Sharing Information on Progress Report 2017

United Nations Principles for Responsible Management Education

21 June 2017

Duke University’s Nicholas School of the Environment is honored to be the first environmental school invited to participate

in UN PRME. This honor continues a string of firsts of which we are proud. Formed in 1991, we were the world’s first School of the Environment – not Environmental Sciences, or Environmental Studies, but the Environment.

We continue to be the only environmental school that offers its students a marine lab,

a university forest, and a university farm as resources for their educational experience. This is tangible evidence of our ambition to train leaders to address the full range of major environmental challenges facing the planet. We were the first environmental school to offer a distance learning degree for working professionals, and this year we will become the first to offer a degree in collaboration with a university in China.

Our roots extend back to the 1930s, when Duke established a school of forestry, a marine lab, and a department of geology. Half a century later, Duke formed the Nicholas School by combining those three units. Our flagship degree is a two-year Master of Environmental Management (MEM). Our initial MEM graduates were employed primarily by federal agencies and non-profit environmental organizations.

Today, more than half of our graduates are employed by corporations, consulting firms, and start-ups. In an effort to serve those students better, a few years ago we launched an Innovation & Entrepreneurship Certificate Program. This year, we are launching a Business & Environment Concentration under our MEM program. Soon, we will launch an initiative to boost training in financial analysis skills related to natural resources and the environment.

I look forward to our participation in UN PRME as a means of bolstering the training of the increasing number of our students who want to lead the global economy toward sustainability through careers in the private sector. I am sure we will benefit from sharing experiences with the UN PRME Secretariat and the other UN PRME member schools.

Jeffrey R. Vincent, Ph.D.

Stanback Dean, Nicholas School of the Environment

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Table of ContentsIntroductory Letter from Jeffrey Vincent, Dean of the Nicholas School of the EnvironmentPrinciple 1: Purpose

Nicholas School Faculty & Student Involvement in Research Centers Across DukeStudent GroupsOffice of Development and Alumni Relations Nicholas Scholars Program

Principle 2: ValuesRelevant ClassesInter-University Climate Change Negotiations Simulation

Principle 3: MethodConcentrationsCertificatesConcurrent Degree ProgramsHighlighted FacultyTraining Certification Opportunities

Principle 4: ResearchFaculty ResearchNotable PublicationsStudent Research GroupsCase Competitions

Principle 5: PartnershipsMaster Projects and CapstonesClient ProjectsCommunity-Based Environmental Management PracticumNorth Carolina State University’s B-Lab Clinic

Principle 6: DialogueConferencesSpeakersSymposiumsCareer and Professional Development Center (CPDC)Energy InitiativeEnergy WeekWashington D.C. March for Science

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Principle 1: PurposeWe will develop the capabilities of students to be future generators of sustainable value for business and society at large and to work for an

inclusive and sustainable global economy.

Duke’s Nicholas School is a School of the Environment - not Environmental Sciences, or Environmental Studies, but the Environment. We strive for a new paradigm, one that views and attempts to understand the earth and the environment including humans as an integrated whole. And one that advances a more sustainable future by strategically focusing its resources on addressing the major environmental issues of our times and by training a new and environmentally-informed generation of global leaders.

To achieve this vision, the Nicholas School has assembled a unique and talented faculty of world-class researchers and educators spanning all the relevant physical, life, and social sciences, steeped and actively engaged in their respective disciplines, but also committed to the multi- and interdisciplinary lines of inquiry and collaborations that are at the core of many environmental issues. The Nicholas School offers two professional degrees, Master of Environmental Management (MEM) and Master of Forestry (MF). Within the MEM degree, we offer eight concentration, and we recently launched the Business and Environment concentration in 2017. The Nicholas School felt this concentration was necessary to meet the growing private-sector demand for managers, consultants and analysts who can develop and implement business practices that benefit the environment, society and shareholder. This concentration focuses on using the triple bottom line of people, planet and profit in corporations’ decision-making.

Some specific examples of the Principle of Purpose can be seen in the Nicholas Scholars Program, research centers, student led groups, and alumni relations.

Nicholas School Faculty & Student Involvement in Research Centers Across Duke

The Center for Energy, Development, and the Global Environment (EDGE): EDGE prepares current and future business leaders to respond to interrelated global challenges of energy and environmental issues. EDGE is the unofficial “home” for Nicholas School/Fuqua concurrent degree students (MEM/MBA and MF/MBA); its directors work closely with these students to support their academic and career interests.

The Center for the Advancement of Social Entrepreneurship (CASE): CASE is a research and education center focused on social entrepreneurship based at Duke University’s Fuqua School of Business. Its mission is to prepare students to be leaders and for organizations to achieve lasting social change by providing them with the necessary business skills. CASE’s theory of change revolves around educating Duke MBA students, supporting and engaging practitioners, and developing academic and thought leadership. CASE provides support for MEM/MBA students seeking to promote positive social change through their work with corporations. For example, Carrie Gonnella, MEM/MBA ’12, received funding from CASE’s Summer Internship Fund for her position as Assurance Summer Associate with B Lab. B Lab is a non-profit organization that works with corporations to harness the power of business to enact positive social and environmental change within the private sector.

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Energy Initiative: MEM Professor, Dr. Tim Johnson, has worked with the Energy Initiative at Duke University to build a community of energy outreach and link the campus community with the energy industry, particularly in the local area. He has done so by bringing in industry leaders and providing students with mentoring and networking opportunities. MEM also have the opportunity to work for the Energy Initiative during their time at the Nicholas School.

The Nicholas Institute for Environmental Policy Solution: The Nicholas Institute for Environmental Policy Solutions is part of Duke University and its wider community of world-class scholars. The Nicholas Institute's team is made up of economists, scientists, lawyers and policy experts who deliver timely, credible analyses to a wide variety of decision makers. The research performed at the Nicholas Institute analyzes the current climate crisis, the economics of limiting carbon pollution, the economic value of nature, adaptive water management approaches, and other strategies to attain community resilience. Although the Institute is separate from the Nicholas School, faculty and staff move fluidly through both institutions as part of speaking engagements and research. Examples include:

Martin Doyle – is a professor of River Systems Science and Policy at the Nicholas School as well as Director of the Water Policy Program at the Nicholas Institute. Dr. Doyle draws on his time spent at the Department of the Interior to teach students sustainable solutions to water infrastructure and policy. At the Interior, Dr. Doyle helped banks learn how to invest in federal water infrastructure as banks often do not receive as much money from Congress as needed. In Dr. Doyle’s Water Finance class, he discusses this issue and delves into how private capital markets intersect with public water management. Outside of the classroom, Dr. Doyle cultivates purpose driven students in his policy development projects. Dr. Doyle works with five students each year to advise the Army Corps of Engineers on how to adapt their long-term management of reservoirs in response to climate change.

