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1

CONTENTS PRESIDENT’S MESSAGE ............................................................................................................ 2

HISTORY OF SOUTHERN CALIFORNIA UNIVERSITY OF HEALTH SCIENCES.............. 3

BOARD OF REGENTS ................................................................................................................. 4

MISSION, VISION, VALUES AND STRATEGIC PRIORITIES ............................................... 5

THE PRESIDENT, SCU LOGO, VICE PRESIDENT AND DEANS .......................................... 7

ADMINISTRATIVE ORGANIZATIONAL CHART ................................................................... 8

ACCREDITATION ........................................................................................................................ 9

SCU CAMPUS ............................................................................................................................. 10

ACADEMIC PROGRAMS OFFERED 2010-2011 ..................................................................... 11

AWARD SUMMARIES ............................................................................................................... 14

STUDENTS .................................................................................................................................. 17

FACULTY .................................................................................................................................... 28

STAFF........................................................................................................................................... 30

FINANCIAL AID ......................................................................................................................... 33

AWARDS ..................................................................................................................................... 38

ADDITIONAL FACTS ................................................................................................................ 40

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PRESIDENT’S MESSAGE

It is with great pride that I present to you the Southern California University of Health Sciences (SCU) Annual Fact Book. This book covers the 2011 academic year (Sep 2010-August 2011). The Fact Book, developed by the Office of Supported and Institutional Research (OSIR), is a compilation of the most frequently requested data and statistical information about SCU. The publication provides both current and historical information about SCU, its students, alumni, faculty and staff, programs, and instruction. It is intended to be a comprehensive source of official university data. An electronic version of the Fact Book is available on the OSIR web site at http://www.scuhs.edu/research.aspx. We hope that it will be a

valuable resource to many. The past few years at SCU have been very busy and happy ones for us. In 2010, we

celebrated the College of Acupuncture and Oriental Medicine’s tenth anniversary at our institution and in 2011, we celebrated our Los Angeles College of Chiropractic’s centennial. Along with the growth of our Massage Therapy, Ayurvedic Medicine, and Integrated Science Programs, we are able to provide our students with the skills needed to meet the demands of the public in an integrative health care atmosphere. We fulfill our mission daily by preparing our students to be competent, caring and successful integrative healthcare practitioners. We provide students with the knowledge, skills, and attitudes necessary to meet the many challenges of the changing healthcare environment. SCU offers outstanding graduate education in the healing arts through the Los Angeles College of Chiropractic, the College of Acupuncture and Oriental Medicine, and the School of Professional Studies. The academic programs are backed by excellent and dedicated faculty, an outstanding learning resource network, and a strong academic support system.

I would like to express my gratitude to the individuals who participated in the development of this edition for their valuable contributions in providing data, and preparing the information for publication. Any additional feedback for future editions will also be greatly appreciated. Please contact OSIR at osir@scuhs.edu with any questions or comments Sincerely,

John G. Scaringe, DC, EdD SCU President

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HISTORY OF SOUTHERN CALIFORNIA UNIVERSITY OF HEALTH SCIENCES Dr. Charles Cale and his wife, Linnie, committed themselves to disseminate the knowledge of a little known, yet ancient, healing art – chiropractic. Dr. Cale sought to formalize the training of chiropractic physicians. By 1911, when moderate chiropractic was only 16 years into its history, Dr. Cale applied for and received a charter for Los Angeles College of Chiropractic (LACC). The Cales began the first classes in their home; a nine-month course of study that included anatomy, chiropractic principles and technique. Eleven years later, the College moved to larger and more modern facilities. The curriculum covered 18 months of study. During this period, it absorbed the Eclectic College of Chiropractic, a progressive, yet fledgling, school with a five-year history. The Chiropractic Initiative Act of 1922 established legal requirements for chiropractic education, California licensure guidelines and the first Board of Chiropractic Examiners. All of this served as the catalyst for enhanced academic programs and accelerated growth at LACC. The next 28 years were marked with continued curricular improvements and material expansion. During that time, LACC acquired many institutions, including Golden State College of Chiropractic; Dr. Cale’s second school, Cale Chiropractic College; College of Chiropractic Physicians and Surgeons; Southern California College of Chiropractic; Hollywood College of Chiropractic; California College of Chiropractic and the California College of Natural Healing Arts. The course of study was extended to 32 months. In the late 1940s, a nonprofit corporation, the California Chiropractic Educational Foundation (CCEF) was organized. It acquired several colleges, including LACC. As a holding company, CCEF created a new chiropractic college and retained the name Los Angeles College of Chiropractic. By 1950, the course of study had expanded to four years and the College moved to Glendale, California, consolidating its basic science subjects and chiropractic sciences into one comprehensive curriculum taught in one modern facility. In the late 1970s, the Board of Regents moved the institution in a bold, new direction. In three years, the Board had succeeded in creating one of the most responsive and responsible institutions in chiropractic education. In November of 1981, LACC realized a dream-come-true when it purchased a new 38-acre campus in Whittier, California. LACC became the first and only chiropractic program to obtain accreditation from the Western Association of Schools and Colleges (WASC) and was one of the first chiropractic institutions to obtain federal grant money for research. The College of Acupuncture and Oriental Medicine (CAOM) was added at the end of the twentieth century and the Southern California University of Health Sciences (SCU) was created to house both LACC and CAOM. This marked a turning point from an institution offering a single program to a multi-program university. In 2005, CAOM became the first AOM facility accredited by both WASC and the Accreditation Commission for Acupuncture and Oriental Medicine (ACAOM). As the new millennium proceeds, and as society continues to expand its embrace of non-medical forms of care, SCU stands as a leader to integrate the training of those who will be the providers of healthcare in the future. Armed with an evidence-based education and led by scholarly faculty, SCU will continue to be this century’s standard bearer of knowledge and training for practitioners of the healing arts.

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BOARD OF REGENTS

Robert Blaine, DPM, FACFAS, QME 2010 – Term 1 Expires 02/2014 Jeff Bowne, DC 2009 Term 1 Expires 2/2013 Christine Chang, DAOM 2010 – Term 1 Expires 02/2014 Steve Chiang 2008 – Term 1 Expires 02/2012 Mark Dederichs, DC, LAc 2010 – Term Expires 2/2014 Harry E. Douglas, III, PhD Term 2 Expires 06/2013 Martin Gallegos, DC 2007- Term 2 Expires 2/2015 Sandra Hanna, DC, LAc 2010 – Term 1 Expires 2/2014 Ron Lau, EdD, MBA 2007 – Term 2 Expires 2/2015 Roberto Morales, DC, QME, AME, IDE, IME, FAFICC 2008 – Term 1 Expires 2/2012 William P. Valusek, DC, FACO - Chair 2008 – Term 1 Expires 2/2012 Caleb K. Zia 2009 – Term 1 Expires 2013

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MISSION, VISION, VALUES AND STRATEGIC PRIORITIES SCU Mission Our mission is to educate students as competent, caring and successful integrative healthcare practitioners. The university is committed to providing excellence in academics, service, scholarship, and leadership through the Los Angeles College of Chiropractic, the College of Acupuncture and Oriental Medicine, and the School of Professional Studies. SCU Vision Southern California University of Health Sciences will be recognized as the premier evidence-based integrative healthcare university. SCU Values

• Excellence: We strive to be the best in everything we do. • Leadership: We develop leaders to be thoughtful and compassionate individuals

who influence their professions and the communities they serve. • Integrity: We value treating each other with respect, dignity and integrity and being

truthful, fair and accountable at all times. • Learning Effectiveness: We value providing a learning environment conducive and

supportive of quality instruction, innovation, critical thinking and effective communication that encourages life-long professional development.

