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Our History 

The college logo reflects Summit Pacific College's location on a mountain near the Pacific Ocean in the Fraser Valley

The college logo reflects Summit Pacific College's location on a mountain near the Pacific Ocean in the Fraser Valley

The college crest embodies a cross to symbolize the redemptive work of Christ, an open Bible for the world, a flame representing the Holy Spirit, and a maple leaf to represent Canada. The Greek motto means "Competency through Christ."  The college crest colours are: red, gold and sky-blue. Red speaks of the blood of Christ, gold of His deity, and blue of the heavenly destiny of God's people.

The college crest embodies a cross to symbolize the redemptive work of Christ, an open Bible for the world, a flame representing the Holy Spirit, and a maple leaf to represent Canada.
The Greek motto means "Competency through Christ."

The college crest colours are: red, gold and sky-blue. Red speaks of the blood of Christ, gold of His deity, and blue of the heavenly destiny of God's people.


In 1941, when the ministers of British Columbia and Yukon District of the Pentecostal Assemblies of Canada gathered together for their Conference in Vancouver, they were greatly concerned for the need of young people who were seeking to answer God's call to the Christian ministry. A suitable college for the training of such youth was seen to be an urgent need. Thus, the invitation by the official board of Glad Tidings Tabernacle of Victoria was gladly accepted, and within the facilities of that church, the British Columbia Bible Institute opened its doors in the fall of 1941. The founder and first President was Rev. Ernie W. Robinson.

As the years passed the growing college felt the need for its own campus and residences. Thus, in 1951, it moved to a residential campus in North Vancouver. In 1962 British Columbia Bible Institute was renamed Western Pentecostal Bible College. A program to add buildings and facilities saw a steady upgrading of the original plant. Nevertheless, it became evident that future requirements called for larger accommodations outside of urban restrictions. As early as 1966 there was a preliminary land purchase, but it was not until 1971 that the present site was acquired.

New campus construction began in 1973, and the college took occupation in the fall of 1974. The three original buildings (the Eric A. Hornby Memorial Academic Building, the William J. Friesen Residence, and the Ernie W. Robinson Dormitory) were augmented by the Vernon Morrison Residence in 1977 and the P.S. Jones Memorial Auditorium in 1979. The Mary Ellen Anderson Memorial Chapel was built in 1986 and the Lorne Philip Hudson Memorial Library was built in 1988. The L. T. Holdcroft Residence (2001) replaces the original Ernie W. Robinson Dormitory (1974). The Phil and Jennie Gaglardi Memorial Auditorium (2004) replaces the P.S. Jones Memorial Auditorium (1979). A new academic wing was added in 2010 called the Revival and Learning Centre.



Head administrators who have served the college over the years have included: Ernie W. Robinson, 1941-56; Tom Johnstone, 1956-58; Vernon R. Morrison, 1959-68; Dr. L. Thomas Holdcroft, 1968-87; and Dr. James G. Richards, 1987-2006. The current President is Dr. Dave L. Demchuk who began his administrative leadership in December 2006.

The classroom ministry and administrative leadership as Dean and Principal of Rev. W.J. Friesen extended over many years, and he served under three presidents. Rev. and Mrs. A.J. Schindel ministered as classroom instructors and in some administrative capacities over an eighteen-year period from 1944 to 1962. Dr. Roger Stronstad taught courses from 1974 until 2016 and was the Dean of Education from 1986-2005. Dr. Wilf Hildebrandt has served as Dean of Education since 2005. Laurie Van Kleek has served as an instructor and librarian since 1972.

From the early years of the developing college, the British Columbia District Executive of the Pentecostal Assemblies of Canada was designated as the "Bible School Committee", and it thereby served as the Board of Governors. The District Superintendent was considered Chairman of the Board. In 1955, this arrangement was given formal sanction by approval of the District Conference. Thereafter, the District Executive, when meeting on matters concerning the college, was designated the Board of Governors. A group from within the Board, known as the Administrative Committee, was formed to handle matters involving routine business.


