Section One: Introduction to the Institutional Report
San Diego Christian College (formerly Christian Heritage College) has maintained 38
years of accreditation with WSCUC, beginning as a candidate in the 1970s. In 1984, full status
was granted by the Commission, forming a culture of higher education learning and
improvement over the past several decades. While some of those years brought challenges for
one reason or another, SDC has developed a consistently cooperative partnership with our
accreditors in order to establish a quality higher education organization for the good of our
students, employees, and community. Because of the frequent attention to accreditation, mostly
related to finances and governance, the horizon in the vision for the College was often stunted.
Leaders of the College often minimized risk as potentially placing the institution in peril,
neglecting the reality that only through risk and independence could this institution move from
“in peril” to a viable higher educational organization that contributes health to its community. In
view of this recent history, it is the deliberate purpose of San Diego Christian, its Board, and
Cabinet leadership, to present factually-based evidence of our mission to the WASC Senior
College and University Commission (WSCUC). This report is designed to serve as a
straightforward response to the required prompts, answering directly the standards and guidelines
that properly align good practices within the institution through the accreditation partnership.
Less than ten years ago, San Diego Christian College (SDC) was placed on Show Cause
by the Commission for issues related to governance, student assessment, and financial viability
concerns. The Show Cause status in 2006-07 generated concentrated activity for the SDC Board
of Trustees. After the resignation of the former College President in 2006, our status with the
Commission became jeopardized. Institutional governance was intercepted in the process of the
1 San Diego Christian College

 separation of the President from the organization. While the Board made the final decision, the
Commission rightly understood that outside forces determined the proceedings. Forming a
Presidential Task Force, the Board hired Dr. Paul Ague as the new President in July 2007. When
the Commission returned for the Educational Effectiveness and Capacity Review cycle in 2008,
they found that “the institution had made progress in each of these areas, with remarkable
progress in several areas, particularly with regard to a newly engaged Board and the appointment
of a qualified President” (2008 WASC Commission Letter). That letter accompanied both a
respite from repeated concerns with a formal 2016 scheduled visit, and presented three concerns
which formed a required 2012 special visit—“financial sustainability, strategic planning, and
continued progress on assessment of learning.”
The 2008 visit by the Commission was one that could have prompted danger within this
institution. As a College, however, we addressed the core complaint of our organizational
structure and internal autonomy. With a new President who did not have any obligation to the
leadership of the founding church, and whose property housed the College, the Commission
removed our Probation status. While this was a tremendous improvement, the College had lost
over one hundred students, and this loss negatively impacted fiscal management. Under the new
governance, the often-used appeal for help from the founding church was no longer an option.
From that time on, there was no organizational element left that allowed the founding church to
“govern” the College’s business or organizational practice.
Fallout from the Show Cause ruling created a difficult struggle, but the new President
brought experience from his former institution in entrepreneurial enrollment building.
Enrollment building through traditional and non-traditional means advanced with the initiative to
activate more employees as recruiters of students. Many positions could attract students with

2 San Diego Christian College

 more training and focus on the recruitment process. This was achieved through faculty, athletic,
and music team connections. Additionally, a Vice President for Enrollment and Marketing was
hired to increase the focus and strategies for increased enrollment in the traditional college
populations. The new President’s experience to develop online educational programs began to
take shape at SDC as early as 2009 with some pilot programs launched through the Adult &
Professional Studies program (APS). Though the foundational elements of recruitment were
inadequate, the College spent two decades developing faculty and course constructions to offer
core programs in a degree completion model. These programs provided great foundations for the
online modality. A third party contract formed the recruiting base for the program that increased
quickly with majors in human development, Christian ministry, and business management. This
structural change started the core of SDC’s current online offerings. These new programs moved
SDC from a perennial college of 400 to a growing educational institution.
Enrollment by Programs, 2008-2015
Program
Traditional

2008-09
343

2009-10
373

2010-11
372

2011-12
413

2012-13
443

2013-14
468

2014-15
494

Non-traditional

36

49

141

211

327

413

409

Teacher Credential

26

18

23

14

13

22

39

405

440

507

638

752

844

878

Total

The enrollment increases in the traditional program tended to place the College closer to
the community demographic than it had been previously. Since the previous comprehensive
report, the diversity of the student population at SDC has moved from a fall 2009 majority
Caucasian component of 68% to the fall 2014 Caucasian population of 42% (approximately half
with the unreported race option on the survey). The increase of normally underrepresented
groups of American culture has become the majority of the students served throughout our
3 San Diego Christian College

 programs, including a healthy inclusion of “first generation” college attenders. Recent
substantive change requests (aviation management, communication, and psychology) have added
more programs to our online offerings and has allowed our recruiting partner to form a stronger
base of learners. A new BA degree in Leadership and Justice was initiated for the spring 2015
semester and promises to present a strong attraction for both traditional and non-traditional
modalities. In the 2014-2015 academic year, several options for modality delivery were piloted.
We have utilized hybrid, high-flex, and online courses to create flexibility for our traditional
students, taking advantage of strong instructors using multiple technologies. We believe that
learning can be achieved in many forms and hope to do more to offer accessibility to alternative
pathways for our students as they reach for their educational goals.
In 2012, San Diego Christian College adopted a curricular program in Minnesota that
leased facilities at Bethany Global University. College leadership structured an existing
curriculum to fit with the general education requirements of SDC and form an AA program in
liberal studies. Through the structural and substantive change process, WSCUC conducted a site
visit and approved this venture to expand the program base as a cohort model of learning that has
been successful in launching students to four year campuses, including the main SDC campus in
Santee. This cohort learning model prompted the Academic Division to create an the Aletheia
Honors Program for fall 2015 for high achieving academic students to complete their general
education program on the main campus using interdisciplinary teaching models with a focus on
community engagement.

4 San Diego Christian College

 New Programs
Traditional

2010-11

Non-traditional

Online (Business,
Christian
Ministry, Human
Development)

2012-13

A. A. Minn

2013-14

2015-16
Leadership & Justice
and Honors Program

Online (Psychology,
Communication,
Aviation Mgmt)

Teacher Credential

M.A. in Teaching

In fall 2015, San Diego Christian has a main campus at 200 Riverview Parkway in Santee
with about 500 traditional students and an equal number in non-traditional programs in
Minnesota (AA), online (AA and BA), main campus degree completion model (BA), and
Teacher Credential Program (TCP), which was recently approved to offer additional courses to
launch our first graduate program—a Master’s of Arts in Teaching. Its thirteen majors in the
traditional program and six majors in the non-traditional programs continue to advance the
mission of the College across modalities. The main campus continues to increase facilities to
house core functions. As part of the takeover of a campus that was designed for multiple
businesses in each building, SDC is part of a master HOA for a project in Santee behind the main
Town Center shopping mall. The only remaining business in the core campus area occupies an
entire building and has been a good neighbor to the College.
At the time of this writing, the land assigned for student apartments has been secured, and
a strategic timeline to build three apartment buildings has been implemented. In the meantime,
the College secured a master lease in 2013 for a 66 unit apartment complex located 1.5 miles
from the main campus. This facility houses resident students. Along with van pool access, this
property has served the College programming and academic needs of its residential students

5 San Diego Christian College

 since relocating to Santee. It is probable that the five year lease on that property will be used to
manage the building of apartments through the construction phases on the main campus.
The other key element in the campus facility plan is a dual-purpose athletic center that
would also house our Performing Arts department needs and the chapel program. Additionally,
the College has worked with the County of San Diego and the City of Santee to secure a working
plan for the construction of the athletic center and associative athletic fields for the College’s
eleven sports. Since moving to Santee, the athletic department has developed partnerships with
nearby community centers, the Santee Sportsplex, community colleges, and area K-12 schools
with appropriate facilities. These partnerships have served the College well as we continue to
offer quality athletic programs and facilities for our athletic teams. The prospect of full facilities
on the main campus will generate more campus community and the opportunity for Santee
residents to attend both academic presentations, sporting events and theatrical productions.
In all of the transition, SDC has focused on two elements it desires not to change—the
distinct sense of community on our campus and the Christian distinctives of our mission and
vision. Some challenges for community exist with programming in diverse locations; however,
being in Santee has connected us in a positive way to the local community of the College. To
build College community, programming at every location has been a priority. There are
functions at the apartment complex, the main campus and at various athletic facilities including
the intramural programming at the Sportsplex and the Boys and Girls Club of Santee. The focus
of much of our Associated Student Body leadership has been to create engaging events in the
SDC community and into the Santee community. The College’s identity continues to develop
with facilities of our own, including being able to decorate for Christmas within our own

6 San Diego Christian College

 aesthetic. In 2015, SDC was voted by Santee residents as the community’s favorite large nonprofit company.
The Board of Trustees continues to carry the core responsibilities of the College’s
identity in its mission and vision. In 2014, the Board revised both core statements to focus the
College on a trajectory formed by the relocation to Santee. The Board of Trustees is comprised
of eleven professional men and women who resonate with the mission of San Diego Christian
College. There are eight men and three women on the Board, whose regular employment ranges
from author/speaker, retired military, pastors, attorney, educator, and a state representative. Over
the past few years, the Board has also completed a full revision of the Board Policy Manual,
including an amended review of the CEO. In addition to an annual review of the President, the
Board conducts a more comprehensive review prior to the offer of a new contract. At the end of
the most recent review, the Chairman of the Board expressed that the President has led SDC in
taking the “necessary steps for the college to become self-sustaining, accredited, and a godly
educational institution.” The Board Policy Manual supersedes and guides all other SDC manuals
that are developed on campus. The Manual also designates an annual retreat for Board
development, which is led internally by the Board Vice President. The Board also continues
some form of development at each meeting and conducts an annual self-review of its work and
membership. Financially, the Board’s fiduciary responsibility is carried out through a review of
SDC’s financial status at each meeting and the approval of the formal budget. The Chair of the
Finance Committee and the CFO of San Diego Christian maintain contact outside of scheduled
meetings. There is a separate Audit Committee of the Board, which includes some outside
professionals, but the full Board approves the audit and the 990 each year. (3.9, 3.6—see Board
Policy Manual and Board Member Bios exhibits)

7 San Diego Christian College

 It was the Board of Trustees’ stated ambition to hold to the core elements of quality
educational programs that have existed over the history of the College while opening up the
potential of a new location, community, and technical capacity. The employees of the College,
both faculty and staff, have maintained their focus on this mission and offer to church families
and the local community educational programs that advance students from many walks of life.
The institution’s formally approved statements of mission and vision are appropriate for an
institution of higher education and clearly define its essential values and character and ways in
which it contributes to the public good. The Board, administration, faculty, staff and students are
aware of our mission to bring truth and purpose through educational training and to impact the
community through the next generation of leaders. Our graduates are skilled in their chosen
discipline and trained to live out a morally healthy life and contribute to the solutions of an
organic community. Our outcomes seek to bring awareness to the issues of the contemporary
world and discuss the proper response to challenges as people of faith. In this mission and vision,
the strengths of SDC hold meaning for our programs and our community. (1.1)
While it was not that long ago that San Diego Christian College was placed on Show
Cause with WSCUC for issues of governance and financial viability, changes in campus culture
and relocation have placed that issue in the distant past. Our relationship to WSCUC since that
year has been close and engaging. There have been visiting teams in 2008, 2012, and 2014. Our
campus has collectively dedicated our focus to achieving the marks of viability and sustainability
desired from our accreditors and our Board of Trustees, and ones that we believe should be
marks of our identity. We do realize, concurrently, that some of our institutional foundations
look more like a young organization than one with forty-five years of history, but we celebrate
the maturing and deepening processes found in this report. Preparation for each of the three last

8 San Diego Christian College

 WSCUC visits was conducted through our ALO, who worked to gather data from parts of the
organization and present them in our written report. The Cabinet of SDC brought the leadership
voice to the reports and outlined due dates and structures of accountability. As had been our
practice, the response to the previous list of WSCUC recommendations served to establish
important steps of maturing as a smaller private institution. Over the past eight years, this
practice has changed. San Diego Christian College is now engaging proactively with peer
institutions to a greater degree as a part of the response to WSCUC recommendations, instead of
reacting to offer changes in response to identified issues. The state of autonomy for SDC today,
and its ability to construct a positive future, is vastly different from its profile eight years ago.
(see Cabinet Member Bios exhibits)
As part of the new status with the Commission in 2008, the lack of progress in three areas
became the focus of the 2012 WSCUC visit. The visiting team identified a need for a five-year
financial plan, a stronger strategic planning process, and improvement on late completions
related to academic departmental reviews. Getting control of the financial model challenged
SDC’s leadership in several ways. The loss of students meant that considerable cuts of personnel
needed to be made, in addition to hard choices concerning programs and support levels. These
difficult choices to “right size” the organization forced departments to operate within actual
resources as opposed to the often hopeful contribution line that rendered most budgets
unachievable. A rooted “shared service” component with Shadow Mountain Community Church
processed payables and reported projections that clouded a clear understanding of College
finances. It was not until 2011 that SDC moved to utilize Chaney and Associates as our company
for financial services. This shift in control to SDC brought about the ownership of financial plans
directly to the Board of Trustees and College leadership. By the 2012 visit, the new President

9 San Diego Christian College

 and CFO had created a baseline for financial planning. This began a rolling five-year model that
is actively used by College leadership.
The second 2012 focus point was strategic planning. While there had been some seasons
of stronger planning in the organization’s history, most of it surrounded the financial desires of
personnel who viewed the process as one to make requests of the organization. While this was
not the intended goal of SDC’s planning process, the community demonstrated a shallow
understanding of things related to a strategic plan. It was difficult to plan the future in a frequent
state of retrenchment. Nevertheless, the College acted to assign a veteran employee as the Dean
of Assessment and Planning. Her focus on these two areas built on a strength of her leadership in
the academic division. With her new position, the planning process gained the traction necessary
to plan beyond immediate needs. The visiting team noted their sense of growth in this area, but
were not convinced that there was a stable planning process in place for future developments.
The third focal point centered on a lack of follow through on academic department
reviews. By 2012, the plans for all departments to complete a review within a six year period had
led to a number of reviews that had not been finished. While there was improvement from 20102012, there were still reviews that were not able to be presented to the team as planned. This
element, along with the unfinished state of the other two issues, led the team to require a 2014
visit on these same issues. Their sense of improvement did warrant, however, the removal of
warning from San Diego Christian College.
In 2014, the Commission sent another team to the new Santee campus of San Diego
Christian to review the progress on the same three issues. After four years of improvement and
black budgets, SDC had a strong working financial model that allowed for accurate projections
and enough discretionary funds to be sustainable. The strategic planning process was moving

