ENVS 336/436: Design for Circular & Sustainable Business - Syllabus EXAMPLE

Welcome to Design for Circular & Sustainable Business!

I’m excited to teach you!

In this course, you will learn about design thinking and systems thinking. Design thinking is a non-linear, iterative process to understand users, challenge assumptions, redefine problems, and create innovative solutions to prototype and test. Systems thinking focuses on how to think holistically and develop a better understanding of how systems structurally work, identify influential trigger points, and integrate various strategies (e.g., design thinking, biomimicry, circularity). These two concepts represent helpful tools to implement circularity and sustainability in business and other contexts.

SEMESTER: Spring 2025

COURSE: ENVS 336/436

DATE AND TIME: Wednesdays, 6:30 - 9:00pm

LOCATION: SES 111 [lakeshore campus]

Professor: Sarah Ku [she|her|hers]

Email: sku@luc.edu ***Please EMAIL DIRECTLY*** Do NOT use Sakai
If you email me and I don’t respond within 24 hours, please send me a follow-up email. I promise I’m not ignoring you; my inbox just gets crazy. It’s likely that I either didn’t see it, saw it but wasn’t able to respond at the time, or meant to respond and something distracted me. I greatly appreciate your patience and understanding, so please help me by emailing me again.

Office: SES building, BVM Hall, 4th floor, Room 417

Student hours: I will be in my office every Wednesday between 2:00-4:00pm for students to drop by, ask questions, hang out, drink kombucha, check out some bugs, etc. This time is specifically dedicated for y’all so leverage them! If you ever want to meet outside of these days/times, please email me to schedule an appointment to meet in-person or via Zoom.

A little bit about me

My teaching philosophy focuses on cooperative, collaborative relationship-building through mentorship, guidance, encouragement, inspiration, and support. I feel that providing a comfortable environment stimulates participation and engagement. Therefore, I design my courses by prioritizing the development of both hard and soft skills to help y’all be successful in life, not just in the classroom. I foster active discussions and critical thinking through sharing my own experiences and cultivating you all to share your experiences as well. I look forward to getting to know each of you!

Why take my class?

Below are some student testimonials that may give you a better idea about my teaching style to see if it matches your learning style.

Employment

Many students are in school in order to get a better job and make more money. The reason I ask you all your goals in class is so that I can design class to help you develop both hard and soft skills to help you reach your goals. Soft skills are important not only for career development but for life in general. I want to help you all succeed in life, no matter where your future takes you. Therefore, the assignments and activities we do in class are designed to help you learn the course content as well as develop soft skills that are important for professional and personal development. If you’d like to use me as a reference and/or for a letter of recommendation for a job, grad school, etc., please communicate with me to give me a heads up. I am happy to help support you all!

Source: Capgemini employees

LOYOLA Land Acknowledgement

I acknowledge that our university resides on the native homelands of the Indigenous people of the Odawa, Potawatomi, and Ojibwe nations, who joined together into the Council of Three Fires. Along with several other tribes, I know that their lives and livelihoods were destroyed in part by the historical events of displacement, conquest, and dehumanization leading up to the establishment of Chicago and Illinois.

I want to remember and honor what was lost, acknowledge how I directly benefit from other people’s pain and loss, and uplift the fortitude and resilience of Indigenous communities surviving and thriving today. I recognize their continued connection to this region and give thanks to them for allowing us to live, work, and learn on their traditional homelands. I offer my respect to their communities and to all Indigenous people, past, present and future.

Course Description

In this course, you will learn about design thinking and systems thinking. Design thinking is a non-linear, iterative process to understand users, challenge assumptions, redefine problems, and create innovative solutions to prototype and test. Systems thinking focuses on how to think holistically and develop a better understanding of how systems structurally work, identify influential trigger points, and integrate various strategies (e.g., design thinking, biomimicry, circularity). These two concepts represent helpful tools to implement circularity and sustainability in business and other contexts.

 By the end of this course, you should be able to:

1. Describe the concept of design thinking

2. Describe the concept of systems thinking

3. Identify economic, environmental and social dimensions of sustainability and their interdependencies in designs and systems

4. Analyze and evaluate designs and systems based on the dimensions of sustainability

5. Apply design and systems thinking towards existing problems

6. Share knowledge and ideas

7. Design a creative, holistic solution for a real world problem [Grad students]

Course Methodology

The central theme of this course will be the study and evaluation of designs and systems for circular and sustainable business. The primary teaching tools are lectures, class discussions, videos, speakers, quizzes, and projects. You are expected to read, watch, and listen to the designated material and all other assigned content before class.

