often subjective, such as descriptions and images, to discover more about the thing we are examining. These kinds of methods don’t begin by saying, “Here’s what I think is happening and here are the variables I’m going to measure to prove that what I think is or is not true.” Instead, they look to gain an understanding of the underlying interactions. This kind of research is often used to study human behavior, especially related to decision-making.
I think of qualitative methods as less number driven, or more narrative in some instances! For example, information gathered from commentary that was provided through an open-ended question on a survey (vs. choosing an answer from a provided multiple choice list).

Quantitative methods use facts and statistics (numbers!) to prove or extract something about the thing we are examining. These methods do start with defined variables and measurements and often involve statistical analysis. Graphs like the one below are created using quantitative data in the form of numbers.
World energy consumption by energy source (1990-2040)
EIA Projects 28% increase in world energy use by 2040. The line graph is of World energy consumption by energy source (1990 - 2040) in quadrillion British thermal units.
- Nuclear: remains relatively flat with a slight increase from 25 to 45 BTU's from 1990 - 2040
- Renewables: Increased from about 40 BTUs in 1990 to 50 BTUs in 2007 and then to 75 BTUs in 2015. It is projected to increase to 125 by 2040
- Coal: Fairly steady from1990 - 2004 at 90 BTUs. Rapid increase from 2004 - 2015 (90 BTUs - 155 BTUs). It is projected to remain fairly steady from 2015 - 2040
- Natural Gas: Steady increase from 75 in 1990 to 180 in 2040
- Petroleum and Other Liquids: Steady increase from 180 in 1990 to 225 in 2040
The text below the image says" The U.S. Energy Information Administration's latest International Energy Outlook 2017 (IEO2017) projects that world energy consumption will grow by 28% between 2015 and 2040. Most of this growth is expected to come from countries that are not in the Organization for Economic Cooperation and Development (OECD), and especially in countries where demand is driven by strong economic growth, particularly in Asia. Non-OECD Asia (which includes China and India) accounts for more than 60% of the world's total increase in energy consumption from 2015 through 2040.
Communication Skills
Communication Skills hjs142
The final, and maybe most important competency, that we hope you'll master is communication skills. You may be the most knowledgeable person in your department or the smartest person at your company, but if you don’t know how to communicate what you know, what’s the point? All of us can think of a scenario when miscommunication has been an issue at work, home, or otherwise. In this section, we will provide you with resources and practice opportunities that will help you communicate effectively through writing.
In today’s world, being able to communicate effectively through writing is just as important as being able to engage in conversation. The nature of this program is a great example of why writing is so important – your primary way of communicating with your peers, your instructors, the librarian, etc., is through the written word. Nearly all of your assignments revolve around your ability to write well. Additionally, strong communication skills are one of the primary competencies we want our graduates to perfect before graduation. You are expected to graduate with the ability to write effectively and read, interpret and convey relevant policies to a diverse audience.
For the ESP degree, you are required to take 2 specific English courses and one writing intensive course:
- ENGL 015 (GWS) Rhetoric and Composition (3) Instruction and practice in writing expository prose that shows sensitivity to audience and purpose.
- ENGL 202D (GWS) Effective Writing: Business Writing (3) Writing reports and other common forms of business communication.
- GEOG 438W Human Dimensions of Global Warming (3) Human dimensions of climate change: human causes, human consequences, and policy implications of global warming.
It is suggested that you take the English courses as soon as possible because what you learn in those courses can be used throughout all of your other coursework.
What and how well you write are a direct representation of you. Keeping that in mind, writing, as your primary tool for communication, can serve as a double-edged sword. You have the benefit of really being able to think through what you’re trying to convey, so that each word is deliberate and purposeful, unlike when speaking off the cuff. However, poorly written messages, assignments, etc., have the ability to erode your reputation very quickly.
Communication and Context
Communication and Context hjs142In today's energy industry, especially as it relates to policy and communications, you have to be able to explain the issues, understand the context or situation and take a position based on this information. In thinking about this, this old commercial comes to mind, perhaps you will recognize it. It very clearly demonstrates the point that even one word, depending on the context, can influence the meaning and implications associated with it.
Video: Dude - Bud Light (0:51). Only audio is "dude" repeated at intervals.
Although this one singular word, "Dude" is uttered over and over again, the way in which it is delivered, and the situational surroundings provide enough context for the viewer to decipher the meaning. We can put this same type of example to the test in our energy and sustainability field with one word as well ......green.
What does it mean to be green? Has green been defined? How do you tell if something is not green? How do you explain this difference to others?
Being a Good Communicator
Being a Good Communicator hjs142Some people may seem like they are naturally good communicators; they can frame a message to suit any audience, and the message is always received loud and clear. Chances are, that although they are good communicators now, that wasn't always the case. We all need to continually practice the art of good communication.
Ideas to help you become an effective communicator
1) Gain Competence
Gain competence in oral, written, and presentation skills for conveying information using various media.
Many of your foundation or prerequisite courses focus directly on written and/or spoken communication. Additionally, many of your other ESP courses will provide you with opportunities to demonstrate and hone these skills. The importance of being able to articulate your thoughts and ideas effectively and concisely through words is not to be underestimated. Being able to explain concepts and your ideas related to those concepts both orally and/or visually is a constant requirement for success in any job. Our advice:
- Take every opportunity, while doing course assignments or working outside of class, to exercise your communication skills.
- Take advantage of the resources provided in this class to support your endeavors along the way.
- Take advantage of our in-house writing tutor and the tutor.com services available to you as you fine-tune your communication skills.
Being able to articulate your ideas in words, however, is only part of the communication challenge. A good communicator understands and does more than this.
2) Listen to and Learn from Others