10   S a n D i e g o C h r i s t i a n C o l l e g e

 from a Cabinet controlled model to a constituent model to allow for more campus voice in the
process. While the inclusion of more “directors” across the campus on the Strategic Planning
Committee broadened the process, it also diffused the focus of the group away from strategic
goals. Nevertheless, the results reflected better practices for planning and assisted in the sense
that the SDC goals permeated the community. By 2014, the tardy department reviews and all
other scheduled ones were presented for review by the WSCUC team. Additionally, there was
significant work moving forward in co-curricular assessment. Overall, the team encouraged our
efforts with a strong review of our work. Of course, there was a list of items that were
recommended for SDC improvement. These recommendations created the impetus to restructure
some of our informal or operational structure.
The response to the WSCUC Commission letter in June 2014 occurred at the same time
that the Board of Trustees completed a five-year project to refresh the Mission and Vision
Statements of the College. Those statements became the marching orders for campus leadership,
and what amounted to eight phrases of recommendation from the visiting team became the
foundation for institutional change. It was clear that SDC had to deepen and mature its
communication systems internally through active change. The President restructured the
committee arrangement and added several committees to the usual list. The key change in the
operational elements for SDC came in the formation of the President’s Executive Task Force.
This Task Force brought Chairs of eight committees into a regular dialog about operational
progress at SDC. The eight committees, including newly formed Technology Task Force,
Advancement Committee, and Co-curricular Committee, matched the eight recommendations of
the 2012 visit team. In order to complete the communication chain, every other institutional
committee was connected to this President’s Task Force through one of the eight reporting

11   S a n D i e g o C h r i s t i a n C o l l e g e

 Chairs of those committees. Leadership on this task within the College was placed within this
group that intentionally had membership from several levels of the formal organizational chart.
The current priorities of SDC rest in the work of the President’s Task Force and a revised
Strategic Planning process. The new mission and vision statements of the College from the
Board of Trustees presents three areas of focus for future College development: academic
equipping, a biblical worldview, and cultural involvement. In order to communicate these
important distinctives throughout the organization (faculty, staff, and students), the content of the
mission/vision statements has been publicized in many oral and written forms. Through Strategic
Planning, each department has revised its plans to align with the new focus areas and associative
statements under each one of them. The committee compiled a list of departmental statements
and formed a subcommittee for each of the focus areas to define elements that move the
institution forward. Additionally, the President formed a new five-year vision to 2019 that reenergized the campus after the work done to move it to its Santee location. That vision has been
affectionately called “point B” within the community, and the planning committee used that
target to guide the priorities from campus input to the strategic plan. (see Institutional Committee
Structure Chart / SDC Strategic Plan exhibits)
In 2014, the President assigned strategic planning to our Dean of APS (non-traditional
programs). Focusing on the broad inclusion of the campus community, the Strategic Planning
Committee worked to communicate the new mission and vision down to the individuals of the
organization. The plan was communicated through the divisions (defining the terms), to the
departments (new goals and action plans), and to the desks (individual action steps to support the
department, division, and institution). This last step continued to be carried out through the
annual review process in February 2015. The presence of the Strategic Plan has been thoroughly

12   S a n D i e g o C h r i s t i a n C o l l e g e

 inculcated into the SDC culture through a variety of “A to B” moments, the recitation of the “six
big rocks” from the President’s vision 2019 statement, and a host of work assigned to each
employee to complete. Overall, the presence of consistent communication and the good attitude
of the employees has generated a clear understanding of the next forward steps for San Diego
Christian. (4.6, 4.7)
A final component to the new mission and vision statements was a revised set of
Institutional Learning Outcomes for SDC. These ILOs continue the long history of instructional
excellence that has consistently been the hallmark of the campus. The focus on authentic
Christian elements in the learning process has set the organization apart from others and
advances the well-being of the overall public community. These elements will be reviewed more
comprehensively in other sections of this report, but it should be noted that the educational
aspects of SDC have remained central during the financial shift to sustainability and geographic
changes in location. The Assessment Committee of SDC has developed public records essential
for accountability to the public domain and posts our retention rates, graduation rates, and like
data on our website. (1.8)
In the preparation for the WSCUC report for 2016, several decisions relocated the
formation of this comprehensive report in office of the Vice President for Academics. In the
summer of 2014, a committee of the VP of Academics, the Dean of APS, the Dean of
Assessment and Institutional Research, and the President met to work through the standards and
guidelines of the Commission. This group initiated the process for collecting evidence through
the committee structure (especially the WSCUC Steering Committee) of the College. Our Vice
President for Academics accepted the responsibility to write the initial narrative of SDC covering
the past eight years. As a first step, he assigned forty important points of data collection needed

13   S a n D i e g o C h r i s t i a n C o l l e g e

 to properly build a comprehensive report to the Commission. These forty items were assigned to
various parts of the campus community, in conjunction with the WSCUC Steering Committee,
and funneled into the report. The second decision was to utilize comprehensive reporting, rather
than a theme, given our short history of success as an independent institution of higher
education. Finally, the report would be used to reflect carefully at these past eight years to
celebrate success and identify the next steps of improvement and the institution continues to
build its identity as a private Christian liberal arts college.

Section Two: Compliance with Standards
San Diego Christian College regards its relationship to the WASC Senior College and
University Commission as essential to its success. The Self-review under the Standards,
conducted in the summer of 2014, prompted key decisions for completing this comprehensive
review. The previously mentioned group of organizational leaders worked through the standards
and evaluated strengths and weaknesses of the organization accordingly. The subsequent list of
forty-one standard-based reports came out of that work. The need for improvement within the
designations of the committee was filtered through the committee structure and Chairs of
committees as needed. This was done a year prior to the need for a completed report. The
Compliance Checklist was twice reviewed by the same group of organizational leaders in the
process of completing the requirements of the comprehensive report, and the SDC WSCUC
Committee pulled information from the organization through each deadline (December,
February, and April). The first full assessment of the Checklist was done in March by the Vice
President for Academics and the Chair of the WSCUC Steering Committee to gauge the need to
address elements missing from the assessment plan for institutional success. A final push for
14   S a n D i e g o C h r i s t i a n C o l l e g e

 April deadlines and community awareness was elevated to insure deliverables related to evidence
collection on campus. (1.8—Self Review under the Standards / Compliance Checklist exhibit)
In May 2015, this group met to evaluate the progress of the evidence plan, full coverage
of the Checklist and WSCUC Standards, and the progress in the written report. It was also
decided at that time that a full evaluation review of the report (to be completed by July 27) would
be conducted on August 3rd. At that time, the group conferred about key elements for
institutional learning and improvement, as well as a plan for development to be injected into the
campus community for 2015-2016. At that meeting, the group identified four areas of
improvement, which led to detailed plans in section nine of this report. Section nine will also be
balanced out with the elements we learned were exemplary or strong elements from the process
of conduction this self-study.
Key elements in the checklist point to the way the institution “represents its academic
goals, programs, services, and costs to students and to the larger public.” As an institution that
relies primarily on the satisfaction of its students to meet budget demands, SDC leadership is
sensitive to the service provided to them. While we have always been intentional to follow
federal guidelines on marketing and recruitment of students, over the past two years there has
been a concerted effort to improve both the communication of programs and policies, and the
technology available to inform students of their progress and financial options. In the most recent
iteration of the College Catalog, and on web pages, transfer students are informed about the
ability to complete a degree in the two years that most transfers desire. The College has specific
transfer policies in place within our general attempt to pave accessibility and remove cost
prohibitions. Because our general education has specific needs for a completed bachelor’s
degree, there are some areas that inevitably cost the student time. We do, however, offer to work

15   S a n D i e g o C h r i s t i a n C o l l e g e

 with community college students to help them identify courses that would transfer into their
intended program of study. A full discussion of the general education revision of 2012 will be
discussed in Section 5: Student Learning.
In fall 2014, each academic department worked through the potential of completing their
academic degrees by a transfer from a community college or other four year school. If the
normal Associate of Arts recipient could not be completed in the remaining two years, those
degrees carefully list all prerequisites necessary to complete the degree in two years. These
prerequisites are available to the public on the web and through admissions counselors and
student success coaches. Likewise, since the new Aletheia Honors Program changes the
sequence of general education in each department, master schedules for each major are available
on the web. There is little missing for full-time students to be able to plan their completed degree
on a timetable fully within expectations as defined. When a prospective student would like to
have his or her transfer credits evaluated, the admissions counselor and the student success coach
works through policies set by the registrar’s office. All admitted prospects who have paid the
required deposit are passed on to the proper student success coach each Monday. By Friday, the
student has his or her transcripts evaluated and courses in place for the first term of attendance.
(2.14)
As recruitment of online students poses a more stringent scrutiny within the public
domain, SDC and its recruiting partner have taken exceptional care to market and recruit within
federal codes and regulations. SDC’s online recruiting service provides a national awareness of
SDC programs through an approved annual marketing plan that is reviewed by SDC. Monthly
marketing meetings are structured to review marketing initiatives and insure a consistent and
clear message that aligns with SDC’s mission. These face-to-face meetings along with the day-

16   S a n D i e g o C h r i s t i a n C o l l e g e

 to-day conversations with the recruiting service indicate a solid working relationship between the
two organizations. There is a spirit of cooperation to meet the outlined goals and objectives in
SDC’s strategic plan for the online programs and enrollment growth.
In addition to the public posting of better communication about completed degrees, SDC
has changed the structure of its traditional student services in enrollment, financial aid,
registration, and student accounts in 2014. Wanting to be more proactive and professional in our
advising system, the College chose to implement a Student Success Coach model. This structure
first took shape in student support for non-traditional programs and proved to offer more
accurate information to students in the degree audit process. Use of technology also allows
students to see their progress and choose options to complete the degree. Opening up multimodality options has also allowed students to create flexibility in completing degree
requirements while maintaining the outcomes associated with programs and courses. For transfer
students, our enrollment team has direct access to these coaches, who are able to offer immediate
unofficial transcript evaluations to interested students so that they can know, with better
certainty, how many semesters are needed to complete their degree at SDC. Coaches in both the
traditional and APS non-traditional programs are trained and reviewed by the SDC Registrar for
transfer credit accuracy and policy. All recruiting materials, through the traditional admissions
office or with our online partner, depict an honest assessment of programs and timelines into
which they recruit students. The cost of attendance calculator was added to the website within
the requirements of the Department of Education several years ago. When asked to provide
accurate information on standard costs, fees, and special assessments, the SDC staff copied the
information from the website demonstrating our intended transparency. (1.6; 2.14)

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 In 2014, SDC invested in Regent 8, a comprehensive software application, and its
associative application called SNAP to allow students to create scenarios for academic success
(available for the 2015-16 academic year). This software package allows our students to create
scenarios of life and how they would impact their time and money requirements for a degree,
calculating their total out-of-pocket funds, loans, grants, and even how much part time work a
student would need to build a fiscally responsible semester. Included in the application is the
total money owed to loans and the repayment amount at each input made by the student.
Coaches, as their main point of contact, connect students through the processes into financial aid
awarding and student billing. As a partner to the student and to the faculty, they build bridges to
learning, financing, and completing their degree and beyond to employment through our Career
Services department. Throughout this system, all students are served regardless of their modality,
financial status, ethnicity, gender, or whether they qualify for institutional aid programs.
All students have published policies for conduct and behavior requisite to quality
academic instruction. The College clearly publishes these policies on the web and in the
academic catalog and program handbooks. Employees in the service areas are helpful in
directing students to the right resources to understand the implication of policies or to direct
them to the appropriate professional staff. Our financial aid staff conduct their business within
the Department of Education’s stated guidelines, including releasing refunds appropriately.
Students in need of disability support are able to utilize our Disability Support Services Office to
inform faculty and facility needs for learning adjustments for success in learning as presented in
their documentation. The College also is careful to identify issues related to human subject
research. Our Institutional Research Board (IRB) approves all student and faculty research that

18   S a n D i e g o C h r i s t i a n C o l l e g e

 involves human subjects and must be consulted before any SDC student or other people are used
as a research subject.
The student grievance process is written into the catalog for each program modality as
students may have need. Organizationally, we prefer the student, as an adult, to make amends
through direct conversation. If the student is unwilling to have that conversation, he or she may
approach a Coach or other trusted staff or faculty member. If that is not acceptable to the student,
there is a formal appeal available directly to the appropriate department’s director. Beyond that,
we offer a Department of Education process to students through the Federal Ombudsman by
mail, phone, or through a website. If the student feels unsupported through the process and
desires an appeal, he or she can initiate the appeal to the appropriate Vice President. This process
is utilized very infrequently. Records of any grievances are kept for reference for the appropriate
six years (SDC policy is a minimum of 7 years). While most of our records have been stored
electronically in a student’s file through a document imaging system, there are still levels of
paper files in some areas of the organization. Likewise, if a complaint comes to a department
through a phone complaint, the message or dictations of the conversation are saved in an
electronic file apart from the student’s formal academic record. This is usually related to
financial aid or satisfactory academic progress. In July, SDC added grievance steps in
compliance to the new regulation on for our website to comply with federal regulations. These
require the college to provide students and prospective students with contact information for
filing complaints with state officials or agencies that would handle any student complaints.
In 2012, the Academic Affairs Committee worked through the institutional and federal
policies for a proper Credit Hour Policy. The policy that was proposed was passed by the faculty,
the Cabinet, and the Board of Trustees. The policy reflected several components that San Diego

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 Christian College believes are essential for optimal student learning. Because there were courses
taught in a traditional Carnegie system and others that were taught in our non-traditional 5-week
online modality, and relatively undefined elements of music lessons, labs, and independent
studies, the institution required a policy that would identify a proper credit hour definition for all
standard and non-standard courses. The Committee settled on a 37.5 actual time element per unit
of credit in all programs. As noted in the Credit Hour Policy, a standard course in the traditional
program would have as many as 37.5 hours of seat time with 75 hours of assigned work out of
class. Our 5-week online courses would need to assign 112.5 hours of assigned work including
lecture capture, online forums, group work, etc. A 1-unit lab or music lesson would need a
minimum of 37.5 hours of work/seat time. With the College looking more and more into hybrid
or elements of the “hyflex” model, the Credit Hour Policy continues to guide the instructional
design elements for any modality. When we added our first graduate program for fall 2015, we
decided that the Credit Hour Policy for a 3 unit course should be raised to 150 hours or 50 hours
per graduate unit. (1.7—see Credit Hour Policy exhibit)
Academic policies are clearly stated in documentation, though that does not insure that
students are diligent to know the policies that govern their attendance and grading in courses.
One challenge for a smaller college like ours has been to update all areas of the web and print
media with policies when changed. An example of this is faculty established a C or better grade
for courses in the major. This was changed on the web and the catalog, but was not updated in a
rarely used Faculty Advising Handbook. When a student presented her case from that document,
the College allowed their C- to count toward graduation. That Handbook has been replaced by
Student Success Coaches. Behavior or conduct has led to a few dismissals over the past few
years (alcohol, plagiarism, acts of violence). The College has structures in place beyond the

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 Student Life personnel to ensure a proper appeals hearing as needed if a student would like to
file a grievance about a decision to expel a student for conduct issues. (1.6)

Section Three: Degree Programs—Meaning, Quality & Integrity
Degree programs have been shifting to more outcome-based assessment for the past
twenty years. There have been two key reasons for this development, and both of them trigger
the meaning of the degree at SDC. The first is that student learning has required the faculty to
restructure degree programs in terms that students and their parents understand. To accomplish
this, departments have been designing curriculum around departmental mission statements (see
College Catalog or Web) focused in terms identifying student learning outcomes. All
departments have completed this structure. Along with it, each department has developed a
curriculum map that guides faculty to introduce, develop, or master a particular component to the
degree structure for the student. This is often done through a key assignment that is collected in
student files/portfolios. The most important component of the curriculum map is that it gives
meaning to the individual course in the program. It makes the connections from one course to the
other more valuable than total credits and student grades. Whether the student grasps the
projected integration clearly or not, the instruction guides them to make referential applications
within courses in their degree program. The learning through this process deepens and becomes
more correspondent to skill development within the specialization of the field. By the time the
student completes the senior capstone project, all components of the departmental mission are
assessed, collected, and achieved at a level of proficiency commensurate to the degree program
and the grading rubrics.

