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Accreditations and Public Information


Accreditation

Graduate program accreditations

  • Effective May 3, 2023, this nursing program is a candidate for initial accreditation by the Accreditation Commission for Education in Nursing. This candidacy status expires on May 3, 2025.
    • Accreditation Commission for Education in Nursing (ACEN) 3390 Peachtree Road NE, Suite 1400, Atlanta, GA 30326, (404) 975-5000, http://www.acenursing.com/candidates/candidacy.asp.
    • Note: Upon granting of initial accreditation by the ACEN Board of Commissioners, the effective date of initial accreditation is the date on which the nursing program was approved by the ACEN as a candidate program resulting in the Board of Commissioners granting initial accreditation.
  • Virginia Board of Nursing Initial Approval.
  • SACSCOC Approval issued February 2020.

SACSCOC

Ferrum College is  accredited  by  the  Southern  Association  of  Colleges  and  Schools  Commission  on Colleges (SACSCOC) to award baccalaureate, master’s, and education specialist degrees. Questions  about  the  accreditation  of Ferrum College may  be  directed  in  writing  to  the  Southern Association of Colleges and Schools Commission on Colleges at 1866 Southern Lane, Decatur, GA 30033-4097, by calling (404) 679-4500, or by using information available on SACSCOC’s website.

Ferrum College is accredited by University Senate of the United Methodist Church and is a member of the National Association of Schools and Colleges of the United Methodist Church.

Ferrum College is responsible for compliance with the Southern Association of Colleges and Schools Commission on Colleges (SACSCOC) Principles of Accreditation, Standard 14.2 on Substantive Change and its associated policy statement, Substantive Change for SACSCOC Accredited Institutions, as a condition of continued regional accreditation and eligibility for federal Title IV funding. Both require accredited institutions to “have a policy and procedure to ensure that all substantive changes are reported to the Commission in a timely fashion.”

The purpose of Ferrum College’s Substantive Change Policy is to:

  1. Identify events that constitute substantive changes that must be reported to SACSCOC and approved if necessary by SACSCOC in advance of implementation;
  2. Clarify who at the College is responsible for reporting substantive changes to SACSCOC;
  3. Establish institutional procedures that ensure timely reporting of substantive changes to SACSCOC and the timely completion of any institutional follow-up required by SACSCOC;
  4. Ensure that future changes made in the SACSCOC policy on substantive change are incorporated into Ferrum College’s policy on substantive change; and
  5. Publish, publicize, and update substantive change policies in such a way that all affected institutional parties are readily informed about them, have easy access to the latest version of them, and are accountable for complying with them.

Substantive change is a significant modification or expansion of the nature and scope of an accredited institution. Under federal regulations, substantive change includes:

  1. Any change in the established mission or objectives of the institution;
  2. Any change in legal status, form of control, or ownership of the institution;
  3. The addition of courses or programs that represent a significant departure, either in content or method of delivery, from those that were offered when the institution was last evaluated;
  4. The addition of courses or programs of study at a degree or credential level different from that which is included in the institution’s current accreditation or reaffirmation;
  5. A change from clock hours to credit hours;
  6. A substantial increase in the number of clock or credit hours awarded for successful completion of a program;
  7. The establishment of an additional location geographically apart from the main campus at which the institution offers at least 50% of an educational program;
  8. The establishment of a branch campus;
  9. Closing a program, off-campus site, branch campus or institution;
  10. Entering into a collaborative academic arrangement that includes only the initiation of a dual or joint academic program with another institution;
  11. Acquiring another institution or a program or location of another institution;
  12. Adding a permanent location at a site where the institution is conducting a teach-out program for a closed institution; and
  13. Entering into a contract by which an entity not eligible for Title IV funding offers 25% or more of one or more of the accredited institution’s programs.

