|Number of Traditional Undergraduates||190 at CPC/TWU (1900 students at TWU)|
|Total Cost (Tuition, Room & Board)||$16,587 (CPC), $23,164 (CPC/TWU) (both as of early 2016)|
|Net Price (learn more)||$|
|Number of Majors||42 (at TWU)|
|Median High School GPA|
Answers from the college on the most important questions. Click a topic below to read more.
Is your institution accredited by at least one regional or national education association?
Please identify each accreditor and indicate whether it is approved by the U.S. Department of Education:
CPC is accredited by the Private Career Training Institutions Agency of British Columbia. USDE: N/A
Please identify any notable public recognition of your institution’s academic quality in the last three years, such as rankings, awards, etc.
CPC is not yet ranked nationally.
Trinity Western University has ranked among the top universities in Canada in Macleans’ Magazine’s report on the 2014 National Survey of Student Engagement (NSSE) and Canadian University Survey Consortium (CUSC) surveys.
Of the 73 Canadian institutions that took part of the NSSE survey—the highest in the survey’s 15-year history—students gave TWU high marks in the categories of Student Satisfaction (2nd overall among senior students) and Higher-Order Learning (2nd overall). TWU ranked highly in other categories, such as Student-Faculty Interaction (5th), Effective Teaching Practices (4th) and Supportive Environment (4th).
Additional Academic Quality information, clarification or description (optional)
CPC is PCTIA accredited and a BC EQA (Education Quality Assurance) designated institution.
Are more than half of the current members of your faculty practicing Catholics?
Approximately what percentage of your current faculty members are practicing Catholics?
Currently, 100% of faculty are practicing Catholics.
Are members of your faculty officially informed of their responsibility for maintaining and strengthening the Catholic identity of the institution?
Are members of your teaching faculty expected, as a condition of employment, to respect Catholic teaching and comply with Catholic morality in their public actions and statements both on and off campus?
Please identify key undergraduate faculty who are noted experts in their field, have produced important publications, have leadership roles in academic associations, etc. and briefly describe such accomplishments (optional):
Fr. David Bellusci, O.P.
Father David Bellusci belongs to the Dominican Order. He has taught philosophy in English and French for the last five years at the Dominican University College in Ottawa. He has also taught philosophy in Colombia and India. His research has focused on St. Augustine, St. Thomas Aquinas, and the Italian Renaissance/16th century Humanism. His doctoral research in philosophy explored the subject of God’s love, and his revised dissertation has been published into a book, Amor Dei in the Sixteenth and Seventeenth Centuries. His Master’s in moral theology handled the problem of addiction, employing a Thomistic anthropology and ethics.
B.A. University of Toronto; M.A. University of Calgary; M.F.A. University of Nebraska; M.A. Th. and Ph.D. Dominican University College. His areas of teaching and writing include History of Ideas, Philosophy of Culture, Philosophy of Education, Philosophy of God, Saint Augustine, and Thomist ethics.
Fr. Bellusci’s creative interest is poetry and his first book of poems will be released in Autumn, 2016. He is a member of the Canadian Jacques Maritain Association, Sixteenth Century Society and Conference, and the Association of Italian-Canadian Writers. He writes philosophy book reviews for Science et Esprit, and a monthly philosophy column for the BC Catholic.
Dr. Andrew Kaethler
Dr. Andrew Kaethler grew up in the British Columbia, but spent the last eight years living in Europe. He received a B.A. in Christianity and Culture from TWU as well as an M.A. in Religion, Culture, and Ethics. His M.A. thesis, which was published, was titled The Synthesis of Athens and Jerusalem: George Grant’s Defense Against Modernity. At LCC International University, Andrew taught philosophy, theology, and cross-listed English/theology courses for four years and during this time discovered his love and passion for teaching. After four years and two additional children he moved to St Andrews, Scotland, where he spent four years working on a Ph.D. in systematic theology at the University of St Andrews. The Ph.D. thesis, titled Eschatology and Personhood: Alexander Schmemann and Joseph Ratzinger in Dialogue, was completed in Spring 2015.
Publications include “The (Un)Bounded Peculiarity of Death: The Relational Implication of Temporality in Alexander Schmemann and Joseph Ratzinger” in Modern Theology; “‘I Become a Thousand Men and yet Remain Myself’: Self-Love in Joseph Ratzinger and Georges Bernanos” in Logos: A Journal of Catholic Thought and Culture; “Freedom in Relationship: Joseph Ratzinger and Alexander Schmemann in Dialogue” in New Blackfriars; and “Eucharistic Anthropology: Alexander Schmemann’s Conception of Beings in Time” in The Resounding Soul: Reflections on the Metaphysics and Vivacity of the Human Person.