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 The second push for restructuring has been the public interest to translate a completed
degree to marketable employment. As a private institution, we must balance the unique faithbased mission with the burden carried by families who attend the institution with little or no
governmental aid. Because our students often graduate with college debt, it is incumbent on us to
devise programs that develop marketable skills within the field-based learning. All departments
are mindful of the core learning valued by public accreditors and have worked to implement
curricular designs to develop these skills. These are also assigned, collected, and assessed within
the curriculum map for the degree program. In the process of collection, various rubrics for
institutional programs have been approved for use. In the past few years, significant discussions
about rubrics have resulted in assessing students across the rubric columns, calibrating rubric
scoring across faculty, and support sessions for rubric use. We believe that students who
graduate will take skills and a field-based knowledge set to boldly enter the job market of their
degree field.
The specifications within programs through curriculum maps and the recent focus on
marketable skills within programs has generated new thinking about the meaning of our degree
programs. Graduates from San Diego Christian will have all the knowledge to move to graduate
school in their field, a set of core skills that translate to employment, and a faith perspective that
generates purpose for their life. This is academic equipping in a whole-person model. Our
associate degree focuses on the specialization in writing, oral presentation, information literacy,
and quantitative functions. Students will also begin collegiate level critical analysis in many of
the courses related to worldview and general knowledge. In the bachelor level, competencies are
increased and deepened to prepare the learner to enter graduate school. Part of this preparation at
the bachelor level is the continued general education requirements in the junior and senior years.

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 For all two-year and four-year students, a general education capstone course has been developed
for general skill assessment and competency measurement. Along with the specialization of the
field (depth) and often a particular emphasis geared for employment, the graduate carries
knowledge, skills and a biblical worldview into their next chosen step. Within our worldview
teaching and based on our third institutional initiative, all students participate in service learning
projects. It is our desire to build an interest in academic learning and service in such a way that
our graduates continue a lifetime of active learning and serving in their homes and communities.
At SDC, the move to a community that wants to partner with us in the service learning
component has strengthened our ability to construct out-of-class learning in this area. Most
departments have a structured internship program and have forms and other evaluative
instruments to assure that academic learning has progressed with each assignment. The college’s
assigned supervisor and the internship supervisor form a team for the particular learning
outcomes of each student’s internship or service requirements. (1.2)

Meaning of Degree
The meaning of a degree at San Diego Christian continues to be a dialog within the
faculty as social issues challenge learning from previous models. From a teaching focused, fieldbased knowledge system of the 1980s, to the student-outcome based curriculum of the past two
decades, it is clear that higher education will need to make adjustments to the ever-changing
world. Changes on the horizon will challenge what we think to be true in the present, forcing
reflection about the meaning of our degree programs through each departmental review. In the
meantime, a variety of discussions has taken place in the faculty about where SDC is today and
how we understand the meaning, quality, and integrity of our degree. Initial conversations began
about two years ago in the Assessment and General Education committees using the Lumina

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 Foundation’s Degree Qualifications Profile (DQP). Early in the fall 2014 academic year, the
regular faculty received a copy of the DQP to establish a benchmark of competency for
understanding current language for degree standards and meaning.
In February, the Faculty Forum took a half of a meeting to discuss degree meaning and
found consensus on the faith values that we inculcate throughout our programs. Prior to the
meeting, the faculty were sent the components of Standard 2 to prepare for the discussion. The
Faculty identified the character side of an SDC education that carries weight into the public
workplace. There was a healthy discussion on the remaining degree targets by program—for
grad school preparation, specific skills for job placement, or for liberal arts “whole person”
learning. Regardless of the degree program represented by the faculty, there was a clear
expectation established for students to be trained in academic skills and knowledge in rigorous
programs that include SDC’s faith integration. In all cases, there was agreement that a degree
from San Diego Christian does more than train the mind, as there is a holistic approach to equip
all aspects of the human learner. In this way, the elements of a SDC degree yields a cohesive
whole that is more valuable than the individual courses that make up the program sequence.
Subsequent discussions in Academic Affairs and the Academic Council affirmed the
conversation that took place with the faculty as a whole, but noted that there was less input on
how that degree design can be assured to have quality. Consequently, further discussion was
added to the capstone agenda in May with departmental faculty. There was a concern in
Academic Affairs that the term “liberal arts” designates an old school approach that may not be
as marketable. Committee members agreed in the meeting that SDC should do a better job
marketing the value of a liberal arts education along with the marketing approach to job skills
and placement.

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 Program faculty were asked during the May 2015 Capstone Review meetings to consider
how they communicate the meaning of the degree programs they instruct and support. Most
identify the program learning outcomes outlined the meaning of the degree and pointed to the
catalog and web statements as representations of what the degree means. Many discussions
focused on how to better capture the faith related elements as distinctives of a San Diego
Christian degree program. Others discussed the differential in outcomes for students who enter as
transfers when compared with those who complete all their degree work at SDC. Each
department will be working in this next year to better represent their degrees on the web pages
associated with the degree programs and the faculty will continue to dialog about quality
indicators for the degree programs
SDC endeavors to strengthen our graduates in all functions of life so that they will
strengthen their communities. To do this, we have allocated resources to generate more
engagement with the wider academic community for our employees. With our peer review
component and increased attendance at academic conferences, we are positioned to stay in tune
with subsequent changes. Not only do we intend to adjust to the challenges, but we aim to be on
the edge of innovative opportunities for multi-modality learning with the technology available to
deliver quality academic programs beyond the walls of physical buildings. These too, must be
structured to deliver assurance about the meaning and value of the degree program offered. As
technology impacts learning delivery systems, it also requires us to increase functional use of
technology within our program’s learning activities. Competency in technology within student
learning generates greater potential for success for graduates.
As part of the professionalization of our institution, we activated further development of
technological advancement to propel us towards our institutional objectives. The logical timing

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 to transition the technological infrastructure and processes was when we moved to a new
campus. We engaged with a dedicated IT partner to provide services, training, maintenance, and
additional development. The IT partner has two employees who work predominantly at our
campus assisting in user training (faculty, staff, students), infrastructure management, and
general helpdesk requirements. Training took place through most of the 2014-2015 academic
year in a program called Tech Tuesday. Each Tuesday was focused on a specific technology item
on campus and all personnel were invited to attend for training. After the move, the average age
of a computer on campus decreased from eight to four years old. We increased our fiber optic
connection from 50mb to 100mb. Now, our students and employees operate on a “one-card”
campus so that they can use their ID card for snacks, apparel, printing, meal plan, and access to
certain areas of campus. Phones have been replaced with internet accessible phones so that
connection is 24/7 as long as a Wi-Fi signal is available. (3.5)
The move from El Cajon to Santee added a measure of technological success for
instruction as well as SDC added new technology in every teaching room. The new classrooms
utilize the finest teaching systems available and are equipped with the capacity to develop more
video capturing for online learning. Currently, several faculty are experimenting with this option
to generate more face-to-face feel in our online programs. It is our belief that learning emanates
from relationship and causes our faculty to be creative in the methodology used to deliver online
academic courses. The move also challenged us to think about online delivery models for our
programs. Using Edvance 360 as our LMS establishes the ability to connect assignments to
assessments and students to faculty. This platform has become more visible to our internal
community as we have chosen to develop it as a communication tool for campus-wide
dissemination of information.

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 Quality of Degree
San Diego Christian seeks to produce quality in our degree programs through challenging
but engaging educational programs, increased performance outcomes, and a staffing plan that
supports the curriculum and student learning. Building on the meaning of the degree, the quality
benchmark can only be achieved when leadership creates a base of students who can achieve
outcomes built into the program. This starts in the entry-level requirements of our programs. The
institution has set standards for admission for learners, and those who are deficient in these
standards are reviewed by the Admissions Committee who evaluate the potential of the student
based on the level of deficiency balanced by recommendations, essays, and follow up
conversations. Those who are enrolled on probation are supported by accountability structures,
student success coaches, study table, tutoring, and a community of support. A summer 2015
proposal intends to bring together support elements and promises to start the structure of a full
academic service office. Regardless of entry deficiencies, they will need to reach levels of
competency expected at each level of learning through their program. (2.2)
Our standards of student learning begins with the Institutional Learning Outcomes (ILOs)
that were revised along with the mission and vision statements in summer 2014. The SDC ILOs
are posted on the web and in the catalog and prescribes learning outcomes for all degree seeking
students. The institutional ILOs are as follows:
1. Obtain a foundational knowledge of the humanities, sciences, and social sciences in a
life-long learning framework.
2. Specialize in at least one academic discipline with specific career and life applications.
3. Demonstrate effective communication and social skills.
4. Apply critical thinking skills to scholarly, professional, and personal endeavors.
5. Exercise commitment to a lifestyle that identifies God’s preeminent perspective on life
based on biblical principles and godly character.
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 6. Interact effectively through cultural and global involvement in preparation for a lifestyle
of service.
These six standards set the framework of our degree programs. ILO one and two establish a GE
and major focus for bachelor level programs. ILO three and four identify core competencies that
an SDC graduate must achieve. ILO five and six grounds the mission and vision of the College
into degree programs. All of our courses have a syllabus template to evaluate course outcomes to
both program and institutional learning outcomes, in addition to unique outcomes the course
requires.
Standards of student learning through outcomes has been developed through annually
contracted faculty and engaged adjuncts within the academic departments. The Assessment
Committee and the Dean of Assessment and Institutional Research, along with the department
review, assure the wide communication of the importance of student-based learning outcomes.
The faculty, both annually contracted and adjunct, are instructed to reflect those learning
outcomes at three levels—institutional learning outcomes, program learning outcomes, and
course learning outcomes. A syllabus template has been devised to simplify the process for
faculty and trigger reflective thinking as to the rigor and outcome goals of the course being
taught. The Academic Affairs Committee reviews all syllabi for adjuncts and a good sampling of
syllabi for regular faculty. An assessment form is generated and filed when the syllabus is
accepted, but is sent to the faculty member when the syllabus does not meet SDC standards.
Unaccepted syllabi usually lack something in the area of biblical integration, credit hour
alignment, or other significant institutional requirements. If the course has a “key assignment”
for assessment, it is clearly noted in the syllabus for collection. All key assignments are
evaluated through institutionally approved rubrics and meet institutional standards for good
student work. The student is measured by assignment in the curriculum map, the course is
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 measured by the curriculum map and assessment plan, and the program is reviewed every six
years in the program review process. (4.1—see several sample Syllabi exhibits)
As department leaders worked with the DQP, the conversation was advanced in regard to
the quality of our degree programs. While SDC measures its benchmarks slightly differently,
most department chairs noticed a significant parallelism to the DQP and institutional mission and
outcome development. Important discussions proceeded on the differences between their five
areas and those of WSCUC for core competencies. Additionally, as SDC moves to graduate
degree offerings, the DQP has generated specific requirements to differentiate degree
competencies across the curriculum. The framework has allowed the faculty to measure our
mission and academic values against a publically supported standard and improve our targets and
delivery of academic learning. The element that seems to need additional support to measure the
quality of collaborative learning and applied learning that occur across the curriculum. The
capstone projects of some departments, like business, have this element embedded, but most
programs have a very individualized structure to measure student outcomes of mastery. In all,
faculty expertise as curriculum experts and student evaluations of the rigor in our programs
demonstrate that students are challenged in a way that improves them as learners in the whole
person equipping SDC seeks to achieve.
The faculty of SDC have consistently provided extremely high commitment to
institutional purposes. This element is generated by our strong faith statements within a society
that generally has minimized worldview convictions over pragmatic programming. We find that
having a base of like-minded academic professionals brings a strong intention to the work of
faculty. We have worked harder to be inclusive of the adjunct’s role in department development
since our size has created challenges on other fronts. Adjuncts are hired under the same doctrinal

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 statement across all programs and modalities. In this way, they demonstrate a keen interest in
moving our unique institutional mission forward. There has been significant input through
adjuncts in programming, student management, outcome development, and curriculum for years.
Adjuncts often improve curriculum in their area of expertise, including changing programs in
regard to emphases, courses, or the curriculum map. Adjuncts are often a part of academic
Department Meetings, attend and/or speak at Department Chapels, and join in departmental
social events. Lately, there has been a greater focus on adjunct inclusion for the capstone
overview and department meetings. An adjunct is also able to secure some professional
development funds through the Faculty Development Committee’s pool of funds for faculty
growth. (3.3)
The core faculty have demonstrated commitment to the mission and competency in their
field. As the institution’s student numbers grow, the academic division has devised a
benchmarking system to plan for additional faculty needs. In the process of hiring new faculty,
there has been an effort to bring in faculty with terminal degrees. This has led to an increased
percentage of faculty with terminal degree training, which improves our ability to advance to the
master’s level of degree offerings. While our student population has changed significantly in
diversity, our faculty hiring has been a bit slower in reflecting that improvement within the
institution. We think diversity gain has little to do with applicant affinity to our mission, but that
our focus on terminal degree holders limits the pool of qualified candidates who also would
increase our diversity. Regardless, there has been an increase of faculty from a variety of ethnic
backgrounds who have added to the academic environment in a positive way.
SDC has also increased its terminal degree holders through advanced training. Current
faculty are in or have been able to pursue Ph.D. or other terminal degree programs with

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 institutional help in time release and/or financial assistance. Though the recent financial
struggles and relocation has restricted institutional support, the College leadership endeavors to
assist any employee who wishes to advance their career path through education. Several have
been approved for assistance through our policy to help up to 50% of our employee’s continued
education. In recent years, one administrator has completed an advanced degree and two others
have been in pursuit of an advanced degree. Release time and some financial help has helped two
faculty members move toward a terminal degree. Three staff members are in terminal degrees at
this time and six others have completed or are in degree programs that advance their expertise as
a higher education professional. Overall, our faculty are encouraged to complete a terminal
degree if at all possible, attend conferences on a regular basis, stay current in their field, and
improve their teaching as a regular practice. With teaching at the focus, we have not demanded
published scholarship, but SDC continues to advocate these activities and endorses the work of
those who have completed published work. (2.8, 3.1)
Our faculty have an extensive process for hiring, promotion, evaluation, and workload.
All faculty, including adjuncts, meet with various Vice Presidents and the President before being
hired. After hiring, they are evaluated by their Department Chair every semester they teach. All
courses are given Student Evaluations that allow input from the learners on the success of the
course and the quality of instruction. Annually contracted faculty are given a faculty interview to
allow for affinity to SDC academic mission and goals to permeate the hiring process. Along with
supervisor and student evaluations, they have an annual review process early in the spring
semester prior to the issue of the subsequent year’s contract. SDC does not have tenure, but the
faculty and staff pay scales allow for step increases and the Faculty Handbook clearly outlines
the promotion process. At least one faculty member has been promoted the past four years.