The SACSCOC Board of Directors has approved additional substantive changes that require notification and, in some cases, approval prior to implementation. An example involves the reporting of educational programs in which direct assessment competency-based methods are proposed to be used to award degrees. A comprehensive set of substantive changes is outlined in great detail in the latest edition of the Commission’s Policy Statement, Substantive Change for SACSCOC Accredited Institutions, which is published on the commission’s website (sacscoc.org). Because federal and SACSCOC policies change frequently on substantive change, Ferrum College and its members are advised to consult the latest published edition of the commission’s policy regularly. See also the Glossary of Terms section of the Substantive Change Policy for SACSCOC Accredited Institutions for proper interpretation of specific terms referenced in the commission’s Policy Statement.

All administrative and academic officers and their direct reports at Ferrum College should be fully informed about and act in compliance with Ferrum College’s and SACSCOC’s substantive change policies and procedures.

Early notice of all proposed substantive changes must be funneled by the involved administrative and academic officers to the Ferrum College SACSCOC liaison. Notification of such proposed substantive changes should be made to the liaison early in the planning process, so that SACSCOC reporting requirements and timetables can be established and implemented in a timely and appropriate fashion by the liaison with the involved institutional parties.

To facilitate that early notification, the provost will ensure that the processes for reviewing and approving: a) new degree program proposals delivered in all modes of instruction; b) proposed existing degree program closures; c) proposed new off-campus instructional sites; and d) proposed closures of existing off-campus instructional sites include a formal requirement that the Ferrum College SACSCOC liaison be informed of such proposals early in the academic planning and approval process. Should other less frequent proposed substantive changes emerge in the institutional planning process, the involved administrative and academic officers should inform the Ferrum College SACSCOC liaison early in the planning process of such possible substantive changes so that timely and appropriate action is taken with SACSCOC.

Only two college officials are typically recognized by SACSCOC as the appropriate reporters of proposed substantive changes at Ferrum College—the Ferrum College president and the Ferrum College SACSCOC liaison.

Communications with SACSCOC about substantive changes should funnel to FC’s SACSCOC liaison for transmittal to SACSCOC by the liaison or the president.

The Ferrum College SACSCOC liaison is also responsible for the following:

  1. Updating and maintaining Ferrum College’s policy on substantive change consistent with SACSCOC policy on substantive change;
  2. Regularly updating administrative and academic officers on SACSCOC’s substantive change policy and any changes made to that policy;
  3. Providing to the president’s cabinet an annual summary of Ferrum College’s substantive change reports to and approvals from SACSCOC;
  4. Publishing on the Academic Affairs website this policy and related institutional procedures for complying with this policy.
  5. Submitting the appropriate notice, prospectus, or application to SACSCOC for Ferrum College’s substantive changes;
  6. Coordinating with SACSCOC and college officials on any required follow-up action related to substantive changes; and
  7. Keeping all records of correspondence with SACSCOC, which can be referenced as needed to validate Ferrum College’s full compliance with SACSCOC policy and requirements.

Last Update

February 11, 2020 (Ferrum College’s Initial Policy Statement)

Exceptions

There are no exceptions to this policy unless identified as exceptions in SACSCOC policy.

Applicability

The policy applies to all changes of the university defined by SACSCOC as a “substantive change” in the commission’s Policy Statement on Substantive Change for SACSCOC Accredited Institutions.

Accountability

Administrative and Academic Officers
Ferrum College SACSCOC Institutional Accreditation Liaison
Ferrum College President

Contacts

SACSCOC Institutional Accreditation Liaison

Teacher Education at Ferrum College

Current Accreditation Status and Approved Programs

The teacher preparation program at Ferrum College is accredited by the Virginia Board of Education and nationally through the Council for the Accreditation of Educator Preparation (CAEP). View our accreditation status here.

Successful completion of an education major, including licensure assessments, leads to a collegiate professional license in the Commonwealth of Virginia. This license is valid for 10 years and renewable with additional professional development experiences. The following initial licensure areas offered by Ferrum College are approved by the Virginia Board of Education:

CAEP Accountability Measures

CAEP has developed four annual reporting measures for Educator Preparation Providers (EPP), which are used to provide information to the public on program outcomes and program impact.

