E 1 – Ends (1.0) Monitoring Report

Evidence

On 8/18/2026, the Interim Vice President for Student Experience confirmed that 85% (N=1,242 of 1,459) of all new-to-college students met with an advisor to select an instructional pathway aligned with their career aspirations within the first year of engagement. Students engaged in advising through multiple pathways, including Compass Day (Orientation), group advising experiences, and individualized advising appointments.

FY26 post-advising survey data indicated that 93% (N=876) of survey respondents reported that their instructional pathway aligned with their career aspirations. This survey result provides additional evidence that advising contributes to pathway selection and educational planning aligned with student goals.

Status

In compliance.

Evidence

In last year's baseline report, the President reported partial compliance with this policy item because, while the College had established academic pathways recommending early completion of gateway English and mathematics, it had not yet established a consistent institutional measure to demonstrate the extent to which students were successfully completing both gateway courses within their first academic year.

On 7/24/2026, the Chief Foresight and Decision Support Officer confirmed the formalization of FCC's Gateway Momentum metric and the establishment of a consistent methodology for monitoring early gateway course completion. Compliance has since been achieved through the implementation of this measure. Aligned with the Community College Research Center (CCRC) and National Student Clearinghouse Postsecondary Data Partnership framework, the metric measures successful completion of pathway-appropriate college-level English and mathematics during the first academic year. The Fall 2025 cohort serves as the College's baseline cohort and establishes an institutional benchmark against which future cohort results and progress can be assessed.

Because institutions operationalize gateway momentum differently, no standardized national benchmark currently exists. As historical context, the original CCRC Early Momentum Metrics study found that approximately 10% of students in its three-state study completed both gateway English and mathematics during their first academic year.

On 8/07/2026, the Provost and Vice President for Teaching, Learning, and Student Success confirmed that each degree program includes a semester-by-semester academic pathway recommending completion of gateway English and mathematics within the first 30 credits, generally during the first two semesters (see College Catalog).

For the Fall 2025 cohort of first-time, full-time, degree-seeking students, 12% (N = 73 of 635) successfully completed both gateway English and gateway mathematics by the end of Spring 2026. FCC's methodology includes students who completed the requirements at FCC or satisfied them through accepted Advanced Placement (AP), Dual Enrollment, transfer, or other recognized prior college credits.

Status

In compliance.

Evidence

On 7/20/2026, the Provost and Vice President of Teaching, Learning, and Student Success confirmed that the College maintains current articulation agreements with four-year institutions. These agreements are available to students through a library research guide.

As a follow up to last year’s baseline report, FCC completed its participation in the Maryland Transfer Initiative (MDTI), a statewide initiative led by the Aspen Institute to strengthen transfer partnerships across Maryland. The College developed a Strategic Transfer Excellence Plan (STEP) focused on increasing associate degree completion, transfer, and bachelor's degree attainment among students transferring to the University of Maryland Global Campus (UMGC), one of FCC's primary transfer destinations. As part of this work, faculty and staff from the partner institutions convened on April 17, 2026, to begin aligning curricula and strengthening support for transfer pathways in Business Administration, Computer Science, Cybersecurity Technology, and Psychology.

Status

In compliance.

Evidence

On 8/10/2026, the Interim Vice President for Student Experience confirmed that the College provides students with accurate, timely transfer information through multiple channels, including Career and Academic Planning Services, articulated transfer pathways, the College website, and ARTSYS—Maryland’s official articulation system for assessing course transferability, matching programs, and evaluating transcripts across the state’s public colleges and universities. Additional access points include semester Transfer Information Booklets, one-on-one advising with college recruiters, large-scale transfer events, and referrals to resources such as the U.S. Department of Education’s College Scorecard and college-specific transfer credit databases. Scholarship, application, and admissions workshops further support students in making informed transfer decisions.

FY26 demonstrated substantial growth in student access to and engagement with these transfer support services. The College conducted 1,052 transfer advising sessions during FY26, compared with 158 in FY25, representing a 566% increase. This growth reflects a deliberate expansion of transfer advising capacity, with transfer discussions now embedded across academic advising appointments rather than limited to meetings with the dedicated Transfer Advisor. As a result, students have broader access to transfer guidance regardless of which advisor they meet with.

