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The purpose of this paper is to present a multi‐year assistance plan aimed at promoting a disaster resilient and foreign‐aid‐independent community in rural Peru in the wake of the August 2007 Peru earthquake.

A collaborative effort among students and professionals from several fields including engineering, public health, business, planning, economics, and marketing is proposed to provide a holistic approach to mitigating effects of future disasters on a rural developing community.

This paper assesses community vulnerabilities exposed by the August 2007 Peru earthquake and provides conceptual solutions to mitigating effects of future disasters.

Because this is a student‐driven, volunteer‐based initiative, implementation of the discussed plan is sporadic in nature. As student leadership changes, solutions and implementation time frames discussed in this paper may be altered significantly.

The student‐professional collaborative plan for enhancing disaster‐resilience discussed in this paper may be beneficial to educators who seek to extend the educational experience beyond the classroom. The holistic model of enhancing disaster‐resilience discussed in this paper may help relief organizations to better understand the issues facing small post‐disaster communities and subsequently help to develop more efficient recovery plans.

This project will have a great impact on improving the social and family life of the inhabitants of La Garita; the improvements in water supply will reduce health problems throughout the community.

This paper discusses a unique student‐professional collaborative approach to incorporating disaster‐resilience in the built environment. An educational component is incorporated into the framework of assistance in the interest of developing knowledgeable students and community members to provide a catalyst for future development projects in neighboring communities.

The purpose of this paper is to provide a rationale for developing interprofessional competencies among graduates from professional and graduate programs, so that they are well prepared to participate in local, national and global social change strategies.

After reviewing the literature on strategic social change initiatives the authors briefly describe two such initiatives: corporate social responsibility initiatives and social entrepreneurial ventures. After reviewing the interprofessional literature from various disciplines and professions, the authors categorized them into “competencies,” “rationale,” “conceptual framework,” “principles” and “challenges.” An examination of exemplar pedagogy from this body of literature suggests ways to prepare students to lead and actively participate in innovative, collaborative social change initiatives.

Interdisciplinary competencies include teamwork, communication, contextual understanding, negotiation, critical thinking, leadership, openness and adaptability. Interprofessional educational models are difficult to implement, however, ethical responsibility of educators to prepare students for complex realities trumps the challenges.

Interprofessional educational experiences can enable students to engage in generative and transformational learning which can later facilitate in creation of innovative solutions for society's recalcitrant physical, social and environmental issues.

Based on the system's perspective, the paper provides guidelines and strategies for implementing interprofessional pedagogical initiative.

Index by subjects, compiled by K.G.B. Bakewell covering the following journals: Facilities Volumes 8‐17; Journal of Property Investment & Finance Volumes 8‐17; Property Management Volumes 8‐17; Structural Survey Volumes 8‐17.

Compiled by K.G.B. Bakewell covering the following journals published by MCB University Press: Facilities Volumes 8‐18; Journal of Property Investment & Finance Volumes 8‐18; Property Management Volumes 8‐18; Structural Survey Volumes 8‐18.

Compiled by K.G.B. Bakewell covering the following journals published by MCB University Press: Facilities Volumes 8‐17; Journal of Property Investment & Finance Volumes 8‐17; Property Management Volumes 8‐17; Structural Survey Volumes 8‐17.

Index by subjects, compiled by K.G.B. Bakewell covering the following journals: Facilities Volumes 8‐18; Journal of Property Investment & Finance Volumes 8‐18; Property Management Volumes 8‐18; Structural Survey Volumes 8‐18.

Compiled by K.G.B. Bakewell covering the following journals published by MCB University Press: Facilities Volumes 8‐18; Journal of Property Investment & Finance Volumes 8‐18; Property Management Volumes 8‐18; Structural Survey Volumes 8‐18.

Compiled by K.G.B. Bakewell covering the following journals published by MCB University Press: Facilities Volumes 8‐17; Journal of Property Investment & Finance Volumes 8‐17; Property Management Volumes 8‐17; Structural Survey Volumes 8‐17.