Final Report James Sponsler Date: 11/14/17 Project name: Recycling, Composting, and Sustainability Education at Expeditors Project client: Expeditors Arizona 11/14/17 Page 1 Sustainability at Expeditors Abstract This project explored the potential effectiveness of sustainable initiative programs in a typical office setting. The project area was focused on the Arizona offices of Expeditors International, a global, Fortune 500, third-party logistics company. The goal of the project was to set up recycling and composting services as well as create a culture of sustainability through educational materials distributed through various means to the employees. Throughout the project, it was discovered that there can be many barriers to effective implementation of sustainable initiatives, such as resistance to change and possible negative feelings towards sustainability projects in general. However, this project also highlighted that with a reasonable amount of effort and a strong logic behind the why, it is possible to shift the behaviors of normal office workers. There was little to no sustainability knowledge or initiatives present before this project in Expeditors’ Phoenix office. However, this project showed that using small improvements and occasional reminders of the value of being sustainable, behavior can be altered for the better. Despite the obstacles and challenges that are present in every office setting, this project has provided evidence that similar initiatives are very possible and can have a large impact for a company and for the planet. 11/14/17 Page 2 Sustainability at Expeditors Table of Contents Contents Abstract ........................................................................................................................................... 2 Table of Contents ............................................................................................................................ 3 Introduction ..................................................................................................................................... 4 Context ............................................................................................................................................ 4 Literature Review............................................................................................................................ 5 Methodology ................................................................................................................................... 7 Findings........................................................................................................................................... 8 Conclusions ................................................................................................................................... 10 Future Directions .......................................................................................................................... 11 Appendices and Acknowledgements ............................................................................................ 11 Appendix A- Vision and Project Pillars/Values ........................................................................... 12 Appendix B- Weight data graphs .................................................................................................. 13 Appendix C- Survey results .......................................................................................................... 14 Appendix D- Newsletters and Other Branch Communications .................................................... 19 Appendix E- Posters ..................................................................................................................... 21 Appendix F- Training Materials ................................................................................................... 23 Appendix G- Video storyboard ..................................................................................................... 25 References ..................................................................................................................................... 26 11/14/17 Page 3 Sustainability at Expeditors Introduction Landfills are everywhere and Arizona is no exception. Although as individual citizens we may not have a final say in whether landfills exist or not, we can impact on what goes into them. If we are careful as to what we put into our trash cans at our homes and our places of work, we can make a difference in helping to stop the negative effects landfills have. Some of these negative impacts include poor air quality from smells and gases, reduction in water quality from waste leaching into nearby water sources, and decreased land integrity from land destruction after creation and expansion (Arizona Sanitation, 2016). Landfills also contribute to global climate change by releasing methane, a very potent greenhouse gas, into the atmosphere (Recyclebank, 2015). This project’s goal was to help my employer, Expeditors International, reduce the amount of solid waste they send to landfills and educate the employees about the benefits of doing so and being sustainable. The project idea began when I was hired at