Dr. Brook Herbert
She received degrees in Education and English Literature at the University of British Columbia in 1970. From there she attended Regent College, where she received her Diploma in Theological Studies, followed by a Master’s in Theological Studies, majoring in Spiritual Theology. Ultimately she received her degree as Doctor of Theology from the University of South Africa at Pretoria in the year 2000. Her doctoral dissertation was entitled “Resurrection of Beauty for a Post Modern Church.”
B.Ed. (Univ. of British Columbia); M.C.S. (Regent College, Van.); D.Th. (Univ. of South Africa). Dr. Herbert holds a Mandatum from the Archbishop of Vancouver to teach Catholic Theology.
Sr. Gabriella Yi, O.P.
Sister Gabriella Yi, O.P., is a Dominican Sister of St. Cecilia from Nashville, Tennessee. Originally from Seoul, Korea, she grew up in Philadelphia, Pennsylvania. She received a Bachelor of Arts in the Great Books Program at St. John’s College in Annapolis, Maryland, and teacher certification from Aquinas College in Nashville. After teaching in Catholic schools and studying in the Master of Arts Program at the Center for Catholic Studies at the University of St. Thomas in St. Paul, Minnesota, she was sent to Rome to complete her graduate studies at the Pontifical University of St. Thomas Aquinas (Angelicum), where she received her Doctorate in Sacred Theology in 2013.
B.A. (St. John’s College, Annapolis); Post-Baccalaureate Teacher Certification (Aquinas College, Nashville); S.T.B. (Angelicum, Rome); S.T.L. (Angelicum, Rome); S.T.D. (Angelicum, Rome).
Dr. Germain McKenzie
Germain McKenzie is a Peruvian-Canadian theologian who holds a B.Th. and a MTS/M.Div. from the Pontifical School of Theology of Lima, Peru. He received a Ph.D. in Religion and Culture from the Catholic University of America, Washington, D.C.
He has lectured on topics related to Catholic Theology and the Social Teaching of the Church at different universities in Latin America and the United States. His current research interests include the contemporary conditions for belief in the West and new evangelization; the secular and post-secular debate; and the pre-conditions for a dialogue between theology and sociology. Broadly speaking, his theoretical approach wants to bridge theology and the social sciences, with a focus on ethical issues.
He has worked as General Editor of the Latin American journal Revista VE, where he has published some peer-reviewed articles on social ethics: “Medellin: 30 Years After” and “John Paul II’s Reconciliation Proposal for Latin America.” He has also conducted several interviews and written numerous reviews for the same journal. Forthcoming publications by Dr. McKenzie are “Buddhism in Peru,” which is an entry in the Handbook of Latin American Religions, and Taylorean Sociology. Charles Taylor’s View of Secularization in Comparison, a book based on McKenzie’s doctoral dissertation, is to be published by Springer.
Dr. McKenzie is an activist for Catholic-inspired social change in Latin America. He has served poor communities in the shanty towns of Lima, Peru, for more than 10 years. As a member of the Board of Solidarity Experiences Abroad, a Canadian Non-for-Profit that organizes solidarity trips for Canadian university students travelling to Latin America and Africa, he has collaborated with grass-roots organizations to promote development and social justice.
Does the institution have a department of Catholic theology, distinct from “religious studies” and other disciplines?
De facto, we are the Catholic Studies/Theology Department at TWU (they have no theologians on board). Within our programs we teach various theology courses. CPC offers students a Catholic Studies Minor, Catholic Theology Certificate, and Catholic Studies Certificate.
Are courses in Catholic theology clearly identified and distinguished from other courses dealing with religion?
Yes. All Religious Studies courses at CPC are Ctholic Theology
Do all faculty in the theological disciplines have a mandatum according to the procedures established by the local bishop or other competent ecclesiastical authority?
Do all faculty in the theological disciplines make the Catholic Profession of Faith and Oath of Fidelity?
Does your institution require that all theology courses be taught in a manner faithful to Scripture, Tradition, and the Church’s Magisterium, and also to the principles and methods proper to Catholic theology?
Please identify the theology courses that are included in the undergraduate core or distribution requirements and the professors who routinely teach those courses:
CPC LIBERAL ARTS DIPLOMA, RELS 101, 102, 201, 202.
TWU/CPC: RELS 101, 102, 160, and 224.
These courses are routinely taught by Dr. Brook Herbert, Sr. Gabriella Yi, Dr. Andrew Kaethler, Dr. Germain McKenzie, and Fr. David Bellusci, O.P.