• Evidence-based / Outcomes Focus: We value a culture of inquiry, assessment, research, and scholarship.

• Diversity: We embrace a diversity of ideas, beliefs, and cultures by providing a campus that is supportive, safe, and welcoming.

SCU Strategic Priorities

1. Define and communicate our identity and establish a trusted and unique brand in the integrative healthcare education marketplace.

2. Ensure our financial stability and then achieve a position of strength by utilizing our resources judiciously, making smart financial decisions based on sound analysis of credible data, and diversifying our revenue streams.

3. Diversify and expand our distinctive mix of programs while ensuring all programs meet the highest standards of academic excellence.

4. Provide a first-class experience for our students while growing our enrollment and building lifelong relationships with our alumni.

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5. Reaffirm our commitment to scholarship and research and reclaim our leadership position in evidence-based integrative healthcare.

6. Create the physical, organizational, and governance infrastructure necessary to establish stability in the short term and to thrive in the future.

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THE PRESIDENT, SCU LOGO, VICE PRESIDENT AND DEANS

President of SCU

John G. Scaringe

Vice Presidents

J. Todd Knudsen, VP of Academic Affairs

Thomas Arendt, VP for Administration and Finance

Debra Mitchell, Associate VP of Enrollment Management

Deans

Wen-Shuo Wu, Dean of CAOM

Mike Sackett, Interim Dean of LACC

Melea Fields, Dean of OSIR

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ADMINISTRATIVE ORGANIZATIONAL CHART

President

VP Academic Affairs

Dean CAOM

Dean LACC

Chair Basic Sciences

Dean OSIR

Director of LRC

Director SPS

AVP Enrollment Management & Student Affairs

Exec. Director of Enrollment

Services

Registrar Financial Aid Student Accounts

Assistant Director of Admissions

Lead Generation

Enrollment & Recruitment

Director of Student Services

Exec. Director of Marketing & Institutional

Advancement

Director of Alumni Affairs

Web Developer / Manager

VP Administration and Finance

Exec Dir of Administrative

Services

Accounting Office Controller

Director of Auxiliary Services

Chief of Staff Health Centers

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ACCREDITATION

The Southern California University of Health Sciences (SCU) is accredited by the Western Association of Schools and Colleges (WASC), 985 Atlantic Avenue, Suite 100, Alameda, CA 94501. This accreditation is unequalled by any other alternative health care institution, offering chiropractic and acupuncture/oriental medicine programs, on the West Coast. In June 2008, the Western Association of Schools and Colleges (WASC) Accrediting Commission reviewed and considered the Capacity and Preparatory Review (CPR) report submitted by SCU and based on this review SCU was approved to continue with the accreditation cycle and complete the third and final phase, that of the Educational Effectiveness Review (EER). The EER Report was submitted in November 2009 and a subsequent site team visit occurred February 2010. SCU received reaccreditation in July 2010 SCU received initial accreditation from WASC in June 1993. The Doctor of Chiropractic (DC) degree program of Los Angeles College of Chiropractic (LACC) at Southern California University of Health Sciences is accredited by the Commission on Accreditation of the Council on Chiropractic Education (CCE), 8049 N. 85th Way, Scottsdale, AZ 85258-4321. Inquiries or complaints regarding SCU’s compliance with the DC Program Standards should be forwarded to the CCE. The DC Program is also approved by the California Board of Chiropractic Examiners. LACC has been accredited by the CCE continuously since 1971. The CCE is the agency to which complaints about the compliance of the LACC chiropractic program with CCE standards should be addressed. In August 2008 SCU received reaccreditation by CCE for another eight years. The College of Acupuncture and Oriental Medicine (CAOM) program has received approval from the California State Acupuncture Board. The Master of Acupuncture and Oriental Medicine (MAOM) program of SCU is accredited by the Accreditation Commission for Acupuncture and Oriental Medicine (ACAOM), which is the recognized accrediting agency for the approval of programs preparing acupuncture and oriental medicine practitioners. ACAOM is located at Maryland Trade Center #3, 7501 Greenway Center Drive, Suite 820, Greenbelt, Maryland 20770. SCU completed the reaccreditation site team visit by ACAOM November 2008 and in February 2009 received reaccreditation status for six years.

10

SCU CAMPUS

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ACADEMIC PROGRAMS OFFERED 2010-2011 Doctor of Chiropractic The prerequisites for consideration of acceptance into the Doctor of Chiropractic program are in compliance with the standards, policies, and guidelines of the Council of Chiropractic Education. Prior to matriculation, applicants must have completed a minimum of 90 semester units or 135 quarter units, applicable to a bachelor’s degree, with a minimum cumulative grade point average (GPA) of 2.50 on a 4.00 scale. A grade of “C” (2.0 on a 4.0 scale) or better is required in the 90 semester units. Meeting this minimum requirement, however, does not guarantee admission to the Doctor of Chiropractic program. Requirements for the Doctor of Chiropractic Degree The doctor of chiropractic degree may be conferred upon those who have fulfilled the following requirements: 1. Are 21 years of age and exhibit good moral character. 2. Spent at least 10 terms of resident study as a matriculated chiropractic student in an

accredited college of which the final 25% of the total credits required must be from Los Angeles College of Chiropractic;

3. Completed all courses in the curriculum (or their equivalent) and met minimal hours of attendance at Los Angeles College of Chiropractic;

4. Demonstrated at least a 2.0 cumulative grade point average from courses at Los Angeles College of Chiropractic;

5. Fulfilled the clinical internship requirements as stated in the Internship Manual; 6. Are free of all indebtedness and other obligations to the University; 7. Are recommended for graduation by the faculty and the president of the University.

Master of Acupuncture and Oriental Medicine Students entering the College of Acupuncture and Oriental Medicine must have at least two years (60 semester/90 quarter credits) of education at the baccalaureate level. Additional courses (two units each) in biology, chemistry, physics, and psychology must be completed within three trimesters (one calendar year) of matriculation. Applicants must have a minimum prerequisite GPA of 2.25, as calculated by the Office of Admissions, in their baccalaureate level work. Applicants with questions about their GPA should contact a counselor in the Office of Admissions. Requirements for the Master of Acupuncture and Oriental Medicine Degree The master of acupuncture and oriental medicine degree (MAOM) is conferred upon those who have fulfilled the following requirements:

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1. Are 21 years of age and exhibit good moral character; 2. Successfully completed four (4) academic years, eight (8) semesters, twelve (12)

quarters, nine (9) trimesters or thirty-six (36) months at an accredited or candidate program of which a minimum of three (3) trimesters must be completed in residency at SCU/College of Acupuncture and Oriental Medicine;

3. Demonstrated at least a 2.0 cumulative grade point average from courses at CAOM. 4. Fulfilled the clinical internship requirements as stated in the Internship Manual; 5. Are free of all indebtedness and other obligations to the University; 6. Are recommended for graduation by the faculty and the president of the University. Additionally, all graduates of both programs are expected to attend public commencement exercises. In extreme hardship cases, a student may be excused, but only upon written request, that will be presented to the Student Affairs Office for approval. Massage Therapy Certification The minimum course requirements are successful completion of one trimester (250-hour) for certification as a Massage Practitioner as mandated in California SB-731. Completion of two-trimesters (500-hours) will yield certification as a Massage therapist. Completion of the entire 750-hour program will yield a certification of Master Massage Therapist.