the Phoenix office of Expeditors International, a global, Fortune 500, third-party logistics company. I noticed that there was no recycling or communication of sustainability being done in the branch despite the fact that they were included in other branches and encouraged by the Global Environmental Manger, Marlena Blonsky, at our corporate office in Seattle, Washington. I had many conversations and ended up meeting Marlena to discuss starting a “green team” at the Phoenix office. She provided some tips on what other branches had done to set up a green team to start implementing sustainable initiatives. Using her information, I put together my team from employees within the branch. Then we created our vision and project pillars/values (see Appendix A). Once we had our guiding principles in place and were ready to start tacking some projects, I created my plan for this project and what we would do in the long-term. My plan for this project, which I developed with my project partner and branch manager, Nick Griffin, was to set up recycling and composting infrastructure as well as attempt to change the employee behavior to be more sustainable through several educational methods. The recycling infrastructure includes paper shredding for important documents which is then recycled and regular recycling for all other recyclable waste. The composting infrastructure includes a compost bin in the breakroom where all food, paper towels, and other compostable waste can be deposited without worry of smell or inconvenience. Sustainability education for the purposes of behavior change was delivered by means of branch-wide emails, signage near recycling and composting bins, newsletters, sustainability-themed events, trainings, a video, surveys, updates during branch-wide meetings, and conversations with employees that have questions or concerns. Context The context of the project comes from the state of the Expeditors Phoenix office when I was first employed and how I decided to center my project on increasing sustainability in the office. That original state was that there were no “real” recycling bins in the office, even the paper waste that was collected in bins to be shredded was just sent to the landfill by the company that we paid to pick it up. Further, when I talked with the employees, I learned they knew almost nothing about sustainability. This made me realize that the business-as-usual scenario would just be to continue on since everyone was so busy with their day-to-day jobs that they did not seem to care about recycling or doing anything to be better to the planet. 11/14/17 Page 4 Sustainability at Expeditors I thought about alternate scenarios and relayed my concerns and ideas to the branch manager and the then-newly appointed Global Environmental Manger. They both agreed it was time to develop and implement some cost-effective solutions that would help make the branch and the employees more sustainable. This led me to first using the idea that was given to me by the Global Environmental Manger to create a “green team”, as was done in other branches, that I could delegate tasks to throughout my project. Once I assembled my seven-person green team – one of the largest in the whole company – we worked to set a vision and pillars for project success, and brainstorm ideas for how to implement effective recycling, composting, and sustainability education at our branch (see Appendix A). Once we had a game plan, I started putting the ideas into action, starting with recycling and moving to composting, and throughout it all working on communicating and educating about sustainability. Literature Review To support this project, I examined literature surrounding creating comprehensive recycling and composting programs in offices. This included information on the sustainability benefits of creating such programs and how similar programs have been successfully implemented elsewhere. The first question that needed to be answered regarding this project was whether the proposed changes would make a difference to the three classic pillars of sustainability: people, profit, and planet. This project’s goal was to reduce the amount of solid waste sent to the landfills to the levels of Zero Waste, to save the company money, and help the employees live better lives (Johnson, 2016). As discussed above, landfills are harmful to the planet, the people around them, and the economics of the city that takes care of them. In the recent past and in some persistent examples of landfills, “local communities often faced health and environmental problems as landfills polluted water supplies and affected local habitats” (Recyclebank, 2015). Any recyclable items that exist in the landfills pose problems. Since they are not being recycled, more resources are being used up to fill the gap they left when put into the landfill. In addition, as the items decompose, they create methane which is a large contributor to climate change. Landfills (and specifically the recyclable materials in them) are also “the third-largest source of methane emissions in the U.S.” and “are the single largest direct human source of methane” (Recyclebank, 2015; Eureka Recycling, 2008). Incinerating the