Being a good communicator doesn't only require saying the right thing at the right time. It also requires truly listening and understanding your audience and then responding appropriately. Good communicators place listening towards the top of their 'radar' as they reach out and try to understand their audiences and themselves.
Optional "Reading"
If you'd like to become a better listener, take some time to view this tutorial about Effective Listening.
The overview provided on LinkedIn Learning for this tutorial:
Listening is a critical competency, whether you are interviewing for your first job or leading a Fortune 500 company. Surprisingly, relatively few of us have ever had any formal training in how to listen effectively. In this course, communications experts Tatiana Kolovou and Brenda Bailey-Hughes show how to assess your current listening skills, understand the challenges to effective listening (such as distractions!), and develop behaviors that will allow you to become a better listener—and a better colleague, mentor, and friend.
Topics include:
- recalling details
- empathizing
- avoiding distractions and the feeling of being overwhelmed
- clarifying your role
- using attentive nonverbal cues
- paraphrasing what was said
- matching emotions and mirroring
3) Professionalism

Being considered a professional involves:
- understanding what one is talking about,
- regularly producing high-quality work,
- exhibiting high standards of professional ethics, and
- acting as a positive role model in terms of morale and motivation.
Think about the many ways in which you can or will communicate with clients, coworkers, and your professors. Find ways to incorporate the above-listed attributes into the messages you draft, and look for evidence that confirms the importance of these attributes.
Professionalism doesn't mean you know it all
When you are presented with a scenario in which you are asked a question that you do not know the answer to, it is best to say "I don't know, but I'll check on that and get back to you" (or something similar). A client (or anyone you are talking to) will appreciate your honesty much more than you presenting them with incorrect, incomplete, or made-up information.
"...saying “I don’t know” is not a sign of weakness, or unpreparedness, or a lack of leadership. In fact, knowing when you don’t know something -- and being honest about it -- is a mark of a true leader. Unfortunately, in our instant, on-demand, bleat-before-you-think culture, it’s easy to substitute instinct, opinion, and even unfettered bias for certainty. And unfortunately, it infects our personal and political lives as much as it does business." (McKee, 2016)
Read more about The lost art of saying "I don't know".
4) Competence in a language other than English
Why is this important?