A certificate of completion will be awarded to those students who complete all course requirements, including exams, practical sessions, externship and distance learning. Graduates will be eligible to sit for the National Certification Examination administered by the National Certification Board of Therapeutic Massage and Bodywork.

Ayurveda Medicine Certification Total 900 hrs in class room teaching that includes 100 hours of supervised clinical internship at the University Health Center. For any health care professionals (M. D, Acupuncturists, Chiropractors, Naturopaths, Physical Therapists, Massage Therapists, Nurses, Yoga Instructors), Ayurveda will allow you to offer additional services and expand your practice. This program will also benefit those who wish to make a career change or improve their quality of life. Integrated Science Program The Integrated Science Program (ISP) is an accelerated college-level science curriculum enabling you to finish your science classes and prerequisites in an intensive, weekend-based, immersion-learning format, based in Southern California's Los Angeles metropolitan area. Students immerse themselves for one month focusing on one accelerated science class subject at a time, similar to an intensive summer program but instead ISP is offered all year round. The ISP curriculum is an academically rigorous college science program. Our instructors are highly skilled and ISP student graduates are well prepared for their new careers in nursing, physical therapy, pharmacy, medicine and other healthcare professions.

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Student Learning Outcomes (SLO’s) SCU uses multiple measures to asses SLO’s; for example, pre- and post-tests, cumulative GPA by program, review of grade distribution by subject and instructor, ICE/ACE exams, student portfolios as well as external certification exams. Benchmarks are established for each student learning outcome. Specific SLO’s have been established for each program as well as for the institution as a whole through a collaborative process involving faculty and administration. The following SLO’s were developed based on documents Southern California University of Health Sciences created internally, combined with the requirements for accreditation as stated by WASC, ACAOM, and CCE. SLOs for SCU For the following SLOs related to SCU, “Graduates” refers to graduates of degree and non-degree programs including certificate programs, continuing education, and CME courses.

• Effective Professional: Graduates are able to perform in a competent, caring, and successful manner in their field of practice. Graduates demonstrate integrity and respect for all, actively engaging in acceptable ethical, moral, and legal standards of practice.

• Evidence-Based/Outcomes Focused Practice: Graduates demonstrate the ability to identify, understand, and solve problems in order to adapt to an ever-changing healthcare environment. Graduates demonstrate an ability to integrate patient needs, their experiences as practitioners, and the best available research-based evidence into clinical practice.

• Communication and Interpersonal Skills: Graduates exhibit effective verbal, non-verbal, written, and electronic communications in clinical practice. Graduates demonstrate interpersonal skills that result in the effective exchange of information and collaboration with patients/clients, staff, and other healthcare professionals.

• Healthcare and Community Integration/Service: Graduates demonstrate the ability to participate successfully in a collaborative and integrated manner in their community and the healthcare system. They are able to work effectively in interdisciplinary teams (e.g., in an integrated healthcare delivery system) and within the community through their knowledge and skills in healthcare delivery, service, and leadership.

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AWARD SUMMARIES All degree data retrieved from http://nces.ed.gov/ipeds/datacenter/ on April 6, 2012 Degree and Residency Certifications Award Summary

Degree and Residency Certifications Awarded by Programs, 2010-2011

MAOM DC 46 (33%) 94 (67%)

33%

67% MAOM DC

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Degree and Residency Certifications Awarded by Ethnicity and Level

Degree and Residency Certifications Awarded by Ethnicity, 2010-2011

MAOM DC White non-Hispanic 8 (17%) 38 (40%) Black non-Hispanic 1 (2%) 0 (0%) Hispanic 3 (7%) 8 (9%) Asian/Pacific Islander 29 (63%) 25 (27%) American Indian or Alaska Native 1 (2%) 0 (0%) Race/ethnicity Unknown 4 (9%) 23 (24%)

0

5

10

15

20

25

30

35

40

8

1 3

29

1 4

38

0

8

25

0

23

Master's Doctor's

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Degree and Residency Certifications Awarded by Gender

Degrees Awarded by Gender 2010-2011 MAOM DC Men 23 (50%) 63 (67%) Women 23 (50%) 31 (33%) Total 46 94

0

10

20

30

40

50

60

70

Men Women

23 23

63

31 MAOM DC

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STUDENTS Degree Program Enrollment Summaries

Total Student Enrollment 2011 MAOM DC Residency FALL 2010 160 (29%) 380 (70%) 7 (1%) SPRING 2011 161 (29%) 380 (69%) 7 (1%) SUMMER 2011 148 (30%) 337 (69%) 7 (1%)

0

50

100

150

200

250

300

350

400

Fall 2010 Spring 2011 Summer 2011

160 161 148

380 380

337

7 7 7

MAOM DC Residency

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Enrollment by Age

Enrollments by Age Fall 2010 Age MAOM DC RESIDENCY <19 0 0 0 20-24 yrs 35 (22%) 104 (27%) 0 25-29 yrs 58 (36%) 178 (47%) 5 (71%) 30-34 yrs 35 (22%) 62 (16%) 2 (29%) 35-39 yrs 12 (8%) 21 (6%) 0 40-49 yrs 15 (9%) 12 (3%) 0 50-64 yrs 5 (3%) 3 (1%) 0 Over 65 0 0 0

Enrollments by Age Spring 2011 Age MAOM 187 DC 331 RESIDENCY <19 0 1 (0%) 0 20-24 yrs 34 (21%) 96 (25%) 0 25-29 yrs 62 (39%) 176 (46%) 5 (71%) 30-34 yrs 31 (19%) 63 (17%) 2 (29%) 35-39 yrs 9 (5%) 27 (7%) 0 40-49 yrs 19 (12%) 15 (4%) 0 50-64 yrs 6 (4%) 2 (1%) 0 Over 65 0 0 0

Enrollment by Age Summer 2011 Age MAOM DC RESIDENCY <19 1 (1%) 0 0 20-24 yrs 27 (18%) 75 (22%) 0 25-29 yrs 63 (43%) 165 (49%) 5 (71%) 30-34 yrs 27 (18%) 57 (17%) 2 (29%) 35-39 yrs 11 (7%) 23 (7%) 0 40-49 yrs 16 (11%) 13 (4%) 0 50-64 yrs 3 (2%) 4 (1%) 0 Over 65 0 0 0

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Enrollment by Ethnicity and Gender