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 Additionally, faculty who have a series of positive reviews and meet other distinguished marks
can apply for “merit recognition.” This status adds funds to their contract for meeting desired
levels of teaching and scholarship. SDC has used a workload form to understand diverse
elements to faculty assignments. A thirty point level is considered full time, and any teaching or
work conducted above that level incurs a separate stipend for the work. All of these needful
measures assist our promotion of internal scholarship and build incentives for faculty to improve
themselves as they improve programs. (1.7, 2.8, 3.1, 3.2—see Faculty Handbook exhibit)
The structural change to add a graduate level in our programs definitely guides recent
decisions in the hiring and retention of faculty. While our Education Department has run a 30unit-post-degree program for teaching in the State of California for many years, it has not been
offered as a master’s degree program. When we hired for the department in 2013, it was essential
to hire someone with a terminal degree who could begin a study of additional courses needed to
complete a program at that level. This will be our initial master’s offering and has been approved
as a Master of Arts in Teaching degree for fall 2015. The current teaching certificate program
already has differentiated outcomes from the liberal studies major that is the bachelor level
degree in that department. The new master’s program is conducted in blocks based on where the
student is in his or her program and career goals. The student will need to possess a bachelor’s
degree to move into the master’s core courses. The Education Department currently has a 50%
level of faculty in the department with terminal degrees, and utilizes a majority of terminally
educated adjuncts for its courses in the 500 level, and only terminal degreed faculty for its 600
level research courses. Subsequent prospective degrees at the master’s level, like Psychology and
Bible, have a strong base of terminal training in the core faculty. The Business Department,
however, did not have a faculty member with a terminal degree. Hiring in the spring of 2015

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 filled this gap with the hiring of a new business faculty member, with the intention to hire one
more person with a terminal degree in a specific business field in the next two years. SDC plans
to add two master’s programs in the 2016-2017 academic year and one additional degree every
fall for the next two years after that. This projection is based on the backbone of our financial
model and through our strategic planning process. (4.7)

Integrity of Degree
Program review at San Diego Christian commenced in the late 1990s and eventually
became the standard for every academic department. Several components make up the
department review, which has become our internal system for assuring that our degree programs
have the quality we seek and integrity to our mission. Program review focuses on the student
learning outcomes and capstone achievements of graduates. Often this is a compilation of the
Capstone Review three-hour sessions that each department must finish the week after graduation.
These sessions have produced great elements of reflection, good notes on progress, and next
steps to build successful programs at SDC. Beyond learning, program review assesses resource
support needed to deliver the program. This is done both for traditional programs and those in
the non-traditional area in our APS programs. Each program review must also include a review
from an outside professional in the field, who gives a strengths and weaknesses evaluation of the
program. For some programs, in which a certificate program or outside accrediting element
exists, this area is also included in the review. When completed, the final review is received by
the Dean of Assessment and sent to the Vice President for Academics for review. Each review
contains forthcoming steps of action and those with budget ramifications proceed into the
Strategic Planning discussions.

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 It is our conviction that our Program Review process has improved our programs, both
curricular and co-curricular, in significant ways. Program Review has prompted the use of
curriculum maps, departmental mission statements, rubrics and calibration training, and
collaboration between and among faculty at different levels. It has also generated dialog outside
the walls of the institution to other higher education institutions on academic practices and
benchmarking. It is in this process that we have been able to find strengths and weaknesses in the
integrity of the programs offered in the College. It has become clear that the second round of
program reviews has been more instructive for a comprehensive plan of program assessment.
Because of program review, SDC literature and catalog information directs interested families
and peer institutions to understand our measures for the quality and integrity of each degree
program. While each department can assess issues related to retention and graduation, most
recent Program Reviews have continued the challenge to represent the place of our graduates in
society. Recent work in retention through the Student Life Department led to an 82% retention in
2014 for new transfer students while holding to a 72% retention rate for first time freshmen. The
hiring of a full time Career Counselor also targets our need for improved retention statistics. In
the past two years we have added the use of VALUE rubrics from the Association of American
Colleges & Universities in order to compare assessments to peer institutions. Those outcomes are
analyzed in section four and the full details of retention is given in section five.

Section Four: Educational Quality—Student Learning, Core
Competencies, and Standards of Performance at Graduation
Higher education, within a biblical worldview, remains the purpose of San Diego
Christian College. Within this larger field, we are intentionally focused on the development of
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 our students in every measurable maturing aspect of life and learning. Academically, we have
been assessing our standards for most of our forty-five years as an institution. As the
environment of higher education and assessment of student outcomes changes over time, SDC
has structured methods to ensure that achievable standards are set and measured. With the onset
of core competencies as a relevant and necessary measurement, we have moved forward into
assessment plans that address these new measures of excellence. This section will overview
learning standards of performance and address the analysis of core competencies in our
programs.

Educational Quality
When San Diego Christian College was founded in the 1970s, most college outcome
work centered on Bloom’s taxonomy of higher level articulation of material. While this still
remains a usable learning structure for the development of courses, programs need to assess the
larger view of transferrable competencies across courses beyond the field of their program. Each
academic department examines the curriculum annually to improve quality in the measures of
outcomes related to the field of study. While much of this analysis will be covered in section six,
it is important to look closely at this time at the core focus of our academic programs—the
capstone.
Every program at SDC—traditional, AA, GE, APS (non-traditional)—has a capstone
requirement. We believe that core measurements of proficiency are measured in these designed
elements in the curriculum. For students who have completed a full four-year degree, they will
have both a GE and major capstone measurement. The first program that utilized the capstone
element was located in our traditional programs. Currently, each traditional academic program
has placed this element in the senior year of the major within their curriculum map. The map

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 itself feeds the elements of coursework into the capstone experience. Within the program, majors
proceed along the curriculum and are introduced to key intellectual skills at some point. In a
subsequent course, they have that skill developed. In the capstone, these skills are measured for
mastery. Most departments, include approximately ten of these elements that are measured with
evidence for mastery.
The capstone project is the core of our assessment plan because it assesses these core
elements of learning for the program. Each department meets with the Dean of Assessment and
Institutional Research for a three hour block of time after the academic year to account to the
plan. Student work is brought to evaluate the department’s success in attaining the specified
outcomes. This three hour meeting includes a reflective look and a plan for the next academic
year. In August, an afternoon at faculty orientation is dedicated to continue the May dialog and
prompt agreed-upon improvements into the curriculum for that year.
While all programs have a capstone and standards of learning to assess, they may
structure the capstone in a variety of ways. In most cases, a significant research project offers an
assessment of the student’s learning across the majority of key learning outcomes. If there is a
lack of certainty within the capstone in a particular area, the department must assign a key
assignment in another course that requires evidence to ascertain proper achievement in learning.
For some departments, core outcomes can be measured with assignments related to internships or
within another structured learning assignment. Because each capstone element is designed to
measure mastery of competencies in each program, the department has to introduce and develop
each of these elements within the curricular design. This progression of learning embeds these
core elements deep into the design of each learning program. For graduation, the student’s

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 mastery of program outcomes requires a grade of C or better in their capstone and other
coursework in their major.
In our non-traditional programs, our students have the same structure of introduction,
development, and mastery of key outcomes. For the capstone in these programs, the student
demonstrates mastery of the elements through a sequence of learning in research and the
development of a senior project. As many of our students complete their capstone away from
campus, learning is measured through their ability to demonstrate research and writing skills in
the production of a significant study related to their field of study and work ambitions. This
design had been partially implemented in the nineties, but fully implemented since the last
comprehensive accreditation visit. Whether online or in our face to face program, the senior
project produces significant evidence of student learning. Our APS curriculum team and research
faculty assess the success of this work through the same rubrics used across the campus for core
competencies. The APS rubric, approved through the APS Senate, is used in the research
capstone and is the equivalent of other institutional rubrics. It measures mastery in writing,
information literacy, critical thinking, oral communication, and faith integration.
The most recent additions to SDC’s curricular programs are the Associate of Arts level,
including the specific program on our Minnesota Campus. AA students on the main campus are
enrolled into our PHIL 202 Christian Ethics course and measured for outcomes associated with
lower division learning goals. Our Dean of Assessment and Institutional Research works with
instructors/professors to implement the learning plan and obtain assessment evidence and proper
measurement. On the Minnesota Campus, the capstone outcomes for the AA are embedded in the
literature course at the end of the program. The Dean of APS, the Program Director, and core
faculty worked to develop the outcomes related to the program and SDC GE requirements and

37   S a n D i e g o C h r i s t i a n C o l l e g e

 designed key assignments into the course. The students on that campus are evaluated with
approved rubrics to evaluate core elements of all our students in the AA level. For our four-year
students, their GE learning continues across all four years. In their senior year, they take PHIL
402 Ethics and Contemporary Thought where they have signature assignments and take the
Academic Profile Test for national comparisons. When our students successfully complete their
general education courses, they will be able to demonstrate competency in our six ILOs and our
general education learning outcome elements. The catalog demonstrates that our general
education program takes a student through fourteen learning outcomes within the categories of
Christian worldview; communication and collaboration; global awareness and appreciation for
diverse perspectives; critical thinking; and habits of mind, body, and heart. These areas better
define general education elements within the SDC mission and vision statements. Majors then
take these core competencies and develop adequate measurements beyond these basic learning
outcomes and tailor them to the needs of the program.
Finally, as we seek to add graduate work in our education department, the faculty and the
Dean of Assessment and Institutional Research have developed higher level outcomes for student
learning. These outcomes reflect a step of learning above the current post graduate outcomes that
the Education Department has used for many years as part of the Teacher Credential Program.
Our new M.A.T. requires a completed baccalaureate degree for admission and requires increased
levels of rigor in coursework. While waiting to implement our assessment plan for the M.A.T.
with our first cohort, our substantive change document demonstrates a thoughtful development
of competencies appropriate to graduate student outcomes. Heavy in research, the graduate
degree at SDC demands a more comprehensive expertise of its M.A.T. students. All professors
teaching at the master’s level coursework will have a terminal degree. (2.2b)

38   S a n D i e g o C h r i s t i a n C o l l e g e

 Core Competencies
While programs may have additional elements of mastery to assess by program, there is
an institutional requirement to develop and measure mastery of the core competencies as
required in the 2013 Handbook. As capstones developed over the past fifteen years, there was
significant discussion about the proper measurement of elements like critical thinking,
information literacy and written communication. In each capstone, these elements became
embedded across the curriculum. In most cases, institutional rubrics were developed and used for
mastery. As the assessment discussion progressed in the past ten years, these elements have been
structured into each program. At the same time, a culture of oral communication proficiency
related to the capstone has been developed. For each student, there are at least two points of
measurement of their oral communication outcome development. The final one of these is
embedded into the capstone as a core element for success. For the capstone project, seniors must
schedule a public presentation of their learning. Several faculty and many students attend these
public presentations. The public delivery of the capstone work has produced a beneficial
expectation of achievement for soon-to-be graduates and confirms the institutional
communication to students that they will be measured for appropriate standards of educational
excellence as they progress in their program. The rubrics developed through faculty or adopted
from reputable organizations help us identify success in learning and confirm that we have taught
the student portable skills for life. (2.2a)
The first of the core competencies to gain traction within faculty discussions was what
was originally called “writing across the curriculum.” This concept began in the 1980s and led to
many specific requirements in curriculum to insure that an SDC student presented adequate
competency in written communication. After 2000, the faculty created a variety of program
specific rubrics and implemented a College approved writing rubric for standard evaluation. The
39   S a n D i e g o C h r i s t i a n C o l l e g e

 Dean of Assessment and Institutional Research has conducted annual training for rubric
calibration and has rallied the collection of evidence generated through its institutional use. In
the past five years, policy changed to evaluate all students for writing competency through the
institutional rubric. This replaced our older model of a sophomore writing sample and remedial
courses which were difficult to administrate. We have had an institutional rubric in place for
writing since 2005. In 2008 it was modified to the format we are now using in LiveText for
assessments of writing across the curriculum. Rubric calibration exercises were conducted with
faculty fall 2013 and fall 2014. We first began collecting writing samples in the fall of 2013. In
the first year it was mostly the formative assessments that were collected, beginning with a
baseline assessment in EN 101 and 102. Samples were also collected from all literature courses,
a few discipline specific writing intensive courses, and a number of capstone courses.
Unfortunately, student profiles had not been uploaded in the first year so data could not be
disaggregated; however, in the summer of 2014 the student profile data was added and we now
have the capacity to disaggregate by race and gender.
In 2014-2015 summative assessments were possible with a broader collection of student
capstone papers. Capstone results for race did not show significant differences in average
writing level performance, but they do show a difference in the range of performance. Review of
the first two years of using LiveText indicates that rubric calibration exercises need to be done
on an annual basis and all adjuncts teaching writing intensive course need to be included. More
degree programs need to identify a sophomore or junior level course within their programs for
writing assessment and feedback. Late this spring, the writing intensive rubric was added to the
APS and online writing courses using Edvance. Those results will be tabulated to provide a
point of comparison between the different formats for instruction. All of the capstones have

40   S a n D i e g o C h r i s t i a n C o l l e g e

 research writing measured for mastery. The most recent results of writing identified a standard
level of insufficiency at about 10% for the cohort of lower level students, but a significantly
lower mark for quality of sources at 32%. This has become a key area to support and develop in
our students.
This past year, there was a focused effort to orchestrate the different uses of oral
communication into the same system as our practices related to written communication. To bring
some consistency to academic measurements, SDC chose to use the Value Rubric of Oral
Communication from AAC&U (Association of American Colleges and Universities). This was
approved by the Faculty Forum and piloted in the spring of 2014 using LiveText. This rubric is
used in eight courses across campus to develop formal presentation skills. Each department then
utilizes a formal presentation measurement in their capstone work. In the first semester there
were issues with uploading the video samples which indicated that faculty and students needed a
bit more training to improve the collection of samples. More detailed written instructions were
provided for courses in the fall of 2014 and the Dean of Assessment and Institutional Research
provided in-class training for the COM 102 (Public Speaking) courses and several of the senior
capstone courses. Submissions yielded a smaller than expected sampling of senior level work,
but still there is a better sample than in the prior year and students are slowly beginning to
develop the elements that can provide a profile of their work across their academic experience.
Faculty will be reviewing the results from the first year of oral communication results this fall in
orientation. Once we have established a stronger sample base, the College will be in a position to
seek out peer institutions that are using the VALUE rubric to provide for an external comparison.
Two of the other core competencies have a long but unfocused history of measurement in
our academic programs. The General Education Committee and SDC librarians have pushed for