All are theologians who hold a mandatum from the Archbishop of Vancouver.
Please describe the place of Catholic theology in your institution’s undergraduate curriculum and how it is distinct from other institutions.
All students are required to take theology courses as part of their core requirements, regardless of their discipline.
Please identify any course that every undergraduate student must take:
CPC LIBERAL ARTS DIPLOMA: Students must take all courses in the program, except where there are electives for modern and ancient languages.
CPC/TWU: ENG 103/104, RELS 101/102, 160, 224
Please identity the courses that students may choose from in order to satisfy common curriculum distribution requirements:
How many credits are required for graduation and what percent are from core / distribution courses?
CPC LIBERAL ARTS DIPLOMA: 60 credits, 90% from the core
CPC/TWU: 122 credits, 35% from the core
Is every undergraduate student required to take one or more courses in which they are taught authentic Catholic doctrine and practice?
CPC LIBERAL ARTS DIPLOMA: YES
CPC/TWU: No, Catholic courses are taken at the option of the student.
If yes, please describe them generally and note how many courses are required?
CPC LIBERAL ARTS DIPLOMA: All four RELS courses.
Is every undergraduate student required to take one or more interdisciplinary courses relating theology or philosophy with other disciplines?
CPC LIBERAL ARTS DIPLOMA: Four RELS courses and four Philosophy courses.
CPC/TWU: Yes, as part of TWU core requirements all students are required to take IDIS 400 which helps students use a holistic Christian worldview.
List the major, minor and special program areas that students may choose for specialization while pursuing an undergraduate degree:
CPC LIBERAL ARTS DIPLOMA
Art + Design
Arts, Media and Culture
Biotechnology & Business Administration
Biotechnology & Chemistry
Human Resource Management
International Development Studies
Leadership and Management
Christianity and Culture
Catholic Studies (at CPC)
Leadership Communication stream
Media Communication stream
Professional Writing stream
Middle School Education
Elementary School Physical Education
Natural Systems & Resources
Physical & Analytical
Athletic Therapy Stream
Physical Education Stream
Sport and Leisure Management
Teaching English as a Second Language
Mathematics with Computing Science
Natural & Applied Sciences
Pre-Engineering and Transfer Program
Sport and Leisure Management
World Languages and Cultures
French Language and Literature
What are the three most popular majors or specialty disciplines for undergraduate students, and about what percentage of undergraduate students specialize in these disciplines?
CPC/TWU: Education, Nursing, Business
Does each undergraduate degree program require Catholic ethical formation related to the student’s major field(s) of study?
CPC Liberal Arts Diploma: Yes.
CPC/TWU: No. Catholic courses are at the student’s option.
Does your institution regularly provide academic events to address theological questions related to specialized disciplines?
Yes, CPC frequently hosts lectures, movie nights, and other opportunities from faculty and guest lecturers.
If yes, please describe:
Does your institution require cooperation among faculty in different disciplines in teaching, research and other academic activities?
Yes, insofar as CPC has a small faculty united in the faith, there is much collaboration and collegiality.
If yes, please describe.
Does the local bishop (or other competent ecclesiastical authority) select or approve the appointment of your chaplain?
Does your institution offer Mass on campus at least on Sundays and other days of obligation?
CPC offers Mass every weekday that classes are in session. On Sundays, students have the option of attending Mass at several local parishes. On Sundays, complementary bus service is offered from the Glover Road Campus to St. Nicholas Parish nearby.
On average, about what percentage of undergraduate students attend Sunday Mass (including the Saturday vigil Mass) during the academic year?
Does your institution offer daily Mass to students?
On average, about how many undergraduate students attend daily Mass during the academic year?
30-40 students per day.
Does your institution offer the Extraordinary Form of the Mass to students at least weekly?
Yes. Extraordinary Form of the Mass is offered once a month at the Glover Road Campus and on Sundays at nearby Sts. Joachim & Ann Parish.
Are all of the Masses celebrated on campus reverent and in accord with liturgical norms and directives?
Are the altar servers at your institution’s Masses male only or both male and female?
Please list the schedule of Masses, noting the following for each Mass: the day and time, the Form or Rite of the Mass, and the style of music, if any (chant, traditional, contemporary, etc.):
Glover Road Campus offers daily Mass at 11 am. Walnut Grove Campus offers daily Mass at 8:15 am. The Adoremus Hymnal, which includes traditional hymns and Gregorian chant, is used at daily Masses. Contemporary music is often sung in devotional settings.