DC Enrollment by Ethnicity and Gender

Fall 2010 Spring 2011 Summer 2011 Male Female Male Female Male Female African American 8 (2%) 6 (1%) 11 (3%) 6 (1%) 11 (3%) 7 (2%) Other Spanish-American/Latino 29 (8%) 10 (3%) 34 (9%) 11 (3%) 31 (9%) 11 (3%) American Indian/Alaska Native 1 (0%) 1 (0%) 1 (0%) 1 (0%) 1 (0%) 1 (0%) Two Or More Races 1 (0%) 2 (1%) 0 (0%) 2 (1%) 0 (0%) 2 (1%) Other Asian 59 (16%) 36 (9%) 51 (13%) 33 (9%) 47 (14%) 28 (8%) Other/Unknown 47 (12%) 30 (8%) 44 (12%) 30 (8%) 37 (11%) 23 (7%) Pacific Islander 2 (1%) 10 (3%) 3 (1%) 9 (2%) 3 (1%) 9 (3%) Nonresident Alien 0 (0%) 0 (0%) 0 (0%) 0 (0%) 0 (0%) 0 (0%) White/Caucasian 83 (22%) 55 (14%) 88 (23%) 56 (15%) 79 (24%) 47 (14%)

MAOM Enrollment by Ethnicity and Gender

Fall 2010 Spring 2011 Summer 2011 Male Female Male Female Male Female African American 1 (.5%) 0 (0%) 2 (1%) 1 (1%) 2 (1%) 1 (1%) Other Spanish-American/Latino 6 (4%) 9 (6%) 3 (2%) 12 (7%) 2 (1%) 12 (8%) American Indian/Alaska Native 0 (0%) 0 (0%) 0 (0%) 0 (0%) 0 (0%) 0 (0%) Two Or More Races 0 (0%) 0 (0%) 0 (0%) 0 (0%) 0 (0%) 0 (0%) Other Asian 37 (23%) 29 (18%) 32 (20%) 29 (18%) 30 (20%) 30 (20%) Other/Unknown 11 (7%) 12 (8%) 10 (6%) 14 (9%) 8 (6%) 14 (1%) Pacific Islander 1 (.5%) 5 (3%) 2 (1%) 7 (4%) 2 (1%) 5 (3%) Nonresident Alien 0 (0%) 0 (0%) 0 (0%) 0 (0%) 0 (0%) 0 (0%) White/Caucasian 15 (9%) 34 (21%) 16 (10%) 33 (21%) 13 (9%) 29 (20%)

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Degree Program Graduation Rates This rate is calculated as the total number of completers within 150% of normal time divided by the revised cohort minus any allowable exclusions. Graduation rates are calculated based on graduates only. A graduate is a student who completed locally-defined requirements for graduation. If a student is not considered a graduate by the local board of education, then he/she is not included in the graduation rate calculation. Graduation rate and on time graduation rate, defined by http://nces.ed.gov/IPEDS/ On Time Graduation Rates

Data is collected on the number of students entering the institution as full-time, first-time, degree/certificate-seeking undergraduate students in a particular year (cohort), by race/ethnicity and gender; the number completing their program within 150% of normal time to completion.

Graduation rate and on time graduation rate, defined by http://nces.ed.gov/IPEDS/

On time Graduation Rate (includes 150%) GRADUATION TERM MAOM DC

Fall 2010 8 41 Spring 2011 11 35

Summer 2011 3 -------- This is according to the term of graduation and includes those graduating within 150%.

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Cohort Graduation Rates This rate is calculated as the total number of completers for the given cohort minus any allowable exclusions. Cohort is defined as a group of people with a common statistical characteristic, in this case the number of students that started the program in a specific session year and were enrolled at the end of the 4th week of the first term.

MAOM Cohort Graduation Rate

Cohort

Entering Enrollment

1st Term 4th Week

Graduates Within 3

Years Spring 2008 N 22 1 %

4.50%

Summer 2008 N 10 4 %

40.00%

Fall 2008 N 46 2 %

4.30%

Where (53) is the cohort enrolled at the 4th week of their first term, and (34) is the number completing their program within normal time of completion.

DC Cohort Graduation Rate

Cohort

Entering Enrollment

1st Term 4th Week

Graduates Within 3 and 1/3

Years Fall 2007 N 53 34 %

64.20%

Spring 2008 N 34 26 %

76.50%

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Degree Program Retention Rates

Retention Rate from 09-10 to 10-11

DC MAOM

Class Retention rate Retention rate Class Entering FA 09 63/82 (77%) 24/44 (55%) Class Entering SP 10 44/53 (83%) 14/21 (67%) Class Entering SU 10 ----- 2/2 (100%)

Explanation about the retention rate: For example Retention rate of FA09 is 63/82. Here the second number (82) represents students of the incoming class registered for courses by the end of their first term (FA09) and the first number (63) represents the students who were still registered by the end of FA11. This total number includes transfer students.

0% 10% 20% 30% 40% 50% 60% 70% 80% 90%

100%

FA 09 SP 10 SU 10

77% 83%

55%

67%

100%

DC MAOM

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Passing Rate NBCE Board Exam

Fall 2010 (First Time Passing Rate) Part 1 Part 2 Part 3 Part 4 P.T. Tested 29 35 33 68 36 Passed 23 21 29 64 31

SCU % Passed 79% 60% 88% 94% 86% Spring 2011 (First Time passing Rate) Part 1 Part 2 Part 3 Part 4 P.T. Tested 55 49 56 8 57 Passed 36 31 45 8 51

SCU % Passed 65% 63% 80% 100% 89%

0 10 20 30 40 50 60 70

Part 1 Part 2 Part 3 Part 4 P.T.

29 35 33

68

36

23 21 29

64

31

Fall 2010

Tested Passed

0

10

20

30

40

50

60

Part 1 Part 2 Part 3 Part 4 P.T.

55 49

56

8

57

36 31

45

8

51

Spring 2011

Tested Passed

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Passing Rate CA Acupuncture Board Exam (Academic year 2011)

1st Time Takers # Passed # Failed Passing Rate February 2011 9 3 75% August 2011 9 4 69%

ICE/ACE Scores

First Time Pass Rate 09-10 10-11 ICE I 85% 63% ICE II, III, PT (Physical Therapy) 73% 67% ICE IV 98% 100% ACE I 91.6% 74.9% ACE I Practical 95% 98.1% ACE II 88.3% 85% ACE II Practical 96% 90.7% ACE III 57.4% 71%

66% 67% 68% 69% 70% 71% 72% 73% 74% 75% 76%

Feb-11 Aug-11

75%

69%

CA Acupuncture Board Exam Passing Rate

1st Time Takers

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ICE First-Time Pass Rate

0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

07-08 08-09 09-10 10-11

71% 72%

85%

63% 70%

59%

78% 86% 89%

98% 89%

78%

98% 100%

67% ICE I ICE II ICEIII ICE IV ICE II, III, PT

0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

06-07 07-08 08-09 09-10 10-11

64%

93% 88% 92%

75%

98% 100% 100% 95% 98%

82%

61%

69%

88% 85%

82% 83%

97% 96% 91%

60%

41%

55% 57%

71%

ACE First Time Pass Rate

ACE I ACE I Practical ACE II ACE II Practical ACE III

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Total Program Enrollments by Headcount

Total Headcount Enrollment

(Unduplicated Counts)

DC AOM Massage Therapy

Ayurvedic ISP

09-10 873 403(46%) 217(22%) 10(01%) 9(01%) 328(38%) 10-11 1285 444(35%) 196(15%) 20(01%) 13(01%) 612(48%)

Average Class Size by Program

Class Size SP 10 SU 10 FA 10 SP 11 SU 11 DC 38 40 46 39 35 AOM 11 12 11 13 12 Massage Therapy 4 4 6 4 6 Ayurvedic 9 9 8 9 5 ISP 12 12 31 27 32

Student/Faculty Ratios

Student/Faculty Ratios* 2011 DC 8:1 AOM 8:1 Massage Therapy 20:1 Ayurvedic 13:1 ISP 12:1

*Ratios calculated by taking the total number of full-time faculty teaching hours/total student headcount.