licensed under CC BY-NC-SA 4.0
There are two things that should be learned when studying another language. One is the language itself; the vocabulary, grammar, sentence structure and so forth. The second, and of more importance for the ESP student, is the opportunity to shift outside of your own cultural norms. Learning the French language is very different from speaking with someone from France. Speaking with someone from France involves understanding not just the language, but the culture of the language as well. For example, when people walk into shops in Paris, France, they always, always exchange French greetings with the shopkeeper ("Bonjour madame," "Bonjour monsieur") before proceeding to shop or ask questions. To do otherwise (even in English) is considered extremely rude (if their four-year-old knows this, they would say, why don't you?). Also, walking around with a big smile in Paris? No, no, no. Parisians often interpret this negatively, as A) you are laughing at me as if I have something amiss on my person, or B) you are a simpleton. Are you starting to see why some uninitiated Americans might have a non-optimal experience in the City of Light?
All of this still remains important even as more and more people strive to learn English. Author Joe Carroll wrote an editorial in The Business Journal (2005), pointing out that, "More students in China take English as a second language than there are English-speaking people in the entire world." He also states, "If the world's population totaled 1,000 people, the distribution would be as follows: 564 Asian. 210 European, 86 African, 80 South American, 60 North American — meaning the United States, Canada, and Mexico." If you want to read more, Carroll's article, "What's the importance of learning a foreign language?" is excellent (The Business Journal, 2005). This article is over a decade old; if it was important to learn a foreign language in 2005, can you imagine the impetus now?
In other parts of the world, knowing the culture is more important than knowing the language, and sometimes the language specifies the way in which one can communicate with a superior. As an extreme example, we might look at what Malcolm Gladwell (author of The Tipping Point and Blink) wrote about in a book called Outliers: The Story of Success. In the chapter entitled, "The Ethnic Theory of Plane Crashes," he describes a number of scenarios and discusses airline safety from the perspective of cultural communication (in this case, the Korean language).
Evidently, in 1997, Korean Air Flight 801 experienced turbulence and trouble in their approach to Guam. Culturally, the co-pilot did not feel it was his role (as subordinate) to contradict the pilot with his judgment that the plane was about to crash—indeed, linguistically it was nearly impossible. The plane did crash, killing 228 of the 254 people aboard. Here, cultural legacy impinged on the safety of everyone aboard the flight! Essentially, "... Boeing and Airbus design modern, complex airplanes to be flown by two equals. That works beautifully in low power-distance cultures [like the U.S., where hierarchies aren't as relevant]. But in cultures that have high power distance, it’s very difficult." The dynamic of the industry was changed when all pilots and crew were required to speak only in English. Most of us know that English has lost much of its formal/informal verb tense for addressing either a child or the president of a company. This change in cultural norms (which is often built into the language) has allowed the company to fly more safely since the change in language.
Optional Reading
Kiss, Bow Or Shake Hands: The Bestselling Guide to Doing Business in More Than 60 Countries. (It is also available through the Penn State Libraries).
Effectively Getting the Message Across
Effectively Getting the Message Across hjs142One of the many reasons that climate change still isn't fully recognized by Americans is that the scientific community has done such a terrible job of communicating the issue. Not to oversimplify, but it could be said that the state of the world hangs in the balance because of ineffective communication! While not every communication experience carries such weight, the importance of effective communication cannot be ignored or taken lightly!
The complexity of climate change has presented challenges in communicating related information to the general public. The following article gives some really great examples of how that happens and makes some great suggestions for scientists to reverse the situation and hopefully not continue to make the same mistakes.
Required Reading
What's Wrong With the Way We Communicate Climate Change?
Virtual Reality better than video for evoking fear, spurring climate action
Optional Reading
Communicating Climate Change: Focus on the Framing, Not Just the Facts
A look at how people around the world view climate change
How Americans see climate change and the environment in 7 charts
Unfriendly Climate - an article about Katharine Hayhoe and how she talks to those who doubt climate change.