Status

In compliance.

Evidence

On 8/10/2026, the Interim Vice President for Student Experience confirmed that the College provided educational and outreach opportunities to prospective transfer students through events such as the Fall and Spring Transfer Fairs, campus visits, Instant Decision Days, and articulation workshops. A total of 808 students participated during FY26, more than double the 396 students who participated in FY25, representing a 104% increase.

The College also provided targeted outreach in the Health Professions Career Community. In FY26, eight information sessions on RN-to-BSN transfer and concurrent enrollment opportunities were provided for prospective Nursing students, attracting 167 attendees. Additionally, four sessions for prospective Physical Therapist Assistant students highlighted the transfer partnership with Harrisburg University, drawing 27 attendees.

Participation in these activities translated into increased transfer opportunities. During 21 Instant Decision Days (special admission events where students receive on-the-spot admission reviews and decisions) participating institutions extended 61 admissions offers from 90 student check-ins, a 68% offer rate. In comparison, FY25 events generated 40 admissions offers from 91 check-ins, a 44% offer rate. Although participation remained relatively stable, the number of admissions offers increased by 53%, indicating stronger conversion of student participation into transfer opportunities.

This interpretation is reasonable because it aligns with best practices for improving transfer and baccalaureate completion as outlined in the CCRC Transfer Playbook.

Status

In compliance.

Evidence

On 8/10/2026, the Interim Vice President for Student Experience confirmed that the College submitted its FY25 Financial Value Transparency (FVT) and Gainful Employment (GE) program-level data to the U.S. Department of Education by the required October 1, 2025, deadline. The submission included 15 Title IV eligible career-related certificate programs. The College is preparing the FY26 federal submission, which is due October 1, 2026.

The College continues to maintain eligibility and certification for participation in federal Title IV financial aid programs. The Eligibility and Certification Approval Report issued by the U.S. Department of Education confirms that Frederick Community College remains certified through September 30, 2030, and is authorized to offer Title IV eligible certificate and associate degree programs.

Status

In compliance.

Evidence

In last year's baseline report, the President reported partial compliance with this policy item because the College did not yet have an established mechanism for collecting information about graduates' employment and compensation after leaving FCC.

On 7/24/2026, the Chief Foresight and Decision Support Officer confirmed that compliance has since been achieved through the implementation of an alumni survey that enables the College to systematically assess graduates' employment and compensation outcomes. In summer 2026, the Center for Strategic Innovation & Foresight administered the College's first alumni survey to 2025 graduates. The 2026 alumni survey results, supplemented by external employment outcomes data from Lightcast (a labor market analytics and intelligence platform), now serve as the College's baseline for monitoring this outcome and assessing changes over time.

Among alumni survey respondents who reported both full-time employment and salary information (N = 57), 98% indicated compensation above 150% of the Federal Poverty Guideline ($23,940). The median reported salary range was $60,000–$69,999 (estimated median approximately $64,000 based on grouped survey responses). These self-reported findings were consistent with Lightcast employment outcomes data for 2025 graduates (N = 43), which indicated that 100% earned annual compensation above 150% of the Federal Poverty Guideline ($23,940).

Postsecondary Employment Outcomes (PSEO) data from the U.S. Census Bureau provide additional evidence of the economic outcomes experienced by FCC graduates. Across associate degree programs, median earnings were $41,490 one year after graduation and increased to $57,518 five years after graduation, with earnings varying considerably by field of study. Graduates of several career-focused programs experienced particularly strong outcomes. For example, median earnings for Registered Nursing associate degree graduates increased from $67,918 one year after graduation to $80,624 after five years, while Criminal Justice and Corrections graduates had median earnings of $78,456 after one year and $100,759 after five years. These outcomes demonstrate that FCC credentials contribute to meaningful economic opportunity while also reflecting the College’s varied program purposes, including programs designed for direct workforce entry and those intended primarily to prepare students for transfer and continued education.

Status

In compliance.

