E1-Ends (2.0) Monitoring Report

2.0  Diverse populations of learners experience learning and academic success responsive to their unique whole learner needs.

2.1 Educational opportunities exist for those that might not otherwise have them.

Interpretation

I interpret “...those that might not otherwise have educational opportunities...” as learners of diverse backgrounds, student-parents, students with disabilities, military veterans, and first-generation and PELL-eligible students.

Compliance will be demonstrated when:

1. The College’s tuition is lower than comparable four-year private or state colleges and universities.

 Evidence

On 9/1/2026, the CFO and VP for Administration confirmed the College’s tuition (tuition per credit hour) is lower than every four-year public college and university in the State of Maryland as reported on the Maryland Higher Education Commission’s interactive Tuition and Fees dashboard.  The Integrated Postsecondary Education Data System (IPEDS) was used to confirm that the College’s tuition is also lower than that of every four-year private institution in the state.

 Status

In compliance.

Interpretation

2. The College provides federal, state, and institutional financial aid.

Evidence

On 9/16/2026, the Interim Vice President for Student Experience confirmed that FCC continued to provide federal, state, and institutional financial aid that supported student access, persistence, and completion.

During FY26, Frederick Community College provided substantial federal, state, and institutional financial aid that reduced financial barriers to enrollment, persistence, and completion. The College disbursed $9,943,861 in federal and state financial aid to 1,878 unduplicated credit students. This included $6,152,371 in federal grants to 1,474 students, $2,959,186 in federal student loans to 556 students, and $832,304 in state aid to 452 students. The College also provided $31,249.50 in institutional assistance through the Financial Wellness Fund in the Financial Aid Office to 49 students.

The total headcount for all non-dual enrollment credit students for FY26 was 4,690. The 1,878 unduplicated students who received federal or state financial aid represented approximately 40% of the headcount.

These totals do not include scholarships, emergency assistance, or other student support provided through the FCC Foundation. Foundation-supported resources provide an additional layer of financial assistance for students and are addressed separately within the monitoring report’s evidence concerning resource development and student scholarships.

Together, these federal, state, and institutional resources expanded students’ ability to access and continue their education while allowing the College to respond to both broad financial need and individual circumstances that could otherwise interrupt students’ educational progress.

Status

In compliance.

Interpretation

3. The College provides support services for students with diverse backgrounds, student-parents, students with disabilities, military veterans, and first-generation students.

Evidence

On 9/16/2026, the Interim Vice President for Student Experience confirmed that FCC continued to provide support services for students with diverse backgrounds, student-parents, students with disabilities, military veterans, and first-generation students.

During FY26, Disability Access Services data reflected 591 enrolled credit students with accommodation requests in Fall 2025 and 584 in Spring 2026, as well as 55 CEWD students during July–December 2025 and 65 during January–June 2026.

Also, the Student Success Programs (SSP) office provided specialized support programs. As of Spring 2026, SSP reported 123 participants across its specialized program cohorts, including Child Care Access Means Parents in School (CCAMPIS), Parents Lead, Partnership to Achieving Student Success (PASS), and Project Forward Step. Among these learners, 85% maintained a cumulative GPA of 2.0 or higher, 98% completed at least two success-coaching meetings during the semester, and 89% were in good academic standing or academic alert with progress.

Retention data further demonstrated strong persistence among these learners. Of 122 specialized program participants enrolled in Fall 2025, 110, or 90%, were retained through Spring 2026 or graduated.  Program-level results were strong, with fall-to-spring retention and graduation rates ranging from 82% to 100%, meaning that many participants either continued their studies into Spring 2026 or successfully graduated.

Finally, Veteran and Military Student Services (VMS) served as a one-stop resource for veterans, service members, dependents, and their families, supporting their transition to and success at Frederick Community College. VMS served more than 206 students in Fall 2025 and 200 students in Spring 2026, representing 267 unique, unduplicated students across the academic year. Through personalized guidance, benefits assistance, academic support, and connections to campus resources, VMS strengthened students’ ability to navigate the college experience while honoring and supporting the veteran and military-connected community.

Status

In compliance.

 Interpretation

4. Learners have access to multiple modalities of course delivery (i.e., online, face to face, and hybrid).

Evidence

On 9/10/2026, the Provost and Vice President of Teaching, Learning, and Student Success confirmed that students had access to credit courses in the following modalities in the approximate proportion indicated: in person (65%), online (23%), and hybrid (12%); students have access to noncredit courses in the following modalities with the approximate proportion indicated: in person (67%), online (21%), hybrid (12%). Course materials for all modalities were available to students through the College’s online Learning Management System. In addition, students had access to learning through courseware, white papers, and videos as part of the Mid-Atlantic Center for Emergency Management & Public Safety’s library of free educational materials developed and maintained by subject matter experts in the emergency management field.