Does your institution offer Confession on campus at least weekly?
Yes, before every Mass.
List the schedule for Confession by day and time:
10:45 am before daily Mass.
Does your institution offer Adoration of the Blessed Sacrament at least weekly?
List the schedule for Adoration of the Blessed Sacrament by day and time:
Usually in the afternoon, time varies.
Please identify regularly scheduled devotions on campus for students such as the Rosary and prayer groups:
Many students form their own devotional groups, and the chapel is open whenever the campus is open.
Does your institution offer retreat programs available to all Catholic students at least annually?
Yes, once per semester.
Please describe any formal programs to foster vocations to the priesthood and religious life:
The Archdiocesan director of vocations visits the campus every other month.
If your institution has formal vocation programs, about how many students participate in them each year?
Are you aware of any graduates from your institution (not including seminary students, if any) who are ordained to the priesthood or have entered religious life? Please describe.
Yes, there are graduates who have entered the priestly or religious life. Exact numbers not available.
Please describe options for students to reside on and off campus:
CPC Liberal Arts Diploma: Homestay. Students may also choose their own residences.
Does your institution offer only single-sex residence halls?
No, but freshman residences are single sex.
Your institution offers single-sex residence halls for (please put an “X” in front of any that apply):
X Any Student who wishes
X All freshmen (only if not “All students”)
What percentage of students living on campus live in single-sex residence halls?
When are students of the opposite sex permitted to visit common areas of residence halls?
Douglas Hall/Fraser Hall/Northwest Hall, Weekdays 5 p.m. to 9 p.m.
Weekends & Holidays*, 12 p.m. to 9 p.m. Independent Study Week and during Final Exams, 12 p.m. to 9 p.m.
*Holidays include Thanksgiving Day, Remembrance Day, Good Friday & Easter Monday.
Are students of the opposite sex permitted to visit students’ bedrooms? (Not including irregular (once or twice a semester), “open house” events.)
How does your institution foster sobriety and respond to substance abuse on campus, particularly in campus residences?
Both CPC campuses have a no alcohol/substance policy.
How does your institution foster a student living environment that promotes and supports chastity, particularly in campus residences?
CPC promotes chastity, via academic subjects, homiletics, spiritual direction, and semesterly retreats, with particular emphasis on Theology of the Body.
Does your institution have formal programs to foster Catholic prayer life and spirituality in campus residences?
CPC promotes spirituality and prayer life via academic subjects, homiletics, spiritual direction, and semesterly retreats, with particular emphasis on traditional Catholic Spirituality. Students also regularly recite the Rosary and the Divine Mercy Chaplet.
If yes, please describe:
Please identify and briefly describe officially recognized student clubs and activities at your institution that…
Catholic Pacific Student Association, for social events.
Catholic Pacific Council of the Knights of Columbus, for fraternity and service to the college community.
Catholic Pacific Chamber Choir, for sacred music, including Gregorian Chant.
foster spiritual development:
1) Adoration on a weekly basis (at least once)
2) Spring and Fall semester retreats
3) Work closely with archdiocesan groups to host vocations events.
engage in corporal works of mercy:
The CPC Knights of Columbus organizes group trips to do the corporal works of mercy multiple times a semester (including soup kitchens, going to care homes, etc).
address sexual issues (including birth control, abortion, homosexuality):
A lot of CPC students join Trinity Western University Students’ for Life Club. (Over 50% of the club is Catholic.)
address issues of social concern:
CPC has a social justice component to many of its courses, e.g. RELS 382: The Catholic Church, Theology and Practice
address particular academic interests:
The CPSA periodically invites the profs of CPC to meetings where they dialogue about specific topics.
address particular cultural interests:
Periodically, CPC hosts movie nights sponsored by profs.
provide opportunities for athletic pursuits:
CPC facilitates intramural sports teams in soccer and basketball.
Does your institution require all student clubs and activities, including those listed above, to operate in accord with Catholic teaching?
How does your institution address student clubs and activities that may conflict with Catholic teaching?
All are expected to operate in accord with Catholic teaching.
Does your institution require student services like health care, counseling and guidance to conform to Catholic ethical and moral teaching and directives?
Yes, counseling is provided.
Has your institution’s diocesan bishop (or other competent ecclesiastical authority) officially recognized the institution as Catholic?
Do your institution’s governing documents include or reference the General Norms and Particular (United States) Norms of Ex corde Ecclesiae?
Yes (For Canada)
Do your institution’s governing documents or institutional policies require conformity to the General Norms and Particular (United States) Norms of Ex corde Ecclesiae?