Evidence

On 8/7/2026 the Provost and Vice President of Teaching, Learning, and Student Success confirmed that students were provided opportunities to develop critical thinking, problem-solving, interpersonal, leadership, written communication and cultural competency skills through the following means:

1. (1) Completion of General Education CORE.
   Embedded within all degree programs, the General Education Core provides a coherent learning experience aligned with the College's ten general education goals, which are assessed on a five-year cycle using rubrics based on the American Association of Colleges and Universities' VALUE (Valid Assessment of Learning in Undergraduate Education) framework.
   
   In FY26, FCC completed a comprehensive review of courses that satisfy the Cultural Competence (CC) requirement. The General Education Committee revised the CC criteria, developed a new application and review process, and evaluated all existing CC-designated courses. Of the 58 courses reviewed, 41 retained their CC designation, 3 gained a new designation, 1 newly approved course received designation, 11 courses lost designation, and 2 courses were inactivated. As a result of this review, FCC now offers 45 Cultural Competence courses across 22 subject areas, providing students with multiple opportunities to develop the knowledge and skills needed to engage effectively in diverse and multicultural environments. The Middle States Self-Study Team commended the General Education Committee for its work in strengthening this component of the curriculum.
   
   
2. (2) Achievement of program learning outcomes for degree and certificate programs.
   Program learning outcomes are assessed annually on a rotational cycle in accordance with the College's Learning Assessment Guide Student achievement is evaluated through signature assignments aligned to program outcomes, and assessment data are collected and maintained in Watermark™. Program learning outcomes for all degree and certificate programs are published in the College's Academic Catalog. In FY26, faculty evaluated 82 program learning outcomes; 62% met established success benchmarks, 27% partially met benchmarks, and 11% did not meet benchmarks. Consistent with the College's commitment to continuous improvement, all programs develop action plans based on the assessment results.
   
   
3. (3) Participation in applied learning experiences within classroom and laboratory settings.
   Faculty provided applied learning experiences, including healthcare simulations, case studies, capstone projects, cyber range exercises, hands-on career and technical education labs, virtual and augmented reality simulations, and gamified learning activities, to strengthen students' critical thinking, problem-solving, communication, leadership, and interpersonal skills.
   
   
4. (4) Participation in academic co-curricular experiences outside the classroom.
   Students were provided with a wide range of academic co-curricular opportunities that complement classroom learning. During FY26, more than 1,100 students participated across activities including art shows, theater and music performances, Honors Forums, mathematics competitions, culinary events, mock interviews, service-learning projects, and academic conference presentations.

Status

In compliance.

Evidence

On 8/10/2026, the Interim Vice President for Student Experience confirmed that students were provided with opportunities to develop an understanding of their roles and responsibilities in our community and society at large. During FY26, the College promoted democratic participation through 21 voter registration and education events, resulting in 322 students registering to vote for the first time and 1,697 students reporting that they were already registered voters.

The College also provided opportunities for direct engagement in the civic process. On February 5, 2026, five students traveled to Annapolis to participate in Maryland's Student Advocacy Day, gaining firsthand experience with legislative advocacy and public policy issues. In addition, the College hosted three civic engagement events, including Constitution Day, a Know Your Rights Fair, and a Courageous Conversations program focused on political and election education. These programs encouraged informed dialogue, civic awareness, and active participation in democratic processes.

Civic engagement was further reinforced through participation in 35 recognized student organizations and student representation on campus-wide committees, providing ongoing opportunities for leadership, advocacy, shared governance, and community involvement. The Making our Spaces an Inclusive Community (MOSAIC) Center also offered 59 programs that promoted student engagement while exploring issues related to health, disability, and race and ethnicity.

Students were also provided opportunities to explore the meaning and significance of the United States' 250th Anniversary. Through a partnership with Hood College, FCC participated in a yearlong series of co-curricular programs spanning both campus communities. The 8-event series featured lectures, artistic performances, and historical discussions designed to deepen understanding of the nation's history and civic traditions. Highlights included Remember the Ladies, an original theatrical production performed by a mixed cast on both campuses, and the upcoming capstone event, American Voices, a series of dramatic readings and performances drawn from significant historical and artistic works throughout American history.

Status

In compliance.