Status

In compliance.

 This interpretation is reasonable because it addresses the primary barriers students face accessing higher education based on research conducted by the Community College Research Center (CCRC). Further, multiple delivery modalities provide more options for learners to access education.

2.2 Learners have access to learning and academic support consistent with current technology and research.

Interpretation

Compliance will be demonstrated when:

1. The College’s annual budget supports classroom technology that meets the needs of learners.

Evidence

On 9/28/2026, the Provost and Vice President of Teaching, Learning, and Student Success confirmed that $369,000 was allocated through the FY26 budgeting process for computer and IT equipment. This investment sustained instructional technology across all the College’s 121 instructional spaces, as defined by the State's higher education facilities inventory standards, including projection, audio, and instructor console systems that met instructional AV standards. Of these spaces, 86 classrooms provided Hyflex capabilities to support both in-person and virtual learning.

Status

In compliance.

Interpretation

2. The College’s annual budget supports equipment and technology that meet the requirements of academic programs or professional fields of study.

Evidence

On 9/6/2026, the Provost and Vice President of Teaching, Learning, and Student Success confirmed that annual requests for equipment in support of academic and workforce training began with recommendations made by program faculty based on evaluation of relevant and current academic and industry standards. Requests were then reviewed and prioritized by Deans and elevated to the Provost. Requests for equipment over $5,000 were submitted to the Associate Vice President for Operations for funding consideration. In FY26, the College budgeted $150,000 for equipment; approximately $98,644 was used to fund equipment for instructional programs.  In addition, the College budgeted $250,000 for furniture; approximately $88,482 was used to fund furnishings for instructional programs.

Further, operating funds within the Teaching, Learning, and Student Success division program budgets included $157,300 for purchases of instructional equipment costing less than $5,000. The College also received funding for equipment through various grants. In FY26, $143,747 was allocated to fund equipment for degree and workforce programs through the Perkins grant, and $62,500 was allocated for equipment through the MD Department of Commerce Build Our Future grant.

Examples of equipment purchased that demonstrate the College met current technological needs of the field include, but are not limited to (1) industry standard biotechnology equipment including a safety cabinet, automated cell counter, and digital water bath; (2) state-of-the-art fitness testing equipment (Ergometer) for use in the Human Performance testing lab and health sciences instruction; (3) upgrades to lighting in the JBK Theater (modern LED fixtures and dual level of control) allowing students to have bright and colorful backgrounds during performances.

Status

In compliance.

Interpretation

3. The College’s Center for Teaching and Learning provides evidence-based academic support services to meet the needs of learners.

Evidence

On 9/3/2026, the Provost and Vice President of Teaching, Learning, and Student Success confirmed that the academic support provided by the Center for Teaching and Learning are grounded in evidence-based practices and delivered through the (1) Library Services, (2) the Learning Centers, and (3) the Testing Center.