41   S a n D i e g o C h r i s t i a n C o l l e g e

 information literacy on the campus. This dialog has also been around for nearly two decades, but
only recently became more codified within curricular systems. An Information Literacy Task
Force in 2008 drafted an Information Literacy Rubric which has not been widely adopted. For
most programs, the inclusion of items in the Writing Intensive Rubric seemed
sufficient. However, the Writing Intensive results in the first year indicated that the selection
and use of quality courses and the correct formatting of citations was one of the more consistent
weaknesses in students writing across all levels. It was agreed in the spring 2014 to use the
Information Literacy Rubric with capstone courses in the 2014- 2015 academic year. Not all
degree programs participated in the first attempt, but it did provide a good first look at using the
rubric. Results indicate that faculty and students need training in the use of the rubric and it
needs to be reviewed across the curriculum in students’ programs. Our most quantifiable work
on information literacy has been the librarian’s study of capstone sources across degree
programs. The APS research faculty and capstone rubric also formally measure information
literacy. Over the past several years, evidence has demonstrated that our students need for more
informative teaching on the difference between a usable source and a good source. As the faculty
become more engaged and informed on student source choice and library resources, there has
been an increased collaboration between them and library services.
The Assessment Committee has recommended adopting the VALUE rubric for
Information Literacy instead of the one developed institutionally. This would again open the
option for external bench marking. For many programs and courses, there is now a Libguide to
assist the student to locate quality sources for their research projects. The influx of quality
databases and e-books has increased all of our student’s access to the proliferation of sources in
the electronic world. During the 2014-2015 academic year, SDC sought to identify areas of

42   S a n D i e g o C h r i s t i a n C o l l e g e

 competency that needed strengthening. We have identified information literacy as one of those
areas. SDC uses an Information Literacy Rubric in several developmental courses and again with
all capstones. In order to improve student research practices, the College purchased the
information literacy software program called Credo. This system assists in building rigorous
instructional design, forming the information literacy platform, and gaining outcome assessment
and analytics on research. We will promote this product throughout our programs and use it to
improve student work.
Critical Thinking/Analysis has been a central dialog among faculty for several decades,
but few departments had a rubric or measurement system to quantify student accomplishment.
Recently, the General Education Committee defined critical analysis as a students’ ability to
“recognize their own presuppositions, sociopolitical, ethnic, religious, academic, regional,
gender, and class biases.” Our definition maintains that critical thinking includes being “open to
consider other points of view, and be empathetic towards those who do not think or believe like
themselves.” It includes “synthesizing existing ways of thinking and creating new ways to
approach and solve problems.” Institutionally, there have been several rubrics used to measure
critical thinking competency.
This spring the College administered the Proficiency Profile from ETS as a means to
evaluate student skill levels close to graduation in quantitative reasoning and critical
analysis. Final results have not been tabulated; however, at a cursory review there were concerns
regarding students’ responses to questions. The College has a long history of using the
Proficiency Profile (or its prior equivalents from ETS) as a general education assessment tool to
provide a means to benchmark general education learning against other institutions of similar
size and focus. The Academic Profile Test was first used in 1993 and was used annually through

43   S a n D i e g o C h r i s t i a n C o l l e g e

 2002 (attached table). Comparisons of the data with other institutions found our students
performing at similar levels across all areas but did draw attention to the need for more work on
critical thinking. The test format changed a bit in 2002 and while the college continued to use
the test annually, the reporting format changed. A composite was done for a five year period in
2012 (see attached) and a decision was made to form another means to gather the data. Student
were not taking the exam seriously, and it was determined that moving from a large group
administration and tying it to a course would be best. The GE Committee identified the GE
Capstone course (PHIL 402) as the best choice; however, that course is large with close to fifty
in the course. The faculty member was supportive but student responses again showed
indifference because the test holds no personal value for them. The Kinesiology department
created its own Critical Thinking rubric which it has used for the last two years (results in
LiveText). The general education committee will be analyzing the results and determining next
steps.
The evidence we do have demonstrates that our graduates perform academically on par
with other graduates across the nation. As a college that opens access to under-prepared students,
we believe this demonstrates excellent academic training of core competencies. Capstone
meetings this spring also included discussions about how departments might assess seniors at the
program level in quantitative reasoning and critical analysis. Several departments have increased
the level of math required for the degree but they have not embedded means of evaluating those
skills at the program level.
All core competencies, except quantitative reasoning, have been measured by
departments in their capstone work. Only a few of the academic departments include a
quantitative mastery element in the capstone. For all students in majors that do not require the

44   S a n D i e g o C h r i s t i a n C o l l e g e

 quantitative element, the GE requirement has been the benchmark for collegiate competency.
While this element needs further discussion and implementation, competency is required by
grade and has been evaluated as successful. The strategic initiatives for the academic division
aims to implement a better assessment of quantitative reasoning for SDC graduates. The 20152016 academic year will be the first to include the faculty developed social science statistics
course, which was implemented to introduce and develop quantitative skills for several nonscience majors. Our business and many science majors take the math oriented statistics course
and several are required to implement the use of statistical analysis in their capstone work.
While we have not yet done benchmarking with the core competencies, there are several
degree programs that have already put in place avenues for bench marking learning outcomes for
their students. The Business Department participates in a national business simulation game that
posts scores for comparison of programs. Our students have done increasingly well. The Biology
degree program has been using the ETS Major Field Test in Biology for the past three years. The
results helped to reveal gaps in the biology curriculum that were confirmed during the process of
program review. Plans are now in place to make changes to the Biology degree program to
strengthen the gaps. The Psychology program has discussed using the Major Field Test in
Psychology, but they are also exploring using another test format that is similar to the
professional testing required for licensure. The Kinesiology program has been restructured for
specific professional programs which have licensing exams which will be used to provide a
measure of student learning outcomes in the future.
In the process of studying the outcome data for graduates of San Diego Christian College,
there is a defining element that warrants our attention moving forward—quality of sources and
using them to support an argument. While most of our students have achieved what can be

45   S a n D i e g o C h r i s t i a n C o l l e g e

 competency in all of our designated areas, it appears that our students from lower socioeconomic public secondary programs are underprepared for research requirements in college
level learning. The academic division is looking into a support system for our students who
demonstrate barriers in language and prior training for college success. While we have
implemented some help in a variety of programs, a more comprehensive support program needs
to encompass all elements of an academic support center. This would include accountability,
tutoring (both face-to-face and technologically based), second language support, and mentoring
for development. The beginning of this work began in summer 2015 as this report was written
and will be proposed as a more comprehensive package for funding in spring 2016.

Section Five: Student Success—Student Learning, Retention, and
Graduation
The success of a student at San Diego Christian drives our institutional mission, our
goals, and our plans for development. Central to our mission is the need to address and measure
success in our co-curricular programming in addition to a robust academic assessment program.
We define student success in a whole person development model—academic, spiritual
formation, and community engagement. These are our three core values that emerged from our
Board of Trustee vision statement and drove the restructuring of our operational structure to
implement strategies for successful student learning throughout the organization. An SDC
student should be known by his or her academic acumen, biblical worldview, and active
community involvement.

46   S a n D i e g o C h r i s t i a n C o l l e g e

 Student Learning
The academic programs of SDC rest on institutional and general education learning
outcome foundations and advance to courses within majors from eleven departments. These
outcomes are reflected in all institutional course syllabi reviewed systemically through the
Academic Affairs Committee. The general education curriculum underwent a significant
structural change in 2007-2008. Realizing that some of our required courses lacked purpose for
student learning, a new set of liberal arts requirements focused on specific competencies
advanced through the General Education Committee, to the Faculty Forum, and to the SDC
Cabinet. Core distinctives were retained in multiple disciplines and enriched with intentional
assessment of SDC’s biblical worldview, increased rigor in writing, and structured research
intensity. The natural sciences section now requires a physical and biological science with one
laboratory learning experience. Humanities offerings remained constant with a research-writing
course, but added a writing intensive literature requirement to that component. Rather than a
course as our Survey of the Humanities, students are required to take a fine arts course from
several that meet the outcome requirement of being embedded in cultural elements. In the social
sciences, student requirements shifted to a history course, an American institutions course, a
social science with cultural elements, a speech course, and a language option. Finally, courses in
the area of personal development include a course on finance, one on health, and an activity
requirement. In all, the newer general education course requirements formulate a package of core
liberal arts elements aligned with competencies that all educated students should possess. (1.2;
2.3; 2.4)
Major courses build on the general education core in a variety of ways appropriate to
their field of study. Nevertheless, all major programs are required to demonstrate continued
writing aptitude, formal presentation, and a capstone used to measure successful learning. The
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 writing and presentation elements from the general education curriculum must be advanced and
deepened in the upper division curriculum. All departments have outcomes related to this process
and have curriculum maps that identify where in the curriculum this evidence is collected.
Building from this position, all departments structured outcomes for additional learning
necessary for equipping students academically. All department SLOs are derived from the ILOs
and specific to the standards of the academic program. The capstone project in each department
is central to the collection of SLOs related to the standards required to meet our academic
standards. As part of the class structure, these correlate with Student Success Coach (SSC)
advising and library support. (2.3; 2.4)
The SSC in the Office of the Registrar maintains the satisfactory academic progress role,
along with financial aid regulations, to help students maintain satisfactory progress toward
completing graduation requirements. Each student has a degree audit on file and they meet every
semester with their SSC to review progress. Transcripts are updated regularly to insure accuracy
and the Registrar or the Vice President handle very complicated transfers where policy may not
be clear. All degree audit functions are in process toward an electronic tracking system that
students will have “live” access in the near future. (2.12)
The consistency of learning from program to program has rested in the Program Review
Process that started over fifteen years ago. While some departments understood the process
quickly and have completed three full reviews, others have been nurtured through the process by
educational leadership. In the past three years, with increased attention from academic
leadership, there has been a complete department review that has included a qualified outside
reviewers input on strengths and weaknesses of our programs. Each review has included a set of
next steps in both program focus and needed budgetary support and has also been sent to the

48   S a n D i e g o C h r i s t i a n C o l l e g e

 Vice President’s office for review and feedback. In all, the success of the capstone project and
the utilization of the Program Review process has rendered more objective assessments of our
SLOs and ILOs. Upon graduation, all SDC students are competent in relation to the ILOs and the
SLOs within their academic department, but also have been instructed in Christian character and
a whole person biblical worldview. The Assessment Office now has a multi-year plan for
program reviews for both academic and co-curricular departments.
Assessment of the six ILOs has been structured into a multifaceted plan. The first ILO,
foundational knowledge, has been measured with the ETS Proficiency Profile (formerly the
Academic Profile Test and MAPP), and alumni surveys. The ILO that drives our desire to see
each graduate specialize in career and life applications of their discipline is affirmed through our
capstone process and internships. The third ILO, effective communication and social skills, has
multiple measurements: the SDC writing intensive rubric, the VALUE oral communication and
teamwork rubrics, and NSSE (National Survey of Student Engagement). The SDC critical
thinking and information literacy rubrics, along with the ETS Proficiency Profile, are used to
assess critical thinking skills in scholarly, professional, and personal endeavors. Our desire for a
commitment from our students to live a life based on biblical principles, the fifth ILO, is
analyzed through our work in student ministry requirements, biblical world view survey and
essay, and NSSE. Finally, NSSE and VALUE rubrics assess how our students interact through
cultural and global involvement. These measurements have targets or benchmarks, a specific
time for data to be collected, people responsible for that collection, process flow for
communicating that information, and how analysis or results will be reported. The oversight of
this ILO assessment plan rests in the office of the Dean of Assessment and Institutional
Research.

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 Student support has matured and deepened in the past few years to assist success for
students who may struggle with college level work. Over a decade ago, a writing lab and math
tutoring were made available for students, but targeted needs of developing skills in association
with our remediation courses. For 2015-2016, the academic division from both traditional and
non-traditional areas will assess academic services into a structured support system. The
institution has been structured with considerable residential services and has counseling services
available for all students on the main campus. The new system of Student Success Coaches
allows students a place to gain advice for a variety of issues, including financial aid and
payments in addition to advancement in their academic program. Our Disability Service Program
has been utilized by a growing number of students with learning challenges and has had success
in allowances granted by professional assessments of needs.
In one of our most recent improvements, SDC has retooled the career services in the
student life department. Where we had a deficiency in tracking graduates and serving students
with career options and guidance, we now have focused attention. In 2013, a head of Career
Services was hired half time and extended to full time in 2014. Through this hire, an intentional
program has been established to offer counseling as well as events such as a graduate fair in the
fall and career fair in the spring. This has promoted connections to markets in the local
community. It has also started the process of locating our graduates in the marketplace to better
evaluate the useful preparation of our academic programs. We have been able to learn that 53%
of our graduates are employed full time or part time in a job related to their field of interest.
Another 30% are employed in a job unrelated to the course of study. Finally, 7% were pursuing a
graduate degree as their main focus after obtaining a degree from SDC, leaving 10% between
jobs or in transition of some kind. (2.13, 4.5)

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 San Diego Christian College has demonstrated significant improvement in the area of
assessing student learning related to co-curricular support of student learning. Our student
services division includes four staff members to support veterans and SDC students from all
programs. Career counseling and placement now has a full time staff member and two part time
student workers to help with testing, interviewing, writing resumes, placement, and alumni
support. We employ resident directors and resident assistants to serve residential life. Our
Health Services has a part time nurse who is on call 24 hours a day and three professional
counselors with various hours to assist students in life education, crisis, or referrals. Athletics
employs three administrative staff and seven full time coaches, a head trainer, and several part
time support personnel for coaching and training. All of these programs are developing student
outcomes that can be mapped to institutional learning outcomes. At the time of this writing
student leadership, resident life, commuter life, career development, spiritual life, ASB, DHML
leadership program, and student athletics have attached specific learning outcomes to their cocurricular programming. These programs are scheduled for program review in the upcoming
years, while the resident life program and DHML completed their program reviews in 2014-2015
(resident life nearing completion).
To properly conduct program review in co-curricular programs, the Assessment Office
helped define a program review template that aided staff to undertake a thorough examination of
student learning and outcomes related to their program goals. The resident life program review is
in its final stages of completion, but has formed some new thoughts about how to serve students
and build community. In the Dr. Henry Morris Leadership Program (DHML), the Director noted
that there has been substantial growth in the program in both numbers and quality of mission and
purpose. She also expressed that the program has held strong retention numbers and that students

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 in the program have a high level of satisfaction. Her main recommendations moving forward
were to form a clear process of information collection as the program director and retain records
better in the student information system to connect with alumni. (see DHML Program Review
exhibit)

Retention
San Diego Christian believes that retention strategies matriculate into positive graduation
rates. As has been the practice of many smaller institutions, a student’s identity to a component
of the campus has been a building block to success in both areas. In the 1990s many SDC leaders
understood that recruiting into identity programs would create better retention and therefore
enrollment. As a smaller institution in a multi-use facility, there was often space concerns for
those programs. The 1990s saw the creation of sports teams, followed by a Speech and Debate
team and the development of a working ASB. In the last ten years, a flight team in the Aviation
program and worship teams added to those identity components. Six years ago, a Leadership
Program named after one of the founders of the College, Dr. Henry Morris, added some fifty
students on the campus. Additional sports for softball and tennis have added more options for the
Athletic Department to assist in recruitment, but mostly to give that sense of belonging to
students. SDC realizes that these zones of identity are crucial to the completion of the degree. As
students connect deeper into their degree program and other co-curricular options in the learning
community, they tend to be more interested in remaining in that community.
Retention
Total Enrollment
FT First Time Class
Retention Rate