Below are the four reporting measures for Ferrum College’s teacher education program.

Measure 1: Completer Impact and Effectiveness

Evaluating completer results from the Virginia Uniform Performance Standards is one way the EPP can ensure positive impact on pre-K-12 learning and development.

Measure 1a. Completer impact in contributing to P-12 student learning and growth. 

The Commonwealth of Virginia does not provide EPPs with data related to CAEP Standard R4.1.  To measure completer impact on learning, the EPP utilizes employer data collected by the Virginia Education Assessment Collaborative (VEAC); a growing partnership between Educator Preparation Programs in the Commonwealth of Virginia.

As a VEAC partner, the Ferrum College Teacher Education program submitted contact information for the last three years of program completers and their employers to VEAC in February 2023.  Ferrum College had a 59% response rate on the VEAC Employer Survey. In Table 1 of the Ferrum College Employer Survey, three questions were selected to demonstrate completer impact on P-12 learning.  Employers responded to the questions using a 4-point scale; the respondents could choose “Exemplary,” “Proficient”, “Developing/Needs Improvement,” or “Unacceptable.” Responses were coded from 1 to 4 with higher responses indicating higher performance to find the average rating. Questions ID and IM show employers’ mean ratings of completers’ use of data-driven assessment practices, while question G shows employers’ mean ratings of completers’ work and whether it “results in acceptable, measurable, and appropriate student academic progress.” Each of these three questions had a mean score of greater than 3.0, surpassing the threshold for proficiency, demonstrating that Ferrum College completers contribute to P-12 student learning and growth. 

Measure 1b. Completer effectiveness in applying professional knowledge, skills, and dispositions.

Five questions were selected to demonstrate completer effectiveness in applying professional knowledge, skills, and dispositions. Employers responded to the questions using a 4-point scale; the respondents could choose “Exemplary,” “Proficient,” “Developing/Needs Improvement,” or “Unacceptable”.  Responses were coded from 1 to 4 with higher numbers indicating greater effectiveness to find the average rating. Questions IA, IB, and IC show employers’ mean ratings of completers’ knowledge and skills, while questions IE and IF show employers’ mean ratings of completers’ dispositions.

Each of these five questions had a mean score greater than 3.0, surpassing the threshold of proficiency, demonstrating that principals recognized that Ferrum College completers effectively applied professional knowledge, skills, and dispositions.

Ferrum College Virginia Education Assessment Collaborative (VEAC) Employer Survey 2022-2023

measure 2: satisfaction of employers and stakeholder involvement

The EPP evaluates the satisfaction of employers based on survey data provided by principals. The satisfaction survey is disseminated in partnership with VEAC (Virginia Education Assessment Collaborative) to completer’s school principals as reported by the EPP and VDOE (Virginia Department of Education). Based on the 2022-2023 survey, employers on a scale of 1 to 5, with 5 being the most satisfied, rated Ferrum College completers on average 4.27.

Ferrum College Virginia Education Assessment Collaborative (VEAC) Employer Survey 2022-2023

The Teacher Education program values stakeholder engagement. Our stakeholder partnerships include the following:

  • Memoranda of Understanding with school divisions of Franklin, Henry, Bedford, and Roanoke counties.
  • Membership in Southwest Virginia Professional Education Consortium (SWVA).
  • Membership in Virginia Education Assessment Collaborative (VEAC).
  • Advisory Board: Teacher Education Program Enhancement Committee
  • Partnering locally with Ferrum Elementary Schools to implement a VDOE Innovation Grant.

measure 3: candidate competency at completion

The EPP reports the number of program completers who meet all licensure requirements through the VDOE Biennial Report and the Virginia Educator Preparation Program Profile.

Biennial Report Link

Virginia Educator Preparation Program Profile

measure 4: Completer Employability by Cohort Year 2021-2024

Data for measure 4 is collected by the EPP. At this time, the Virginia Department of Education does not provide information about the continued employability of program completers. It should be noted that some completers chose to further their education, or pursue another career option during the three years of data collection. All program completers were eligible to apply for an initial Virginia teacher license upon graduation.