Jourdan Blackwell (MEM ’18) – is working on a project through the Nicholas Institute under Nicholas School professor, Pat Halpin and Nicholas Institute researcher, John Virdin, to create an inclusive and sustainable economy in the small island developing states of the Caribbean. Based on a recent report published by the World Bank, Jourdan has completed a literature review on the Blue Economy Development in the Caribbean, specifically in the aquaculture sector. Currently she is working towards publishing an article based on her literature review, which will explain the infrastructural adjustments and sustainable business approaches that will need to be implemented for this approach to succeed in these small island states.

Brian Murray – is the director of the Environmental Economics Program at the Nicholas Institute and he is widely recognized for his work on the economics of climate change policy. Dr. Murray is one of the original designers of the allowance price reserve approach for containing prices in carbon markets that was adopted by California and the Regional Greenhouse Gas Initiative (RGGI) cap-and-trade programs. Dr . Murray is also the Interim Director of the Energy Initiative.

Student GroupsVarious student groups on campus work promote the principles of PRME.

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Business and Environment Club-NSOE Net Impact (BEC-NI): BEC-NI’s mission is to equip MEM students with the skills, abilities, and resources to become the next leaders in the sustainability field. The organization empowers students and grows their professional networks through engagement with practitioners in the sustainability field across the non-profit, governmental, and private business sectors. BEC-NI provides students with opportunities to interact with professionals in the field through guest speaker series, a career trek and conference prep workshops.

Energy Club: The Nicholas School’s Energy Club works in collaboration with the Energy Clubs at Fuqua School of Business and Pratt School of Engineering. The Energy Club works to connect students with leaders in the energy industry in all sectors. This club also provides students with training and skills to succeed in the industry, such as Excel Skill Workshops.

Diverse and Inclusive Community for the Environment (DICE): DICE strives to promote diversity and inclusion in the Nicholas School, and to carry these values into the workplace and greater society. The club’s mission entails fostering a welcoming community within the Nicholas School so that members of disenfranchised groups/communities will feel as though they belong. DICE also works with the Nicholas School administration and staff to increase the recruitment rates for students of different races, cultures, gender & sexual identities, levels of ability/disability, socioeconomic classes, countries of origin, religions, ethnicities, etc. Finally, DICE facilitates and encourages deeper discussion through readings, current events, movie screenings and weekly meetings.

Duke University Greening Initiative: The university wide club, housed in the Nicholas School, Duke University Greening Initiative (DUGI) puts out applications throughout the University for students, faculty, staff and community members to apply to funding for their green ideas. These ideas range from energy efficiency to planting gardens around campus, but Nicholas School students are given the responsibility to vet the applications and applicants before awarding the grant. Being able to strategically create sustainable value on campus gives club members experiences to learn from when they create this value again in the workforce after graduation.

Sustainable Duke: This office provides leadership in environmental stewardship and sustainability initiatives on Duke University’s campus, in Duke’s medical institutions and in the larger Durham community. MEM students are given assistantships to work for Sustainable Duke as part of their financial aid package.

Hospital Green Team: This team is made up of staff from different departments in the hospital interested in sustainability and as well as employees from Sustainable Duke, including students and staff from the Nicholas School. The team meets once a month to discuss and implement sustainability initiatives in the hospital. The main initiative for the Spring 2017 semester was to reduce the use of styrofoam and implement reusable cups and pitchers.

Office of Development and Alumni RelationsInstead of creating static cohorts of students who gain excellent skills and learn from their peers, the Nicholas School emphasizes cross-cohort collaboration, facilitated through the Office of Development and Alumni Relations. Current students have great access to alumni who are in the workforce creating sustainable changes through effective management. This allows for an influential and unparalleled learning experience for students. For instance, Alison Taylor is a

BEC `17 leaders hosted a planting station for Nicholas School Alumni children during 2016 Alumni Weekend.

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member of the Board of Visitors for the Nicholas School and is now the Chief Sustainability Officer for ADM.

Additionally, this Office has launched a new initiative for alumni to have a more interactive role with the current students beyond the typical financial donation. This spans borders, as international involvement has increased with virtual talks and advising sessions with alumni abroad.

The new alumni engagement initiative of 2016 is aimed at increasing alumni involvement at Duke and throughout the country by facilitating both the giving of time and money. The campaign has three parts: go, grow, and give. This program provides alumni the ability to engage with the Nicholas School however they wish to do so. “Go” and “grow” are most relevant in developing student capabilities.

“Go” increased alumni presence at the Nicholas School and Duke University events on campus and throughout the world. This increased presence promotes school unity and further enhances the discussion around what individuals are doing in the field and for society at large post-graduation. This encourages students to gain the necessary skills to be in alumni’s job roles in the future.

“Grow” stems from the Nicholas School’s long history of alumni volunteerism. Now becoming more formal, alumni can give their time on campus and globally with ease. The hands-on volunteer opportunities range from speaking on panels, to sharing career advice to assisting with masters projects. This internally grows the network in which current students can draw from in their future endeavors to create sustainable value in their various areas of work. Students are fostering their leadership skills and personalities by interacting and learning from past alumni more readily which this initiative makes possible.

Nicholas Scholars ProgramThe Nicholas Scholars Program, which started in Fall 2016, provides up to 15 Nicholas Scholarships each year to incoming students from diverse backgrounds and experiences who demonstrate exceptional leadership potential and academic excellence. This program develops the capabilities of students to be future generators of sustainable value during their time at the Nicholas School.

Nicholas Scholars interact with alumni and local environmental leaders, and participate in Triangle Environmental Leadership Conversations. These conversations engage leaders in public service and government, the nonprofit sector, and private industry. In addition, there are monthly Nicholas Scholars meetings on key environmental leadership skills and topics. Lastly, Nicholas Scholars work as a cohort to plan and implement an annual Nicholas School community event focused on environmental leadership.

Principle 2: ValuesWe will incorporate into our academic activities and curricula the values of global social responsibility as portrayed in international

initiatives such as the United Nations Global Compact.