Please note that I video record class lectures and post them on this website to improve accessibility. Offering these recordings is done with the understanding and trust that they will not be used in any way against me or students whose classroom comments are recorded.

Video recordings of class can be found on Sakai > ENVS 336 > Resources folder

Required Text | Materials

Required

• Meadows, D. H. (2008). Thinking in systems: A primer.
  Chelsea Green Publishing. {You do NOT need this on the first day of class. I will discuss access options on the first day}

• Access to the internet

• Access to software

  • Sakai

  • Microsoft Word, Excel, Powerpoint

  • Adobe Acrobat

  • Zoom

  Tech support: ITSServiceDesk@luc.edu or 773-508-4487

• I will provide links/files to articles, readings, videos, audios, etc. on this website

Additional resources

• d.school – Hasso Plattner Institute of Design at Stanford University

• Biomimicry Institute

• Design Kit

• Biomimicry 3.8 (consulting)

• The Circular Design Guide

• The Circular Classroom

• Circular Design Toolkit for Sustainable Future

• Ask Nature

General Policies

This syllabus is subject to change based on the needs of this class.

• If you cannot attend class or are late, please communicate with me. Send me a quick email letting me know. If you miss work or are late for a meeting, you may get fired for it. While you’re in school, take the opportunity to practice communication and accountability. I don’t need to know why or need proof of your absence / tardiness. You are allowed up to 2 absences before it starts affecting your grade. If I had to miss class, it would be disrespectful for me to not let you all know. All I ask is for you to give me the same courtesy and respect. College is about preparing you for life. Time management and prioritization are important skills to learn. Plus, you pay money to take this class— don’t waste it!

• You are expected to attend class, come prepared, and participate to maximize your learning. I am here to help you learn and am likewise responsible for coming to class prepared to accomplish the objectives listed in this syllabus.

• You are responsible for any material you miss.

• Be punctual for class. When you are tardy, you miss important course announcements and disrupt the learning process for others. If you do arrive late or must leave early, please do so quietly and respectfully.

• Complete all assignments on time. If you fail to meet deadlines, you will not receive full credit.

• Be courteous and respectful to me and to your fellow students. Put away cell phones and other distractions and be present during class time. If you choose to use a laptop in class, please sit in the back row so that your screen activity does not distract other students. This class is designed to benefit you, so take advantage and engage!

• While I encourage you to participate in class discussions and team activities, I understand that students absorb knowledge in various ways. I intentionally provide content through a variety of outlets (e.g., reading, videos, audios, activities) to be inclusive of different learning styles. I will regularly solicit your feedback to better provide knowledge and content in ways that work for you.

• I will treat you all with respect, courtesy, and empathy. I ask that you treat me and each other the same way. Bullying and all forms of harassment will not be tolerated. Please reach out to me if you feel that you are a subject of any form of bullying or harassment, whether it occurs in our classroom or elsewhere. 

• You may eat in class as long as you are quiet, not disruptive, and you clean up after yourself. I may bring food for you all during the semester. Please let me know if you have any allergies or concerns and please don’t sue me for sharing food in good faith.

• Ask questions and have fun!

Inclusivity

Addressing one another by using appropriate names and gender pronouns honors and affirms individuals of all gender identities and gender expressions. Misgendering and heteronormative language excludes the experiences of individuals whose identities may not fit the gender binary, and/or who may not identify with the sex they were assigned at birth.

If you wish, please share your pronouns with me and the class when you introduce yourself. If you do not wish to be called by the name that appears in the Loyola system, please let me know. My goal is to create inclusive and affirming environments for all students.

If you feel comfortable, please also share any other concerns with me that relate to how you learn and how you are feeling in class. I cannot guarantee that our classroom will feel like a safe space to you. But I promise to try my best to make everyone feel included, heard, and valued to facilitate a safe and comfortable environment.

Please also reach out to the Student Accessibility Center (SAC) and Wellness Center to leverage their resources. All clickable links on this webpage are both a maroon color and also underlined in case colors are difficult to differentiate.

UNDERGRADUATE

GRADUATE

Grading

A+ = 98–100
A   = 94–97.99
A-  = 90–93.99
B+ = 87–89.99
B   = 84–86.99
B-  = 80–83.99
C+ = 77–79.99
C   = 74–76.99
C-  = 70–73.99
[Anything below C- is not passing]
D+ = 67–69.99
D   = 64–66.99
D-  = 60–63.99
F < 60

Late Work

As a policy, I deduct points for late assignments in order to be fair to the students who submit on time. The number of points deducted varies depending on the assignment, but it will be equivalent to a letter grade for every 24 hrs it is late.