0

200

400

600

800

1000

1200

Enrollment

873

1163

09-10 10-11

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School of Professional Studies Programs Offered

Courses # of courses

# of Students enrolled

Annual Extravaganza 1 281 Certified Chiropractic Sports Practitioner 8 125 Sports Diplomate Program 14 248 Distance Learning 35 441 Integrated Science Program 46 1634 Massage Therapy 2 20 Master’s of Applied Science Musculoskeletal Management 1 1 Ayurvedic 2 12 Other 87 1651 Total 196 4413 Student Learning

Mentoring Program Statistics

Academic Support Program 09-10 10-11

Number of students placed on Suspension/Probation/Dismissal 86 79

Overall Percentage of Student Body placed 5% 12.5%

Number of students Removed from Suspension/Probation/Dismissal 76 50

Overall Percentage of students removed after being placed 88% 63%

Percent of total student body participating in required mentoring 14% 12.5%

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FACULTY

Full Time Instructional Faculty Rank Total Numbers Professor 6 Assoc. Professor 7 Asst. Professor 20 Instructor 1 No Academic Rank 7 Gender Male 25 Female 16 Race Asian 8 Black 0 Hispanic 3 Native American 0 Multiracial 0 White 30

Highest Earned Degree of Faculty Highest Degree Total Number Doctor of Philosophy 2 Doctor of Medicine 4 Doctorate in Chiropractic 25 Doctorate in Acupuncture and Oriental Medicine 4 Masters in Acupuncture 6 Bachelor’s 0

Average Faculty Compensation Faculty Rank Average Instructor $47,840 Assistant Professor $57,013 Associate Professor $64,764 Professor $67,814

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Full-time Faculty by Age Distribution and Years of Service (DC & AOM)

Age 2009-2010 2010-2011 20-30 0 5 31-40 6 12 41-50 11 9 51-60 10 11 61-70 3 4 Years of Service 2009-2010 2010-2011 0-5 years 17 24 6-10 years 7 11 11-15 years 4 3 16-20 years 1 2 21-25 years 0 1 26-30 years 1 0

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STAFF Average Staff Compensation

Administered Grade Average

Grade 14 $90,933 Executive Director Administrative Services Executive Director Institutional Marketing Executive Director Accounting Executive Director Enrollment Services Executive Director of Development Grade 13 $76,730 Director of Sport Performance Director of Facilities Director of Learning Resource Center Sr. Systems Analyst/Programmer Lead Grade 12 $65,400 Director of Student Services Associate Director of Development/Alumni Affairs

Network Administrator Director Auxiliary Services Health Services Operations Director Assistant Director Admissions Grade 11 $45,066 Assistant Director SPS CBO Manager Office Manager Health Center

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Administrative Staff Size by Division (as of September 1)

Division

2009-2010

2010-2011

Headcount FTE

Headcount FTE

Administration Includes: Administrative Staff 7 7

5 5

Cabinet Other Professional Staff 1 1

1 1 Executive Assistant Technical Staff 0 0

0 0

Clerical/Support Staff 0 0

1 1

Service/Maintenance Staff 0 0

0 0

Total Division 8 8

7 7

Academic Affairs Includes: Administrative Staff 2 2

2 2

LACC Other Professional Staff 0 0

0 0 CAOM Technical Staff 0 0

0 0

LRC Clerical/Support Staff 6 5

6 5 OSIR Service/Maintenance Staff 0 0

0 0

Total Division 8 7

8 7

Administrative Services Includes: Administrative Staff 3 3

4 4

Accounting Other Professional Staff 4 4

6 6 HR Technical Staff 3 3

4 4

IT Clerical/Support Staff 0 0

2 1 Facilities Service/Maintenance Staff 6 6

7 7

Total Division 16 16

23 22

Enrollment Management Includes: Administrative Staff 3 3

4 4

Admissions Other Professional Staff 9 9

7 7 Student Accounts Technical Staff 0 0

0 0

Registrar Clerical/Support Staff 7 5

6 5 Financial Aid Service/Maintenance Staff 0 0

0 0

SPS & Student Services Total Division 19 17

17 16 Health Centers

Includes: Administrative Staff 2 2

2 2 Clinic Other Professional Staff 1 1

0 0

CBO Technical Staff 0 0

0 0

Clerical/Support Staff 9 8

9 8

Service/Maintenance Staff 0 0

0 0

Total Division 12 11

11 10

Institutional Advancement Includes: Administrative Staff 1 1

2 2

Auxiliary Services Other Professional Staff 2 2

1 1 Alumni Technical Staff 0 0

0 0

Clerical/Support Staff 2 1

2 1

Service/Maintenance Staff 0 0

0 0

Total Division 5 4

5 4

Administrative Staff= Managers/Supervisors; Other Professional Staff = Exempt Employees; Technical Staff = IT Clerical/Support Staff = Hourly Employees; Service/Maintenance Staff = Facilities

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Employees by Gender and Race/Ethnicity

Gender 2009-2010 2010-2011 Male 25 28 Female 43 45 Ethnicity 2009-2010 2010-2011 Asian 3 4 Black 4 3 Hispanic 20 23 White 41 42

0 5

10 15 20 25 30 35 40 45

Male Female

25

43

28

45

2009-2010

2010-2011

0

5

10

15

20

25

30

35

40

45

Asian Black Hispanic White

3 4

20

41

4 3

23

42

2009-2010

2010-2011

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FINANCIAL AID It is the policy of Southern California University of Health Sciences to assist students as fully as possible to afford a health sciences education. The Financial Aid Office is available to help students secure funds through various aid programs. Programs include: scholarships, which are based on need or academic excellence; student loans, which must be repaid; and federally funded part-time work study. Scholarships (Exclusive to SCU) Scholarships are offered to students who demonstrate high academic standards and/or financial need. Alumni Scholarship Program SCU is committed to the development of awards for the students of the University. The Alumni Association has created the Alumni Scholarship Program. Alumni scholarship at entrance and Alumni scholarship for continuing students are available. The criteria for these scholarships generally include service to the Institution, grade point average, financial need and an essay. Special awards are periodically established by outstanding graduates. These scholarships range from $250 to $1,000. Dr. Charles L. Cooke Scholarship The endowed award was developed to emphasize the importance of creating and furthering the awareness of chiropractic within the African-American community. The criteria for this scholarship include a GPA of 2.75 or higher and financial need. African-American students, fourth term and above, are eligible to apply. Dr. Gertrude Dunsworth Scholarship Through the generous support of the Meyer Distributing Co., an endowed award is made available every summer term to a student from an under-represented (Native American, African American and Latin American) ethnic group. The criteria for this scholarship include a GPA of 2.7 or higher and financial need. Students from all terms are eligible to apply. Dr. James W. Fitches Fellowship An award is available to students who are members of the Church of Jesus Christ of Latter Day Saints. Criteria include a GPA of 2.5 to 3.0, financial need, an essay and activity in extra-curricular support of the chiropractic profession. This fellowship provides a $1,000 tuition grant which is available to students entering the University. Dr. Matthew A. Snider Scholarship This scholarship was established to recognize students with strong character and a personal philosophy of chiropractic. Applicants must be in their seventh term or above with a minimum GPA of 3.3 at the time the scholarship is awarded.