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The Nicholas School’s mission, creating knowledge and global leaders of consequence for a sustainable future, is informed by Duke University’s theme of knowledge in the service of society. The Nicholas School is motivated by the need to restore and preserve the world’s environmental resources while adapting to a changing climate and a growing population that has aspirations for rising standards of living. The Nicholas School teaches students the important values of compromise, diversity and inclusion. Students need these values to manage people and interact with the environment. As part of the Business and Environment program, students are taught holistic systems thinking and strategic analysis to analyze global business structures and trends that impact resource use and ecosystems; supply chains and production-consumption systems; institutional drivers and policies of corporate sustainability; and methods and tools for quantitative analysis. These values can be seen in the classes taught at the Nicholas School and other classes Nicholas students choose to enroll in at other universities.

Relevant ClassesSustainable Business Strategy: examines how businesses develop and implement strategies to promote sustainability and address climate change. Students examine roles and responsibilities of sustainable strategic managers and learn how to apply the tools of strategic business management. Business case study analysis through classroom discussion and memo writing is a critical component of this course, as is client-based teamwork. Students are assigned client-based projects, allowing them to apply their skills to real-world applications.

Life Cycle Assessment (LCA) : offers a theoretical and practical introduction to process Environmental LCA. Students are exposed to the methodological approaches and fundamentals of Environmental LCA Modeling and focus their efforts by mastering OpenLCA software. Generally, the semester is structured into two segments-theory and application. In the 2016-2017 academic year, REI and KEEN were corporate sponsors for the class. As such, students worked on specific REI and KEEN products to incorporate theory and real-world application of LCA.

Social Impact Analysis (SIA) : develops an understanding of some of the core concepts and applicable sociological theory upon which the design of social impact analysis is built. The first part of the course develops the capacity to ‘think sociologically’ about environmental problems and the impacts that they create.  Next, students review some of the key US policies and guidelines that require and inform SIA.  The third part will provide an overview of some of the key methods and approaches that are used in SIA to generate more inclusive decisions that protect the environment and integrity of the communities that share its abundance and meaning. Throughout students review and critique a range of US and international SIA examples.

Introduction to Ecosystem Services and Methods for their Quantification : introduces students to the concept of ecosystem services, which is increasingly recognized as a useful concept for decision-making, and to provide an overview of the suite of methods that are used to quantify them. The course introduces a suite of skills/courses needed for ecosystem services assessment. The course includes topics such as Structured Decision Making, ecological modeling, Bayesian Belief Networks, Multi-Criteria Decision Analysis, Monetary Valuation (non-market valuation methods), and Structural Equation Modeling.

Community Based Environmental Management : provides students with theory and methods that will allow them to identify some of the potential problems and pitfalls associated with CBEM initiatives, both domestically and internationally, along with the tools necessary to create and manage their own projects. Students gain a proficient understanding of: frameworks to assess the

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effectiveness of individual CBEM initiatives, and ways and means of designing and implementing these programs that accounts for the complexity and variability of social and natural systems.

Resource and Environmental Economics: focuses on basic theory and methods of economic analysis of environmental problems. Then the course focuses on the economics of the environment, particularly the economics of pollution control. The course evaluates several different methods for pollution control from an economic perspective.

Environmental Conflict Resolution: covers both the practical techniques and scholarly underpinnings of environmental conflict resolution. Topics include interest-based negotiation, mediation, public disputes, science-intensive disputes, and negotiation analysis. Much of the in-class time is spent conducting negotiation role plays of increasing complexity and then debriefing them to emphasize lessons learned. Students will practice two-party negotiation, multiparty negotiation, and mediation/facilitation applied to the resolution of environmental disputes.

UNC’s Sustainability in a Global Context: Nicholas Students participate in this course offered at University of North Carolina at Chapel Hill. This course examines the interplay between business and six of the greatest sustainability challenges of the 21st century. This is done through case studies, papers and speeches from internationally recognized thought leaders, and guest speakers. This class expands the conversation beyond strategies that improve an organization internally and that increase profitability, to include how visionary leaders improve people’s lives, and halt or reverse environmental degradation. Students explore: management best practices that safeguard human rights; partnerships and financing structures that facilitate the transition to a low carbon global economy; the revolutionary potential of the circular economy; and strategies of success social entrepreneurs and social businesses.

UN Climate Change Negotiations Practicum: examines the negotiation of international climate change agreements under the United Nations Framework Convention on Climate Change (UNFCCC). This unique course provides students with a comprehensive understanding of the fundamental issues, negotiation process, and political dynamics of the UNFCCC. In addition, students have the opportunity to attend the negotiations at the Conference of the Parties each year while working for a client organization. This practicum got its start in 2008 and has accepted around 12 students per year. Therefore, the practicum has sent over 80 students to the past COP meetings, allowing students to incorporate and practice the skills and values of global social responsibility.

A group of MEM ’17 and ’18 students at COP 22 in Marrakech through the UN Climate Change Negotiations Practicum.

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Inter-University Climate Change Negotiations SimulationEvery year, universities such as Yale University, University of Maryland, and Duke University host the Inter-University Climate Change Negotiations Simulation (ICCN). Nicholas School students from all concentrations have attended past simulations. The Nicholas School hosted the

2014 ICCN and will be hosting the 2017 ICCN in October 2017. In 2016, sixteen Nicholas students attended the simulation at the University of Maryland. These students represented six different MEM concentrations, including Economics and Policy, Business, Water Resources Management, Energy, Ecosystem Science and Conservation, and Global Environmental Change.

Principle 3: MethodWe will create

educational frameworks, materials, processes and environments that enable effective learning

experiences for responsible leadership.

Addressing the world’s environmental problems will require a legion of extraordinarily bright, committed, well-trained and educated professional environmental managers, deployed to strategic locations around the world and working on the ground with communities, governments, and corporations.

The Nicholas School’s interdisciplinary focus trains our students to be effective practitioners of environmental stewardship and sustainable development – individuals who not only have the knowledge to understand environmental problems but the skill set needed to devise and implement effective policies and practices. There are more than 4000 alumni who are working in all sectors of society around the world making a tangible and lasting difference, changing people’s lives for the better, while spreading the ethic and knowledge of environmental stewardship

Concentrations: Students in the MEM program have the option of specializing in one of eight concentrations. In addition, the School offers a low residence mid-career masters of environmental management program focused on leadership.

Business and Environment (BE): The BE concentration trains students to be managers and analysts who support private-sector organizations in implementing sustainable business practices. It equips students for leadership roles in all aspects of management, including

MEM ’17 and ’18 students at the ICCN at University of Maryland in October 2016

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responsible sourcing, supply chain, logistics, sales and marketing, product design, corporate strategy, government affairs and community engagement.