from Amazon
taken by Haley Sankey,
Retrieved 2019
Have you heard of a book or a documentary called "Merchants of Doubt: How a Handful of Scientists Obscured the Truth on Issues from Tobacco Smoke to Global Warming"? In both, the authors explain how a successful information campaign can trump any real scientific knowledge.
More about the book/movie from Merchants of Doubt:
"...historians Naomi Oreskes and Erik Conway explain how a loose–knit group of high-level scientists, with extensive political connections, ran effective campaigns to mislead the public and deny well-established scientific knowledge over four decades. In seven compelling chapters addressing tobacco, acid rain, the ozone hole, global warming, and DDT, Oreskes and Conway roll back the rug on this dark corner of the American scientific community, showing how the ideology of free market fundamentalism, aided by a too-compliant media, has skewed public understanding of some of the most pressing issues of our era."
The movie is highly entertaining and while not as detailed as the book, it focuses on communication strategies and why messaging can make or break an informational campaign. If you have the opportunity, pick up the book or view the movie; you won't be disappointed.
Understanding Differences
Understanding Differences jls164So much of Communication is context; the context of the participants, the context of the situation, etc. The reading and activities below are optional but strongly encouraged. The workshops bring contextual differences to light and may help you communicate better with others. We will be completing the Power and Privilege workshop in a later lesson, but it is included here as well because it is part of the series.
Penn State's Division of Student Affairs has developed a number of online workshops that target important, challenging, and perhaps controversial aspects of communicating effectively with individuals, organizations, and communities.
Here are brief descriptions of these online workshops (some of which we will cover in a later lesson):
Introduction to Power and Privilege

Photo by Freddie Everett,
Public Domain
This workshop focuses on the concepts of power and privilege and how they impact race and ethnic relations. The workshop includes activities that help you to explore your own identity and provide you with opportunities to reflect upon these complex issues. More importantly, how do these ideas impact our efforts as we communicate energy and sustainability issues as we work with individuals, organizations, and communities?
Stereotypes, Prejudice, and Discrimination

by Consuelo
This workshop focuses on understanding and increasing your awareness of a range of stereotypes, prejudices, and discrimination, how they differ from each other, and how they influence each other. Rooted within cultural contexts, it is important to get a sense of how our own beliefs come into play as we work to get our messages across to others.
Introduction to the Isms

Learn about the concept of "isms" and more specifically about how racism, sexism, classism, and heterosexism affect communications and community relationships. Taken from the workshop: "...it is believed that our levels of success are a direct result of our dedication, discipline, and hard work." As we work with individuals, organizations, and communities, you begin to see how important it is to ask yourself the question of whether or not everyone actually has the same opportunities to succeed.
Activities
Activities szw5009| Requirement | Assignment Details |
|---|---|
| Discussion Forum Post | Review the required reading What's Wrong With the Way We Communicate Climate Change?. Then, submit a discussion post addressing the following: Imagine you need to talk to a skeptical audience about Climate Change in the town in which you currently reside. Using the framing techniques outlined in the What's Wrong article, provide information on how you would approach the audience and why. How would you approach the topic? How would you make it relate to your audience? What visual aid could you use to help support your talk? NOTE: keep the content geared to your local town, not the state or country as a whole. The audience is composed of people that use the same grocery stores, gas stations and parks as you. Even though this is a discussion forum post, you are expected to submit academic quality work. Don't just answer the question; provide context, keep the tone formal, and, as always, use resources to support your opinion. Be sure to include a reference list to credit the resources you've used (APA style, link provided in the syllabus)! Review the Essay and Discussion Forum Posts Grading page (on the course website) and the assignment Rubric so that you know what is expected of you. |
Summary
Summary jls164As you can see, we've got big goals for you! Most of these competencies are transferrable across a plethora of jobs; communication skills, analytical skills, global perspective, sustainability ethic...these can all be applied to almost any job, anywhere. While getting a bachelor's degree of any kind will most certainly open doors to you that weren't open before, the skills you gain while earning an ESP degree will allow you to pursue so many more opportunities!
We'll talk more about job placement later in this course, but for now, remember that these learning competencies were identified by industry professionals, not academics sitting in an office on campus. These competencies are what employers want in today's job market!