Attach to Form 990 or Form 990-EZ.
See separate instructions.
Information about Schedule A (Form 990 or 990-EZ) and its instructions is at www.irs.gov/form990.
| (i) Name of supported organization | (ii) EIN | (iii) Type of organization (described on lines 1- 9 above or IRC section (see instructions)) | (iv) Is the organization in col. (i) listed in your governing document? | (v) Did you notify the organization in col. (i) of your support? | (vi) Is the organization in col. (i) organized in the U.S.? | (vii) Amount of monetary support | |||
|---|---|---|---|---|---|---|---|---|---|
| Yes | No | Yes | No | Yes | No | ||||
| Total | |||||||||
Calendar year (or fiscal year beginning in) ![]() |
(a) 2009 | (b) 2010 | (c) 2011 | (d) 2012 | (e) 2013 | (f) Total | |
|---|---|---|---|---|---|---|---|
| 1 | Gifts, grants, contributions, and membership fees received. (Do not include any "unusual grants.") .... | ||||||
| 2 | Tax revenues levied for the organization's benefit and either paid to or expended on its behalf....... | ||||||
| 3 | The value of services or facilities furnished by a governmental unit to the organization without charge.. | ||||||
| 4 | Total. Add lines 1 through 3 | ||||||
| 5 | The portion of total contributions by each person (other than a governmental unit or publicly supported organization) included on line 1 that exceeds 2% of the amount shown on line 11, column (f).. | ||||||
| 6 | Public support. Subtract line 5 from line 4. | ||||||
Calendar year
(or fiscal year beginning in) ![]() |
(a) 2009 | (b) 2010 | (c) 2011 | (d) 2012 | (e) 2013 | (f) Total | |
|---|---|---|---|---|---|---|---|
| 7 | Amounts from line 4.. | ||||||
| 8 | Gross income from interest, dividends, payments received on securities loans, rents, royalties and income from similar sources... | ||||||
| 9 | Net income from unrelated business activities, whether or not the business is regularly carried on.. | ||||||
| 10 | Other income. Do not include gain or loss from the sale of capital assets (Explain in Part IV.).. | ||||||
| 11 | Total support (Add lines 7 through 10). | ||||||






Calendar year (or fiscal year beginning in) ![]() |
(a) 2009 | (b) 2010 | (c) 2011 | (d) 2012 | (e) 2013 | (f) Total | |
|---|---|---|---|---|---|---|---|
| 1 | Gifts, grants, contributions, and membership fees received. (Do not include any "unusual grants.") . | ||||||
| 2 | Gross receipts from admissions, merchandise sold or services performed, or facilities furnished in any activity that is related to the organization's tax-exempt purpose...... | ||||||
| 3 | Gross receipts from activities that are not an unrelated trade or business under section 513.. | ||||||
| 4 | Tax revenues levied for the organization's benefit and either paid to or expended on its behalf... | ||||||
| 5 | The value of services or facilities furnished by a governmental unit to the organization without charge.. | ||||||
| 6 | Total. Add lines 1 through 5. | ||||||
| 7a | Amounts included on lines 1, 2, and 3 received from disqualified persons... | ||||||
| b | Amounts included on lines 2 and 3 received from other than disqualified persons that exceed the greater of $5,000 or 1% of the amount on line 13 for the year. | ||||||
| c | Add lines 7a and 7b.. | ||||||
| 8 | Public support (Subtract line 7c from line 6.) | ||||||
Calendar year (or fiscal year beginning in) ![]() |
(a) 2009 | (b) 2010 | (c) 2011 | (d) 2012 | (e) 2013 | (f) Total | |
|---|---|---|---|---|---|---|---|
| 9 | Amounts from line 6... | ||||||
| 10a | Gross income from interest, dividends, payments received on securities loans, rents, royalties and income from similar sources.. | ||||||
| b | Unrelated business taxable income (less section 511 taxes) from businesses acquired after June 30, 1975. | ||||||
| c | Add lines 10a and 10b. | ||||||
| 11 | Net income from unrelated business activities not included in line 10b, whether or not the business is regularly carried on. | ||||||
| 12 | Other income. Do not include gain or loss from the sale of capital assets (Explain in Part IV.) .. | ||||||
| 13 | Total support. (Add lines 9, 10c, 11, and 12.).. | ||||||




| Facts And Circumstances Test |
|---|
| Explanation |
|---|
| Software ID: | |
| Software Version: |
| Return Reference | Explanation |
|---|---|
| SCHEDULE E, LINE 3 | NONDISCRIMINATORY POLICY BIOLA PUBLICIZES ITS RACIALLY NONDISCRIMINATION POLICY THROUGH ADVERTISEMENTS, BROADCASTS, AND MAILERS. IT IS ALSO INCLUDED ON THE UNIVERSITY'S WEBSITE, IN ITS CATALOGUE AND STUDENT HANDBOOK. |
| SCHEDULE E, LINE 5D | DISCRIMINATION BY RACE BIOLA DOES NOT DISCRIMINATE WITH REGARD TO RACE IN THE AWARDING OF ANY INSTITUTIONALLY FUNDED SCHOLARSHIPS OR OTHER FINANCIAL ASSISTANCE, HOWEVER, THE UNIVERSITY ASSISTS IN ADMINISTRATION OF A LIMITED NUMBER OF SMALL PRIVATELY OWNED SCHOLARSHIP FUNDS THAT (AMONG OTHER FACTORS) FAVOR MEMBERS OF ONE OR MORE RACIAL MINORITY GROUPS AND DO NOT SIGNIFICANTLY DEROGATE FROM THE UNIVERSITY'S RACIALLY NONDISCRIMINATION POLICY. |