Coastal Environmental Management (CEM): The CEM concentration, which typically includes a year in residence at the Duke Marine Laboratory, focuses on the interactions between human society and coastal environments and processes. It equips students to fill coastal policy and management, research, or advocacy positions in federal and state agencies, industry, consulting firms, and nonprofit organizations.

Energy and Environment (EE): The EE concentration trains students to work toward a sustainable energy future through a focus on innovative thinking and a fundamental understanding of the interconnections among policy, markets, technology, and the environment. It equips students for positions focused on transitioning from conventional to sustainable energy.

Ecotoxicology and Environmental Health (EEH) : The EEH concentration emphasizes understanding the fate, effects, and risks of pollutants to natural ecosystems and human populations.  It equips students to become analysts or consultants for private industry and public agencies that deal with health effects and environmental issues.

Environmental Economics and Policy (EEP) : The highly-analytical EEP concentration focuses on how markets, institutions, people, and the environment interact to influence environmental and resource policies. It is designed to train decision-makers, those who offer expert advice to policymakers, and those who try to influence policy through the political process.

Ecosystem Science and Conservation (ESC) : The ESC concentration is an overarching ecological program that equips students for a variety of career tracks through a focus on natural science, policy, and management issues related to the stewardship of natural resources. Students customize the program by choosing an area of focus and methodological approach that aligns with their career goals.

Global Environmental Change (GEC) : The GEC concentration focuses on climate change and other widespread changes and provides students with an integrated package of fundamental science, analytical skills, and management and policy training. It equips students for careers that bridge the gap between science and policy related to the management of the consequences of global change.

Water Resources Management (WRM) : The WRM concentration focuses on the natural and social dimensions of water resources, including biophysical processes, policy constraints, business opportunities, and economic realities. It equips students to practice as analysts or consultants for employers engaged in managing and protecting water resources.

Duke Environmental Leadership (DEL): In addition to the MEM and MF programs, the Nicholas School also offers the Duke Environmental Leadership Master of Environmental Management (DEL-MEM) program. This degree provides working professionals the opportunity to continue their education, advance their careers, and become leaders in their organizations. The program allows students to maintain their careers while earning a master’s degree over the course of two years (four semesters). The Master’s Project for DEL students must be directly related to the student’s current employment.

Certificates

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Environmental Innovation and Entrepreneurship (EIE): The EIE Program, now in its sixth year, teaches students how to be responsible environmental entrepreneurs. This educational program not only resonates with the Nicholas student body, but it also has an increasing reach to engineering and business graduate students. In addition to students who choose to complete the Certificate in Environmental Innovation & Entrepreneurship, dozens more are enrolling in individual classes, such as Environmental Mega-Trends, Foundations in Environmental Entrepreneurship, Entrepreneurial Experience and Entrepreneurial Execution. Others are participating in the new Duke Venture Mentoring Program and additional learning opportunities, like the Duke Start-Up Challenge.

EIE’s ultimate goal is to teach students how to be entrepreneurs, and then to encourage them to develop practical environmental applications. The certificate program has been so successful that faculty and staff are distributing it to a wider, global, audience. The Nicholas School is starting to deliver their Environmental Entrepreneurship curriculum to other institutions and agencies, and they have developed a website to share video content from the popular Environmental Mega-Trends course and speaker series to reach others interested in environmental trends outside our classroom. The goal of this effort is to create effective leaders not only within the Nicholas School, but beyond.

Community Based Environmental Management (CBEM) : CBEM is focused on empowering communities to manage their own environment in ways that are economically viable, socially just, and environmentally sustainable. The CBEM Certificate Program trains graduate students at the Nicholas School to become highly effective managers of CBEM programs and facilitators for communities wishing to improve the management of their own environment. The Certificate Program exposes students to a wide variety of approaches to promoting CBEM, including:

Integrated conservation and development (ICDP) initiatives Community-based natural resource management Environmental justice campaigns Participatory urban environmental planning and management Community-private partnerships for sustainable development

Students receiving the CBEM Certificate are recognized for having strong theoretical foundations and applied skills in community organizing and in assessing, designing and implementing community-based environmental management initiatives. Certificate recipients will be competitive for domestic and international positions in community-based natural resource management, community development, city and regional planning, environmental justice, corporate social responsibility, and environmental education and communication in the non-profit, private for-profit and public sectors.

Geospatial Analysis Certificate : From marine science to surficial earth processes, from environmental economics to environmental epidemiology, from landscape ecology to conservation planning; all of these areas benefit, even require, the powerful analytical and presentation abilities of geospatial technologies for mapping out today's environmental solutions. Geospatial technologies include Geographic Information Systems (GIS), satellite remote sensing, field surveying and Global Positioning Systems (GPS). Some relevant classes in this certificate include the following: Landscape Analysis and Management, Geospatial Analysis for Conservation Management, and Geospatial Analysis for Coastal and Marine Management.

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Natural Hazards Resilience: Nicholas students enroll in the Natural Hazards Resilience certificate program at University of North Carolina at Chapel Hill’s Department of City and Regional Planning. The program encourages students to learn how planners can incorporate hazard mitigation, disaster recovery, and resilience into their work. The courses also consider hazards and resilience through the lens of climate change, and consider how students can incorporate climate change adaptation into hazards planning.

Concurrent Degree ProgramsMEM-MF : students have the option to enroll in the dual Master of Environmental Management-Master of Forestry (MEM-MF) degree. The aim of the MF is to train foresters to work effectively on the emerging frontiers in forest management, with a skillset grounded in practical field skills and augmented by cutting-edge tools for geospatial analysis, multi-resource assessment, and finance.

MEM/MBA : is one of the most prestigious business and environment degree programs in the world. More than 30 students are currently enrolled in the MEM/MBA program. This concurrent degree program trains students in the integration of management and environmental sciences. Students enroll in Duke University’s Nicholas School for the MEM portion of the degree, and they have the option to enroll in either Duke University’s Fuqua School of Business or UNC Kenan-Flagler Business School for the MBA portion of the degree. Students in this program are able to taking classes concerning strategic sourcing, business to alternative energy, sustainable operations, and impacting investing.

MEM/MPP : is a partnership between the Nicholas School’s MEM program and Duke University’s Sanford School of Policy’s Master of Public Policy degree. This concurrent degree program trains students to work as policy analysts who can provide information and analysis to resource policy makers in the field of natural resources and the environment. The concurrent MEM/MPP degree places emphasis on understanding the social and political forces involved in the politics and economics of resource and environmental policy making.