Completer Employability by Cohort Year 2021-2024

Year of GraduationNumber of Program CompletersPercentage Employed Following Graduation in the Field of TeachingPercentage Entering a Graduate Program following Program CompletionPercentage Teaching in a Second Year Following GraduationPercentage Teaching in a Third Year Following Graduation
20211390.9%9.1%90.9%90.9%
2022771.4%0%71.4%71.4%
202312100%0%100%N/A
2024366%33%N/AN/A

Assessment Resources

The Virginia Board of Education’s Licensure Regulations for School Personnel states that all candidates who plan to seek an initial Virginia teaching license must obtain passing scores on professional teacher’s assessments.1 Information on each of the required assessments is listed below. The complete list of required assessments can be found on Licensing Forms and Information, here.

Virginia Communication Literacy Assessment

The Virginia Communication Literacy Assessment (VCLA) is a computer-based test administered by Pearson and consists of subtests in reading and writing. In preparation for the VCLA, students in EDU 202 Introduction to 21st Century Education are enrolled in a self-paced online lab and given access to study materials and practice tests. Test prep materials, practice tests, and registration information can also be found online at https://www.va.nesinc.com/.

Teaching Reading: Elementary (5205) 

Teaching Reading: Elementary (5205) is a reading assessment that is required for individuals seeking initial licensure in any of the following endorsements (teaching areas): Early/Primary Education pre-K-3, Elementary Education pre-K-6, Special Education—General Curriculum, Special Education Hearing Impairments, and Special Education Visual Impairments. Test preparation materials, practice tests, and registration information are provided during the course sequence EDU 310-311; online materials and registration information can be found online at https://www.ets.org/praxis/site/test-takers/resources/prep-materials.html?examId=5205.

Praxis Subject Assessments

Praxis subject tests are required for the noted endorsement (teaching subject) areas for initial licensure unless an individual meets the exemption criteria.2 Individuals are required to satisfy the subject area test(s) requirement for only one endorsement area, but it must match an endorsement area in which the initial licensure is granted. For information regarding registration, test administration, fees, the policy for testing individuals with disabilities, etc., please refer to the website, www.ets.org, contact the Educational Testing Service (ETS) at 1 (800) 772-9476 or (609) 771-7395 for THE PRAXIS SERIES Registration Bulletin, or write to THE PRAXIS SERIES, ETS, P.O. Box 6051, Princeton, NJ 08541-6051. Hearing-impaired individuals using a Telecommunications Device for the Deaf (TDD) may call 1(800) 275-1391 for information.


PROFESSIONAL LICENSURE DISCLOSURE

Reciprocity Statement

The curriculum for programs customarily leading to licensure at Ferrum College has been designed to both prepare students for licensure exams and meet licensure requirements in the Commonwealth of Virginia. The licensure boards of each state are responsible for establishing requirements for licensure/certification for their state. Students who intend to relocate to any state other than Virginia should review the professional licensure disclosures pertaining to their program and consult with the state professional licensing board. Each state licensing board makes the ultimate decision as to whether or not an individual will be eligible to sit for licensure based on the rules and regulations in place at the time the individual submits their application for licensure.

Student Responsibility

Students who intend to relocate to another state following licensure in Virginia should review the specific academic requirements for the program in which they are enrolling. We highly recommend that students contact the applicable licensing board(s) in their state where they intend to obtain licensure before beginning their academic program. Many licensure boards have additional requirements beyond successful degree completion to obtain a license. It is the responsibility of the student completing the licensure program to check with the licensing board for the most current information and requirements. Ferrum College shall not be held liable if the student is unable to qualify for licensure or certification in any jurisdiction or cannot obtain a practicum/internship location. Students should use the Licensure Disclosure Tool to initially determine whether a Virginia license does meet licensure in a particular state, does not meet licensure in a particular state, or the program requirements are undetermined because Ferrum College cannot determine whether the program leads to licensure. Again, remember that state laws, regulations, and policies may change at any time. The state professional licensing boards make the ultimate decision as to whether or not an individual will be eligible for licensure based on the rules and regulations in place at the time the individual submits their application for licensure.