In the District Conference of 1966, full endorsement was given for an expansion of the academic curriculum, and that fall the first stages of the additions were implemented. In March 1967, the British Columbia Provincial legislature granted the college a charter officially recognizing it as "a Theological College" and conferring upon it "the power to provide instruction and grant degrees in Theology, Religious Education and Sacred Music only." The charter became law when it was proclaimed in 1981.

After the move to Abbotsford was completed, it was decided to seek full accreditation with the goal of granting undergraduate degrees. The college curriculum was reviewed, further developed and refined, and the academic preparation of its faculty systematically upgraded. The library was upgraded, and the college board and academic senate were reorganized to conform to American Association of Bible College guidelines (AABC). After receiving candidate status (1976) and associate status (1978) Western was awarded full accreditation in 1980. Accreditation was reaffirmed by the AABC in 1985, 1990, and 2000. In 2004 the association was renamed the ABHE (Association for Biblical Higher Education). SPC’s accreditation was reaffirmed in 2011 forten years by the COA of the ABHE.

Once Western’s accreditation was in place the College Boardpetitioned the National Bible College Committee of the Pentecostal Assemblies of Canada for permission to grant degrees. At the Graduation ceremony in April 1982, Western awarded bachelor’s degrees to qualifying graduates for the first time in its history.

On April 30, 1996 the British Columbia and Yukon District of the Pentecostal Assemblies of Canada advanced the quality of ministerial training at Western by approving an affiliation agreement with Trinity Western University (TWU), Langley, BC. Under the affiliation agreement TWU teaches most of the generalstudies courses in the college’s curriculum.

Graduate Studies

Since 2015 SPC has offered graduate level studies that previously were taught through the Canadian Pentecostal Seminary at the Association of Theological Schools in Langley, B.C. [TWU campus].Summit’s School of Graduate Studies continues the mandate ofCPS and offers courses of interest to Pentecostals while providing a track for PAOC credential seekers. Completion of five courses leads to the “Graduate Certificate in Studies in Pentecostal Theology.” The School of Graduate Studies has made academic arrangements with other graduate schools/universities -Southeastern UniversityTWU/ACTS Seminaries and most recentlyRegent College - where students can complete their master’sdegrees. All academic credits from five core courses are pre- approved to be transferrable to certain study programs in the above-mentioned institutions. Beginning in the fall of 2018, Summit also teaches courses that lead to the “Graduate Certificatein Non-Profit Organizational Leadership.” Completion of five courses in organization administrative leadership will result in a certificate that equips leaders for a range of ministries in churches and in the non-profit sector.

Name Change

In March 2003 Western Pentecostal Bible College was renamed Summit Pacific College by an act of the British Columbia Provincial Legislature.


As of 2019 a total of 2218 students have graduated from the college. The majority of these now hold posts of responsibility as ministers, missionaries, church musicians, Christian educators, youth leaders, and similar vocations within the staffs of churches, church related institutions, charities, community service organizations and marketplace ministries. Typically, more than one-half of the pastors of Pentecostal Assemblies of Canada churches in British Columbia are alumni of the college.

The prospects for Summit Pacific College continue to be both encouraging and challenging. Sacrificial efforts by a host of dedicated participants and friends have built a solid foundation. Spiritually, academically, and financially Summit is firmly established. Through 77 years of ministry the college has experienced much progress.

Our Mission

Mission Statement

Summit Pacific College exists to educate, equip and enrich Christians for Spirit-empowered ministry in the Church and in the world.


In the fulfillment of our mission, Summit Pacific College stands for a number of core values:

  • the academic study of the Old & New Testament Scriptures, which provide knowledge of all Bible truth and a Christian worldview;

  • the need for an authentic, experiential and passionate relationship with God, made possible through faith in the atoning work of Jesus Christ;

  • the person of the Holy Spirit, who fills believers and works His multi-faceted gifts in them for Spirit-empowered ministry;

  • Christ’s great commission and His command to love God and neighbour. This value is evidenced as believers worship God, serving His interests through evangelism and care giving, with excellence and creativity;

  • the Church as the redeemed community of faith who seek to live genuine spiritual, influential lives in society and;

  • a Biblical leadership ethic and skills that emulate the servant leadership of Jesus.