MEM/JD: the MEM/Juris Doctor concurrent degree provides students with the legal training and regulatory knowledge to solve environmental and natural resource issues. There is a growing need for resource managers and scientists with legal credentials. Additionally, there are an increasing number of situations which require attorneys with knowledge of natural resources and the environmental sciences. This concurrent degree provides the training necessary to meet this growing demand for environmental managers in the legal field.

MEM/MAT : the Nicholas School offers a concurrent degree program between the Nicholas School and the Graduate School to provide a MEM and a Master of Arts in Teaching (MAT). Environmental education is of increasing importance so as to educate citizens on the challenges facing our environment. This concurrent degree provides the training for students looking to go into the field of environmental education for K-12 students as well as for the general population.

MEM/Master of Engineering Management : the last concurrent degree program offered is a partnership between the Nicholas School of the Environment and the Pratt School of Engineering. This program combines students’ engineering backgrounds and the students’ training in natural and social environmental sciences. This concurrent degree program trains students for careers in several environmental sectors, such as energy and environment,

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environmental health, and water resources, by providing students with training in technical skills and contextual knowledge.

Duke Kunshan University’s international Master of Environmental Policy ProgramDuke Kunshan University (DKU) in southern China provides a professional degree for students interested in international environmental policy. This program is offered jointly by the Nicholas and Sanford schools. This initiative builds on Duke’s strengths in environmental science, policy, interdisciplinary collaboration, and building bridges between the academy and government. The program has the additional advantage of being located where the need for environmental solutions is acute due to rapid economic development in China and Asia. New faculty are currently being hired in Kunshan, and professors from Duke will visit on a semester basis. Some DKU classes may be taught jointly with Duke classes in the future via teleconferencing and other technologies, and Duke graduate students will have the opportunity to spend a semester in Kunshan.

Highlighted FacultyThe participating faculty members within the Business and Environment concentration include Dr. Deborah Gallagher, Dr. Jesko von Windheim, Dr. Martin Doyle, Dr. Lori Bennear, Dr. Jeff Vincent, and Dr. Douglas Nowacek.

Other prominent faculty members include:Dr. Elizabeth Shapiro-Garza: Dr. Shapiro-Garza leads the Community Based Environmental Management Certificate. Dr. Shapiro-Garza creates an educational framework in her courses which helps students learn about appropriate methods and tools to empower communities for change. She also teaches a Program Management class for DEL students in which students are taught how to evaluate an organization they’re working with. DEL students develop a mission statement and learn how to conduct research and implement their own project. At the end of the semester, the students present their plan to the organization. Many times the plans get implemented.

Dr. Tim Johnson: Dr. Johnson is the chair of the Energy and Environment program. He teaches a number of courses in energy technology and leads a Renewable Energy Field Trip class to San Francisco each year over spring break. The goal of the trip is to help students put a face on the industry and let students engage with leaders in the field.

Dr. Mark Jeuland: Dr. Jeuland teaches water policy courses in the Sanford School of Public Policy and holds an Associate Professor appointment in the Department of Civil and

Students on the 2017 Renewable Energy field trip to San Francisco pose in front of Grid Alternatives.

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Environmental Engineering as well as the Nicholas School. He works on water agreements for countries struggling with water scarcity. Dr. Jeuland has managed to get these conflicting countries to work together as a people with shared interest, and he teaches students how to engage in that type of work in his Water Cooperation and Conflict class. The class focuses on the methods used in intergovernmental interactions and how to successfully encourage cooperation between two countries.

Dr. Chris Wedding: Dr. Wedding teaches primarily with the DEL program, where he teaches a course on Green Development (LEED and real estate) and advises students on Independent Studies projects focused on finance, entrepreneurship, business or energy. He is an entrepreneur, advisor, and professor focused on innovation, investment, and strategy in solar power and green building. He is Founder and CEO at IronOak Energy and a Senior Advisor at Cherokee, an environmentally focused investment company. Dr. Wedding brings his practical experience from the private sector to the classroom.

Training Certification OpportunitiesGlobal Reporting Initiative Training : The Business and Environment Club hosted two Global Reporting Initiative (GRI) trainers in April 2017 to teach students the skill set needed to become certified in GRI. The GRI is an independent, international organization that is a leader in sustainability reporting. GRI helps businesses and governments in over 90 countries explore their impact in various environmental and social areas. Additionally, GRI recently released a new set of standards in 2017 that are more comprehensive and global in nature than other reporting frameworks available. Students will be able to use this training, framework and certification to help businesses report and improve on social and environmental performance indicators.

LEED Green Associate (GA) TrainingLeading Green, a LEED Training organization, hosted an event on Duke University’s campus in February 2017. Through this program, Nicholas students had the opportunity to become LEED certified.

Principle 4: ResearchWe will engage in conceptual and empirical research that advances

our understanding about the role, dynamics, and impact of corporations in the creation of sustainable social, environmental, and

economic value.

Faculty ResearchDr. Elizabeth Albright : Dr. Albright is Assistant Professor of the Practice of Environmental Science and Policy Methods at the Nicholas School. She working on an NSF funded project examining global climate change adaptation to extreme climatic events. She is analyzing how communities respond to being flooded and if they change their land use policies and programs to adapt to climate change. To conduct her analysis, Dr. Albright has researched Colorado and Columbus, South Carolina. In 2016, she began examining the areas affected by Hurricane Matthew, and will be continuing this work with Dr. Deborah Gallagher. Dr. Albright’s work focuses on how municipal governments and communities manage response to climate change.

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Dr. Drew Shindell: Dr. Shindell is Nicholas Professor of Earth Sciences at the Nicholas School. His research focuses on natural and human drivers of climate change, linkages between air quality and climate change, and the interface between climate change science and policy. He has been an author on more than 200 peer-reviewed publications and has received awards from Scientific American, NASA, the EPA, and the NSF. He argues that too often the blame for air pollution is placed on the emissions of large corporations. Dr. Shindell claims that a broader sense of responsibility for the environment is necessary and that individual emissions, such as those from driving a car, have as much of an impact on climate change as corporations’ emissions.

Dr. Martin Smith: Dr. Smith is George M. Woodwell Distinguished Professor of Environmental Economics at the Nicholas School. He studies the economics of the oceans, including fisheries, marine ecosystems, seafood markets, and coastal climate adaptation. He is best known for identifying unintended consequences of marine and coastal policies that ignore human behavioral feedbacks. Much of his work focuses on management of fisheries in the private sector and how fisheries should work together to prevent the exploitation of common-pool resources.

