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Accreditation and Educational Effectiveness

Accreditation Information

Virginia Theological Seminary (officially the Protestant Episcopal Theological Seminary in Virginia) is accredited by the Commission on Accrediting of the Association of Theological Schools in the United States and Canada. VTS has been an accredited member institution of ATS since 1938. 

The Commission on Accrediting is recognized by the U.S. Department of Education as both an institutional accrediting agency for free-standing schools of theology and as a specialized programmatic accrediting agency for schools of theology embedded in larger universities. The Commission is also recognized by the Council for Higher Education Accreditation as a national faith-related accrediting organization. 

Accreditation Status

Member Status

Accredited in Good Standing

Next Comprehensive Accreditation Visit

Spring 2034

ATS Commission Staff Liaison

Barbara Mutch

Quick Facts

  • Accredited since 1938
  • ATS Commission recognized
  • U.S. Department of Education approved
  • CHEA recognized

Approved Degree Programs

VTS is approved to offer the following graduate degree programs:

Master of Divinity (MDiv)

Comprehensive theological education preparing students for ordained ministry and other forms of Christian leadership.

Master of Arts (MA)

Advanced theological studies for students seeking specialized knowledge in theology and religious studies.

Doctor of Ministry (DMin)

Professional doctorate designed for experienced ministers seeking advanced formation and leadership development.

Doctor of Educational Ministry (DEdMin)

Specialized doctoral program focusing on educational leadership and ministry formation within congregations and organizations.

Distance Education

VTS is approved to offer distance (online) education at a limited level (less than half of a degree). The seminary also operates an approved additional location in Glenealy, Central, Hong Kong.

Statement on Educational Effectiveness

Virginia Theological Seminary is committed to assuring and enhancing the quality of teaching and learning in both our Masters and Doctoral degree programs. We believe that the process of gathering assessment data, analyzing this data, and acting in ways that respond to assessment data is an integral part of our collective vocation.

Assessment and evaluation are the means by which we will:

Equip students to self-reflect on their progress toward program-level student learning outcomes (through portfolios, capstone projects, and thesis work); 
Equip students to self-reflect on their progress toward program-level student learning outcomes (through portfolios, capstone projects, and thesis work); 
Ensure the quality of educational offerings (questionnaires, course evaluations, Field Education assessments, and outcomes assessment); and 
Pursue ongoing quality enhancement of programs by providing better access to assessment and evaluation data and facilitating conversations about this data within the community.

At Virginia Theological Seminary, we use the following instruments as the key means by which we assess and evaluate student learning:

Masters Degree Programs

  • ATS Questionnaires (ESQ and GSQ surveys): A set of two questionnaires provided by ATS which are administered by the Registrar to students upon entering (Entering Student Questionnaire) and at graduation (Graduating Student Questionnaire).
  • Course Evaluations: An electronic evaluation of all courses which is administered by the Registrar and used to both ascertain student satisfaction and student self-reporting of learning outcomes engagement.
  • Portfolio Review: An assessment strategy which enables students to critically reflect on their own learning progress and which provides the institution with direct evidence of learning as measured against program outcomes. Annual reviews of sample portfolios are conducted by faculty committees to assess student attainment of program-level student learning outcomes.
  • Course-Level SLO Tracking: Systematic monitoring of student learning outcomes across the curriculum to ensure comprehensive coverage of program outcomes and to identify areas requiring curricular attention.
  • Field Education Assessment: Evaluation of Field Education experiences to assess the development of ministerial capacities and practical skills essential to ministry contexts.
  • Placement Rate Tracking: Monitoring of graduate placement in ministry positions to assess program effectiveness in preparing students for vocational contexts.

Doctoral Programs

  • ATS Questionnaires (ESQ and GSQ surveys): A set of two questionnaires provided by ATS which are administered by the Program Coordinator to students upon entering (Entering Student Questionnaire) and at graduation (Graduating Student Questionnaire).
  • Portfolio Review: A comprehensive four-year assessment cycle in which students compile portfolios containing key artifacts from their doctoral work (First Case Study, Strongest Case Study, Contextual Study, and Project Thesis Proposal). In Year 3 of the assessment cycle, faculty committees conduct full portfolio reviews to assess student engagement with program learning objectives and to evaluate the effectiveness of the program in forming Doctors of Ministry.
  • Program Learning Objectives Assessment: Systematic evaluation of student work against six program learning objectives covering theological foundations, transformational vision, contextual interpretation, personal growth, analysis of ministry practice, and leadership development.

Full Educational Effectiveness Report

For a comprehensive view of our assessment methodologies, findings, and continuous improvement initiatives, please review our complete educational effectiveness report.

Download Full Report