These values are the driving focus of what Summit desires to be in furthering God's kingdom. Everything Summit does is based on the compelling desire to further the kingdom of God in a challenging and changing world.


Based on our mission and values, our Institutional Outcomes are threefold:

TO EDUCATE: developing intellectual aptitudes (formal learning)

  • Grow in understanding of the Bible (core courses)

  • Grow in understanding of Christian doctrine and practice

  • Develop and deepen a Christian worldview

  • Cultivate critical and reflective thinking processes;

  • Develop academic skills to facilitate life-long thinking

TO EQUIP:  enhancing the application of learning (practice)

  • Grow in disciplines and skills to be used for effective, practical ministry

  • Evaluate, understand and engage the culture in which the live

  • Understand personal leadership competencies

  • Exhibit ability to lead others;

TO ENRICH: facilitating growth in Christian experience & character (spiritual growth)

  • Progress in personal spiritual formation

  • Exhibit holistic personal growth - including emotional, spiritual, social and physical

  • Grow in the understanding of Christian service

  • Appreciate the importance of the local church and participate in a growing Christian community.

 Accreditation & Memberships


The Pentecostal assemblies of canada

Summit Pacific College is the theological college of the BC & Yukon District of the Pentecostal Assemblies of Canada.


The association for biblical higher education

Summit Pacific College is an accredited member of the Association of Biblical Higher Education (ABHE) (since 1980; reaffirmed in 2011 for 10 years).


British columbia eqa

Summit Pacific College was granted the Education Quality Assurance designation by the BC Ministry of Advanced Education (December 2015).


Trinity Western University

We are affiliated with Trinity Western University of Langley, BC, Canada. 



Council for Higher Education Accreditation

Summit Pacific College is a member of the Council for Higher Education Accreditation.


Christian Higher Education Canada

Summit Pacific College is a member of Christian Higher Education Canada (CHEC).


Association of Christian Schools International

Summit Pacific College is a member of The Association of Christian Schools International.

Statement of Faith


We believe:

  • the Holy Scriptures are the divinely inbreathed, infallible, inerrant and authoritative Word of God.

  • that there is one God, eternally existent in the Persons of the Holy Trinity.

  • in the virgin birth of the Lord Jesus Christ, His unqualified deity, His sinless humanity and perfect life, the eternal all-sufficiency of His atoning death, His bodily resurrection, His ascension to the Father's right hand and His personal coming again at His second advent.

  • that justification is a judicial act of God on the believer's behalf solely on the merits of Christ, and that regeneration by the power of the Holy Spirit is absolutely essential for personal salvation.

  • in holy living, the present day reality of the baptism in the Holy Spirit according to Acts 2:4, the gifts of the Holy Spirit, and the Lord's supernatural healing of the human body.

  • in Christ's Lordship of the Church, the observance of the ordinances of Christian baptism by immersion for believers and the Lord's Supper.

  • in the eternal blessedness of the redeemed in heaven and the eternal doom of the unregenerate in the lake of fire.

Statement of Philosophy

  • All truth ultimately is God's truth. God exists both as the source and final object of all that can be known. Thus, the pursuit of truth is the pursuit of God. He is to be found primarily through the pages of Holy Scripture, but also through nature, history, and human conscience. In all areas in which the Scripture speaks, truth is confirmed when the scholar's insights plainly accord with the declaration of the Scripture.
  • Knowing His truth involves submission to Him. Although humans possess the capacity to learn, in their natural state they also possess a resistance towards God and His truth. A wholehearted commitment to Jesus Christ is an essential prerequisite to the unprejudiced pursuit of truth. When people truly submit to Jesus Christ, they reject prior prejudices.