Dr. Lincoln Pratson: Dr. Pratson is Gendell Family Professor of Energy and the Environment at the Nicholas School. Dr. Pratson helped co-found an energy service company that provides state-of-the-art gravity data used to explore for offshore oil and gas reserves. Dr. Pratson is working with students to conduct research into carbon capture and storage, integrating different forms of energy storage and renewable energy generation into the electricity industry operations, assessing current and future water use in thermo-electric power generation, and evaluating future demand for and supplies of energy resources.

Dr. Dalia Patino-Echeverri: Dr. Patino-Echeverri is Gendell Associate Professor of Energy Systems and Public Policy. She researches public policy design for energy systems, with a particular emphasis on managing the risks arising from the uncertainties influencing the outcomes of government actions. Much of her current work focuses on the policies that affect capital investment decisions within the electricity industry, and the corresponding costs to society of electricity and air-emissions levels. Her models explore the effects of different government policies by representing the industry’s decisions under uncertainty on future technological advancements, fuel prices, and emissions regulations.

Notable Publications Albright, EA, and Crow, DA. "Learning processes, public and stakeholder engagement:

Analyzing responses to Colorado’s extreme flood events of 2013." Urban Climate 14 (December 2015): 79-93.

Bennear, Lori, S. (2012) “Beyond Belts and Suspenders: Promoting Private Risk Management in Offshore Drilling,” in Coglianese, Cary and Christopher Carrigan eds. Regulatory Breakdown? The Crisis of Confidence in U.S. Regulation (Philadelphia, PA: University of Pennsylvania Press).

Doyle, MW, and Von Windheim, J. "Environmental management strategy: four forces analysis." Environmental management 55, no. 1 (January 2015): 6-18.

Gallagher, DR. "Climate Change Leadership as Sustainability Leadership: From the C-Suite to the Conference of the Parties. "Journal of Leadership Studies 9, no. 4 (February 2016): 60-64.

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Johnson, TL, Bielicki, JM, Dodder, RS, Hilliard, MR, Kaplan, PO, and Miller, CA. "Advancing sustainable bioenergy: evolving stakeholder interests and the relevance of research." Environ Manage 51, no. 2 (February 2013): 339-353.

Shapiro-Garza, E. "Contesting market-based conservation: Payments for ecosystem services as a surface of engagement for rural social movements in Mexico." Human Geography: a new radical journal 6, no. 1 (2013): 134-150. (Academic Article)

Shindell, DT. "Crop yield changes induced by emissions of individual climate-altering pollutants." Earth's Future 4, no. 8 (August 2016): 373-380.

Wang, C, Patino-Echeverri, D, and Regan, L. "Decoupling of economic growth from energy consumption in China: 1994-2013." Gummi, Fasern, Kunststoffe 69, no. 13 (January 1, 2016): 1060-1064.

Student Research GroupsDr. John Poulsen’s student research group looks at how human disturbance affects animal and tree communities in tropical forests. The group uses field observations, experiments, and modeling to understand the cascading consequences of subtle shifts in community structure on ecological processes, forest structure, composition, diversity, and carbon sequestration. Nicholas MEM and PhD students have performed fieldwork in Africa and the US under the direction of Dr. Poulsen. Most of their work is based out of the Ipassa Research Center near Makokou, Gabon, but they work in other sites of Gabon as well. One of Dr. Poulsen’s case studies in Gabon found that converting Africa’s tropical forests into monoculture palm plantations will cause a significant spike in climate-warming carbon emissions. This peer-reviewed study was published in the June 2016 journal Conservation Letters. Based on the results of this study, Dr. Poulsen recommends mandatory carbon thresholds for the palm oil industry, and the support and implementation by Gabon’s government.

Dr. Deborah Gallagher’s research examines public policies to promote environmentally sustainable business practices and public/private partnerships for environmental policy implementation. She works with the United Nations Global Compact (UNGC) as an international environmental governance mechanism to promote business sustainability. Each year, students participate in various functions and roles to support the UNGC’s work. In 2014-2015, Dr. Gallagher worked with a group of six MEMs to do background research on companies’ internal price for carbon efforts, develop case studies, and interview UNGC member company leaders to develop an executive guide for carbon pricing leadership, which was featured at the 2015 Conference of the Parties in Paris. Two of the students traveled with Dr. Gallagher to attend the COP.

A group of Dr. Gallagher’s students and Dr. Brian Murray, Interim Director of Duke Energy Initiative (far left), with Ontario’s Minister of Environment and Climate Change at COP 21 in Paris.

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Case Competitions Unigame: In 2016, four groups from the Nicholas School Net Impact chapter applied to the Unilever North America Case Competition called Unigame. Students pitched an innovative approach to reach digital customers, while keeping their corporate commitment to sustainability in mind. Three MEM ‘18 students were chosen as semi-finalists out of 92 submissions. They were flown out to Philadelphia for the 2016 Net Impact Conference and pitched their idea to Unilever Executives, Nicholas School students, and Net Impact Conference attendees.

Patagonia Case Competition : Launched in 2016, this competition seeks to redefine the relationship between business and a healthy planet. A Duke University team which included an MEM/MBA ‘18 reached the semi-final round in 2016. The 2016 case asked students to find an eco-friendly water repellant. In 2017, students competed to create a business plan of action for Patagonia to scale their regenerative agriculture in their food line to the global food industry. There were nine interdisciplinary teams from Duke University, including ten Nicholas School

students. Students responded to the prompt of “Reversing Climate Change Through Sustainable

Food: Patagonia Provisions Attempts to Scale a ‘Big Wall’” by creating unique ideas for impact on a broad scale.  

Duke Global Challenge: Duke University ran the Duke Global Challenge in 2016-2017 as part of Oxford University’s Global Challenge. The challenge was brought to Duke’s campus through a joint effort by the Duke Innovation & Entrepreneurship Initiative and the Social Entrepreneurship Accelerator at Duke. MEM students participated on various interdisciplinary teams, and a team with a MEM’18, MEM’17 and MBA student reached the semi-finals. Their proposal focused on lighting access in rural Africa.

Environmental Innovation and Entrepreneurship Program: Each year, Dr. Von Windheim and the Nicholas School accept summer grant proposals for the Environmental Innovation and Entrepreneurship program. Through this grant, teams may apply for up to $20,000 to work on developing and/or launching a business enterprise, both for-profit or not-for-profit, that is focused on creatively solving a pressing environmental problem. Previous recipients of Summer Funding include Kedge, Rangeland Solutions, TRUfish, Canopy Scientific, Anaerobic Digestion Pasteurization System (ADPS), and FullCycle.