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Joyce King-Stoops & Emery Stoops Scholarship This award is to recognize the most academically and professionally meritorious student(s). Candidates must possess a minimum GPA of 3.0. Selection of the awardees shall be made upon the basis of academic and professional merit only. Dr. and Mrs. E. Maylon Drake Scholarship This scholarship program was established by the Board of Regents in recognition of the dedication of Dr. and Mrs. E. Maylon Drake to the advancement of the Los Angeles College of Chiropractic and the chiropractic profession during his tenure as president, chancellor, and regent of the institution. The Drake Scholarship reflects an appreciation of a commitment to service as well as academic performance. The recipient must be and LACC student 5th term or above with a GPA of 3.0 at the time that the scholarship is awarded. Mr. Lester McCoy Scholarship This scholarship program was endowed by Dr. and Mrs. Melvin Morrow in honor of their good friend and fellow LACC graduate, Dr. Lester McCoy. The purpose of the scholarship is to attract students with good character, integrity, and a commitment to service and humanity into the field of chiropractic and to the University. The Mc Coy Scholarship will be awarded upon entrance to SCU. The recipient must have a minimum accumulated GPA of 2.75 in all undergraduate courses prior to matriculation to SCU. Dr. Shui-Sheng Wu Scholarship This scholarship program was endowed in honor of Dr. Shui-Sheng Wu, father of the CAOM Dean, Dr. Wen-Shuo Wu. Dr. Shui-Sheng Wu is a well know and respected practitioner of Traditional Chinese Medicine in Taiwan. The purpose of the scholarship is to provide financial assistance to deserving students in the College of Acupuncture and Oriental Medicine at SCU. Applicants must be a full-time student in the CAOM with a minimum accumulated GPA of 3.5 who actively participate in AOM clubs and/or off campus AOM state and national association activities.

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Financial Aid Comparisons by Year

AOM Away Full-time AOM At Home Full-time 09-10 10-11 09-10 10-11 Tuition and Fees $6,026 $6,250 $6,026 $6,250 Books and Supplies $420 $420 $420 $420 Room and Board $12,488 $12,488 $3,520 $3,520 Transportation $1,986 $1,986 $1,986 $1,986 Personal $1,814 $1,814 $1,814 $1,814 Loan Fees $306 $306 $204 $204 DC Away Full-time DC At Home Full-time 09-10 10-11 09-10 10-11 Tuition and Fees $19,074 $19,788 $19,074 $19,788 Books and Supplies $1,418 $1,484 $1,484 $1,484 Room and Board $12,488 $12,488 $3,520 $3,520 Transportation $1,986 $1,986 $1,986 $1,986 Personal $1,814 $1,814 $1,814 $1,814 Loan Fees $494 $494 $416 $416 Ayurveda Dependent Ayurveda Independent 09-10 10-11 09-10 10-11 Tuition and Fees $7,630 $4,588 $7,630 $4,588 Food $3,600 $3,600 $9,024 $9,024 Personal $2,688 $2,688 $2,688 $2,688 Transportation $880 $880 $892 $880

Massage Therapy Dependent Massage Therapy Independent

09-10 10-11 09-10 10-11 Tuition and Fees $9,901 $9,901 $9,901 $9,901 Food $1,800 $1,800 $4,512 $4,512 Personal $1,344 $1,344 $1,344 $1,344 Transportation $440 $440 $440 $440

Away- Enrolled in a graduate program and living independently At Home- Enrolled in a graduate program and living with parents These definitions are simplified and are not the only requirements for each section. Information based on findings at http://www.fafsa.ed.gov/ Independent- A student who is at least 24 years old, married, a graduate or professional student, a veteran or on active duty in the military for other than training or state purposes, an orphan, a ward of the court, or who has legal dependents other than a spouse. Dependent- A student who does not meet any of the criteria for an independent student (see above). These definitions were found at http://www2.ed.gov/offices/OSFAP/DirectLoan/glos.html

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Budget Operating Budget reflects the total approved operating budget for 2010-2011

Operating Budget Amount Total $ 16,674,484

Actual expense by campus reflects the actual expenses for 2009-2010

Actual Expense by Campus Amount Total $ 16,485,234

Student Financial Assistance by Source

Student Financial Aid Awarded by Source, FY 2010-2011 Type of Financial Aid Program Number of Students Amount of Award Federal Work Study 143 students $ 121,683 GradPlus Loans 79 students $825,730 Subsidized Loans 677 students $5,174,621.32 Unsubsidized Loans 771 students $10,395,978

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Tuition and Required Fees

Doctor of Chiropractic

Tuition and Fees/trimester 9386.00 Technology Fee/trimester 100.00 ASB Fee/trimester 100.00 CPR Fee-7th term 20.00 Mal Practice Insurance Fee/trimester – 7th term 35.00 Mal Practice Insurance Fee/trimester – 8th term 65.00 Lab fee- 1 st term 35.00 Lab fee – 7th term 250.00 Graduation Fee 6th -10th term 20.00 per term

Master of Acupuncture and Oriental Medicine

Tuition and Fees/unit 246.00 Technology Fee/trimester 100.00 ASB Fee/trimester 100.00 Mal Practice Insurance Fee/trimester- 10.00 Graduation Fee w/Clinical Internship 100.00

Massage Therapy Certification

Tuition and Fees 9901 Technology Fee/trimester Included Mal Practice Insurance Fee/trimester- Included

Ayurveda Medicine Certification

Tuition and Fees/unit 7895 Technology Fee/trimester 50 Mal Practice Insurance Fee/trimester 10/ Term 3

Integrated Science Program

Tuition and Fees/unit 400.00 Technology Fee/course 50.00 Lab Fee 300.00

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AWARDS Faculty Awards Faculty awards are one way of recognizing outstanding faculty for their achievements in the areas of teaching, service and scholarship. This university-wide recognition is also a means to encourage faculty to continue to excel in their professional fields and express appreciation for their contribution to the university and the health care professions at large. Three major areas have been identified in the Faculty Performance Appraisal system that represent the various activities in which faculty are involved; these being teaching, service and scholarship. Since the settings may be different in the areas of teaching and scholarship, these areas may require awarding more than one type of award. Awarding the winners: The awards shall include:

1. A plaque inscribed with the name of the award, the name of the awarded faculty, the area of the award, and the year achieved.