trash in the landfills creates even worse effects. According to Eureka Recycling (2008), “when trash is burned, incinerators emit carbon dioxide (CO2) and nitrous oxide (N2O), a greenhouse gas 310 times more powerful in atmospheric warming than carbon dioxide. On average in the U.S., incinerators emit more carbon dioxide per megawatt-hour than coal-fired, natural gas-fired, or oil-fired power plants.” Phoenix’s landfills particularly need to be reduced in the amount of waste that is sent to them since, “most of [Phoenix] falls well below the national average when it comes to diverting trash from landfills and into recycling centers” (Coppola, 2015). One thing that needs to be examined in relation to this project is to see what sort of difference diverting Expeditors’ solid waste will make. Although it may seem slightly insignificant when compared to the total trash in the landfills, showing other Expeditors branches it is possible to make these changes will help diversion in their areas too. Further, if our customers and vendors hear what we are doing and see that it is feasible for them, they may also follow suit. Competitors may even adopt similar programs to try and keep up. All these ripple effects combined over time could make a 11/14/17 Page 5 Sustainability at Expeditors significant difference, reduce some effects of climate change, and help reduce resource usage and the detrimental effects on surrounding areas (Arizona Sanitation, 2016). It could also help boost employee morale s and help encourage them to follow these practices at home (Waste Wise, 2014). Next, I looked at some examples of how similar programs have worked in other areas to make sure this project’s goals were feasible. According to Vanden Bos (2010), “up to 90 percent of office waste in the average workplace can be recycled” and the author goes on to give the example of Honest Tea, which successfully implemented a comprehensive recycling program in their corporate office. Hennepin County, Minnesota released a Best Practices Guide (2016) that helps outline the best ways to set up a successful recycling program. In it, they suggest placing signs on bins, educating and modeling behavior for employees, and having both food and paper towel composting. All these elements were integrated into this project. A company called EcoCycle has followed a similar strategy by creating a business that helps other businesses get “darn near Zero Waste” by implementing recycling, composting, and purchasing support. These methods will help the office’s purchasing staff with decisions about which items they are currently purchasing that cannot be recovered and which items that could be purchased instead (Matsch, 2005). Finally, the University of Washington showed success in their efforts to compost bathroom paper towels in their article. They make composting the convenient choice, which has led it to becoming a standard element for campus buildings (UW Sustainability, 2013). These examples demonstrate this project’s feasibility as some elements have been achieved elsewhere in the past. Although students function slightly different than employees, the faculty at the school may be more closely aligned with Expeditors’ employees and if it seemed to work for them at UW then it is reasonable to believe the same could be translated with some bit of success at Expeditors Phoenix. Lastly, for the behavioral education portion, I referred to a case study project by the UNL College of Engineering. The College found that an intensive sustainability course for students “can have a transformational impact on students, resulting in long-term changes in workplace behavior, including championing the concept of sustainability” (Dvorak, 2011). Though this study was directed at students, who are more open to accepting new or foreign concepts, the findings of their research could be translated to educating employees if the material is more targeted to their particular situation. Another example is from Larson and Frisk (2011), which discussed educational efforts for achieving transformational behavioral change. The paper covered topics surrounding the failure of sustainability educational programs and how to effectively educate with alternative forms of knowledge and incorporating methods and ideas from many different fields. One quote that sums up the realities of education in this area is: “In the end, we will conserve only what we love. We only love what we understand. We only understand what we are taught” (Larson & Frisk, 2011). Another paper that covers issues of education on sustainability concepts is by Larson and Redman (2013) which discussed behavioral theories and action oriented knowledge programs with sustainability. The paper shows that “procedural knowledge about how to recycle has been found to be important for waste management behaviors” and that “how-to” knowledge coupled with information about the impacts of actions “promote proenvironmental behaviors” more than declarative environmental knowledge does. I used their findings to help focus my sustainability education efforts on the impact of employee actions and “how-to” knowledge for 11/14/17 Page 6 Sustainability at Expeditors