1. Library Services at the College adhere to the Association of College and Research Libraries (ACRL) Standards for Libraries in Higher Education in the design and delivery of its services and aligns all instructional efforts with the ACRL Framework for Information Literacy for Higher Education. Key services offered by the library include:
   1. Management of library print and digital collections that support the college curriculum. Usage of collections continues to be robust: 2,838 physical items circulated last year with noticeable usage increases in textbook course reserves which rose by 87%. In Fall 2025, the Library introduced OneSearch, a system offering a unified search across the Library’s databases, increasing usage of the digital collection by 31% to 312,654 items compared to the prior year. A user survey showed 83.5% of respondents were satisfied with OneSearch noting the ease of use and the ability to locate scholarly materials efficiently.
   2. Access to technology and study spaces to support student learning including collaborative and quiet study areas with capacity for 160 students, 6 group project rooms with whiteboards and projectors, 72 computers, 2 printers, 1 copier/scanner for student use, and a Digital Makerspace with 4 computers providing access to specialized software and to CPR-RQI manikins. In Spring 2026, the Library successfully partnered with Student Success and the Computer Science program to become the primary manager of student laptop lending at FCC. Since the Library assumed this role, the Student Success lending program has expanded by 76%, from 34 to 60 laptops, including 25 cellular-enabled devices. In a Spring 2026 survey conducted by Student Success, 96% of respondents rated the checkout process as easy or very easy, and 96% said access to a laptop was important or very important to their academic success.
   3. Technology, reference, and research support. The Library/Learning Commons recorded 73,818 visits, and the Service Desk facilitated 12,556 direct student contacts, a 34% increase over the previous year. Librarians conducted 1,072 research consultations, including live chat assistance. User feedback on chat services averaged a satisfaction rating of 3.91 out of 4, highlighting the effectiveness and student-centered nature of support provided.
   4. Information literacy, instruction, and resources. For FY26, the Library’s instruction was redesigned to incorporate the new OneSearch system. Librarians led 146 in-person instruction sessions which showed significant gains in student confidence to conduct academic research in OneSearch with average self-assessment ratings increasing from 1.8 out of 5 prior to instruction to 4.6 out of 5 post sessions exceeding the 3.5 post-test benchmark.
2. Learning Centers at the College include both the Tutoring and Writing Center (assists with writing across the curriculum, research, study skills, and foundational languages) and the STEM Learning Center (assists with science, technology, engineering, and math). The tutor training program is College Reading & Learning Association (CRLA) certified through their International Tutor Training Program for both Level 1 and Level 2. The Learning Centers follow these standards which include: Basics of the Role of Tutor, Communication, Learning/Studying Techniques, Ethics and Equity, Practical Applications of Contemporary Research in the Field and Institutional Policies.
   1. In FY26, the Learning Center conducted 10,134 sessions which included the following services: Drop-in on-campus tutoring (individual and group), online appointment individual tutoring, online appointment group tutoring, asynchronous paper review, embedded tutoring in gateway courses, supplemental instruction in A&P support, in-person and online academic coaching, and in-person and online learning workshops. There were 1,808 unique students served under 327 instructors across 249 different courses.
   2. Special highlights to note are that during FY26, 27.2% of all new-to-college students accessed one or more Learning Center support services, demonstrating the Centers' early impact on student engagement during the critical first year of college and those who utilized Learning Center services earned an overall course success rate across all enrolled courses, not solely those in which students sought tutoring, 6.6% higher than peers who did not access Learning Center support, reinforcing the Learning Centers' holistic approach to developing independent, confident learners.
   3. Embedded tutoring in ENGL 100/101 supported every linked course section, with the ENGL 101 component reaching an overall 80% success rate and improving by 1.7 percentage points over the previous spring.
   4. In MATH 145S, sections with embedded tutoring achieved a 72.2% success rate, compared with 42.9% in comparable sections without embedded support.
   5. The Supplemental Instruction pilot for Anatomy and Physiology exceeded expectations, increasing student success in PTHA 110 by 8.2%.
   6. Student satisfaction with the Learning Centers continues to be high, with 94% or above satisfaction levels in all categories.
3. The Testing Center advances student success and community impact by providing evidence-based academic support in accordance with National College Testing Association (NCTA) Through equitable placement, accessible testing accommodations, professional licensing, and academic preparation, the Center delivers measurable educational and financial outcomes. Key FY26 performance and impact metrics include:
   1. Academic Placement & Retention: Administered over 2,000 placement tests to ensure appropriate course placement in English and math, driving foundational academic success.
   2. Course & Accessibility Support: Facilitated over 5,700 departmental exams, directly supporting students requiring disability testing accommodations, online learners needing ID-verification, and students completing make-up exams.
   3. Community Workforce & Revenue Generation: Delivered 2,100 professional certification and licensure exams for students and local community members, generating over $46,500 in revenue through strategic vendor partnerships.
   4. Student Preparation & Resource Engagement: Equipped students with effective time management and test-preparation strategies for the ACCUPLACER exam and beyond. The Placement Test Study Guide recorded over 40,000 visits in FY26, remaining the #1 most visited Library Guide across the institution.

Status

In compliance.

This interpretation is reasonable because the College has an existing process for acquisition and replacement of instructional technologies, software, and equipment to support up-to-date classroom and career instruction. Further, research by the National Association of Student Personnel Administrators (NASPA) shows that academic support services contribute to improved academic outcomes.

 

2.3 Learners have ancillary support that meet their unique needs.

Interpretation

I interpret “ancillary support” that meets learners’ unique needs as nonacademic wraparound services.

Compliance will be demonstrated when:

1. Learners have access to mental health resources and programming.

Evidence

On 9/15/2026, the Interim VP for Student Experience confirmed that learners had access to mental health resources and programming.

