EL 1 – Treatment of Students

Note: Board Policy is indicated in bold typeface throughout the report.

The President shall not cause or allow conditions, procedures, or decisions related to the treatment of students that are unsafe, unfair, disrespectful, or unnecessarily intrusive.

Further, without limiting the scope of the above statement by the following list, the President shall not:

Allow a learning culture without equity, inclusion, collegiality, and a sense of belonging.

Interpretation

Compliance will be demonstrated when:

The College delivered or made available cultural training and ongoing professional development to all employees.

Evidence

On 9/9/2026, the VP for Talent and Culture confirmed that the College continues to implement leadership development, professional learning, and employee engagement initiatives aligned with its priorities for employee development, belonging, transparency, and organizational effectiveness. The Foundations of Leadership Program, launched in January 2026, established a structured leadership development pathway for mid-level managers, with an initial 21-participant pilot cohort focused on communication, decision-making, team leadership, and strategic thinking.

Employee engagement with professional learning also continued to increase, with 50 employees completing the LinkedIn Learning Spring Challenge and FY26 reflecting the highest level of LinkedIn Learning participation over the past three years. Bias and Cultural Humility Training and other professional learning opportunities received strong preliminary participant feedback.

Progress in employee engagement and belonging was also demonstrated through five sessions involving 44 participants, with 100% of respondents agreeing or strongly agreeing that they felt comfortable sharing their perspectives and that the sessions fostered increased transparency and open communication.

Overall, implementation remains in compliance, with participation and feedback data demonstrating continued progress in leadership capacity, professional development, employee engagement, belonging, and organizational culture.

Status

In compliance.

Interpretation

The College evaluated the curriculum to ensure it is unbiased, inclusive and creates a sense of belonging.

Evidence

On 9/8/2026, the Provost and Vice President for Teaching, Learning, and Student Success confirmed that the College has processes in place to regularly and systematically evaluate curriculum through a lens of anti-bias and inclusion. Evidence of this commitment is reflected in the following curriculum-related processes.

(1) Evaluation of new and revised course learning outcomes (CLOs) and program learning outcomes (PLOs) by the Curriculum Committee.

The Curriculum Committee is responsible for the development, review, and revision of curricula for credit certificate and degree programs. To systematically ensure that all new and revised CLOs and PLOs are measurable, written in student-accessible language without bias, and align with assessments, all curricular proposals include an evaluation by the Director of Learning Assessment to and provide guidance to faculty for revisions if warranted. During FY26, 25 CLOs were reviewed and revised through the curriculum committee.

(2) Evaluation of curriculum during the systematic 5-year program review process:

In FY26, eight academic programs completed their program review. As part of this review, program faculty are asked to report how curriculum is regularly evaluated to ensure it is unbiased, inclusive and creates a sense of belonging. Seven of the eight programs identified a recurring process for determining the inclusivity of course materials and/or assessments. Strategies include the use of open-sourced content, assessments designed to address a wide array of cultural perspectives and experiences, reflective assessments, and a concerted effort to supplement primary texts with secondary materials that ensured a wider and more diverse array of accessible and diverse content. One program identified a lack of a systematized process and created an action plan to develop and include one moving forward.

(3) Evaluation of textbook and course materials:

As part of the preparation to launch courses each semester, faculty complete a rubric for evaluating the inclusivity and anti-bias of course materials (e.g. textbooks, supplementary readings, lab activities). The rubric includes evaluation of course materials for use of inclusive language, use of images and examples that represent different cultural perspectives, inclusion of a wide array of demographic groups, and accessibility of formats. In FY26, faculty were asked to evaluate up to three course materials against the rubric. Faculty reported the following results for the evaluated materials: 90-93% used inclusive language; 76%-87% had examples and images reflecting diverse identities, cultural perspectives, and/or intersectionality; 75-84% of content included representation of marginalized/underrepresented groups; and 71-83% of content was provided in accessible formats. These data will be used to refine the rubric in collaboration with the AVP for Diversity, Equity, Inclusion, and Belonging, and inform changes to course materials selections.

(4) Review of Cultural Competence Courses

As part of all credit degree requirements, students must complete a class that is designated as a cultural competence course. 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 designed 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.

Status

In compliance.

Interpretation

The College facilitated student focus groups to increase understanding, connection, and a sense of belonging.

Evidence

On 9/2/2026, the Interim Vice President for Student Experience confirmed that the College facilitated student focus groups to increase understanding, connection, and a sense of belonging. These focus groups and interviews elevated student voice to gain deeper understanding of students’ experiences regarding belonging, connection, and navigation of College services. Participants represented a diverse range of student populations and experiences, including graduating students, parenting students, working students, and student athletes. Focus group questions were informed by Community College Survey of Student Engagement (CCSSE) data and aligned with institutional student success priorities.

Student feedback consistently affirmed that FCC is a welcoming, inclusive, and supportive institution. Participants specifically identified faculty, staff, advisors, tutoring services, Student Success Programs, transfer resources, and campus engagement opportunities as significant contributors to their sense of belonging, persistence, and academic success. Students repeatedly emphasized that relationships with faculty and staff were among the most important factors helping them navigate challenges and achieve their educational goals.

Feedback also identified opportunities to simplify and strengthen the student experience, particularly through the College’s communication of clearer pathways, earlier and more consistent guidance, improved navigation of institutional systems and processes, and additional support for students with diverse needs and circumstances. Findings are being incorporated into FY27 planning and continuous improvement efforts within the Division of Student Experience as part of the College's commitment to building student confidence, strengthening belonging, and improving student success outcomes.

Status

In compliance.