  • A teacher-learning situation in a Christian setting challenges the student to the highest possible level of applied skills. Christian teachers and learners ought to be outstanding examples among all others. But beyond the conscientious application of time and energy, and the pursuit of the best of informed procedures, there is a vital spiritual relationship. Christian scholars also seek to develop a responsive submission to the Holy Spirit. They recognize that when one is pursuing God's truth, the learning process must take place in and of the Holy Spirit. This divine Spirit must be made an essential partner who expands and validates the roles of both teachers and learners.

  • An educational program that meets the needs of the student creatively and actively integrates faith and learning, as well as faith and culture:It admits God to all realms. It communicates understanding concerning the work of God in history and the claims of Christ in a contemporary world. The graduate is prepared to face today's society as a spokesperson of the truth of the living God and to provide Christian leadership in the world.

  • A God-oriented worldview embraces the whole person: The goal of the learning process is not merely an informed intellect, but a mature and stable human with sound and worthy values. The graduates of Summit's programs will usefully serve humanity in this life, and seek to qualify abundantly for the reward of God in the life to come. Graduates will strive for Christian maturity of the highest calibre, will honour the name of God, and will purpose to bless humankind.

Assessments & Graduation Statistics 

Summit welcomes feedback from students during the academic year. Several instruments and surveys are used to gather information, data, and comments which help the institution to address any matters which need attention. Summit seeks to be a student-centered campus to facilitate a nurturing and positive learning environment.

The college will facilitate opportunities for students to respond to a variety of instruments in order to improve its services. Collected data is carefully considered, analyzed and used for planning and addressing various aspects of college life. Gathered data will also help to determine the extent of student learning and development according to certain measures and benchmarks. All of these efforts will be used to improve the quality and services that Summit hopes to provide for its students.

Learning Outcomes

The mission, objectives, and values of Summit are intentional so that its activities lead to the following Institutional Outcomes with regard to our students:

Grow in Biblical Literacy

Summit endeavours to increase each student's understanding of the Bible and Christian Doctrine.

Spirit Empowered Ministry

As a college that prepares quite a few of its students for ministry (professional or volunteer) within the Pentecostal Assemblies of Canada, our desire is for students to understand and practice a vibrant Pentecostal Spirituality.

Wholistic Learning

Together with the college’s goals for Biblical and theological literacy, Summit graduates should reflect clear thinking and writing skills, as well as a high level of competency in their chosen program.

Mature Biblical Discipleship & Leadership

A student at Summit should be a growing disciple of Jesus Christ, with a renewed mind, whose life and relationships reflect the nature of our Lord. A growing disciple of Christ will practice spiritual disciplines, and follow both the Great Commission and Great Commandment.

Integrate, Understand & Engage Culture

Summit graduates will be called upon to live out their faith in cultures where the Christian faith is increasingly marginalized. They must understand the characteristics of a Christian worldview, and be able to practically apply that knowledge to how they live.

Student Satisfaction


As part of SPC's assessment process, the college invites students to reflect on their educational experience and provide feedback on institutional services. The "Student Satisfaction Inventory" was administered in April 2016 with 139 responses. This included representation from all 4 year class levels, campus residents, commuters; both part-time & full-time students. Results were compared with other Canadian institutions similar to Summit and the following strengths rated highly.

The 2018 report can be downloaded here

Results from 2013-2017 are available below.

2017 | 2016 | 2015 | 2014 | 2013

ACT Reading Test


Collegiate Assessment of Academic Proficiency: Test Overview & Measures

The ACT CAAP Reading Test is a paper and pencil, 36-item, 40-minute test that measures reading comprehension as a combination of skills that can be conceptualized in two broad categories: Referring Skills and Reasoning Skills.

  • Referring Skills. Test items that focus on referring skills require the student to derive meaning from text by identifying and interpreting specific information that is explicitly stated. Typical items of this type require students to recognize main ideas of paragraphs and passages, to identify important factual information, and to identify relationships among different components of textual information.