| SCHEDULE E, LINE 6A | FINANCIAL AID OR ASSISTANCE FROM GOVERNMENTAL AGENCY BIOLA UNIVERSITY SERVES AS A CONDUIT TO RECEIVE AND DISBURSE STUDENT AID FUNDS FROM GOVERNMENTAL AGENCIES SUCH AS THE DEPARTMENT OF EDUCATION AND DEPARTMENT OF HEALTH AND HUMAN SERVICES UNDER THE FOLLOWING PROGRAMS: FEDERAL ACADEMIC COMPETITIVENESS GRANT PROGRAM, FEDERAL PELL AWARD GRANT PROGRAM, FEDERAL PERKINS LOAN PROGRAM, FEDERAL NATIONAL SMART GRANT PROGRAM, FEDERAL NURSING STUDENT LOAN PROGRAM, FEDERAL SUPPLEMENTAL EDUCATIONAL OPPORTUNITY GRANT, FEDERAL WORK STUDY. |
| Software ID: | |
| Software Version: |
Attach to Form 990 or 990-EZ.
Information about Schedule O (Form 990 or 990-EZ) and its instructions is at| Return Reference | Explanation |
|---|---|
| Form 990, Part III, Line 1 | Biola University is a private Christian university located in Southern California. For over 105 years, Biola has stood out as an institution grounded on biblically centered education, intentional spiritual development, and career preparation, where all faculty, staff and students are professing Christians. With more than 145 academic programs through its seven schools, Biola offers degrees ranging from Bachelor of Arts to Doctoral degree. |
| Form 990, Part III, Line 4a | School of Arts and Sciences: The School of Arts and Sciences is more than a collection of departments. Our goal is to teach the connectedness of all knowledge, helping students explore a wide range of disciplines and the contributions that each can make to the web of understanding. Form a Biblical worldview, we seek to challenge students to explore and develop knowledge, skills, and attributes that will enable them to understand, express, care for, and celebrate God's diverse and complex world, that in it they might seek and humbly serve the kingdom of God. Beyond the classroom, our students learn experientially, connecting their studies to the contexts of life that they might love their neighbors in the places and positions beyond Biola where God may lead them. More than granting a degree, we hope to awaken the joys of learning so that liberal arts might be a lifelong passion. |
| Form 990, Part III, Line 4b | Talbot School of Theology: The mission of Talbot School of Theology is the development of disciples of Jesus Christ whose thought processes, character, and lifestyles reflect those of our Lord, and who are dedicated to disciple making throughout the world. The theological position of Talbot School of Theology is Christian, Protestant, and theologically conservative. The school is interdenominational by nature and is thoroughly committed to the proclamation of the great historic doctrines of the Christian church. It definitely and positively affirms historic orthodoxy in the framework of an evangelical and premillennial theology that is derived from a grammatical-historical interpretation of the Bible. It earnestly endeavors to make these great doctrinal truths a vital reality in the spiritual life of this present generation. The seminary aims to train students who believe and propagate the great doctrines of the faith as they are summarized in our Statement of Doctrine and Explanatory Notes. Spiritually, it is the purpose of Talbot to develop in the lives of its students a spiritual life that is in harmony with the great doctrines taught, so that they may grow in the grace as well as in the knowledge of our Lord and Savior Jesus Christ. Specifically, the goal is to educate and graduate students characterized by commitment to serving Christ, missionary and evangelistic zeal and a solid knowledge of the Scriptures. To accomplish these objectives the seminary conducts a chapel program and gives attention to its students' ministry/service opportunities. Academically, it is the purpose of the seminary to provide its students with the best in theological education so they may be equipped to preach and teach the Word of God intelligently and present it zealously to the world. In keeping with this goal every department is geared to emphasize the clear and accurate exposition of the Scriptures. The biblical languages are utilized to expose the inner meaning of the inspired text. Bible exposition, by synthesis or analysis, presents a connected and related interpretation of the infallible Book. Systematic theology moves toward a well-organized and structured arrangement of biblical truth. Historical theology engages itself to acquaint the student with the progress of the inerrant Word among the household faith throughout the Christian era. Philosophy of religion furnishes the elements whereby the servant of Christ may give a well-developed reason for the faith that is within. Missions, Christian ministry and leadership, and Christian education strive to perfect in the student a skillful and winsome presentation of truth, privately and publicly. Talbot stands for one faith, one integrated curriculum, one eternal word of God and its effective proclamation to a modern generation with its multiplicity of needs. It is the purpose of the seminary to prepare for the gospel ministry those who believe, live and preach the great historic doctrines of faith that have been committed to the church. To realize these broad objectives, the seminary offers nine degree programs, each with its own distinctive purpose. |