If you are late and unreliable in a job, you will be fired. Consequences exist in school, too. Please take responsibility for your actions and do not ask for exceptions to this policy. Welcome to college and the real world! 

That being said, I am not unreasonable. I recognize that we are living in uncertain times with multiple economic, environmental, social, and health concerns that are beyond our control. I will work with you on a case-by-case basis as needed. But you MUST communicate with me in as much advance notice as possible. I cannot accommodate you if you don’t communicate with me. I don’t need to know the details of what is going on in your life, but you have to give me a heads up. If you don’t ask for help, you likely won’t get it. But if you ask, you just might. These are important life lessons!

Undergraduate Rubric

Follow these steps in sequential order and re-follow them as many times as needed. Clearly indicate the stages of each step in order to clarify your timeline of this process.

• Empathize [40 pts]

  • Describe the needs of your users (e.g., approximate number of consumer market, if/what segments [e.g., low-cost, niche, luxury]) [10 pts]

  • Describe how you identified these needs (e.g., observation, survey, interview) [10 pts]

  • Describe your experiences with obtaining user feedback (e.g., listening, asking questions) [10 pts]

  • Describe how you incorporated the feedback you gathered [10 pts]

• Define [40 pts]

  • Describe your scope (e.g., parameters, criteria, dimensions, users, function) [10 pts]

  • Describe any patterns and insights of why you confined your design to this scope [10 pts]

  • Describe assumptions (e.g., design, users, costs, availability of materials, distribution, adoption rates) [10 pts]

  • Describe your point of view and share some alternative considerations of how others might view your design (e.g., cultural differences, socioeconomic considerations, social perceptions) [10 pts]

• Ideate [40 pts]

  • Describe the various versions of your design (e.g., version 1, version 2) [10 pts]

  • Describe how you experimented (e.g., brainstorming with others, drawing, making rough prototypes) [10 pts]

  • Describe who you talked to and how you gathered feedback [10 pts]

  • Describe how and why you made any design changes from previous steps [10 pts]

• Prototype [40 pts]

  • Create an actual physical prototype of your bag. It doesn’t have to be the size / materials you are designing, as this may not be feasible. But you must make something (e.g., paper, aluminum foil, cloth, cardboard, paperclips, plastic, paper mache, anything).

• Test [40 pts]

  • Create a small survey and gather information from at least one classmate, one friend, one family member, and one stranger. In addition to the survey, ask them their thoughts and feedback about the bag. Ask them what they like and don’t like. Ask them if they would purchase a bag like what you designed (if so, what price would they pay; if not, why not) [20 pts, 5 pts for each survey/interview]

  • Compile the results from your user surveys / interviews [10 pts]

  • Describe any adjustments you want to make to your design based on the feedback you received. Keep in mind you are not required to make adjustments, as the feedback you receive may conflict with the purpose of your design. However, you must clearly describe why you do / do not make adjustments based on the feedback you receive. [10 pts]

Graduate Rubric

Follow these steps in sequential order and re-follow them as many times as needed. Clearly indicate the stages of each step in order to clarify your timeline of this process.

• Empathize [20 pts]

  • Describe the needs of your users (e.g., approximate number of consumer market, if/what segments [e.g., low-cost, niche, luxury]) [5 pts]

  • Describe how you identified these needs (e.g., observation, survey, interview) [5 pts]

  • Describe your experiences with obtaining user feedback (e.g., listening, asking questions) [5 pts]

  • Describe how you incorporated the feedback you gathered [5 pts]

• Define [20 pts]

  • Describe your scope (e.g., parameters, criteria, dimensions, users, function) [5 pts]

  • Describe any patterns and insights of why you confined your design to this scope [5 pts]

  • Describe assumptions (e.g., design, users, costs, availability of materials, distribution, adoption rates) [5 pts]

  • Describe your point of view and share some alternative considerations of how others might view your design (e.g., cultural differences, socioeconomic considerations, social perceptions) [5 pts]

• Ideate [20 pts]

  • Describe the various versions of your design (e.g., version 1, version 2) [5 pts]

  • Describe how you experimented (e.g., brainstorming with others, drawing, making rough prototypes) [5 pts]

  • Describe who you talked to and how you gathered feedback [5 pts]

  • Describe how and why you made any design changes from previous steps [5 pts]

• Prototype [20 pts]

  • Create an actual physical prototype of your bag. It doesn’t have to be the size / materials you are designing, as this may not be feasible. But you must make something (e.g., paper, aluminum foil, cloth, cardboard, paperclips, plastic, paper mache, anything).