Fall 08
422
56
55%

Fall 09
439
63
61%

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Fall 10
494
72
48%

Fall 11
630
84
62%

Fall 12
742
93
67%

Fall 13
914
125
68%

 Learning from this success means to look at these figures objectively. While students are
interested in connecting to a group of likeminded students, they also want to have a role in the
group of their choice. For a time, the DHML leadership program offered students a program and
scholarship to attract them on campus. Nevertheless, without a purpose attached to their
leadership development, they left more often than we would desire. In 2013, an internal study
identified this issue and formed more structured leadership positions for students in the program.
We have seen more active engagement in this group over the past two years. In athletics, a new
recruitment program was put in place to encourage coaches to build enrollment in the quest to
become more competitive. This strategy worked, but there was an adverse component to the
process—teams became too large to offer a significant role for each person on the roster. The dip
in fall 2010 retention reflects the fallout from many athletes who were frustrated with their
connection to the team and left after one year at SDC. Those who were recruited to fill the team
wanted to be an active part of the competitive team instead of being on the practice squad. With
some leaving and expressing a lack of “playing time,” the Athletic Department defined the right
size of roster for retention success. There are now minimum (for enrollment building) and
maximum (retention support) roster sizes for each athletic team. The importance of building a
longer term, institutionally mindful retention plan led the President to form the Retention
Committee in summer 2014 and connect it directly to the Executive Task Force.
The reason our enrollment increased in the above chart even with a loss of retention in
our traditional program in fall 2010 was the growth of newer online programs. Naturally, we
were concerned that an influx of students not connected to our community could affect our
overall retention rate. To intercept this potential problem, SDC did three things to assist the
online student population and hold retention steady through the subsequent years. The first

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 retention element was to give support to students in our online programs. From the start, we
assigned students to advisors who served as mentors to students and maintained a personal
connection. This led to the creation of specific “graduation coaches” for students in online
programs who have increasingly devised bridges to success for new online students. The second
retention element was intentional faculty development on student engagement via online
platforms. SDC faculty who teach in online programs are required to keep a personal connection
with each student in the class. We believe this has helped retain students in the online modality.
The third element of retention for online programs has been to align our recruitment partner to
our SDC ethos and proper readiness for online learning. Our first students entered our biblically
integrated curriculum and some were not fully aware of our mission and vision and several were
not prepared with IT tools in the onboarding process to succeed. With a change in company, an
intentional orientation class, and an entry course track, SDC has provided a gateway to success
before we place the student into courses that are actually within their course of study. Our online
retention numbers are much improved, and will be demonstrated in subsequent years of retention
reporting.
A key measurement for our increasing service to our community has been the increase in
underrepresented populations at SDC. While it could be argued that our “identity” goals
intentionally yielded our diversity results, we believe that our intentions were based on a sense of
equality. We believe that God has placed in each person a value and purpose regardless of race,
gender, or other biological criteria. We have found that having core groups within identity units
has brought more of the same biologically identifiable students. For example: we hired an
African-American women’s basketball coach and noticed an increase in African-American
women’s basketball players. Nevertheless, those players also became important to the identity of

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 other African-American women whose activity identity was in another section of the campus.
Likewise, Hispanic soccer players have yielded Hispanic baseball players, which has attracted
Hispanic aviation students. Fairness in creating opportunities has been the foundation of our
amazing growth in diversity on the main campus. Over the past six years, our numbers now align
more with the AICCU Independent California Colleges and Universities demographic of 42%
Caucasian, 6% African American, 21% Latino/Hispanic, 6% unknown, and 25% other in their
2014-2015 report.
Student
Populations
Caucasian
African American
Hispanic
Other
Unknown

Fall 09

Fall 10

Fall 11

Fall 12

Fall 13

Fall 14

68%
6%
14%
9%
3%

49%
9%
18%
9%
15%

43%
13%
16%
6%
22%

40%
16%
15%
7%
21%

38%
15%
15%
8%
24%

42%
13%
20%
10%
15%

A report from our Multicultural Committee Chair expresses some of the excitement we
feel toward a nicely diversified campus student population. Since our last comprehensive
WSCUC report, we have brought in students from thirty countries. As part of the
administration’s, faculty’s, and staff’s commitment to diversity, this committee has specific
awareness days for various ethnic groups on campus and has added events and chapel speakers
of color into our programming. There are also specific days or awareness for ethnic foods in our
cafeteria. The committee has affirmed our “representation of different groups in the various
constituencies” at SDC through recruitment, event planning, and the hiring process. Our fulltime employees or annually contracted faculty now represent over 20% of our campus, an
element that is improving but still needs our attention. Even as we improved our diversity

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 numbers, we also moved our full-time, first-time bachelor’s cohort retention from 68% for fall
2012 up to 73% for fall 2013.
In our spring 2015 reports, we were specifically interested in how our growth in
underrepresented populations had compared to other graduates. While the numbers for increased
disaggregation held back some categorization, we were able to produce some encouraging
measurements from our writing intensive rubric and the information literacy rubric in the
capstone. In the writing intensive rubric, our 19 ethnic students performed consistently just a
shade lower than our 47 non-ethnic students. Both groups posted their lowest scores on
mechanics and quality of sources, while the assignment requirement difference was largest
(3.789 to 3.957 as a mean). As we looked at the information literacy rubric in the capstone, there
were several areas where the mean was more than .2 higher for the non-ethnic population of 45
students (evaluating information critically, using primary sources, and research plan). On the
other hand, the ethnic student population of 19 students scored higher on research objectives,
accessing information, and integrating information. With small numbers in the test groups, this
can only be a subjective analysis until we have a greater longitudinal element along with the
small cohorts in the study. Still, earlier preparation for college appears to be one factor that we
can glean from the categories where difference is somewhat greater.
Beyond program review and some demographic studies, our student assessment plan has
utilized nationally normed instruments for many years. The Proficiency Profile (formerly APT)
has been a consistent measure of our student core learning for years. NSSE has repeatedly shown
that SDC has a good connection with students. We have 88% of our students who are satisfied
with their educational experience and over 90% who are enriched spiritually. Another 82% say
they have participated in community service or volunteer work. As expected, all of our student

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 satisfaction numbers improve with the senior cohort as we compare them to our first year
students. This is most noticeable in the student engagement numbers related to student-faculty
interaction and enriching educational experiences. These are areas that demand that we look
more intently at GE faculty connections and entry level engagement for both better learning and
retention.

Graduation
The obvious goal of retention is two-fold: the cost of recruitment is far higher than the
cost to retain a student, and graduation is the goal of every program. We believe that our
graduates are better equipped for a society that needs ethically directed workers and that they
each have an amazing story to tell of their success. They also make more engaged alumni as the
institution seeks to connect with constituents whose lives have been changed by the College.
With that foundation in mind, our IPEDS 6-year graduation rates for the past seven cohorts are:
32% in 2008, 36% in 2009, 45% in 2010, 28% in 2011, 39% in 2012, 33% in 2013, and 41% in
2014. Both the peak of graduation in 2010 and the lower rates in recent years require some
explanation. The 2010 rate reflects a cohort of students who enrolled in the College when our
accreditation probations were significant. These were students who were fully committed to our
mission and chose to finish their degree before the accreditation status changed. Students who
needed more units to reach completion became part of the group of students who left the
institution. Some lower numbers in recent years reflect both the broadening of our enrollment
into increased athletics and increased transfer student populations, which are not able to be
included in our graduation rate numbers. Also, since our non-traditional programs are young, the
included cohorts in graduation reporting reflects mostly those who have left instead of those who

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 are continuing and will finish in the next year or two. In 2014-2015, 69 non-traditional graduates,
our largest group, received bachelor’s degrees from SDC.

Section Six: Quality Assurance and Improvement:
The quality assurance of academic programs falls under the Academic Division, but
extends to co-curricular programs as well. Significant portions of assessment have been
discussed previously, but the impact of many components and the process has not been clearly
identified to this point in this report. This section will look closely at the designated process for
improving student learning at San Diego Christian. It will analyze both the process of assessment
and subsequent changes, as well as how that process has been adjusted as a learning institution.
Program review continues to be the institutional framework to bring a detailed analysis of
various programs into examination. The first successful department reviews were completed in
the late 1990s and included only rudimentary elements of assessment in relation to student work.
Most of the early reviews, which were all from academic departments, identified shortcomings
within capacities to advance the program into the higher educational community. More often
than not, there was a clear shortfall of resources allotted to the program in order to build
sustainable academic models. The limited resources of the institution left most of these reviews
as well-intended, but ineffective works of the struggle that affected learning in a variety of ways.
Still, the process of conducting reviews created options of improvement that often did not need
significant resource allocation to make positive strides that improved teaching and learning. It
was through those early reviews that the faculty learned that a curriculum map gave intended
structure to outcome goals. They also learned that rubrics allowed for comparative analysis over
time that increased effective applications to grading student success. (4.4)
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 By the time the academic departments entered a second round of program review (20072012), each one identified a curriculum map, outcomes and assessments, and the capstone
project that would collect evidence of mastery related to each program learning outcome. In this
second round of reviews, there was also some realization of improved budgets. The program
reviews continued on a schedule that the Dean of Assessment and Institutional Research
maintained throughout this timeframe. The new round of reviews demonstrated significant
improvements in the area of student learning focus. As teams from WSCUC have engaged on
our campus, the faculty have been praised for their clear prompting for programs to keep
learning as the focus. In recent visits, SDC has been requested to make better progress on cocurricular reviews of programs that should demonstrate student learning inside of those
programs. This is the current state of program reviews for the campus. While the academic
division finished its second round and initiated some third time reviews, the co-curricular
programs have initiated their first round of reviews. Issues with changing personnel and some
reluctance to engage in the process stalled this area, resulting in recent mandates from the
administration to conduct program reviews across the campus. The Dean of Assessment and
Institutional Research, along with the Co-curricular Committee, has defined the timetable for all
learning oriented programs to complete program review in the next few years.
As mentioned earlier in the report, the co-curricular side of institutional and student
learning has taken a significant turn toward setting appropriate and effective academic standards
for student outcomes. A brief review on spiritual life yielded a starting point for co-curricular
reviews, but this past year, SDC structured operational requirements for success in this area
through the formation of the Co-curricular Committee. This Committee was formed with direct
attachment to the Executive Task Force led by the President. Its objectives for the year was to

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 identify learning outcomes across all co-curricular programs, form an attachment to the
Assessment Committee, and assist in the program reviews of the DHML program and residential
life. These are very beneficial first steps for SDC. We now have a five year schedule for cocurricular program reviews with program outcomes in various departments mapped to
institutional learning outcomes.

Program Review
The academic culture of SDC has moved to a regular cycle of program review, which is
laid out over a six year period by the Dean of Assessment and Institutional Research. Program
review templates are used to bring consistency to the review process. In 2013, SDC purchased
LiveText as a system to codify the reviews and generate reports for institutional learning. Heads
of departments are scheduled for review and serve on the assessment committee for the year of
review for training and accountability. Over the course of the year, elements of the total review
are produced. Some of these are in narrative form, some represent general analysis, and some are
surveys that allow for student and alumni input to the review. For academic departments, the
annual review of the capstone work becomes a foundational element in the review process. With
this element firmly ingrained in the culture, the program review often focuses on elements that
have not been embedded into the instructional routine. In this most recent iteration of program
review, each review is required to have an outside reviewer from another institution of higher
education who gives suggestions for program improvement. In many cases, capstone work
between academic departments and sister institutions has generated both affirmation and change
in the way the curriculum progresses. Overall, the process of program review has influenced the
educational experience for students as a systematic improvement tool. (2.6, 2.7—see Program
Review Schedule exhibit)

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 The program review template has undergone significant revisions as the Assessment
Office and faculty work through the findings and recommendations for improvement. The
current version has been generated in association with the recent purchase of LiveText as a tool.
This was done through the Assessment Committee and approved through the faculty governance
structure. The committee also reviews the completed program review and follows up on the
implementation of its findings. Additionally, discussions with other institutions, conferences, as
well as a continued dialog in faculty development and forum, have brought changes to the
instructional pedagogy used for traditional learners that changes reviews and instructional
outcome measurements. Most of the current faculty, annual and adjunct, utilize significantly
more collaborative elements and technologically driven means of instruction. In several faculty
orientations, pedagogical methods have been presented to encourage better learning through
better teaching. Understanding the current generation’s learning modes has also been a recurrent
theme in the development of faculty. All of these elements become parts of the review process
for departments of instructional learning. (see Program Review Template / Samples exhibits)
Once the review is completed, the head of the department submits the review to his or her
Vice President for conversation. Part of this submission includes a list of recommendations in the
form of an action plan that would advance both the divisional strategic plan and the specific
program as it matures. Those recommendations enter into the conversations related to budget
both in the Strategic Planning Committee and in the Cabinet Planning retreats. In the end,
resources have been generated over the past four years that specifically advance program review
requests. The other element that occurs from the program review is a demographic cross check
with IPEDs and other national reporting instruments so that the organization can more clearly
understand the outworking of changing demographics as new sectors of students find SDC to be

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 the place to fulfill their educational goals. Data challenges over time and inconsistency in
reporting functions through technology have left some desired reports off the table, but new
systems have been secured to resolve these ongoing challenges. Since relocation in 2014, four
significant technological programs were added to the upgraded system mentioned in the move to
Santee. These programs were installed to pull better reports from our student information system
so that we can analyze things with more scrutiny. While we are in final testing on two of those
systems, our new program for recruiting and enrolling a student has tracked our potential
students more accurately and has automated several components of our communication. The
final two parts will allow the student to update their academic record and SDC account in real
time. (3.5)

Use of Data and Evidence
The usefulness of data has moved significantly from anecdotal evidence to structures in
the past five years. At this point, key data has been identified, but the usefulness of our SIS
system tends to prompt barriers in the reporting functions. As a result, some of our best
information continues to be a long process of tying various parts of reports together to make a
chart of core data for decision making. Key elements have been compiled into a fact book, but
there has been some inconsistencies in the data that feeds the reports that should feed the
information. This is an area that has been addressed and new systems were launched in summer
2015. So far the projections of some of our new system tools are promising.
As the higher education environment moves to more public accountability, so has the
SDC public presence. Currently, we have all costs, benefits, policies, procedures, program
applications, and grievance processes posted on our public website. The College Catalog,
manuals, and other reference tools are available for anyone to use for informed decisions. Over

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 this past year, the Vice President for Advancement and Administration formed a Policy
Committee to update the main institutional policy manual and has implemented a new system to
oversee all SDC manuals used by various departments. A form for changes and annual
evaluations was approved and was implemented in August 2015 employee orientations. The
Policy Committee designated a hierarchy of institutional manuals: the Institutional Policy
Manual, which guides the Departmental Policy Manuals, which defines standard operating
procedures. All departmental updates and proposed changes are due to College leadership in
August 2015. (see Institutional Policy Manual / Annual Review Policy exhibits)
The same office keeps current organizational charts for internal and external use and
conducts annual employee evaluations at the beginning of each calendar year, usually
completing the staff evaluations in January and faculty in February. All internal and external data
are updated in regular annual systems. There has been some progress in incorporating
institutional research into various job descriptions as there is not an institutional research office
in the College. The recent change in title to Dean of Assessment and Institutional Research allots
a measure of authority to her to organize a data collection system over the next year. The
institutional leadership is committed to a culture of improvement and the evidence that makes
decisions to that end more accurate, but there has been a sporadic reporting of data in recent
years. This will be a focus in the next few years as SDC streamlines and builds efficiencies
needed to expand its student populations as projected. (1.7, 4.2)
In the face of data challenges, administrators and department directors have developed
useful practices and Excel spreadsheets with important details to help make key decisions. A
weekly report of enrollment comes in from several departmental angles to help determine student
populations to verify a properly working financial plan. Several of those reports have led to a