Yale Graduate School Case Competition: A diverse student team including three MEMs along with engineering, economics, and policy students took part in the 2017 Yale Graduate School Case Competition in New Haven, Connecticut. The case prompt, revealed to them the week before, posed the question of how Tesla could expand its market share, along with expanding the market share of electric vehicles in general. Twenty-eight teams of non-MBA students from leading universities around the U.S. took part in the competition. 

Yale Responsible Investing Case Competition: In 2016, A Duke University team which was comprised of MEM/MBAs won first place with their new strategies for low-carbon investment.

Isshu Kikuma, Lina Khan and Nicole Miller (all MEM ’18) at the Unigame Semi-Finals.

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The team came back to Duke and held a public hour-long presentation on campus open to the public. The team introduced the concepts and theories that are driving interest in the field of sustainable investing and demonstrated how these ideas are being put into practice. They also discussed how the new movement toward low-carbon investment relates to current events at Duke, including the ongoing divestment initiative and how it may affect the management of the university’s endowment.

Principle 5: PartnershipsWe will interact with managers of business corporations to extend our

knowledge of their challenges in meeting social and environmental responsibilities and to explore jointly effective approaches to meeting

these challenges.

Master Projects and CapstonesMEM and MF students are required to complete a Master’s Project (MP) to complete their degree. Students are expected to demonstrate the skills they have learned during their time at Duke, provide original insight and be grounded in the work in the relevant field of study. Students make a public presentation to the Nicholas School community and guests at a symposium held at the end of the final semester. Additionally, students submit a final written report that is included in the Duke Library electronic archives. Although not a requirement, many MPs involve partnerships with a client.

Students wishing to obtain a Sustainable Systems Analysis certificate needed to complete a capstone project that demonstrates an application of the skills gained in the certificate (this certificate was discontinued in Academic Year 2017-2018 after the implementation of the Business and Environment concentration). Most of these projects were client-based as well. Some examples of client-based MPs and capstone projects are listed below.

Counter Culture Coffee : Counter Culture Coffee is a medium size coffee roaster headquartered in Durham, NC. A MP group of ten students partnered with the company as well as three co-ops in Colombia, Guatemala and Peru that supply Counter Culture Coffee. This MP took place over the course of two years, and students worked with the four organizations to assess the feasibility of climate change adaptation and mitigation resiliency strategies in the production of coffee.

Environmental Defense Fund : A group of MEM’17 students worked with Dr. Albright in partnership with EDF and rural electric co-ops for their MP. Through this project, students analyzed what other business models can be introduced in the rural setting that could include renewable resources like solar.

Cotton Inc.: Multiple student groups over the years have worked with Cotton Inc to improve social and environmental performance in the cotton industry. Through these projects, students have identified risk areas within the cotton supply chain. These projects have been in the form of client-based projects as part of a class, as well as a capstone project. A team of MEM ‘17 students explored resource use in the supply chain and identified possible environmental and social risks within the cotton industry.

North Carolina Building Performance Association : Students working on this MP examined barriers to energy efficiency retrofits in homes and created recommendations on how to overcome those barriers through education or financing.

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Fair Trade Project : A group of MEM ‘18 students, advised by Dr. Deb Gallagher, are working with Fair Trade in Fall 2017 to determine the most compelling approach in delivering Fair Trade impact data to brand partners for enhancing both their commitment and engagement with consumers. In order to do so, students will extensively research in this space to create a compelling Fair Trade impact story that aligns data, CSR trends, and consumer expectations. This work will allow Fair Trade Certifications to expand and grow the triple bottom line for businesses.

Other organizations and companies that have partnered with students for MPs and capstones include: Orvis, Cree, National Park Service, Maersk and Lenovo.

Client ProjectsThrough classes like Sustainable Systems Analysis, Sustainable Business Strategy, Life Cycle Assessment, and Environmental Entrepreneurship, students have the opportunity to partner with companies and organizations on client-based projects.

Darden Restaurants: Barbara Gore (MEM’17) worked with this company to create a business case for food waste composting. This project resulted in the implementation of local composting practices at headquarters.

REI : Five student groups worked with REI to create a life cycle assessment for various REI products in Spring 2017. Students got the chance to deconstruct the products themselves and used tools like openLCA and the Higg Index to create a model for the client. The final deliverable took the form of a poster presentation and an environmental product declaration document for REI employees.

VWR International: Students in the Sustainable Business Strategy class in Spring 2016 worked with VWR International, a chemical supply company that supplies to Duke University. The students worked directly with the sustainability manager to expand their sustainability goals and mission.

Domtar : Rather than taking a top-down approach to making sustainability progress, Domtar’s corporate sustainability team empowers local managers in our facilities to make progress in the areas that make the most sense for their facility. One emerging area of opportunity is lighting retrofits. In Spring 2017, MEM ‘17 and ‘18 students created a total cost of ownership tool for Domtar’s lighting infrastructure to help this multinational company make the business case for sustainability.

Other organizations students have partnered with for client-based projects include XL Construction, Keen, Beth Israel Deaconess Medical Center, Heaven Hills Distillery and Biogen.

Community-Based Environmental Management PracticumStudents in the B&E concentration are encouraged to take classes in the Community Based Environmental Management concentration since it gives them experience working with other stakeholders to solve environmental and social problems. During this semester-long practicum, students partner with community-based organization that are working to produce environmental and social change at the community level, and often these organizations partner with companies. Past organization partners include:

Town of Cary Sustainability Program, Durham Farmers’ Market, North Carolina Arts Council, The Conservation Trust for North Carolina and North Carolina Coastal Land Trust, Coastal Conservation Association of North Carolina,

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Alabama Center for Rural Enterprise, East Carolina Community Development Inc, Carolina Farm Stewardship Association, Clean Energy Durham, Clean Water for North Carolina, Durham Economic Resource Center, Toxic Free NC, Transplanting Traditions, Trees NC, Working Landscapes, Triangle Land Conservancy, Duke Campus Farm.

North Carolina State University’s B-Lab ClinicNine MEM ‘17 and ‘18 students were enrolled in the Spring 2017 B-Lab Clinic at North Carolina State University. This program partners undergraduate and graduate students with companies seeking B Corporation certification. B Corporations are certified by the nonprofit B Lab to meet rigorous standards of social and environmental performance, accountability, and transparency. Today, there is a growing community of more than 1,000 Certified B Corps spanning 33 countries and over 60 industries.