Licensure Disclosure Tool

StateDepartment of EducationLicensureNotes
AlabamaAlabama State Department of EducationMet
AlaskaAlaska Department of Education and Early DevelopmentMetCan receive a one year, licensure that is reevaluated for up to 2 additional years.
ArizonaArizona Department of EducationMet
ArkansasArkansas Department of EducationMetNeed an Arkansas class (can get provisional)
CaliforniaCalifornia Commission on Teacher CredentialsMet
ColoradoColorado Department of EducationMet
ConnecticutConnecticut State Department of EducationMet
District of ColumbiaOffice of the State Superintendent of EducationMet
DelawareDelaware Department of EducationMet
FloridaFlorida Department of EducationUndetermined
GeorgiaGeorgia Department of EducationNot MetNeeds 3 years out of state teaching
HawaiiHawaii Teacher Standards CommitteeMet
IdahoIdaho State Department of EducationMet
IllinoisIllinois State Board of EducationMet
IndianaIndiana Department of EducationMet
IowaIowa Board of Educational ExaminersMet
KansasKansas Department of EducationMet
KentuckyKentucky Department of EducationMetNeed experience, but can use Praxis scores if no experience
LouisianaLouisiana Department of EducationMet
MaineMaine Department of EducationMet
MarylandMaryland State Department of EducationMet
MassachusettsMassachusetts Department of Education and Secondary EducationNot MetNeed ELL endorcement
MichiganMichigan Department of EducationMet
MinnesotaMinnesota Department of EducationMet
MississippiMississippi Department of EducationMet
MissouriMissouri Department of Elementary and Secondary EducationMet
MontanaMontana Office of Public InstructionMetMust take online class (An Introduction in Indian Education for All in Montana)
NebraskaNebraska Department of EducationMet
NevadaState of Nevada Department of EducationMet
New HampshireNew Hampshire Department of EducationMet
New JerseyNew Jersey Department of EducationNot MetNeed two years experience
New MexicoNew Mexico Public Education DepartmentMet
New YorkNew York State Education DepartmentNot Met
North CarolinaNorth Carolina Department of Direct InstructionMet
North DakotaNorth Dakota Education Standards and Practices BoardMet
OhioOhio Department of EducationMet
OklahomaOklahoma State Department of EducationMet
OregonOregon Teacher Standards and Practices CommissionMetWill go on provisional for a year to meet standards
PennsylvaniaPennsylvania Department of EducationMet
Rhode IslandState of Rhode Island Department of EducationMet
South CarolinaSouth Carolina Department of EducationMet
TennesseeTennessee State Board of EducationMetApplication Link
TexasTexas Education AgencyMet
UtahUtah State Board of EducationMet
VermontState of Vermont Agency of EducationMet
WashingtonWashington Office of Superintendent of Public InstructionMetWill have to verify preperation program completion
West VirginiaWest Virginia Department of EducationMet
WisconsinWisconsin Department of Public InstructionMet
WyomingWyoming Professional Teaching Standards BoardMet

Public Information

HEERF—Institution portion

July 10, 2023 update

Quarterly Budget and Expenditure Reporting for HEERF I, II, and III (a)(1) Institutional Portion, (a)(2), and (a)(3), if applicable.

Date of report: 7/10/23
Covering quarter ending: 6/30/23
Click here to view report (PDF)


Privacy Policy

Ferrum College is committed to protecting your privacy when you visit our website. This policy is your guide to how we will handle information we learn about you from your visit to our website.

Information We Collect

You provide information to Ferrum College when you fill out online forms on our websites or use a login-required service. Depending on the type of the service, we use your information in different ways as outlined below.

Our college websites have security measures in place to protect against the loss, misuse, or alteration of the information under our control.