| Form 990, Part III, Line 4c | Rosemead School of Psychology: Rosemead's educational distinctive are its strong professional training orientation and its goal of relating the data and concepts of psychology to those of Christian theology. Since both psychology and theology address the human condition, Rosemead's faculty believes there is a great deal to be gained by an interdisciplinary study of the nature of persons. Consequently, all students take a series of theology courses and integration seminars designed to study the relationship of psychological and theological conceptions of human functioning. This series of courses lengthens Rosemead's doctoral program by approximately one year beyond most four year clinical programs. While recognizing that the disciplines of psychology and theology have some very different data and methodologies, their overlapping content, goals, and principles provide a rich resource for interdisciplinary study. Issues growing out of these overlapping concerns cover a range of topics relating to research, theory and clinical practice. By encouraging this study, Rosemead is attempting to train psychologists with a broad view of human nature that includes a sensitivity to the religious dimension of life. Through its interaction with members of the Christian community, Rosemead is also committed to demonstrating to the church the potentially significant contributions an understanding of the data and methods of psychology can make the Church's role of ministering to the whole person. Students designing to focus on their professional practice on children, couples or families may take an emphasis in Family-Child Psychology. This emphasis requires completion of elective courses in addition to the regular doctoral requirements. Students emphasizing in Family-Child Psychology also write their dissertations or doctoral research papers in a family-child area, spend their year-long outpatient practicum in a setting where at least one-half of their work is with children, couples or families, and complete an internship in a setting where at least one-third of their work is with a family-child population. They may also elect other family related courses such as Development of Religious Understanding in Children and Adolescents, and Human Sexuality. At the heart of an effective training program in professional psychology is the opportunity to develop the personal insights and skills necessary for empathic and effective interaction with a wide range of settings. In order to meet this need, Rosemead has developed a sequence of experiences designed to promote personal growth and competence in interpersonal relationships as well as specific clinical skills. Beginning in their first year of study, students participate in a variety of activities designed to promote professional awareness and personal growth. The first year activities include active training in empathy skills in an on-campus pre-practicum experience. The pre-practicum course consists of exercises to assess and facilitate interpersonal skills, and an initial opportunity for the student to with a volunteer college client in a helping role. During the second year, all students participate in interpersonal training therapy. As participants, students personally experience some of the growth-producing aspects of interpersonal relationships. In addition, students begin their formal practicum and psychotherapy lab courses in the second year. Students are placed in such professional facilities as outpatient clinics, hospitals, college counseling centers, public schools and community health organizations on the basis of their individual readiness, needs and interest. These practicum experiences are supervised both by Rosemead's faculty and qualified professionals working in the practicum agencies. In the psychotherapy lab courses, students receive both instruction and supervised experience, offering clinical services from the theoretical orientation of the course. Students elect lab courses from offerings such as Introduction to Child & Adolescent Therapy, Marriage and Family Therapy, Group Therapy, Cognitive Behavioral Therapy with Children, Gestalt Therapy, and Biofeedback. During the third year most doctoral students take two or three psychotherapy lab courses, work in an adult outpatient practicum setting, and begin individual training therapy. This therapy is designed to give the student first-hand experience in the role of a client and is considered an opportunity for both personal growth and for learning therapeutic principles and techniques. A minimum of 50 hours of individual training is required. Such issues as timing, choice of therapist and specific goals are determined by students in conjunction with their advisors and the Clinical Training Committee. When doctoral students reach their fourth year, most of their time is spent in electives from the therapy, integration, and general psychology courses, advanced practicum assignments, and independent study or research. This step-by-step progression in professional training experiences gives the student personal experience with a wide range of personalities in a variety of settings and provides the necessary preparation for a full-time internship during the year of study. |
