This draft contains comments relating to ongoing faculty recruitment; it will be revised to incorporate decisions expected shortly.

A major revision will be undertaken when the ongoing review of CHS is completed later this year.

A preliminary web version is available to demonstrate how additional information will be made readily accessible. http://www.interchg.ubc.ca/dorcey/tony/APbox1.html

Academic Plans for CHS, DPRC and ERRU are contained in Appendices.

SCARP's Vision:

Sustainability through democratization of planning.

SCARP's Mission:

To advance the transition to sustainability through excellence in integrated policy and planning research, professional education and community service.

SCARP's Goal:

To be the premier professional planning school in North America focusing on the challenges of implementing sustainability.

The SCARP Unit:

The School includes undergraduate, masters and doctoral teaching programs and three research and capacity building units: Centre for Human Settlements (CHS), Eco-Risk Research Unit (ERRU) and Disaster Preparedness Resource Centre (DPRC).

CHS's Mission:

To advance knowledge of the dynamics and effective methods for democratically planning the sustainable development of settlements.

ERRU's Mission:

To conduct interdisciplinary research and educational activities that focus on decision making for managing environment, health and technology risks.

DPRC's Mission:

To support research in disaster preparedness, mitigation, response and recovery through interdisciplinary collaboration and to integrate this knowledge into planning and disaster management practices.

SCARP's Achievements

Over the Past Year

The School has made remarkable progress in pursuing the goals it set twelve months ago. The most important achievements for the future of SCARP are our successes in attracting outstanding new faculty to replace those lost through retirements and to fill newly acquired chairs. The eight permanent faculty (6.5 FTE) are expected to be joined by four new appointments (3 FTE). Two will join the School in July 2001:

Offers have been made and negotiations are still ongoing for appointments to the other two positions:

Another significant achievement over the last twelve months has been the ability of the faculty, staff and students to work together to minimize the detrimental effects of the accumulated budget cuts during recent years and the temporary reduction of permanent faculty to 60% of the previous complement. Everyone has paid a heavy price in making extraordinary efforts and foregoing opportunities. Fortunately the School is now emerging from these difficult times with the prospect of being stronger than ever as a result of the new additions to the faculty and other opportunities that are before us.

Highlights of specific achievements over the last year are provided in Box 1 with links to more detailed information. These highlights demonstrate the School's vigorous pursuit of the goals it has established in response to the FOGS and UBC Academic Plans.


Box 1

Selected Highlights of SCARP Achievements 2000-01


Research and Capacity Building

Major programs of research and capacity building were advanced in Vietnam, China, Brazil and Sri Lanka by CHS, the DPRC organized a major international conference and the ERRU advanced research on the role of learning over time in managing health, environmental and technology risks. Each of these projects was conducted with multiple partners and provided extensive opportunities for graduate student research and experience.


  • The School's students were highly successful in obtaining scholarship support (13 students were awarded UGFs and two doctoral students received SSHRCs)
  • Revisions were made to the masters degree curriculum including addition of
    • an omnibus course for all incoming students that introduces all the SCARP faculty and the School's distinctive sustainability perspective on planning;
    • a professional project option as an alternative to the thesis; and
    • requirements for all students to take not only a set of core courses but also a minimum distribution of courses designed to ensure a strong and broad foundation of understanding of sustainability planning.
  • The establishment of the UBC Community Design Council to coordinate among the programs of SCARP, Architecture, Landscape Architecture and Civil Engineering facilitated students taking courses from each.
  • Two new courses piloted a model of teaching that brings together faculty, professionals and students to work with communities on priority issues; one developed a vision for the future development of Gibsons and the other is developing a local land use plan for Royston.
  • Two courses provided opportunities for students to study abroad; one in Havana, Cuba focusing on urban design and the other in Quanzhou, Fujian, China focusing on neighbourhood planning.
  • The SCARP students hosted and organized a major national conference, the annual meeting of the Canadian Association of Planning Students: Planning a Sustainable Millennium.
  • The SCARP Planning Students Association worked with the Planning Institute of British Columbia to introduce the incoming class to planning practitioners in a meeting that will become a regular component of the annual Orientation Program.

Information Technology

  • Major additions were made to the School's WWW sites to provide comprehensive information on the SCARP degree programs and the CHS research and capacity building programs.
  • The CHS site is being used in innovative ways as an integral component of the research and capacity building programs in Viet Nam, Brazil, Sri Lanka and China.
  • A CDRom was produced as part of the project on watershed management in Sao Paulo, Brazil.
  • As the year ended the School's offices and classrooms in the Lasserre Building were connected to the backbone.


Accreditation reviews in 1999 by the US Planning Accreditation Board (PAB) and the Canadian Institute of Planners (CIP), as well as an ongoing strategic planning process involving students, faculty, staff, alumni, practitioners and employers have identified the following key strengths, weaknesses, opportunities and threats for the School.






The School's strategies are designed to capitalize on its strengths and opportunities and to mitigate its weaknesses and threats. Our overriding conclusion is that the School must focus its efforts and integrate its diverse teaching, research and capacity building activities if it is to get the greatest payoff from its scarce resources. Like others we must address three challenges: fostering productivity, excellence and satisfaction. In addressing these challenges we are guided by our vision: Sustainability Through Democratization of Planning. These words convey a lot about us:

This vision fundamentally shapes all that we do and aspire to, as illustrated in the major component goals and strategies.


Research and Capacity Building

CHS ­ Goals and Strategies

CHS ­ Themes

ERRU ­ Goals and Strategies

ERRU ­ Themes

DPRC ­ Goals and Strategies

DPRC - Themes


In developing proposals for Canada Research Chairs and other potential sources of funding for new faculty positions, the School seeks

Listed below are the School's priority subject areas. These might be combined in various ways. They are not in any particular order of priority. In addition, the specific expertise eventually obtained through the ongoing recruitment will have implications for priorities.





The School has unique potential for advancing the TREK 2000 Vision and the UBC and FOGS Academic Plans, particularly with the new faculty appointments in prospect for 2001:

The School has long experience and great expertise in interdisciplinarity, internationalization and community engagement, three of the central imperatives of TREK 2000 and the UBC Academic Plan.

The School's teaching, capacity building and research programs have a major focus on "environment/sustainability", "health", and "globalization/internationalization", three of the areas of distinctive strength in the FOGS Academic Plan.

The School evidences all of the characteristics that have been identified as distinguishing FOGS:


2001 Academic Plan for CHS

2001 Academic Plan for DPRC

2001 Academic Plan for ERRU