recycling, composting, and other sustainable behaviors rather than just trying to teach about the environment and what sustainability means in a theoretical sense. Methodology My project methodology followed the plan I laid out in my project proposal with a few changes to the scope. These changes, which include both scope increases and scope decreases are:: creating the storyboard and script for a video for sustainability training, recycling batteries and e-waste, teaching employees how to print less paper and use less electricity when possible, an Earth Day picnic, moving the composting focus to the breakroom instead of the bathrooms, looking into hand dryers to possibly replace paper towels in the bathrooms, creating a survey to gauge how receptive employees would be to new changes, and including the Surprise branch more. Still incomplete, the video will be made with the help of the green team to display what changes we made, why it is sustainable, and why it matters for us and the planet. Due to time and schedule constraints, only the script and storyboard were created (see Appendix G), but after the completion of this project, I will most likely be working to complete it with my green team. The branch had a stockpile of old electronics and batteries so I research companies that destroy and recycle e-waste as well as a place where we could take all our used batteries. The Earth Day picnic gathered many of the employees and their families on a Saturday to have a barbeque, learn a little about recycling, and raise money for a charity that helps impoverished people grow their own food. For the composting changes, I decided to look into hand dryers instead of paper towel composting in the bathrooms for two reasons. One, the breakroom had more of a chance to make an impression on the employees, and two, because it may be more cost effective in the long run to have hand dryers instead of large compost bins for the paper towels. As for the Surprise branch, I overlooked the importance of making the same changes to there as I have in the Phoenix branch in my original proposal, and because of that I wanted to make sure all the opportunities to be sustainable were present at both offices. The survey (See Appendix C helped to gather data on whether employees would be open to using composting bins and hand dryers as well as if they would go to trainings, some of the more interesting results of the survey will also be discussed in the “Findings” section. Regarding the deliverables and milestones I completed through the course of the project, in the Expeditors’ Phoenix and Surprise offices, recycling infrastructure is in place, including a separate stream for sensitive documents that need to be shredded. Composting infrastructure for the Phoenix office is set up and the hauler is willing to pick up compost at the Surprise office once the infrastructure is in place there. I also set up many of the educational components of the project, including: signs, emails when any new aspects are introduced, information on how to live more sustainably at home and in the office, quarterly newsletters, and monthly updates during branch meetings. The deliverables I presented to my client and project partner were well received. The employees have been properly using the infrastructure and seemed to take some interest in sustainability and what we are doing. My client was receptive to most of my ideas and even encouraged me to keep doing more beyond this project. The behavior changes being made and the culture of sustainability that my project created seem to be of the utmost importance to my client, which has led me to feel that the methodology I took to complete my project was successful. 11/14/17 Page 7 Sustainability at Expeditors Findings During the course of this project, I discovered many things about how to create, implement, and maintain sustainable initiatives in an office setting. I learned some lessons on how I can improve my strategies for the next time as well as how to handle a successful sustainable improvement and communicate that success. I realized that small wins need to be celebrated and education on the impact of actions and procedural knowledge really does help people change their behavior, especially in an office setting (Larson and Redman, 2013). Without actually doing this project and seeing how initiatives like this actually work in the real world, I might have had unrealistic expectations for implementing sustainable improvements in my future career. I might also not have realized how much I enjoy the process and results of doing projects like this without actually testing it out. Having a safe space to experiment to what it is like has been integral to the formation of my future career desires. My findings from this project were much more than just the data on solid waste diversion or the effectiveness of different types of educational methods. I also discovered a passion for creating sustainable solutions in an office environment, which I will use to guide my future career decisions and help make wherever I end up more sustainable. But aside from my personal edification, I also collected quantitative and qualitative information for the improvements