• Test [20 pts]

  • Create a small survey and gather information from at least one classmate, one friend, one family member, and one stranger. In addition to the survey, ask them their thoughts and feedback about the bag. Ask them what they like and don’t like. Ask them if they would purchase a bag like what you designed (if so, what price would they pay; if not, why not) [10 pts, 2.5 pts for each survey/interview]

  • Compile the results from your user surveys / interviews [5 pts]

  • Describe any adjustments you want to make to your design based on the feedback you received. Keep in mind you are not required to make adjustments, as the feedback you receive may conflict with the purpose of your design. However, you must clearly describe why you do / do not make adjustments based on the feedback you receive. [5 pts]

• Numbers [4 pts]

• Buffers [4 pts]

• Stock-and-Flow Structures [4 pts]

• Delays [4 pts]

• Balancing Feedback Loops [6 pts]

• Reinforcing Feedback Loops [6 pts]

• Information Flows [8 pts]

• Rules [8 pts]

• Self-Organization [8 pts]

• Goals [8 pts]

• Paradigms [10 pts]

• Transcending Paradigms [10 pts]

Instructor evaluations

Your evaluations of courses play an indispensable role in shaping education at Loyola University Chicago. These evaluations are considered when higher-ups decide whether to retain / promote / fire us. Your opinion matters! Upon completing this course, please take the time to fill out the course evaluation through the SmartEvals system when they send emails to your LUC email address. I can’t improve my teaching without knowing what’s working and what’s not, so I offer 20 easy points of your final grade to incentivize you all to complete these assessments so that I can improve my teaching. When I was in college, we were required to submit these evaluations before we could see our final grades! So while you have an option to complete these or not, I strongly encourage you to complete this for me and your fellow classes as it helps us improve. Remember to focus on things that are specific and changeable! I greatly appreciate your time and constructive comments :)

Feedback

I will solicit feedback from you all mid-semester, but feel free to share your feedback with me at any point in the semester. Liked something we did in class or a topic we discussed? Let me know! Did you feel like I missed an opportunity to go over something? Tell me so I can be sure to include it the next week! Did I say something wrong or inappropriate or hurtful? I may not realize it unless you share how it made you feel. This is an anonymous submission form to offer protection if there is anything that you don’t feel comfortable sharing to my face. So please help me improve by sharing feedback with me. Please be sure to focus on things that are specific and changeable! I greatly appreciate your time and constructive comments :)

• Wellness Center

• Student Accessibility Center

• Coordinated Assistance & Resource Education (CARE)

• Ethics Hotline - Phone: 885.603.6988

• Sakai support

• Library - Subject specialist: http://libraries.luc.edu/specialists 

• Writing Center

• Technology support - 773-508-4487; helpdesk@luc.edu

• Center for Tutoring and Academic Excellence

• Loyola Bookstore

• Financial Aid

Tentative Schedule

Disclaimer: This syllabus provides a general plan for the course. However, deviations may be necessary and all elements are subject to change on short notice. This schedule is subject to change at any time, but I will do my best to provide ample communication when changes occur. You are responsible for checking this website for updates.

In-class topics

• Syllabus and course overview

• Get to know each other, develop class norms

• Determine grad teams for project

• In-class reflection

In-class topics

• History, background, shifts, dominant perspectives

• Isolated, reductionist approaches

Deliverables due (UNDERGRADS)

• TBD

Deliverables due (GRADS)

• TBD

In-class topics

• Quiz 1 on week 2 topics + deliverables due

• Design thinking

• Design examples

• ACTIVITY: Chairs

• Constraints for creativity

Deliverables due (UNDERGRADS)

• Watch video:
  What indigenous innovations can teach us | Julia Watson

Deliverables due (GRADS)

• Watch video:
  What indigenous innovations can teach us | Julia Watson

In-class topics

• Quiz 2 on week 3 topics + deliverables due

• Dimensions of sustainability

• ACTIVITY: TBD

Deliverables due (UNDERGRADS)

• Read article
  Moneythink Mobile

Deliverables due (GRADS)

• Read article
  Moneythink Mobile

In-class topics

• Quiz 3 on week 4 topics + deliverables due

• Vision and mission statements

• Purpose / Function

• Stakeholder mapping - Who benefits?