  • Reasoning Skills. Test items that focus on reasoning skills require students to determine implicit meanings and to go beyond the information that is explicitly presented. Typical items in this category assess students' ability to determine meaning from context, to infer main ideas and relationships, to generalize and apply information beyond the immediate context, to draw appropriate conclusions, and to make appropriate comparisons.

The Reading Test consists of four prose passages of about 900 words each that are representative of the level and kinds of writing commonly encountered in college curricula. The four reading passages come from the following four content areas, one passage from each area:

  • Prose Fiction - Entire stories or excerpts from short stories or novels.

  • Humanities - Art, music, philosophy, theater, architecture, or dance.

  • Social Studies - History, political science, economics, anthropology, psychology, or sociology.

  • Natural Sciences - Biology, chemistry, physics, or the physical sciences.

Each passage is accompanied by a set of nine multiple-choice test items that focus on the set of complementary and mutually supportive skills that readers must use in studying written materials across a range of subject areas.

Three Reading scores are reported:

  1. a total test score based on all 36 items

  2. a subscore in Arts/Literature based on 18 items in Prose Fiction and Humanities

  3. a subscore in Social Studies/Sciences based on 18 items in the Social Studies and Natural Science

The past three years we administered the ACT CAAP Reading Test to a selection of our graduating students in April. The test is also given to freshmen for comparison data. This test mainly focuses on reading comprehension but also measures aspects of Arts [Literature] and Social Studies [Science] in a time limited period.

APRIL 2017: In the 2017 graduating class, 16 out of 26 students attained above the national average. Thus, almost half of the graduates demonstrated an encouraging increase in academic skills during their degree level education at Summit Pacific College.


APRIL 2016: In the 2016 graduating class, 12 out of 25 students attained above the national average. Thus, almost half of the graduates demonstrated an encouraging increase in academic skills during their degree level education at Summit Pacific College.

APRIL 2015: In the 2015 grad class, 10 out of 28 students attained above the national average, indicating a strong increase in academic attainment during their SPC education.

APRIL 2014: Of the 24 graduating students who wrote the test, 46% achieved higher grades than their national counterparts in other college/university contexts.

  • 11 students finished in the TOP 25 Percentile 75% & above with National Avg. 66% & up.

  • A few of the graduates achieved almost perfect scores.


The following statistics reflect where SPC graduates were at the time of data collection. These numbers will change as graduates make occasional employment transitions.

During graduate “exit interviews” about 50% indicated that they desire pastoral ministry positions. About 40% of the grads were moving towards their earned degree related vocations [counselling; music, global work or not for profit organizations].

Those listed in “Pastoral Ministry” are usually serving in the area of their major and are in pastoral roles. This includes graduates who serve as global workers. In some cases, numbers may include a married couple who serve together.

Note: In their graduating year, it is typical for some graduates to take whatever jobs are available until they can secure a ministry position. Therefore, some of the graduates of 2018 are still in a transition phase. Several graduates who are working in “general” jobs are often involved in church ministries as volunteers.

Those who are taking further Education are usually in seminary but some do take studies at secular universities.

“General Work” reflects a variety of vocations, including marketplace ministry.

“Christian Service” refers to work related to a student’s program but the primary activity is in para-church, not for profit, chaplaincy, counselling and community or social service occupations.

Graduation and employment rates from 2008-2018 are available here.


The majority of students are from British Columbia, but about 20% of students come from outside the province. About 20 different denominations are represented at Summit, with about 25% of students coming from non-PAOC churches.


During the years of 2011 to 2018, 67% of students who entered college at SPC completed their programs. The average retention rate during the same period is over 70%. The overall average GPA for students this past year was 2.99%.


Student Ministry participation is over 96% annually. It is estimated that SPC students contribute more than 30,000 hours of volunteer ministry service each academic year. This service includes community work, church and para-church ministry, internship assistance, and mission trip focused ministry support.