Yes (For Canada)
What is your institution’s mission statement:
The mission of Catholic Pacific College is to educate students in the living tradition of the Catholic Church, enabling them to critically evaluate the great patrimony of the Church and civilizations of the world, so that their lives can bear fruit, both for themselves and in service to others.
Does your institution have a written policy regarding speakers and honorees that at a minimum meets the standards established by the United States bishops in “Catholics in Political Life?”
YES, the US bishops’ “Catholics in Political Life” as our official policy regarding speakers and honorees.
If yes, please give the policy:
All speakers and honorees must meet the above standard.
Describe the makeup of your institution’s undergraduate student body with regard to sex, religion, home state/country and type of high school (public, private, homeschool):
Catholic: 60% of CPC/TWU students are Catholic; but Catholics make up 10% of TWU’s student population
Are prospective and current members of your institution’s governing board(s) informed of their responsibility for maintaining and strengthening the Catholic identity of your institution?
Are more than half of the current members of your institution’s governing board(s) practicing Catholics?
Do Catholic members of your institution’s governing board(s) make the Catholic Profession of Faith and Oath of Fidelity?
Is your institution’s president a practicing Catholic?
Does your institution’s president make the Catholic Profession of Faith and Oath of Fidelity?
A message from the president.
The human being’s vocation, which begins in this life and finds its ultimate fulfillment in the next, is a vocation to beatitude – the fullest measure of love and happiness – and to participation in divine life (CCC). Thus, it stands to reason that education has as its definitive object or end the purpose of helping each person achieve his or her true good and beatitude.
In an address to bishops, Pope Benedict XVI said that “providing young people with a sound education in the faith represents the most urgent internal challenge facing the Catholic community…The deposit of faith is a priceless treasure which each generation must pass on to the next by winning hearts to Jesus Christ and shaping minds in the knowledge, understanding and love of his Church.” There is a growing recognition on the part of Catholic colleges and universities, said the pope, “to reaffirm their distinctive identity in fidelity to…the Church’s mission in service of the Gospel,” because young people “have a right to encounter the faith in all its beauty, its intellectual richness and its radical demands.” (“Ad Limina Apostolorum,” 5/5/2012).
However, in the present historical and cultural context, the achievement of this end is beset with a number of challenges. It is no exaggeration to say that for a number of years now there has been something of a crisis in higher education, not just in secular institutions, but in Catholic institutions of higher learning as well. There seems to be increasing uncertainty concerning what, in fact, a university education is for.
This is a novel situation, and a demanding new challenge, because until recently there was a good deal of consensus — in religious and secular educational environments alike — on the question concerning the goal of education. Education was seen to be concerned with helping and guiding the person toward fulfilling his or her own human capacities. Christian educators subscribed to this view, as did the liberal humanist inheritors of the Enlightenment (even while they increasingly detached their humanism from the Christian sources that had informed it). Now, humanism itself has come to be defined along very divergent lines, and, in terms of its range of possibilities, has even endorsed positions that can be characterized as radically anti-humanist and nihilist. Since education presupposes a philosophy of the person, and a stance concerning the person’s destiny, this state of affairs has led to a crisis that is evident to all but the most benighted of observers.
Catholic Pacific is precisely a place were the Christian vision as outlined by the pope is presented in all its breadth and integrity. All Catholic Pacific College courses are taught by exceptional teachers, people who love the Church wholeheartedly, and who are filled with a passion to communicate the very best of what the Church has to offer. Students are taught how to engage with the Church’s tradition, in order to evaluate what human beings in preceding generations have counted as wisdom, and in an endeavour to “sift all things and hold fast to what is good” (St. Paul).
But memory is not enough in defending what is human. It is not enough, for example, to have memory of the fact that Jesus Christ lived 2000 years ago. That memory has to become a consciousness of His presence in the here and now. If faith doesn’t become meaningfully linked to all of life as it is lived in the present, then it can hardly withstand the challenges of a culture which has forgotten Christ. To this end, our students are helped to learn to see how all that their tradition proposes can be verified in relation to their own vitally lived experience in the present. They attempt to examine everything they have received from tradition in such a way as to make that inheritance their own; moreover, the truth that the Church proposes, and that the great thinkers of the past have engaged with, can be compared to the deepest longings of their hearts and seen to be true and supremely important for their lives.
Catholic Pacific College is a place where witnesses to this truth abound. Students who see such witnesses, in each other, and in their teachers, are drawn by the attractiveness of Jesus, by the goodness, beauty, and truth that He intends for their lives, and by the beatitude that only He can give them.
By Dr. Christine Jones, President