B-Lab facilitates direct interaction with business managers to help them address social and environmental challenges and work through solutions to effectively combat these issues within the organization. Students are given hands-on experience in helping businesses become a force for good and start a ripple effect of social and environmental value.

For instance, one team with four MEM ‘18 students was assigned to Galuku, a multinational corporation. The company is headquartered in Australia and makes various products out of coconut husks. To certify the company, the students created a Supplier Code of Conduct, improved transparency on the company website, wrote a local purchasing strategy, found ways to increase charity donations, and monitored water usage at their manufacturing facilities.

Another Spring 2017 team included one MEM ‘18 and one MEM ‘17 student working for Broadreach, Inc, a travel education company. The Nicholas students created a database for the company to track energy use. Once Broadreach could see how much energy the company was using, management was able to set emission reduction targets. In order to reach those reduction targets, the MEM students created an incentive program for Broadreach employees to use less energy in their average workday.

Principle 6: DialogueWe will facilitate and support dialogue and debate among educators, business, government, consumers, media, civil society organizations

and other interested groups and stakeholders on critical issues related to global social responsibility and sustainability.

Conferences

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Each year, Nicholas School students attend the Net Impact Conference, GreenBiz Conference, and Sustainable Brands Conference. The Nicholas School’s Career and Professional Development Center has also sent representatives to those conferences to assist students in building their professional networks. Other conferences attended by students in the past include University of North Carolina at Chapel Hill’s Clean Tech Summit, the Sustainable Business and Social Impact Conference (SBSI) at Duke University’s Fuqua School of Business, the Responsible Business Summit, and the National Association of Environmental Management Conference.

Nicholas School faculty and staff also organize conferences held at Duke. For instance, members of the dual MEM/MBA degree program help plan and organize the SBSI Conference at Fuqua each year. Likewise, Dr. Bennear organized a conference in April 2014 titled Arctic Oil/Gas Drilling: Lessons from the Past and Implications.

Dr. Shapiro-Garza recently organized a three day international workshop in April of 2017 at the Kenan Institute for Ethics at Duke University on Alternative Discourses of Payment for Ecosystem Services (PES) in the Global South. The workshop brought together practitioners and scholars who have been integrally involved in implementing and conducting research on six of the longest standing PES initiatives in the Global South, collaborating with each other and with a range of scholars and students of PES at Duke and beyond. Combining multidisciplinary perspectives and grounded experience, teams of practitioners, scholars and students worked together to characterize the origins and dynamics of alternative discourses of PES and the ways in which they have altered the conformations of each of these initiatives.

In summer 2016, the Kenan Institute for Ethics and the Nicholas Institute for Environmental Policy Solutions, in coordination with faculty at the Duke Department of Economics and the Nicholas School organized a conference on the analysis of environmental justice. This workshop was designed to facilitate discussion around research approaches across disciplines, identify future research directions, and facilitate longer-term collaboration among attendees. The aim was to connect those from a variety of fields with an interest in environmental justice scholarship. The broader goal was to build long-term and

MEM ’17 and MEM ’18 students at the 2016 Net Impact Conference in Philadelphia, PA

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committed collaborations on cutting edge research around issues of environmental justice that have practical relevance for informing policy.

SpeakersThe Business and Environment-Net Impact Club at the Nicholas School and the Business and Environment concentration co-sponsored a Business Speaker Series talk in Spring 2017. The series brought in speakers from different industries working in sustainability in the private sector. Companies represented included VF Corporation, Lenovo, Syngenta, Piedmont Biofuels, BASF, Fannie Mae and the Gordon and Betty Moore Foundation.

SymposiumsDifferent clubs within the Nicholas School host symposiums during the school year and bring in professionals from the respective industries.

In Spring 2017, the Duke Water Network hosted the “2017 Duke Water Symposium: Managing Surface-Groundwater Interactions in the South.” This symposium brought together different sectors, including government and consulting, to discuss integrated water management. Duke Water Network invited Army Corps of Engineers, researchers, and nonprofit professionals to discuss how the industry can move forward and improve water management within the sector.

Also in Spring 2017, the Ocean Policy Working Group hosted “Confronting Ocean Acidification,” a symposium on ocean acidification. Speakers from Ocean Conservancy, UNC Wilmington, MARACOOS, SOCAN and the Smithsonian National Museum of Natural History all presented and discussed the impacts and future of ocean acidification from a multi-sector approach.

Energy WeekEvery year, Nicholas students work in partnership with Fuqua School of Business students to host Duke University Energy Week, a seven-day event highlighting innovation, equality and sustainability in the energy industry. Energy Week enables students to directly interface with thought-leaders through demos, tours, and lectures, as well as the annual Duke University Energy Conference and Emerging Markets Case Competition. Entirely student-run, Energy Week challenges Nicholas and Fuqua students to collaborate with graduate and undergraduate students from every other school at Duke, creating engagement and ownership over events that offer diverse perspectives on energy.  Noteworthy highlights of Energy Week 2016 included a 'Women in Energy' conference panel, an energy access discussion with Tobias Schmidt, and a case competition prompt to propose a business model for new energy investments in Cuba that emphasize positive social and environmental impacts.

Career and Professional Development Center (CPDC)CPDC connects students to alumni working in different sectors and industries. The Center hosts Alumni in Residence events and webinars. In 2017, CPDC will host a webinar with an alumni who works in sustainability analytics at Google since that is of growing interest. Just two out of the 4,000 Nicholas School Alumni continuing to facilitate and support dialogue on global social responsibility and sustainability are Johanna Jobin (MEM ’05) and Jim Toomey (DEL MEM

’08):

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Johanna Jobin: As Biogen’s Director of Global EHS & Sustainability, Johanna works to promote the company’s culture and vision on corporate citizenship by helping to implement global sustainability programs and initiatives, such as improving product life cycle impacts to waste reductions, as well as driving employee and stakeholder engagement. She is also responsible for the corporate citizenship reporting and carbon neutrality strategy. She is involved in a number of sustainability related organizations, and is currently a Board member of the National Association for EHS & Sustainability Management, among several others.

Jim Toomey: The creator of the daily comic strip Sherman's Lagoon, which is syndicated to over 150 newspapers in 20 countries and six languages. He uses his art and humor to advocate internationally for shark and oceans protection. Jim has recently repurposed his cartooning skills into animation, and has completed a series of short films in partnership with the UNEP on the topic of ocean conservation. He has given talks at various venues, from his April 2010 Ted Talk, to the Royal Society in London, to Harvard University to his children’s kindergarten class.

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