that were a part of this project. As I discussed above, it was clear that action-oriented information was much more successful than any theoretical or declarative environmental knowledge I shared with the employees of Expeditors Phoenix. I also found that when wins are communicated in such a way that highlights the improvements made and what that means for employees and the office, it can help to motivate even some of the more uncooperative employees to start doing their part. This was demonstrated during my weekly qualitative (by sight) audits of the trash, recycling, and compost bins. As I would take the bins out to weigh them and then put them in their respective places to be hauled away, I would look at the materials inside and make sure to transfer any misplaced items to their correct bins. I noticed that through the various means of “how-to” and outcomes-oriented sustainability education, the amount of incorrectly placed items in each of the bins decreased. I also found that as each improvement was implemented, the “accuracy” of the items in the bins increased. For instance, when I first put in the recycling bins, there were a lot of important documents in them and still a lot of recyclables in the trash, which took a few months to reduce to nearly zero. Conversely, when I put out the compost bin, the number of compostable materials in the trash and trash in the compost bin went down within just a few weeks. As for the quantitative information I collected, the actual data and graphs are in Appendix B. However, it is important to note that the data proves that the branch improved, in measures of cost reduction and weight diversion, with recycling and composting as well as with reducing paper and energy usage. The improvements that I implemented in the branch for this project have ended up saving the company over $80 per month on solid waste pickups and $40 dollars per week on important document and cardboard removal. Our trash hauler charges $80 per pickup, which the branch has done every two weeks. With the recycling and composting systems in place, we have been able to reduce the pickups down to once a month, which is where the $80 savings comes from. The $40 dollars in savings from the paper and cardboard recycling came from the switch to a new vendor that picks up those items. Our original vendor cost $40 dollars per month and the new vendor is free for all pickups. My costs for the project are only the $7 dollars per week for the compost bin pickup, which brings the total monthly savings to around 11/14/17 Page 8 Sustainability at Expeditors $113 per month. I was able to show these financial benefits along with the weight data I collected myself to my client and stakeholders in order to prove that the project was successful. I obtained the solid waste diversion data for the recycling by weighing the bag of recyclables collected from the recycling bins twice a week using our warehouse scale. I had to do this myself because our recycling hauler was not willing to provide weight pickup data. I calculated the data for the waste diverted through composting by picking up the bin, weighing it myself on the warehouse scale and then recording the weight of the full compost bin minus the weight of the empty bin each week. This became my methodology because our compost hauler said they would charge us $8 a week to do the same thing, which I felt was an unnecessary expediture. It is also important to recognize some of the sustainability education method used throughout this project. The newsletters were used to give information about wins, things the green team was going to be working on around the branch, and what employees could do to help (see Appendix D). The storyboard, video, and full training will be discussed more in the “Future Directions” section. The guiding statements (Appendix A) were what we as the green team put together in our first few meetings to make it clear to ourselves, the branch, and the company what we hoped to accomplish and how we hoped to accomplish our goals. Lastly, the posters were what I put up on the walls near the paper, battery, and regular recycling bins as well as the composting bin (see Appendix E). I also wanted to discuss the findings from some of the questions in the survey discussed earlier in this paper, the full results of which can be found in Appendix C. I felt the survey results help show some of the progress my project made in changing the ideas and behaviors of the employees at Expeditors Phoenix. It also shows where there is more room for improvement. I do acknowledge that it would have been best to have an baseline survey before any of my improvements were implemented and an additional survey after the full trainings, but due to the limitations of the project and that the project was already underway when I began thinking about doing a training, I was only able to get this one survey out. The findings I would like to look at are from questions 4-9 (Appendix C) as these are the most pertinent to the findings of this project. These question responses show that many employees would: like to attend sustainability training, find value in the project’s improvements, might use a hand dryer, would