Evidence

On 8/18/2026, the Interim Vice President for Student Experience confirmed that students were provided opportunities to develop leadership skills outside the classroom during FY26 through participation in student organizations, the MOSAIC Center, the Student Athlete Advisory Board, and Phi Theta Kappa (PTK), the international honor society for community college students. A total of 58 students served in leadership roles within these organizations.

Participation in PTK deepened students’ leadership development through chapter, regional, and national leadership experiences. During FY26, students served as chapter officers, participated in five regional and international leadership conferences, and helped develop a leadership training program for FCC students. One student was elected Maryland/DC State President for the PTK Middle States Region.

Status

In compliance.

Evidence

On 8/10/2026, the Interim Vice President for Student Experience confirmed that students had access to a variety of co-curricular opportunities during FY26 that supported holistic learning and wellness. For example, a total of 450 students participated in 35 recognized student clubs and organizations, developing skills in teamwork, communication, leadership, and collaboration while building connections with peers, campus, and Frederick County community.

Students also participated in the Great Frederick Fair, Frederick Speaker Series events, community-based performances, and awareness initiatives that encouraged civic awareness, cultural understanding, and personal growth.

Also, intercollegiate athletics provided additional opportunities for student development. During FY26, 150 student-athletes participated in seven sports programs, including men's and women's soccer, volleyball, men's and women's basketball, baseball, and softball. Through athletic participation, students developed teamwork, communication, leadership, resilience, and a sense of belonging within an inclusive and supportive environment.

The academic achievements of student-athletes further reflected the successful integration of personal and educational development. Eighteen student-athletes were recognized as NJCAA All-Academic Team members based on their grade point averages and successful completion of required credit hours, demonstrating excellence in balancing academic and athletic commitments.

Status

In compliance.

Evidence

In last year's baseline report, the President reported non-compliance with this policy item because the College did not yet have an established mechanism for systematically measuring graduates' perceptions of their skill development at the time of graduation.

On 7/24/2026, the Chief Foresight and Decision Support Officer confirmed that compliance has since been achieved through the implementation of the Graduate Exit Survey, administered by the Center for Strategic Innovation & Foresight (CSIF), which assesses graduates' perceptions of their skill development as they complete their programs. The 2026 Graduate Exit Survey establishes the College's baseline for this measure. CSIF also administered the 2026 Alumni Survey to 2025 graduates approximately one year after graduation, providing complementary evidence of graduates' perceptions of skill development after leaving the College.

In the 2026 Graduate Exit Survey (N = 153), graduates reported gains in Critical Thinking (93%), Problem Solving (90%), Interpersonal Communication (84%), Leadership (75%), and Written Communication (88%). These findings were further supported by the 2026 Alumni Survey of 2025 graduates (N = 106), in which alumni reported growth in Critical Thinking (90%), Problem Solving (90%), Interpersonal Skills (80%), Leadership (72%), and Written Communication (86%).

Status

In compliance.

Evidence

In last year's baseline report, the President reported non-compliance with this policy item because the College did not yet have an established mechanism for systematically measuring employers' perceptions of FCC graduates' preparation and skill development.

On 07/24/2026, the Chief Foresight and Decision Support Officer confirmed that compliance has since been achieved through the implementation of the Employer Survey, administered by the Center for Strategic Innovation & Foresight (CSIF) in spring 2026, which systematically assesses employer satisfaction with FCC graduates and their preparation across key workforce skills. The 2026 Employer Survey establishes the College's baseline for this measure. These findings are complemented by the 2025–2026 Employer Recruitment Survey, administered by Career and Academic Planning Services (CAPS) throughout FY26, which provides additional evidence of employers' perceptions of the workforce preparedness of FCC students they have hired.

In the 2026 Employer Survey (N = 23), 96% of employers reported satisfaction with FCC graduates they have employed. Employers reported satisfaction with graduates' Critical Thinking (85%), Problem Solving (84%), Interpersonal Skills (89%), Leadership (79%), and Written Communication (69%).

These findings were further supported by the 2025–2026 Employer Recruitment Survey, in which 100% of employers who had hired FCC students and responded to the student preparedness question (N = 12) rated them as adequately prepared, well prepared, or extremely well prepared.

Status

In compliance.