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 summer 2015 project to complete a Standard Operating Procedure across departments to include
processes, data collection and reporting, and integration of data for institutional leadership. All
departments practice strategic planning, which is gathered, analyzed, and interpreted as part of
the strategic planning cycle. In this past year, the new strategic initiatives were pressed down
into the organization from directors to the action plans of each employee. A new proposal
template was created to assist requests from all levels of the organization to submit worthwhile
concepts. (4.3)
The academic division operates its leadership authority in alignment with institutional
administrative requirements and authentic faculty governance. The Faculty Development
Committee handles most HR functions for faculty including revision of governance manuals, the
Forum Constitution, and placement of applicants on the Faculty Pay Scale. The Vice President
for Academics consults with the Committee and HR to approve those items that are consistent
with the SDC mission and institutional well-being. After passing the Forum, some items require
Cabinet or Board engagement for approval. For faculty, there is a clear statement that academic
freedom exists within the guidelines of the Community Covenant and the mission/doctrine of the
College. Diversity with our evangelical core elements is quite evident not only by program
emphasis but also in the manner in which the faculty member chooses to develop our biblical
worldview elements into the learning processes of teaching, researching, and writing. Violations
of College and Community agreements are processed through the appropriate channels defined
in the Faculty Handbook. (1.3, 2.9, 3.10—see Organizational Chart exhibit)
Faculty organizational structures have remained consistent through the first forty years of
SDC, but recently have been adjusted to support the increased non-traditional program offerings.
The traditional faculty have generally been the only annually contracted faculty and are

64   S a n D i e g o C h r i s t i a n C o l l e g e

 organized by academic departments. In 2012, a divisional structure was implemented to increase
interdepartmental interaction and to streamline operational necessities. The divisions of Natural
Sciences, Social Sciences, and Humanities were formed with a loose organization for Business
and Education in one other division with general education. The Deans of these divisions formed
a new Academic Council under the Vice President and have served as an advisory and
operational group of academic leaders on campus. The main work of departmental standards
remains with the Chair to establish degree requirements, rigor, outcomes, and standards of
performance. In 2013, a non-traditional Academic Senate was formed to assist with the issues
that occur between traditional academic calendar years and to handle the need to address
concerns within the quicker timeframe that modality requires. The Academic Senate runs parallel
to the Academic Affairs Committee in the traditional program, and its recommendations are
passed to the Academic Council as parallel to the Faculty Forum. For 2015, SDC started the
process of building specific duties with some annually contracted faculty to serve in the nontraditional program offerings. Three faculty were identified as those who teach across modalities,
have a passion for online learning, and could establish a beginning core of faculty assigned
specifically to APS. These three will teach several courses in APS programs (online or on
ground) and serve as content experts on the APS Academic Senate. (2.1)
The quality of academic training and further development of the faculty are key elements
to maintaining strong academic programs at SDC. One of the desired elements is to strengthen
our faculty with the number of terminal degrees in their field. The 2011-12 faculty had 35% with
terminal degrees. In 2014-15, it rose to 43%, and will be at the 50% mark by the 2015-2016 year
with two additional faculty completing their terminal degree. We have also increased the
headcount of annually contracted faculty by 40% over that time to address some departments that

65   S a n D i e g o C h r i s t i a n C o l l e g e

 had been understaffed during the years of downsizing. As part of our relocation evaluation, all
faculty and staff were queried on some basic elements of the property. In that survey, 82% noted
an improved office environment, only one thought that the facilities lacked clear markings, and
all of the employees who responded noted that moving to Santee was part of our mission and
strategic initiatives. (see Operations Manual exhibit)
The move to Santee has opened new technological arenas, and many faculty are taking
the challenge of presenting more engaging subject matter with these new opportunities. There are
new ways to build competencies and evaluate performance through both hardware upgrades and
software packages either through the LMS or under separate systems. SDC continues to add
support systems through technology to develop scaffolding for students not fully prepared for
college work in one area or another. The new software package called Ed Ready is designed to
remediate math skills so that a student can test at a better level when they enter coursework at
SDC. The quality of skills developed in this program over the past six months has brought
promising discussions for renewed systems of support in remediation. In summer 2015, SDC
added a technology package called Hippocampus to support a wider range of academic subjects
in natural sciences, social sciences, and humanities, in addition to math support. Faculty are
working with our LMS course design team to build content as support for learning in many
classes. Another new program on information literacy, Credo, will fill the void that exists in
student research. As mentioned earlier, the need for a more robust learning support has been
identified for improvement as SDC improves retention of students and build persistence toward
graduation. (2.5)
In order to help faculty use technology and data to an advantage as professionals, training
must meet innovation. Recent faculty orientations have focused more in the area of technology

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 and almost everyone needs additional support during the semester. There are key development
activities every new academic year to focus on technology in and out of the classroom, systems
for reporting, LMS use, and assessment updates, among other details. Each year a plan of action
for the year is presented and the Vice President engages faculty in support of the academic vision
and changes in pedagogical methods. (3.3)
Engaging adjunct faculty to recognize the learning standards from course to course across
the program is also a focus for orientation and development opportunities. Over the 2014-2015
academic year, the VP for Academics asked all department chairs to send areas where adjunct
faculty were either developed or engaged in activities beyond the contractual terms for teaching a
course. Beyond the several hour orientation at the beginning of each semester, adjuncts get
additional training in several departments. Some departments have additional annual training and
all of our Chairs offer one-on-one training to help as needed. For online adjuncts, there is a
specific online training course to build consistent standards in that modality. All adjuncts are
evaluated during their assignment, both by their supervisor and the students through our LMS.
Because of the size of our annually contracted faculty, many curricular changes come from our
adjunct pool of professionals who resonate with our mission and want to see it expand. Several
emphases have developed this way. An Example of this was the new Leadership & Justice
degree that was both envisioned and developed with adjunct input. Several departments
demonstrated adjunct governance in decisions on core texts, programming, and building research
into students. Several departments include subscriptions to adjuncts for pedagogical development
either electronically with a newsletter or best practices in teaching. (3.3)

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 Section Seven: Sustainability—Financial Viability; Preparing for the
Changing Higher Education Environment
The financial health of San Diego Christian College is one of the most improved sections
of the institution. Since the designation of “show cause” in 2007 and the visit of 2008, the issue
of financial viability has been an ongoing project for improvement. It was clear that the
Commission releasing the “Show Cause” designation in 2008 was a great boost to the institution,
it did not solve all the financial struggles that kept SDC on the accreditation calendar in 2012 and
2014. With each visit, the improved situation continued to bring stability and confidence to the
organization.

Financial Viability
In the most troubling days of the organization, after losing over 100 students for fear of
losing our accreditation, the financial performance did not match the organization’s true
potential. The realization of reduced revenue in those difficult years required the institution to
make strategic decisions and launch specific initiatives. With the leadership in the hands of the
new President, measures were taken to improve the financial standing of SDC. The first step was
to build back into the organizational structure additional points of income. Having a background
in both enrollment (to improve the traditional numbers), and experience in building online
learning environments (to gain a new income stream), combined to generate the kind of numbers
needed to offset the increasing costs of higher education. The concurrent second step was to
“right size” the organization through budget and personnel cuts. The process of eliminating 3540 percent in expenses was a challenging prospect and forced a lean organization from which the
organization could grow into successful planning.

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 The improved numbers in the traditional program established a positive trajectory after
the 2008 WSCUC visit through a confident eight year grant of probationary accreditation. Still,
this was only a first step. There needed to be a focus on recruitment that helped build a campus
community of students that were aligned with our mission and purpose of the organization. The
initial growth gained a boost from many areas, one being some innovative recruitment tools in
the athletic department that took the number of student-athletes from 105 in 2008-09 to 248 in
2014-2015. The recruitment of athletes through a new set of committed coaches started with
some variance on educational mission fit; however, there has been a clear improvement in recent
years. The cohort of student-athletes recorded a higher GPA than the other students in the
traditional program during the 2013-2104 academic year. The financial improvement from a
better athletic department philosophy has been tremendous. The impact of this growth has been
important for the institution to build sustainability as well as to add to the SDC community
involvement.
The building of the online programs to augment the existing “degree completion” model
also generated the necessary income to build a future for SDC. The one advantage in the existing
structure was a fifteen yearlong existing curriculum as a degree-completion model. Adding a
carefully constructed third-party contract to recruit students into online programs created a new
capacity to extend our faith-based curriculum into this new platform. The first company used for
this endeavor recruited students and built the LMS shells for our courses that our faculty used in
the learning process. SDC carried the retention process and academic advising so that the student
had adequate support from our team of professionals. While most of the students from this first
outsourced recruitment company persisted well, there was an increased desire to recruit students
who match our mission and purpose as an institution. In 2013, a shift to a new company has

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 generated a better mission alignment with our institution and their program for recruitment and
follow up. In the shift, the retention and student support mechanisms have been retained by the
recruitment company, while SDC has taken on the process of building the academic course shells
for the online programs through our curriculum and instruction team. This alignment between
companies has created a healthy understanding of ownership for the whole learning process in
our organization, while holding all the admission decisions and academic governance power in
the hands of the accredited institution.
Through all of this development, our degree completion program of two decades has also
been strengthened. As the decline in students took place in the traditional program in 2007-2009,
the adult program also plunged in numbers from a high of over 200 in the 1990s to a low of 36.
This reduction in number is only partially attributed to the accreditation struggles that greatly
affected enrollment in the day program. The combination of two successive directors who did
not perform on the recruitment side of building the program also led to these lower numbers.
Fortunately, the hiring of the new President also brought the deep experience of his spouse to
lead our non-traditional programs—a position she held at Crown College in Minnesota before
moving to San Diego Christian. The improved use of marketing and hard work in promoting our
adult programs yielded higher enrollment numbers, and the improved numbers were supported
by inquiries that were generated though the recruitment efforts of our online partners. Finally, the
addition of an Associate’s program in Minnesota has added additional revenue to the college’s
bottom line. In the fall of 2014, the various non-traditional programs totaled 409 students—229
as online learners, 116 in the on campus degree completion program, and 64 in the Associate’s
program in Minnesota. These expanded learning modalities have expanded our mission to a

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 broader audience and generated key financial resources to bring sustainability to San Diego
Christian College.
While the improved position of the college in relation to its finances warrants some
celebration, there would be no real sense of structural health without improved financial planning
and better processing systems. As finances continue to challenge sister institutions across
America, the leaders of SDC have been mindful of the importance of these issues. The issue of
financial planning has remained a core issue within our accreditation since the 2008 extension
and the visits of 2012 and 2014. For the 2012 visit, the decision to change financial service
companies not only advanced clarity in the way we understood the ins and outs of budgeting
used across the campus but also brought a reduction of $117,000 annually from the previously
mandated use of shared services from Shadow Mountain Community Church (SMCC). As the
2012 WSCUC visit approached, the first solid five-year financial model was created to project
financial revenue and expenses over a legitimate trajectory. While this model has undergone
changes, this was a significant step to assist the decision making process of College leadership.
This five-year plan is used to project our financial health and set the baseline for strategic
planning. One of the key improvements to the prospect of moving to an independent campus
occurred when three significant gifts were donated to aid the potential move to Santee in 2014.
These gifts would not have occurred if SDC was not able to show positive financial projections
and a clear path forward into the next five years.
By the time of the 2014 visit, the College had just moved to its new campus in the heart
of the community of Santee. In that process, several additional actions brought about
improvements to planning and the fiscal standing of the organization. A new CFO was hired to
draw from his knowledge of higher education and financial accounting processes with newer

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 technology. This has aided the understanding of SDC financials for all departments throughout
the campus. The changing from shared use systems on the Greenfield Campus turned to new
systems in Santee. Like financial services, a change in processes has yielded better support to the
organization. (3.8)
As we enter the 2015-2016 fiscal year, the elements of financial growth and financial
management continue to drive better choices for College leadership. The five-year financial
model has been in use for a full three years and is updated by the President and the CFO
monthly. At the end of the year, the actuals are inputted and a new year is added with projections
and analytics that aid in the secure future of the College. The ability to change numbers in
enrollments and see the effects of those changes five years down the road brings a sense of
clarity that the institution has never possessed in the past. For the College as a whole, the
solidification of financial processes and resource management through systems like the five-year
plan have greatly enhanced the sense of stability and viability as we look into a host of options in
the advancement of our mission and the building of our campus. Even with an impending “teach
out” of our Minnesota Campus program, the projections of increased online learners in fall 2015
more than offset this income stream. It should be noted that at the submission of this report the
full details of this terminated program were not complete. SDC is in dialog with the WSCUC
office about this process on a regular basis and will present an official plan as details are
processed.
The College has been positive four of the last five years in its change in net assets. The
unrestricted net asset deficit was eliminated for the fiscal year ended June 30, 2012 with a
balance of $3.5Million. The leadership set strategic marks to properly set aside the larger
donations to secure the relocation project. While the College experienced increased growth and

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 continued to build its reserves in net assets, the fiscal year ended June 30, 2014 audit presented
some extraordinary issues listed below:
(1) The College was not able to transfer all its real property for the Greenfield Campus
property. This required a right down of assets of $2.5Million that resulted in a Loss of
Disposition of Asset of $295k.
(2) The College borrowed $6Million to build out and provide furniture, fixtures and
equipment for the new Santee location. The relocation build out required an additional
$1.7Million of funds to complete. The leadership had planned for this possibility in the
prior fiscal year ended of June 2012 and 2013 by creating strategic reserves.
(3) The College was not able to realize its non-traditional margins as previously
experienced in its non-traditional program in the transition to a new recruiting partner
during the fiscal year ended June 30, 2014.
(4) Finally, the College made an accounting change for its deferred revenue in
connection with the audit firm. The affected net change reduced income by $750K. This
is a timing event that will inevitably be recognized in the future fiscal years.
The College leadership believe that fiscal year ended June 30, 2014 was an isolated year. The
audited financial statements for the fiscal year ended June 30, 2015, included in this report, prove
the College experienced one-time challenges in FYE 2014 and has been able to recover with
FYE 2015 ending with a positive change in net assets. (1.7, 3.4—see SDC Audits exhibits)
Financial Revenue
(in million dollars)
Traditional
Adult On Ground
Adult Online
TCP
Total

Fall
09
7.3
.5
.06
.13

Fall 10

Fall 11

Fall 12

Fall 13

Fall 14

8.0
.9
.4
.19

9.5
1.4
1.5
.11

10.8
.8
3.4
.1

11.9
1.1
2.8
.14

13.4
1.2
2.9
.25

8.0

9.5

12.6

15.2

16.1

17.8

The current financials for San Diego Christian College demonstrate vast improvements
over our previous financials. For 2014-2015, the College operated a $17.8 million budget to
support the academic programs, the physical campus, and employees of the organization. As part
of its strategic plan, a select portion of the budget continues to be allocated to the necessary build
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 out of the main Santee Campus. It is projected to complete both the student housing and athletic
facility projects within the 2019 vision. In both cases, the current outlay of funds to conduct
these functions off campus projects within the five year plan to include these finished campus
facilities. Through the increase of financial health, the organization continues to increase support
for academic components of the budget at a greater rate than operational costs. This includes
direct faculty hiring, and support in academic support, student services, and many other items
that have been detailed in the earlier sections. The projected budget of 2019 in that built-out
campus would be raised to $29 million with 600+ students in the traditional program, 150
students in the adult face to face program, and 1,200 students in a variety of online programs
including graduate school. We believe that these are conservative numbers of projection as the
metrics of growth for the past five years bears out reliable patterns. (4.6)
With the transformational aspects rendered in the relocation to the Santee Campus, one of
the more difficult priorities has been to communicate clearly our core mission in Christian higher
education. Our alignment and commitment of financial resources back into academic support
remains the highest priority. With all the activity and uncertainty of a final campus product in
play, communication has had to be repeated often. Fortunately, the financial resource allocations
of the College continues to bear out this commitment as the reality of the financial plan. Student
learning success generates most of the program support allocations as our budget has increased.
The decisions for this action has been achieved through the institution-wide collection of
stakeholders through our Strategic Planning Committee and steered into proper allocations
through the approval process at the Cabinet level. Over the years, program support has paralleled
the associative need to have developmental funds for those who run these programs. Over the

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 past three years, developmental allocations have increased to make professional improvement a
reality for both faculty and staff.