| Form 990, Part III, Line 4d | Other Program Services Christian Apologetics: This specialized graduate program (Master of Arts in Christian Apologetics) is an interdisciplinary degree that educates students to articulate and defend the great truths of this historic christian faith from the standpoint of philosophy, history, biblical studies, theology, and cultural studies. The Christian Apologetics department also offers special learning program and lectures for the public and churches, as well as a certificate program in the defense of the faith for lay people. Science and Religion: The Masters of Arts Degree in Science and Religion is designed to provide individuals with the essential background in theology, history, and philosophy necessary to integrate evangelical Christianity with modern science. The master's program relates to Christianity and the sciences is designed for Christian students who have basic training in a natural science. This program also offers advanced seminars that focus on current theological issues within specific scientific disciplines. Cook School of Intercultural Studies: The primary objective of the Cook School of Intercultural studies arises from the mandate given by the Lord Jesus Christ to make disciples of every nation based on an understanding of both human beings and culture. The CSICS strives to enable students to demonstrate knowledge and an understanding of human beings within their cultural setting. We further strive to enable students to demonstrate a knowledge and understanding of the theological, historical, sociological, anthropological and linguistic issues associated with the cross cultural communication of the gospel through a broad range of professions and vocations. It is the desire of the faculty that each student in the program will find in their particular career choice the means to effective cross cultural personal ministry and evangelism. In the undergraduate departments students are exposed to the foundational concepts within anthropology, cross-cultural engagement, cultural diversity, cross-cultural communication, and theologizing within cultural contexts. Students work closely with their advisors to build a program according to their career objectives. They are encouraged to choose specific concentrations that provide the skills for their chosen careers, or in combination with other disciplines in the university to combine their cross-cultural skills with preparation in bicultural education, cross-cultural media communication, and social work, cross cultural counseling, international relations or international business administration. In the graduate departments students engage in a deeper level of critical analysis of theories and practices associated with global issues, the internationalization of the Christian faith, the study of cultures and culture change, and the formation of pedagogical concepts and practices appropriate to cross-cultural educational theory and practice. A unique feature of the graduate studies degrees is the use of blended delivery systems that allow students who are currently in working careers to pursue their degrees while still remaining in their careers. School of Education: The School of Education serves a diverse student body, consisting of more than 300 undergraduate students (230 Liberal studies majors and approximately 201 single subect majors) and 145 graduate students. Our full-time faculty is made up of outstanding professionals with decades of combined experience in classroom and administrative settings. At the undergraduate level, the School of Education is home to the Liberal Studies Major, which consistently ranks among the five most popular undergraduate majors at Biola. At the graduate level, the school of Education offers the flexible Master of Arts in Teaching (M.A.T.) and Master of Arts in Education (M.A.ED.) programs, which can be taken in person, online, or in combination and can be tailored to meet the individual interests of new and experienced teachers alike. Our State-Accredited Teachers preparation program offers teaching credentials at both the graduate and undergraduate levels in multiple and single subjects. We also offer five levels of Early Childhood permits at the undergraduate and graduate level, accredited by CCTC, and one four-course institution-sponsored online special Education Certificate. Crowell School of Business: The Crowell School of Business prepares students academically with