use a compost bin, and think sustainability makes an impact. However, question 8 proves that a training would be needed to help explain more on what Expeditors’ corporate sustainability program is. That is why I decided to include those ideas in the trainings’ materials. I compiled the training materials (See Appendix F) utilizing the findings from the survey as well as all the information (both operational and non-operational) that I felt either needed to be reiterated/reinforced or was something new but very important for sustainability education. I then tested the materials out in a short pilot training to my fellow green team members and a few other employees. My findings from this short pilot training were that in general, the attendants seemed receptive to the information. I also carried out an informal survey with attendants to gauge what they really would want to see on a full training. After the informal survey, the green team members discussed why they felt the full training was important to have. This helped inform our decisions on what we ended up putting on our presentation for the final training. We all agreed that it was necessary to help make the branch sustainable, but more than that, we wanted to showcase that we actually care about what we are doing and that it truly makes a difference because it is a part of something much bigger than our office and even Expeditors’ as 11/14/17 Page 9 Sustainability at Expeditors a whole. In the end, I was very happy about the results of the pilot and I am looking forward to running the full training in mid-December of this year. Conclusions Through this project, I created a few different outcomes and I learned some lessons about what it takes to make a project like this work. Overall, the branch employees seem to now have at least a basic understanding of sustainability which I have observed through conversations, interactions, and their adoption of the sustainable improvements throughout the offices. The branch employees have steadily grown better at using both types of recycling, as there are very little to no recyclables in the trash, and there are no longer important documents in the regular recycling bins. Even in the relatively short amount of time the compost bin has been up and running, employees have got the idea, and with just some occasional help from the green team, the trash can in the breakroom is emptier than ever. Many departments have found ways to reduce their printing and energy usage with some tips I put in newsletters, and many employees are bringing their own mugs and using the reusable water bottles that the branch provides. Seeing all of these changes happen over the course of my project has given me hope and confidence that even if I were to leave the company at some point, the branch would continue improving and having a culture of sustainability. We have already been highlighted multiple times by the corporate branch for our sustainability initiatives. This has taught me that it is possible for just a few people to make a big difference because other branches are starting to use what we have done as a template for their own green teams. I also learned that it is better to think about different ways to solve one issue, like going for hand dryers instead of only trying to compost. Another thing I discovered through this process is that it is very important to get the unfiltered opinions of the project stakeholders because, even if they are not able to tell you what they are looking for, you can get very useful information about how something will be received or see something from an outside perspective which can help aid decision making. Some of the challenges that arose when doing this project were that many people seem to resist changes, have a lack of sustainability knowledge, or may even harbor some negative feelings towards sustainability projects in general. Sometimes it may be the case that an employee can have all three of these barriers. But, throughout the course of this project, I have found that continuing to educate and making sustainable choices accessible and convenient, without being annoying about it, has helped even the seemingly inflexible employees take at least a basic interest in the improvements to the branch that have come from this project. There were also some opportunities that popped up during throughout the project, like the training video and battery recycling. Beyond those, other opportunities such as consolidating our logistics providers operations to be more efficient and working on getting LED lighting and other electricity and water related projects have all presented potential. But since the scope of my project was focused around waste diversion and sustainability education I have had to carefully make sure these potential projects did not interfere with the scope of this current project, but also let them stay on the table so I can possibly work on them now that this project is completed. Overall, my question of whether sustainable initiatives like recycling, composting, and a culture of sustainability can be created in a normal workplace have been answered in the findings. The results also inform the question that it is possible