2. This information will also be posted on a “Faculty Awards” web page on the university’s website.

3. A congratulatory letter from the President/VPAA should be presented to the awarded winners.

4. This information (except the year achieved) should also be published in the campus newspaper.

Following are the awards recipients in 2011: Outstanding Preclinical Teaching Award: Dr. Paul Wanlass Outstanding Preclinical Teaching Award: Dr. Ju-Tzu Li Outstanding Clinical Teaching Award: Dr. Leigh Caldwell Outstanding Service Award: Dr. Sivarama Vinjamury Outstanding Service Award: Dr. Thomas Bodette Outstanding Scholarship Award: Dr. Eric Hsiao Outstanding Scholarship Award: Dr. Kevin Rose Special Recognition in the Area of Preclinical Teaching: Dr. Gena Kadar Special Recognition in the Area of Service to the University: Dr. Garrett Thompson Special Recognition in the Area of Preclinical Teaching: Dr. Thomas Bodette Special Recognition in the Area of Part Time Faculty: Dr. Kevin Glenn Special Recognition in the Area of Scholarship for the University: Dr. Gena Kadar Excellence in Research Award: Dr. Sivarama Vinjamury Excellence in Research Award: Dr. Anupama KizhakkeVeettil 2010 Recipient: Blood of the Turnip: Dr. Kevin Rose

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Student Awards LACC President’s Leadership Award The president’s leadership award is presented to a student from each college that demonstrates strong leadership in campus programs, advocates for the profession and / or the needs and concerns of the students. Also contributes to enhancing or improving a major program or event and participation in community service programs. CAOM President’s Leadership Award The president’s leadership award is presented to a student from each college that demonstrates strong leadership in campus programs, advocates for the profession and / or the needs and concerns of the students. Also contributes to enhancing or improving a major program or event and participation in community service programs. E. Maylon Drake Humanitarian Award The E. Maylon Drake Humanitarian Award is received by an individual who has shown a high degree of humanitarianism and has exhibited leadership in organizing and planning community outreach programs and events. Hua Tuo Clinical Award This award is presented to an Acupuncture & Oriental Medicine student who has demonstrated exceptional qualities throughout his or her educational experience in knowledge, technical skills, patient care and management, community service, professionalism, and attitude in a clinical setting. With these qualities, the recipient of the Hua Tuo Clinical Award exemplifies the ideal CAOM intern. Lester McCoy Clinical Excellence Award This award is presented to the chiropractic intern who has demonstrated excellence in all aspects of diagnosis, treatment and patient management. In addition, this intern has demonstrated strong leadership qualities, has been outstanding in their service to the University and has exhibited a high degree of professionalism. The winner of this award serves as a role model for all who participate in the internship. San Hong Hwang Technique Award This award is presented to the Acupuncture & Oriental Medicine student who best exhibits excellence in his or her knowledge, ability, and performance of acupuncture technique procedures, and serves as a role model among students through interactions in the classroom, laboratory, and clinical settings. Dr. Herbert Magee Jr. Technique Award This award is presented to a graduate who best embodies the following characteristics: displays excellence in her / his knowledge and performance of chiropractic technique procedures; renders service to the Principles and Practice Department, or to the College at large, in the area of chiropractic procedures, serves as a role model for other students through interactions within the classroom, laboratory and other clinic settings; and displays a marked aptitude for chiropractic technique procedures in the clinical setting.

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Shen Nong Herbology Award This award is presented to the Acupuncture & Oriental Medicine student who exhibits excellence in all aspects of herbal studies and practice, including herbal identification, clinical application, formula prescription, and herbal pharmacy management. The recipient of this award serves as a role model for other students through interactions within the classroom, clinical, and herbal pharmacy settings. Dr. George H. Haynes Memorial Alumni Award After nearly a decade of effort, Dr. Haynes became the man most singly responsible for the accreditation of chiropractic education through the Council on Chiropractic Education, as empowered by the Department of Health, Education and Welfare in August of 1974. Because of his academic contributions, professional achievement, personal and financial sacrifice, Dr. Haynes stands as an example of dedication and purpose to all new graduates. Any member of the University’s Alumni Association, including members of the faculty and staff may nominate a student. Selection is based on interaction with and contribution to the Alumni Association and on-campus student / club activities. The Alumni Association votes on the selection by majority vote. Student Affairs Awards The Student Service Award is presented to a student who strongly advocates student needs and concerns and contributes to improving Student Affairs programs or events.

ADDITIONAL FACTS Alumni Association Alumni of the Southern California University of Health Sciences have a wide range of interests in their chosen field of health care. In addition to applying their skills and knowledge to the health and well being of a wide variety of patients, many also choose to specialize in sports, pediatrics, rehabilitation, and nutrition. Graduates of both LACC and CAOM live and practice throughout the United States and Canada, as well as internationally.

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States Number of Alumni

Canada Number of Alumni Alabama 13

Alberta 24

Alaska 6

British Colombia 38 Arizona 245

Manitoba 6

Colorado 120

Nova Scotia 1 Connecticut 30

Ontario 32

District of Columbia 4

Quebec 4 Florida 118

Saskatchewan 1

Hawaii 58

Countries Number of Alumni Illinois 29

Australia 7

Iowa 9

Bolivia 1 Kansas 5

China (Hong Kong) 3

Louisiana 4

Denmark 13 Maine 4

Fiji 1

Maryland 28

France 2 Massachusetts 61

Germany 2

Missouri 17

Israel 4 Montana 22

Italy 9

Nebraska 7

Kenya 1 Nevada 154

Japan 2

New Jersey 80

Liechtenstein 1 New Mexico 29

Mauritius 1

New York 104

Mexico 1 North Carolina 35

Thailand 2

North Dakota 3

United Arab Emirates 1 Oklahoma 12

Netherlands 3

Oregon 89

New Zealand 1 Pennsylvania 40

Norway 5

Rhode Island 6

Portugal 1 South Carolina 8

Singapore 1

Tennessee 11

Spain 2 Vermont 3

Sweden 1

Virginia 47

United Kingdom 2 Washington 106

West Indies 40

West Virginia 3

Switzerland 6 Wisconsin 11

Taiwan 2

Wyoming 8

Thailand 2

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SCU Alumni Association The mission of the Southern California University of Health Sciences Alumni Association is to promote the continued growth and development of the University, its Colleges, its alumni and students. The Alumni Association is committed to building strong relationships and fostering communication between alumni, their alma mater and its students.

A Board of Directors and an Executive Committee, consisting of dedicated alumni chosen by the alumni dues paying members, govern the Alumni Association. Also serving as Directors on the Board, are student and faculty representatives who bring their unique perspective to their service in the Association. In 1994 the Board of Directors enacted a dues structure for membership that provided the Alumni Association with funds to support a variety of activities that advance its vision and mission. Since that time the Association has donated thousands of dollars in support of the University by supporting a variety of student and University programs and projects. Alumni Association Scholarship Program

In 1984 the Alumni Association endowed a scholarship program to provide financial assistance to outstanding students who exhibit great potential for service and leadership to the University and alternative health care. Since that time the Alumni Association Scholarship program has awarded scholarships each term in two categories:

1. Scholarship for Continuing Students – a $1,000 scholarship for a student in terms 2 through 10.

2. Scholarship at Entrance – a $500 scholarship for a new student entering SCU. Alumni Mentor Network

The SCU Alumni Association is committed to bridging the gap for students between the academic environment of the University and the realities of private practice. The Alumni Mentor Network was developed to facilitate the exchange of knowledge, experience, and ideas between our practicing alumni and potential students as well as current students. Alumni from both LACC and CAOM have volunteered their time to interact with students on a personal basis. The AOM Mentor Network is available to all potential and current students through the SCU website.