a foundational business education while nurturing their Christian commitment through solid biblical integration in courses and contact with faculty and staff. Our goal is prepare graduates to be leaders in their profession, impacting the culture of Christ. The Masters of Business Administration program at Biola University is designed for business people who already have experience in management but want to increase their understanding of the entrepreneurial spirit within the corporate culture. It prepares followers of Jesus Christ to be successful leaders in the marketplace. The program incorporates foundational courses in theology alongside the constant application of biblical principles for decision for the part-time, fully employed student, with classes held in the evening. We are part of the Biola University family of six schools. For 100 years our mission has been biblically centered education, scholarship and service, equipping men and women in mind and character to impact the world for the Lord Jesus Christ. Interterm Session: To facilitate the completion of graduation and also to allow exposure to creative learning and to enrich students' academic programs, the University provides an Interterm program in January. A balanced program of general education, Bible, electives and graduate courses is offered. Students may enrich their course of study and reduce the overall time spent in school or decrease their regular course load by careful selection of Interterm courses. Certain courses or workshops may be offered during Interterm that is not listed in this catalog. Courses may be innovative or the content may be in response to specialized needs or current topics. Opportunities to participate in travel and other non-traditional courses are also offered by various departments through the office of Off-Campus Programs who organizes Biola Study Tours. Summer Session: A continuing Summer Session program provides students with the opportunity for a greater degree of flexibility in planning their total program. Students may enrich their course of study and reduce the overall time spent in school or decrease their regular course load by careful selection of Summer Session courses. Visiting students find it refreshing to study in a different atmosphere and perhaps a different locale and entering students find it helpful in gaining advanced standing. Courses of study may be applied to both the degree and the teaching credential programs. Instruction is offered in standard courses by the Biola faculty and capable visiting professors. Certain courses or workshops may be offered during Summer Sessions that are not listed in this catalog. These may be innovative courses created in response to current topics or specialized needs. |
| Form 990, Part VI, Section B, Line 11a | The organization's Senior Director of Financial Management and Reporting works closely with the outside accounting firm it engages to review the return. The final draft of Form 990 is reviewed by the Chief Financial officer. Biola posts Form 990, excluding Schedule B, prior to filing, on a secure web site and inform the Board of Trustees that it is available for their review. |
| Form 990, Part VI, Section B, Line 12c | The Director of Human resources, in conjunction with the Chief Financial Officer, is charged with monitoring proposed or ongoing transactions for conflicts of interest and addressing any potential or actual conflicts. Pursuant to the Conflict of Interest Policy, an annual conflict of interest questionnaire, aimed at determining any family and business relationships and transactions or other transactions that may pose a potential conflict, is distributed to all covered persons (i.e. board members, officers and executive leadership or key employees, if any). |
| Form 990, Part VI, Section B, Line 15 | The Committee on the President to the Board of Trustees serves as the university's compensation committee, comprised solely of independent directors, none of which have a conflict of interest with respect to the compensation arrangements. The committee develops, consistent with the organization's philosophy and principles, the annual performance goals and the criteria to be used in determining merit increases criteria for the President (CEO) and the vice presidents. The full Board reviews and validates these compensation arrangements. Form 990, Part VI, Section C, Line 19 While federal tax laws do not mandate that the organization's governing documents, conflict of interest policy, and financial statements be made available for public inspection, the organization makes its financial statements and conflicts of interest policy available on the university's website at www.biola.edu/hr/ehandbook. The governing documents are available upon request. |
| Form 990, Part XI, Line 9 | The Other Change in Net Assets consists of the following: Change in Value of Split-Interest Agreements $ 564,978 Loss on Arrington Square $ -191,088 |
| Software ID: | |
| Software Version: |