for even to be done in regular 11/14/17 Page 10 Sustainability at Expeditors office spaces since many people can be taught about sustainability and may change their behaviors with enough information, incentive, and relative convenience. Future Directions This work has the potential to be extended beyond the borders of this project. I know I will certainly continue to work in my branch to get the full trainings, the video, and possible improvements to energy, water, and logistics efficiency. It may be difficult, however, for another student to fill in where I have left Expeditors off due to the nature of the industry and the job position. The place where another student could come into play is in another similar office/workplace environment in another company. Another student could take cues from my work in this project and tailor it to their own company’s ability to support sustainable initiative as well as their clients’ needs or desires for a project. A student could also fill in the gaps I left in terms of some of the elements of sustainability education in their own projects and further research into other perhaps more effective means of communicating the value of sustainability to their stakeholders. 11/14/17 Page 11 Sustainability at Expeditors Appendix A- Vision and Project Pillars/Values 11/14/17 Page 12 11/14/17 20 15 10 5 0 Aug-17 Jul-17 Jun-17 May-17 Apr-17 Mar-17 Feb-17 Jan-17 Dec-16 Nov-16 Oct-16 Sep-16 Aug-16 Oct-17 25 5-Nov 30 Sep-17 Compostable Material Diverted 3-Nov 1-Nov 30-Oct 28-Oct 26-Oct 24-Oct 22-Oct 20-Oct 18-Oct 16-Oct 14-Oct 12-Oct 10-Oct 8-Oct 6-Oct 4-Oct 2-Oct 30-Sep Pounds Pounds Sustainability at Expeditors Appendix B- Weight data graphs Recycleable Material Diverted 300 250 200 150 100 50 0 Page 13 Sustainability at Expeditors Appendix C- Survey results 11/14/17 Page 14 Sustainability at Expeditors 11/14/17 Page 15 Sustainability at Expeditors 11/14/17 Page 16 Sustainability at Expeditors 11/14/17 Page 17 Sustainability at Expeditors 11/14/17 Page 18 Sustainability at Expeditors 11/14/17 Page 19 Sustainability at Expeditors Appendix D- Newsletters and Other Branch Communications November Newsletter.pdf Spring Newsletter.pdf Newsletter Fall 2017.pdf Green Team branch meeting 2.pptx Spotlight from Global Environmental Manager Marlena Blonsky to the global green teams 11/14/17 Page 20 Sustainability at Expeditors Appendix E- Posters 11/14/17 Page 21 Sustainability at Expeditors 11/14/17 Page 22 Sustainability at Expeditors Note: This is the layout of the Expeditors’ Phoenix Office with the little blue recycling bins indicating where I put the actual recycling cans around the office. I sent this out in an email to the branch, explaining what was going on and why I was doing it. 11/14/17 Page 23 Sustainability at Expeditors Appendix F- Training Materials 11/14/17 Page 24 Sustainability at Expeditors Appendix G- Video storyboard GREEN TEAM VIDEO SLIDES.pptx 11/14/17 Page 25 Sustainability at Expeditors References Arizona Sanitation. (2016, March 25). Recycling: Why it's Beneficial. Retrieved from http://arizonasanitation.com/recycling-why-its-beneficial/ Coppola, C. (2015, September 19). Recycling reality: Arizona cities send far more trash to landfills than U.S. average. Retrieved from http://www.azcentral.com/story/news/local/phoenix/2015/09/18/phoenix-arizonarecycling-behind-nation-average/72408854/ Dvorak, B. I., Stewart, B. A., Hosni, A. A., Hawkey, S. A., & Nelsen, V. (2011). Intensive Environmental Sustainability Education: Long-Term Impacts on Workplace Behavior. Journal of Professional Issues in Engineering Education and Practice, 137(2), 113-120. doi:10.1061/(asce)ei.1943-5541.0000054. Eureka Recycling. (2008). Environmental Benefits of Recycling and Composting. Retrieved from http://makedirtnotwaste.org/sites/default/files/composting_factsheet_0.pdf Hennepin. (2016, January). Best Practices Guide for Business Recycling. Retrieved from http://www.hennepin.us/~/media/hennepinus/business/recycling-hazardouswaste/documents/business-recycling-best-practices.pdf?la=en Johnson, B. (2016, December 13). Zero Waste. Retrieved from http://www.calrecycle.ca.gov/ZeroWaste/ Larson, K., & Frisk, E. (2011). Educating for Sustainability. Journal of Sustainability Education, 2. doi:10.4324/9781315867052 Larson, K., & Redman, E. (2014): Water Education for Sustainability: Criteria and Recommendations, Society & Natural Resources: An International Journal, doi:10.1080/08941920.2014.933932 Matsch, D. (2005). TAKING THE TRASH CAN OUT OF THE OFFICE. In Business, 27(1), 24. RecycleBank (2015, March 24). Because You Asked: Why Are Landfills Bad? Retrieved from https://livegreen.recyclebank.com/because-you-asked-why-are-landfills-bad UW Sustainability. (2013, Spring). Paper Towel Composting. Retrieved from https://green.uw.edu/promote/snapshots/paper-towel-composting Vanden Bos, P. (2010, April 30). How to Start an Office Recycling Program. Retrieved from http://www.inc.com/guides/2010/04/start-office-recycling-program.html Waste Wise Products Inc. (2014, December 29). 6 Benefits of Recycling in the Office. Retrieved from http://www.wastewiseproductsinc.com/blog/workplace/6-benefits-of-recycling-inthe-office 11/14/17 Page 26