General Institutional Information

State Council for Higher Education in Virginia Institutional Profile

The State Council of Higher Education for Virginia (SCHEV) certifies Southern Virginia University to operate and grant baccalaureate degrees. SCHEV maintains a profile of Southern Virginia University.

National Survey of Student Engagement

Collegiate Learning Assessment (CLA+)

CLA+ includes two major components: a Performance Task (PT) and a series of Selected-Response Questions (SRQs). The Performance Task presents students with a real-world situation that requires a purposeful written response. Students are asked to address an issue, propose the solution to a problem, or recommend a course of action to resolve a conflict. They are instructed to support their responses by utilizing information provided in a Document Library. This repository contains a variety of reference materials, such as technical reports, data tables, newspaper articles, office memoranda, and emails. A full Performance Task includes four to nine documents in the library. In the second part of the examination, students are asked to answer 25 Selected-Response Questions. Ten questions measure scientific and quantitative reasoning, and ten measure critical reading and evaluation. Another five questions call for students to critique arguments by identifying logical flaws and questionable assumptions. Like the PT, the 25 SRQs are document-based and require students to draw information from provided materials.

Based on the results of the administration of the CLA+ at Southern Virginia University between the fall of 2013 and the spring of 2014, it appears that a Southern Virginia education is having a significant impact on our students’ higher-order thinking skills. Looking at the overall mean scores for the examination, the freshman achieved an average mean score of 1073, with only 47% of the freshmen scoring at the PROFICIENT or above level on the exam. The seniors, on the other hand, had an average mean score of 1167, with 78% of them scoring at the PROFICIENT or above level. This resulted in our seniors being ranked in the 70th percentile nationally, and in the 88th percentile based upon their performance on the selected-response section of the exam. This value-added shift in the scores of freshmen and seniors is clearly visible in the following plot of mean scores for both classes.

2013 IPEDS Graduation Rate Component Data Summary

Graduation Rate33%
Total number of students in the Adjusted Cohort169
Total number of completers within 150% of normal time55


Data include only full-time, first-time bachelor’s students.

Exclusions include students from the cohort who left the institution for any of the following reasons: died or were totally and permanently disabled; to serve in the armed forces (including those called to active duty); to serve with a foreign aid service of the Federal Government (e.g. Peace Corps); or to serve on official church missions. Ninety-one percent (91%) of our students are Latter-day Saints and a large majority of them serve full-time church missions during their education.

Inaccuracies in identifying all exclusions exist because of the number of students who do not officially inform the university when they leave on their missions. Sometimes this information does not become available until after they have returned from their mission.