WALLA WALLA UNIVERSITY

College Place, WA   |  wallawalla.edu

Mission

We are a community of faith and discovery committed to:
- Excellence in thought
- Generosity in service
- Beauty in expression
- Faith in God

Walla Walla University is founded on Christian teachings and values as understood and appreciated by the Seventh-day Adventist Church. Central to these teachings is the belief that every person is created in the image of God as a being of inestimable value and worth, imbued with powers of intelligence, stewardship, and creativity akin to those of the Creator. Walla Walla University, therefore, seeks in its mission to foster the unique gifts of every individual within this Christian community of faith and discovery. Committed to excellence in thought, the University seeks to impart a broad knowledge of the arts, sciences, and professions by careful instruction and open inquiry at both the undergraduate and graduate levels. Recognizing that God is the source of all truth, goodness, and beauty, the University seeks to convey to students a wisdom that translates academic achievement into responsible citizenship, generous service, a deep respect for the beauty in God's creation, and the promise of re-creation through Jesus Christ.

Ruling year info

2020

President

Dr. John McVay

Main address

204 S College Ave

College Place, WA 99324 USA

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Formerly known as

Walla Walla College

EIN

91-0617727

NTEE code info

University or Technological (B43)

IRS filing requirement

This organization is required to file an IRS Form 990 or 990-EZ.

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Communication

Programs and results

What we aim to solve

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Our programs

SOURCE: Self-reported by organization

What are the organization's current programs, how do they measure success, and who do the programs serve?

Undergraduate higher education

Walla Walla University is a Seventh-day Adventist institution of higher education founded in 1892. WWU is fully accredited and offers more than 100 areas of study in professional and technical programs and the liberal arts. We offer undergraduate and graduate degrees at the master's and doctoral levels.

Population(s) Served
Adults
Adolescents

Walla Walla University is a Seventh-day Adventist institution of higher education founded in 1892. WWU is fully accredited and offers more than 100 areas of study in professional and technical programs and the liberal arts. We offer graduate degrees at the master's and doctoral levels.

Population(s) Served
Adults

Where we work

How we listen

SOURCE: Self-reported by organization

Seeking feedback from people served makes programs more responsive and effective. Here’s how this organization is listening.

done We shared information about our current feedback practices.
  • Who are the people you serve with your mission?

    Students Families Constituent church members (and at-large) Community members

  • How is your organization collecting feedback from the people you serve?

    Paper surveys, Focus groups or interviews (by phone or in person), Community meetings/Town halls, Constituent (client or resident, etc.) advisory committees, Suggestion box/email,

  • How is your organization using feedback from the people you serve?

    To identify and remedy poor client service experiences, To identify bright spots and enhance positive service experiences, To inform the development of new programs/projects, To identify where we are less inclusive or equitable across demographic groups, To strengthen relationships with the people we serve, To understand people's needs and how we can help them achieve their goals,

  • What significant change resulted from feedback?

    Focus and listening groups have been instrumental in understanding the experiences of students of color on our campuses, and played a large part in developing our Commitment to Diversity.

  • With whom is the organization sharing feedback?

    The people we serve, Our staff, Our board, Our funders, Our community partners,

  • How has asking for feedback from the people you serve changed your relationship?

    Focus and listening groups have been instrumental in understanding the experiences of students of color on our campuses, and played a large part in developing our Commitment to Diversity. Through their participation these groups played a founding role in developing and prioritizing initiatives, and as a result appear to have a deeper sense of familiarity with and ownership of the initiatives.

  • Which of the following feedback practices does your organization routinely carry out?

    We collect feedback from the people we serve at least annually, We take steps to get feedback from marginalized or under-represented people, We take steps to ensure people feel comfortable being honest with us, We look for patterns in feedback based on people’s interactions with us (e.g., site, frequency of service, etc.), We engage the people who provide feedback in looking for ways we can improve in response, We act on the feedback we receive, We ask the people who gave us feedback how well they think we responded,

  • What challenges does the organization face when collecting feedback?

    It is difficult to get the people we serve to respond to requests for feedback, We don’t have the right technology to collect and aggregate feedback efficiently, The people we serve tell us they find data collection burdensome, It is difficult to find the ongoing funding to support feedback collection,

Financials

WALLA WALLA UNIVERSITY
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Operations

The people, governance practices, and partners that make the organization tick.

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Connect with nonprofit leaders

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  • Analyze a variety of pre-calculated financial metrics
  • Access beautifully interactive analysis and comparison tools
  • Compare nonprofit financials to similar organizations

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WALLA WALLA UNIVERSITY

Board of directors
as of 02/22/2022
SOURCE: Self-reported by organization
Board co-chair

John Freedman

North Pacific Union Conference of Seventh-day Adventists

Term: 2015 - 2022


Board co-chair

Rhona Kwiram

John McVay

Daniel Bergeron

Doug Bing

Andrew Carrington

Bryan Clay

Lowell Cooper

Larry Dodds

Stephanie Gates

Rena Holland

Paul Hoover

Yvonne Iwasa

Monty Knittel

Merlin Knowles

Steve Kreitner

Dan Linrud

John Loor

Kevin Miller

Joyce Newymyer

W. Pascoe

Dennis Plubell

David Prest

Mark Remboldt

Jaime Rodriguez

Kevin Rogers

Paul Rhynard

Rodney Wehtje

Ron Wilkinson

Board leadership practices

SOURCE: Self-reported by organization

GuideStar worked with BoardSource, the national leader in nonprofit board leadership and governance, to create this section.

  • Board orientation and education
    Does the board conduct a formal orientation for new board members and require all board members to sign a written agreement regarding their roles, responsibilities, and expectations? Not applicable
  • CEO oversight
    Has the board conducted a formal, written assessment of the chief executive within the past year ? Yes
  • Ethics and transparency
    Have the board and senior staff reviewed the conflict-of-interest policy and completed and signed disclosure statements in the past year? Yes
  • Board composition
    Does the board ensure an inclusive board member recruitment process that results in diversity of thought and leadership? Not applicable
  • Board performance
    Has the board conducted a formal, written self-assessment of its performance within the past three years? Yes

Organizational demographics

SOURCE: Self-reported; last updated 3/24/2021

Who works and leads organizations that serve our diverse communities? GuideStar partnered on this section with CHANGE Philanthropy and Equity in the Center.

Leadership

The organization's leader identifies as:

Race & ethnicity
White/Caucasian/European
Gender identity
Male, Not transgender (cisgender)
Sexual orientation
Heterosexual or Straight
Disability status
Person without a disability

Race & ethnicity

No data

Gender identity

No data

 

No data

Sexual orientation

No data

Disability

No data

Equity strategies

Last updated: 03/24/2021

GuideStar partnered with Equity in the Center - an organization that works to shift mindsets, practices, and systems to increase racial equity - to create this section. Learn more

Data
  • We employ non-traditional ways of gathering feedback on programs and trainings, which may include interviews, roundtables, and external reviews with/by community stakeholders.
  • We have long-term strategic plans and measurable goals for creating a culture such that one’s race identity has no influence on how they fare within the organization.
Policies and processes
  • We seek individuals from various race backgrounds for board and executive director/CEO positions within our organization.
  • We have community representation at the board level, either on the board itself or through a community advisory board.
  • We help senior leadership understand how to be inclusive leaders with learning approaches that emphasize reflection, iteration, and adaptability.