Changing Higher Education Environment
As San Diego Christian College looks into the future, it stands in better position than any
time in its history. Beginning with solid leadership, our ability to connect with the broader
academic structures has been greatly enhanced. More and more of our employees, both faculty
and staff, have attended conferences and have been able to collaborate and cooperate with people
who hold their position at another learning institution. The understanding gained at conferences
and/or seminars within a department changes the way the organization carries out its
conversations. This has led to the increasing professionalization of the organization through
benchmarking, best practices, technological developments, and a general sense of doing things
right. As our employees engage in these higher education structures, the College becomes more
integral in the landscape of faith-based higher education dialog. We believe that we are poised to
be part of the leadership within these cultures. (3.7)
Leaders have already emerged from within the employee base of SDC. The Director of
the SDC Library served as a Board Member for the Association of Christian Librarians (6 year
term). Our Dean of APS served as President of Christian Adult Higher Education Association
(CAHEA). In spring 2016, SDC will host the west coast chapter of the Evangelical Theological
Society on its Santee campus, and previously hosted the regional SAFECON event for aviation
flight teams. We have employees who serve in a variety of fields: in athletic training (NATA)
and rating (NAIA), financial aid, CHEA, and as the President Representative of the GSAC
(athletic conference in the NAIA)—now serving on the Executive Committee of the NAIA.
These are new avenues of learning for SDC. Several of our employees have published materials

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 and presented research at conferences, professional meetings, and seminars. One additional
connection for the College’s employees has been seen in the quantity who have returned to get
an advanced degree in the past eight years. In recent years, SDC gave time and financial
assistance to four employees to complete an advanced degree. Another nine employees had the
support of the organization as they pursued degrees while working full time at SDC. Their
presence, while employed at SDC, brings new knowledge and contemporary relevant topics of
discussion on the campus. This has also added to our ability to meet the evolving nature of
higher education.
As we engage in the culture of higher education, through funding and an increased
allotment of time, we believe that we will continue to move from a singular focused Christian
liberal arts college to a multifaceted presence with multiple modalities and entrepreneurial
freedom. Using the whole person learning that comes from our faith-based liberal arts platform,
SDC has built whole person learning through our online platform. As we keep the academic
standards high and focus on student learning outcomes, we believe that our Christ-centered
instruction can work in a variety of learning platforms (traditional, online, hybrid). We are
willing to mix these as they best support learning outcomes and the course content required to
drive those outcomes. In fact, it is because of our embrace of technology, something we once
shied away from, that we can address the individualized nature of learning that fits a busy society
and the newer generation of unique learners. We believe that we have demonstrated that the
consistent use of a curriculum map, structured student learning outcomes, and solid assessment
plans that include a rigorous capstone allows flexibility for the learners we think are our next
customers—specialized, mobile, and focused. Our connection to Eduventures has kept us in
touch with the learning issues and regulations that we have added to our strategic dialog. While

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 we have moved properly to outcomes and blended learning models, we must stay connected to a
strong retention culture and stay in front of the regionalization of online higher education and the
continued scrutiny of higher education as a whole.
The cost of education and the increase of student debt causes us to measure increases
carefully as we continue to build accessibility and grow our underrepresented populations. Our
students, especially in the traditional program, reflect a changing pool of students who have
demanded a more active learning model. This changes our pedagogy and focuses our efforts to
connect our faculty to active learning potentials. As we follow the research of organizations like
the Association of American Colleges and Universities, it affirms our work with accessibility and
first generation college students. We seek to enhance support for these students and build
stronger signature assignments to develop a sense of accomplishment earlier in the educational
process. The visibility of student success to our community and to their families will build value
for them and our college. This also demands that we keep our tuition at a level that is
commensurate to our facilities and programs. We have kept our overall costs at a place where we
believe there is a balance between accessibility and financial sustainability.
Like all smaller institutions, several news items of recent years have prompted us to stay
alert to the changing environment of our religious based private institution of higher education.
Our Strategic Plan includes the analysis of the wider threats and opportunities that form this
changing environment. The closing of sister institutions has caused us to build a strong
foundation for enrollment initiatives and to focus on developing fundraising enterprises. Issues
within the components of the Higher Education Authorization Act and other national social
issues have led us to keep attuned to developments through our affiliations with the Council for
Christian Colleges and Universities and state organizations have been vital as we navigate

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 ramifications to our mission. On a more positive national note, the declining prospects for the
“for profit” institutions encourages us to continue to build our strength on this base that has
performed well and looks to be a strength for the foreseeable future. It is clear that we operate in
a vastly changing environment, but we are better connected and informed today than we have
been in the past. Our current five-year plan has been clearly stated to our community as the next
step as we build for the next forty years.
Our strategic planning cycle is a continuous evaluation process and provides quarterly
updates to the Board of Trustees. Through the work of the Strategic Planning Committee, the
planning cycle will gather data from external and internal sources; analyze the data through
various perspectives and lens, review the plans; make recommendations, and report
accomplishments. Annually, the institutional goals will be assessed through the evidence
reported from the department and program data, and this data will inform the Annual Executive
Summary to demonstrate accomplishments toward the goals. (3.7)
The strategic planning cycle collects data from both external and internal sources. The
Strategic Planning Committee will gather data through environmental scans and other industry
reports to evaluate SDC’s strategic plan, “Vision 2019.” Internally, the SDC community will be
involved in the planning cycle through four-levels of participation: instruction, implementation,
individualized, and informed. (4.7)
Instruction:

Implementation:

The divisions will provide instruction for understanding SDC’s strategic
initiatives and institutional goals. Annually, these goals are defined,
informed, and supported through the college’s divisions and Strategic
Planning Committee. The Strategic Planning Committee will solicit
external and internal data to add depth and meaning to the institutional
goals.
From the instruction received, departments will develop goals and
objectives for implementation. The implementation of the outlined
department and program goals will operationalize the strategic initiatives in

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 order to measure how well we are reaching the overarching institutional
goals. The Strategic Planning Committee will gather and collect data from
the department and program reports and proposals to evaluate needs and
accomplishments, which include prioritization of the budget
recommendations.
Individualized:

The third phase of the plan is individualized through every SDC
employee’s job descriptions and job responsibilities. This will produce
action steps related to department and program objectives to move the
strategic plan forward toward the intended goals. This will provide an
opportunity for the Strategic Plan to be reviewed through the performance
evaluation cycles.

Inform:

Finally, through the instruction, implementation, and individualization, the
President’s Executive Summary will inform SDC’s internal and external
constituents what has been accomplished to reach the stated institutional
goals through the work across all divisions.
As we focused our efforts toward our new campus in Santee, we believe we have re-

invigorated our mission and ignited a healthy and active strategic plan. At this time, every
academic and staff department own a departmental strategic plan that is tied to SDC strategic
initiatives and institutional goals. There is an institutional plan for SDC, an academic division
strategic plan that advances the institutional plan, and each academic department has their own
mission and plan that fits within those organizational plans. Almost every department started an
annual review report of their work to advance the mission of San Diego Christian over the
previous year. The few that did not complete this report will be asked to complete it during
faculty preparation in August. These plans provide evidence and strategies to carry out Vision
2019 and are built into the strategic planning cycle. Through the performance evaluation process,
all faculty and staff have identified goals in their function and job description that are tied
directly to the strategic plan and institutional initiatives. Committees and community meetings
have been utilized to communicate “strategic planning moments” and “A to B moments” to
embed institutional goals and plans into the fabric of the organizational culture. Even at the
Board of Trustee meetings, the Director of Strategic Planning renews and updates the work of
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 the community to stay on track with the mission and vision they passed in 2014. Finally, to
support the recent work in this area, SDC has commenced an annual Executive Summary that
can be used for promotion and communication of the programs and products of the College. This
will be completed by the end of summer 2015 and released as part of the employee orientation in
August. (4.6)

Section Eight: Institution-specific Theme(s) (optional)
An institutional theme was not used by San Diego Christian. We believe that the size of our
organization allows us to fully display our position as an institution through the standards and
guidelines provided by WSCUC.

Section Nine: Conclusion—Reflection and Plans for Improvement
The work conducted to complete this self-study for the spring 2016 comprehensive
review continues the process for San Diego Christian to mature as an institution of higher
education and to deepen its professionalization within its programs and processes. We have
learned in this process that our identity has become our most cherished asset. While many
colleges and universities may neglect this element, we understand that having our own campus in
our own community has elevated our sense of mission. We have a landscape around us to
develop and construct a future that tangibly fulfills our mission in our student populations. We
have secured a sense of sustainability in the growth of assets as well as a smart financial model.
This new identity also connects us to external partnerships. We have deepened our relationship
with WSCUC over these past eight years in a very positive sense, and our near-constant dialog
with our accreditors came at a time when accreditation itself has undergone significant changes.

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 It has been good to be in the center of that conversation. We have deepened our partnership with
sister institutions and sit as a peer with them at conferences and professional meetings. As to
community involvement, we have merely scratched the surface in our connection with the city of
Santee. Our employees and students thrive on this connection, and we see it as a core function
for our public purpose and a key element to our educational purposes.
Eight years of restructuring has produced another element of reflection that we believe
yielded positive results—enrollment growth. There has been life generated within the institution
as we add programs and extend our mission to varied populations of learners. In these eight
years, we have processed through two structural changes adding both an AA degree and our first
master’s degree. Additionally, we have made several substantive changes that have focused us
on accreditation standards and elevated our organization. The numbers themselves are a clear
picture of progress. We had been a small traditional college for four decades, but that
organizational structure witnessed a sharp decline in enrollment. We had an adult program at
night, but it too had diminished in size. Today, we have a growing traditional program, a thriving
adult program, new online programs, and our first steps toward graduate education. We have
increased from 405 total students to 878 in fall of 2014. We believe we will pass the 1,000 mark
within this fiscal year.
A third element we want to highlight as learned through the process of this report is the
development of diversity on our campus. We continue to celebrate the lives of people from many
backgrounds and intentionally construct community based on God’s goodness and grace for all
people. Our leadership has been intentional to increase our Cultural Intelligence (CQ) through
conferences, articles, and participation with other institutions. We have implemented support
measures needed for our first-generation students and the unique challenges they face. We

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 believe that we are not far from having a distinctive in this area to promote as a core component
to our mission and programs.
Some of the growth in our diversity has come from the growth in our forward thinking.
While this may also be connected to relocation and identity development, we know that our staff
and faculty have sought to build flexibility in our educational programs to meet the demands of a
changing world. Where we once felt constrained, we now champion adaptability as a core value
to form learning models for mobile learners without compromise of outcomes. We are now on
the cutting edge of technology as it relates to educational programs and processes. We know we
need to continue to deepen our drive in this area. Learning and technology must be united to
build outcome based, flexible learning models. This is our fourth significant learning component
from this self-study.
Finally, we have learned that all of our employees know some of our organization in very
relevant ways. Our decision to cast a net of information from across campus departments to feed
a full picture of SDC has enriched the experience of leadership and front-line workers. Through
this process, SDC understands its organizational core values in the everyday outworking of our
mission because of the inclusive nature of building this report. We learned that some of our
departments amazingly advanced our mission, while others need greater support. All of this has
advanced our organizational knowledge in a way that helps us meet the challenges through
decisions based on better information.
The process of forming this report and engaging our community certainly exposed some
areas that need focused attention. The first focus the committee identified was a need for SDC to
have comprehensive and consistent data reporting. This, too, will be important to bring a
professional quality to our decision making models. We have already engaged departments in the

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 policy manual process to construct clear standard operating processes for their area. We learned
that we need a system in which our data records are collected in a regular cycle on an annual
calendar. We also need to advance our data in regard to the success of our alumni in the
workplace. The next steps on these issues has been enacted.
A second challenge identified by the committee was our need for standardized tests in our
academic outcome benchmarking. As the U. S. Department of Education increases pressures for
accountability on federal funding, they continually seek quantifiable markers to warrant the
extension of funds to students in higher education institutions. While we have built systems to
achieve this, we face roadblocks to clear success: the size of our samples often presents
challenges, the efficacy of our collected data has been diminished by a lack of student effort to
produce his or her best work on our testing apparatus, and some of our instruments lack national
norming capacity. As we deepen our practices in core competencies, our next step is to engage
faculty leadership to establish standards for each competency in each program.
Two other areas caused deeper attention because they have only recently been developed
and need oversight to develop into mature practices. One of those is our co-curricular program
review developments. The progress made to establish a review culture in non-academic areas
must be deepened throughout the organization. It is an important development to have staff
understand that student learning occurs in all the areas of the organization. The other
development that is young and needs nurturing is our improvement concepts in the area of
academic support. As this report clearly showed, we cater to a different demographic of learners
than we did eight years ago. Many of them come to SDC with deficiencies in academic training,
so we are developing new systems of support to undergird learning as they persist toward
graduation. New programs in Credo, Hippocampus, Ed Ready, and online support all aim to aid

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 the remediation needs of some and the learning support of all SDC students. Successful students
will result in retention and therefore graduation. The new support center is about to launch as of
this report’s due date, and our coach model will support our students through their learning
challenges. Still, these are newer ideas that need our attention in the coming months and years.
As we close out this report, it would behoove us to land on the items that emerged to us
as exemplary—student learning and community engagement. Our use of outside reviewers in our
department reviews and our capstone work has demonstrated how meaningful the educational
experience is for our graduates. We contend that they are well-prepared for life’s next challenge
as they move forward. The capstone itself demonstrates evidence of learning at a deep level, and
our commitment to the process has led us to refine and improve this instrument over many years.
This becomes an example of how deepening and maturing a program can result in quality
measures of success. Community engagement, one of our identity choices, has been a rewarding
experience for many aspects of our learning community. As we learned freedom without
constraint, we learned that choices of institutional focus were available to us in ways not
dreamed of before. We choose to involve ourselves in our community to make a difference and
teach collegial collaboration to our students. We expect to be firmly rooted in the community of
Santee by the time we write our next report for re-affirmation of our accreditation.

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