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Board of Directors of the SCU Alumni Association

Alumni serving on the Board of Directors of the Alumni Association for the 2010/2011 academic year are:

Executive Committee

President: Kurt von Rice, DC (1988) Vice President of Membership: George McClellan, DC (1979) Vice President of Finance: Cristina Clifford, LAc (2004) ASB Vice President of Alumni Affairs: Ryan Anderson Immediate Past President: Robyne Captanis, DC (1990) Directores: Alan Dinehart, Jr., DC (1978) Kathleen Fessenden, DC (1990) Monte D. Hessler, DC (1985) Craig A. King, DC (2000) Alicia Martinique, DC (1987) Winifred Monaco, DC (1999) John Miceli, Jr., DC (2004) William L. Nelson, DC (1990) Howard B. Schneider, DC (1983) Alumni Representative to the Board of Regents: Timothy R. Noble, DC (1986) Student Directors: Karen Bloch & Ryan Comeau Faculty Director: Mark Losack, DC (1996) CAOM Director: Diane Suk Kim, LAc (2006) Director of Alumni Affairs: Sheila A. Hanes, DC (1976) Executive Director of SCU Alumni Association: Julie Heggeness, JD, CSPG

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Health Centers The SCU health center is located on the Whittier Campus. This facility houses both the interns from the Los College of Chiropractic and the College of Acupuncture and Oriental Medicine. In addition, students that are participating in the Massage Therapy and Ayurvedic certification programs also perform their internship in this facility. Additional services offered in the Whittier Health center include herbs and nutrition. There are plans for the future that include adding additional health care providers of various disciplines. Approximately 1/3 of our LACC interns are based in our Whittier Health Center and others may be based at other health centers such as CSU-Northridge, CSU-LA, CSU-Fullerton, and Mt. SAC. 100% of our CAOM interns are based in the Whittier Health Center and may rotate to CSU Fullerton. Our outlining base clinics are multi-disciplinary including an LACC faculty member. They interact on a regular basis with all the multi-disciplinary healthcare professionals within the facilities. In addition, the LACC interns also participate in the CBI program which consist of private practice rotations that start early in their internship and continue until they graduate. Recently the College of Acupuncture and Oriental Medicine has been able to allow interns to participate in a Preceptorship program. The LACC interns also rotate through a variety of satellite rotations including Orange County Rescue Mission, the VA, LA Free Clinic, Being Alive, El Camino and Cerritos Community Colleges along with LA City Help. Below is a chart showing the average patient volume seen by the LACC interns in all of the outline base clinics and the combination of patients seen from both the Acupuncture and Chiropractic interns in the Whittier Health Center. 2011

Whittier CSUF CSULA CSUN Mt. SAC NP Visits NP Visits NP Visits NP Visits NP Visits 2,479 25,702 507 3,060 359 1,008 662 2,446 529 2,296

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Seabury Learning Resource Center (LRC) The SCU Seabury Learning Resource Center is comprised of the Library, Academic Support Center and the Computer Lab. Students and faculty have access to an extensive print and non-print collection as well as online electronic resources and databases. The LRC is an active participant in DOCLine, CLIBCon and other library/resource consortia to better service our community. Total number of journals available: 135 of which 42 are solely print journals; 77 titles are solely electronic & 16 in both formats. Search engine access: 2011 changes

EbscoHost (all full-text; accessible both on-site & off-site):

1. Medline 2. Alt Health Watch 3. Academic Search Premier 4. SPORTDiscus

Independent DBs (non-EbscoHost):

1. Cochrane Databases: Cochrane of Systemic Reviews; Database of Abstracts of Reviews of Effects; Cochrane Central Register of Controlled Trials; Cochrane Methodology Register; NHS Economic Evaluation Database; Health Technology Assessments

2. ERIC: Educational Resource Information Center 3. Foundation for Chiropractic Education & Research 4. ICL: Index to Chiropractic Literature 5. LOCUSMap 6. MANTIS 7. MDConsult 8. NCCAM: National Center for Complementary & Alternative Medicine 9. NATIONAL STANDARD DB for Herbs & Supplements 10. OVID 11. Primal Pictures Anatomy for Acupuncture 12. Primal Pictures Chiropractic Interactive Spine 13. PUBMED

Health division books 7,242 titles, 10,968 volumes Other: The book collection is broken down as 4% Reference, 7% Reserve (textbook) materials, and 8% Rare Book Collection, with the remainder as the Circulating Collection (81% of all holdings). The LRC tracks about 500 items loaned each month (10/11). The library has a small audio/video collection (600+) as well as select software (25+) available for loan. Additionally, the library catalog includes 120+ electronic books in the area of general medical education.

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Information Technology Total Number of University owned work station:

• 282 Desktops and Laptops

Total number of computer (terminals) in labs and library: • Chesney Center, 4 WYSE Thin Clients. • LRC, 31 WYSE Thin Clients, 1 Gateway and 1 Dell PC. • Admissions, 3 DELL PC (terminal mode). • AOM Lounge, 4 WYSE Thin Clients. • H Radiology Lab 34 WYSE Thin Client • WHC Front Desk 3 WYSE Thin Clients and 2 DELL PC (terminal mode). • WHC Student Lounge 4 WYSE Thin Clients. • IT Front desk and backup 4 WYSE Thin Clients.

Number of IT help desk/tech support personnel including department staff: • 3 IT Dedicated for Network Infrastructure and Help Desk • 5 IT Programmers • Total Staff 8

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Facilities

Building Building Use Sq. Ft Year Built A Administrative Offices/OSIR 6,285 1961 B OneStop: Admissions/SPS/Registrar/Financial Aid/Student Accts. 6,285 1961 C Information Technology/HR/Business Offices 6,285 1961 E Basic Science Lab/Faculty personal computer lab/Faculty/Staff lounge 4,920 1961 F AOM faculty Offices/Safety Department 4,725 1961 H Radiology 13,476 1963/1992 I Diagnostic lab 5,370 1963/1992 J Chiropractic Procedure lab 5,520 1963/1991 K Faculty offices/Center Billing/preceptor 6,285 1966 L Microbiology/Biochemistry lab/faculty office 3,750 1966 M Small group study room/student class room, Anatomy Lab/OSIR 12,961 1961 N Storage Shed 1,392 1961 O Lecture Halls 12861 1961 P Electronic power station 190 1961 Q Gymnasium/weight room 15,537 1961/1989 R Student Center 6,970 1961 S Facilities building 8,160 1961 T Sports Medicine & Sports Performance 9,386 1961 V Performance Arts Center (PAC), Learning Resource Center (LRC) 7,233 1973 W Clinic 12,200 1998 Z Conference room 922 1961

SVC Sand Volleyball court 16,242 1996