Your Privacy

Ferrum College does not sell, rent, or share your personal information with any outside organizations. Ferrum College will abide by all applicable laws governing the release of personal information.

Collective information about site users—but never individuals’ information—is used in marketing, advertising, and other relationships with third parties.

HOW WE USE THIS INFORMATION
Ferrum College uses information collected automatically to better understand the needs of website visitors so that we may improve our websites and services.

Cookies and User Data

We collect limited, nonpersonal identifying information your browser makes available when visiting websites. This information—which helps us assess the effectiveness of our websites—includes:

Data collected using the following services:

Opt Out or Change Your Contact Information

Our site provides users the opportunity to opt out of receiving communications from us. You may also update your information previously provided to us through another online form.

HOW TO UPDATE YOUR INFORMATION


HEOA Disclosures and Student Consumer Information

The Higher Education Opportunity Act of 2008 (HEOA) amends the Higher Education Act of 1965 (HEA) to revise and reauthorize HEA programs. It was signed into law on August 14, 2008. The Final Rule was published in the Federal Register on October 29, 2009. While many of the provisions took effect immediately, others were subjected to a negotiated rule-making process. The final regulations became effective July 1, 2010.

The law includes many disclosure and reporting requirements that a postsecondary educational institution is required to distribute or make available to other parties, such as current or prospective students or families of current or prospective students. To document Ferrum College’s compliance with the HEA/HEOA requirements, the Office of Institutional Research and Effectiveness coordinated the collection of this information that includes a brief summary of each disclosure requirement, the methods of dissemination, and appropriate links to information pertaining to each requirement. Additional information may be found at the HEOA website.

The disclosure information is grouped together in the categories below.  Each category will contain additional links to data, reports, and independent references.

general institutional information

financial aid loans

Financial Aid Information

Federal Pell Grant (IPEDS)

Federal Pell Grant Graduation Rate

iGrad – Resource to aid in financial aid decision making

Notice of Federal Student Financial Aid Penalties for Drug Law Violations

Entrance and Exit Counseling for Student Loan Borrowers

Institutional Code of Conduct for Education Loans

Preferred Lender Lists

Preferred Lender Arrangements

student outcomes

First-Year to Sophomore Retention Rate

The retention rate measures the first-time-in-college (FTIC) first-year student cohort as they progress into their second year. The following data is reported to IPEDS every year. Below are the five most recent cohorts.

Table chart showing data of First-Time-In-College  entering Freshman cohort into their second year.

Degrees Conferred

Degrees awarded follows the academic year (July 1 through June 30).  This data is reported to IPEDS annually.

Table chart showing data of degrees awarded.

Graduation Rates

Graduation rate follows entering first-time-in-college (FTIC) as a cohort through to graduation. Ferrum College utilizes the 6-year graduation rate (150%).

Ferrum College currently holds a 6-year (150%) graduation rate of 34%. The institution will strive to create a 3-year graduation rate average of 35% starting with the 2014 entering cohort through the 2016 cohort. This average of the three-cohort graduation rate would net the institution a 6% graduation rate increase.

Ferrum College currently holds a fall to spring first-year student retention rate of 54%. The institution will strive to create a 3-year average of 60% starting with the entering first-year students of fall 2020 through spring 2023. This average of the three-cohort retention percentage would net the institution a 6% rate increase.

Further disaggregated data is provided in the Student Outcomes Report, which is updated annually.

Employment, Graduate and Professional Education

Career and Job Placement Services

Post-Graduation Employment, Graduate & Professional Education

According to the HB 886 House Bill of Virginia, Ferrum College must provide student-specific information regarding graduate school and employment status. The link below contains such information:

SCHEV Institutional Profile

intercollegiate athletic program

Graduation Rates for Student Athletes (via NCAA Graduate Rate Survey)

Intercollegiate Athletic Program Participation Rates and Financial Support Data (Equity in Athletics Disclosure Act)—this report is completed in the spring term of the academic year, and the webpage is updated by the following fall term.

health and safety

teacher preparation

voter registration