Deliverables due (UNDERGRADS)

• TBD

Deliverables due (GRADS)

• TBD

In-class topics

• Quiz 4 on week 5 topics + deliverables due

• Biomimicry

• Pros / cons

• EXAMPLE: Mealworms + styrofoam

• Giving and receiving feedback

• ACTIVITY: Role playing

Deliverables due (UNDERGRADS)

• Watch video:
  Biomimicry

• Read article:
  Five Tips For Giving And Receiving Feedback For Performance Enhancement

Deliverables due (GRADS)

• Watch video:
  Biomimicry

• Read article:
  Five Tips For Giving And Receiving Feedback For Performance Enhancement

In-class topics

• Quiz 5 on week 6 topics + deliverables due

• Every student will present their bag prototype and shares their experiences with this project

• Provide mid-semester feedback

Deliverables due (UNDERGRADS)

• Bring your bag prototype to class and be prepared to share your experiences

• Submit deliverable to Sakai > Assignments folder > Individual Design Project by 11:59pm Central Time

Deliverables due (GRADS)

• Bring your bag prototype to class and be prepared to share your experiences

• Submit deliverable to Sakai > Assignments folder > Individual Design Project by 11:59pm Central Time

In-class topics

• Quiz 6 on Chapter 1 + deliverables due

• Chapter review

~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~

03/12 - 3/15: Loyola Climate Change Conference

***Extra credit***
+1 point to final grade for each day you attend
Must email me proof with date (e.g., selfie with an event poster)

In-class topics

• Quiz 7 on Chapter 2 + deliverables due

• Chapter review

• 6 sources of influence

Deliverables due (UNDERGRADS)

• Read Chapter 2 in Donella Meadow’s book Thinking in Systems: A Primer

• Read article “Degrowth Can Support Business Sustainability”

Deliverables due (GRADS)

• Read Chapter 2 in Donella Meadow’s book Thinking in Systems: A Primer

• Read article “Degrowth Can Support Business Sustainability”

In-class topics

• Quiz 8 on Chapter 3 + deliverables due

• Chapter review

Deliverables due (UNDERGRADS)

• Read Chapter 3 in Donella Meadow’s book Thinking in Systems: A Primer

• Watch video:
  Mushrooms

Deliverables due (GRADS)

• Read Chapter 3 in Donella Meadow’s book Thinking in Systems: A Primer

• Watch video:
  Mushrooms

In-class topics

• Quiz 9 on Chapter 4 + deliverables due

• Chapter review

Deliverables due (UNDERGRADS)

• Read Chapter 4 in Donella Meadow’s book Thinking in Systems: A Primer

• Watch video:
  Plastic bricks for schools

Deliverables due (GRADS)

• Read Chapter 4 in Donella Meadow’s book Thinking in Systems: A Primer

• Watch video:
  Plastic bricks for schools

In-class topics

• Quiz 10 on Chapter 5 + deliverables due

• Chapter review

Deliverables due (UNDERGRADS)

• Read Chapter 5 in Donella Meadow’s book Thinking in Systems: A Primer

• Watch video:
  Zipline

Deliverables due (GRADS)

• Read Chapter 5 in Donella Meadow’s book Thinking in Systems: A Primer

• Watch video:
  Zipline

In-class topics

• Quiz 11 on Chapter 6 + deliverables due

• Chapter review

Deliverables due (UNDERGRADS)

• Read Chapter 6 in Donella Meadow’s book Thinking in Systems: A Primer

• Read article:
  Can One Person Really Make a Difference?

Deliverables due (GRADS)

• Read Chapter 6 in Donella Meadow’s book Thinking in Systems: A Primer

• Read article:
  Can One Person Really Make a Difference?

In-class topics

• Quiz 12 on Chapter 7 + deliverables due

• Chapter review

Deliverables due (UNDERGRADS)

• Read Chapter 7 in Donella Meadow’s book Thinking in Systems: A Prime

Deliverables due (GRADS)

• Read Chapter 7 in Donella Meadow’s book Thinking in Systems: A Prime

In-class topics

• Team Systems Presentations

• Grad Project Presentations

• Reflections

• Class recap / wrap up

• Class picture :)

Deliverables due (UNDERGRADS)

• One student from each systems team submits deliverable to Sakai > Assignments folder > Team Systems Project by 11:59pm Central Time

Deliverables due (GRADS)

• One student from each systems team submits deliverable to Sakai > Assignments folder > Team Systems Project by 11:59pm Central Time

• One student from each grad submits deliverable to Sakai > Assignments folder > Grad Project by 11:59pm Central Time