FCC LiveWell serves as the College's holistic wellness framework with the Counseling and Wellness Center responsible for delivering these services. Resources available to students included short-term counseling services, crisis response support, wellness education, and opportunities to connect with trained staff and campus resources. The College also continued to promote mental health awareness through campus programming, workshops, classroom presentations, and collaborative outreach efforts designed to reduce barriers to care and encourage help-seeking behaviors.

During FY26, the Counseling and Wellness Center provided:

• • 447 individual counseling sessions
  • 54 crisis or urgent support appointments
  • 228 intake appointments and walk-in consultations
  • 195 unique students served

Additionally, the Center and its campus partners facilitated 105 outreach and educational programs, including wellness workshops, awareness campaigns, classroom presentations, and Mental Health First Aid or related training opportunities for students and employees.

These services demonstrate the College's commitment to creating a supportive learning environment where students can access the resources necessary to address mental health concerns, build resilience, and persist towards their educational goals. Mental health and wellness services continued to be provided in a manner that prioritizes accessibility, confidentiality, and student-centered support.

Status

In compliance.

Interpretation

2. Learners have access to food support.

Evidence

On 9/15/2026, the Interim Vice President for Student Experience confirmed that the College continued to provide learners access to food support through the Cougar Mart, Grab and Go Hubs, and Cougar Pods food locker program within the LiveWell department.

During the 2025-2026 academic year, Cougar Mart recorded 1,511 visits from 514 unique students. The Cougar Pods food locker program received 195 student sign-ups. Grab & Go Hubs recorded 12,053 visits at Main Campus and 410 visits at the Monroe Center.

These resources provided students with access to groceries, prepared food, and other nutritional support. These services were also connected with broader student assistance programs, with referrals available through advising, counseling, student success coaching, and case management processes.

Status

In compliance.

 Interpretation

3. Learners have access to financial resources that support emergency needs (childcare, transportation, and housing).

Evidence

On 9/15/2026, the Interim Vice President for Student Experience confirmed that FCC learners had access to financial resources that supported emergency needs.

In FY26, 20 students accessed $14,517.15 in emergency assistance through the Student Emergency Assistance Fund through the FCC Foundation. The top three uses of these funds were for Housing, Utilities, and Tuition assistance. In addition, the Student Success Programs Office coordinated related support mechanisms designed to address financial disruptions that might otherwise prevent continued enrollment.

These resources helped reduce non-academic barriers to persistence and support the College's commitment to student success.

FCC also provided targeted support for parenting students through the Child Care Access Means Parents in School (CCAMPIS) program and related parenting student initiatives. During FY26, 14 students received CCAMPIS support and 29 students participated in Parents Lead. Collectively, specialized Student Success Programs (SSP) serving parenting students and other high-need populations supported strong academic outcomes, with 90% of participants retained through Spring 2026 or graduating, demonstrating the impact of coordinated financial, coaching, and resource interventions on student persistence.

Transportation barriers were addressed through individualized student support and resource referral processes. FCC continued to leverage Navigate360, our customized student success Customer Relationship Management (CRM) tool, and support from staff in the SSP department to identify transportation-related challenges and connect students with appropriate community and institutional resources. Prior reporting demonstrated substantial student demand for transportation assistance, with more than 100 students seeking transportation-related support and receiving individualized referrals through coordinated case management efforts.

Together, emergency financial assistance, childcare support, transportation resource coordination, and case management services helped reduce non-academic barriers to persistence and advanced the College's commitment to student success, retention, and equitable educational opportunities.

Status

In compliance.

Interpretation

4. Learners have employment opportunities on campus.

Evidence

On 9/15/2026, the Interim Vice President for Student Experience confirmed that FCC continued to provide on-campus employment opportunities through the Federal Work-Study (FWS) program and other student employment initiatives.

These opportunities were available in multiple departments and provided students with income, workplace exposure, and opportunities to build experience while pursuing their educational goals. In FY26, 29 students participated in the Federal Work-Study program, earning $107,771 in FWS compensation. Additional student employment opportunities were also available outside of the Federal Work-Study program.

Student employment positions provided learners with opportunities to gain workplace experience and practice career-readiness skills in a professional environment. The College continued to promote student employment opportunities through Financial Aid, connections to careers, and direct outreach to eligible students, helping connect learners with meaningful work experiences that support both academic and career success.

Status

In compliance. 

This interpretation is reasonable, as research by the Council for the Advancement of Standards in Higher Education (CAS) and the Hope Center for College, Community, and Justice indicates that non-academic support is essential to academic success.