This interpretation is reasonable because it supports the College's mission, vision, and values, and is consistent with practices employed by other higher education institutions.

Permit students and others who use College property to be without reasonable protections against hazards or conditions that might threaten their health, safety, or well-being.

Interpretation

Compliance will be demonstrated when:

The College’s Campus Safety Report is published annually.

Evidence

On 8/20/2026, the Chief Financial Officer (CFO) and VP for Administration confirmed

that the College’s Annual Security Report, due every October, was posted on the

Consumer Information Disclosure page of the College website on 9/29/2025.

Status

In compliance.

Interpretation

Operational policies are established to protect students and provide information about conditions that may impact their health, safety, and well-being.

Evidence

On 8/20/2026, the CFO and VP for Administration confirmed that the following College

administrative policies and procedures outline the rules and expectations for

employees, students, and campus visitors. This information is accessible on the

Policies and Procedures page of the College website.

Status

In compliance.

Interpretation

Safety signage is posted at building entry points which provides contact information to the Office of Public Safety.

Evidence

On 8/20/2026, the CFO and VP for Administration confirmed that safety signage, which includes contact information for Campus Police & Public Safety, is posted at all building entry points.

Status

In compliance.

Interpretation

Classrooms have emergency reference guides posted for review and guidance.

Evidence

On 8/20/2026, the CFO and VP for Administration confirmed that an Emergency Response Guide is available on the Public Safety page of the College website and that all classrooms have emergency reference guides posted for review and guidance.

Status

In compliance.

Interpretation

The Continuity of Operations Plan (COOP) is reviewed annually.

Evidence

On 8/20/2026, the CFO and VP for Administration confirmed that the Continuity of Operations Plan (COOP) was most recently reviewed in September 2025 and in January 2026.

Status

In compliance.

Interpretation

Students were provided access to a text communication system that provides updates about campus closures and cancellations due to weather and emergencies.

Evidence

On 8/20/2026, the CFO and VP for Administration confirmed that the College’s mass communication system, Omnilert, was functioning as intended. Students were able to register for FCC alerts online and/or download a mobile app to subscribe to receive texts, phone calls, and/or email notifications about campus closures and cancellations due to weather and emergencies.

Status
In compliance.

Interpretation

The College has a procedure for evaluating safety during weather emergencies.

Evidence

On 8/20/2026, the CFO and VP for Administration confirmed that the College has a procedure for evaluating safety during weather emergencies (Inclement Weather College Closing Policy). This information is accessible on the Policies and Procedures page of the College website.

Status

In compliance.

Interpretation

The College provided mental health services through licensed therapists at no cost to students.

Evidence

On 9/15/2026, the Interim VP for Student Experience verified that the College provided mental health services through licensed therapists at no cost to students through the Counseling and Wellness Services Office, located in the Student Center, Suite 103 or by visiting the LiveWell page of the College website. Additionally, Zoom remains a HIPAA-compliant platform to support telehealth counseling appointments for students.

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 student clients 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.

Status

In compliance.

Interpretation

The College provided mental health first aid certification training at no cost to students.

Evidence

On 9/3/2026, the Interim VP for Student Experience confirmed that Mental Health First Aid (MHFA) certification classes were offered (at no cost) six times during FY26: 9/12/2025, 10/10/2025, 11/7/2025, 12/16/2025, 3/27/2026, and 4/24/2026. Nineteen students participated in these trainings, representing a strong increase in early intervention capacity across the campus community.

The trainings strengthened FCC's capacity for early identification and referral of individuals experiencing mental health challenges while supporting a culture of care and belonging across the campus community. Counseling and Wellness staff reported increased referrals from peers, faculty, and staff, suggesting that participants were applying MHFA skills to connect students with available support resources.

Status

In compliance.

Interpretation

Safety Data Sheets(SDS) are current and accessible upon request to students, in compliance with OSHA standard 1910.1200(b)(4)(ii).

Evidence

On 8/20/2026, the CFO and VP for Administration confirmed that the Safety Data Sheets for all chemicals on campus were current and accessible on the Campus Police and Public Safety page of the College intranet site. Students may contact Public Safety at [email protected] to request copies.

Status

In compliance.

Interpretation

Elevators, fire systems, and boiler inspections are conducted annually.

Evidence

On 8/20/2026, the CFO and VP for Administration confirmed with Plant Operations that elevator inspections were completed on 7/30/2025, 7/31/2025 and 8/1/2025. Fire alarm panel inspections were completed on 3/2/2026. Inspection of the suppression systems, which include sprinklers and devices, were completed on 3/2/2026. The boilers are inspected every two years and were last inspected 11/21/2024, with the next inspection due before 12/11/2026.

Status

In compliance.

Interpretation

Emergency and safety drills are conducted each semester.

Evidence

On 8/20/2026, the CFO and VP for Administration confirmed that emergency and safety drills were conducted at the main campus and at the Monroe Center during FY 2026 as follows:

Main campus:
- 2/28/2026 - evacuation
- 9/22/2025 and 3/11/2026 - shelter-in-place
- 10/24/2025, and 2/19/2026 - lockdown
Monroe Center:
- 10/2/2025 and 10/31/2025 - shelter-in-place
- 9/17/2025 and 2/16/2026 - lockdown
- 9/2/2025, 2/28/2026, and 4/22/2026 - evacuation

Status

In compliance.

This interpretation is reasonable because it ensures compliance with State of Maryland and nationally accepted safety and security practices for higher education institutions.

2.1 Allow students to be without current, enforced policies that minimize the potential for exposure to harassment, provide remedy for harassment situations, and provide methods for dealing with individuals who harass.

Interpretation

Compliance will be demonstrated when:

The College has current Title IX and Non-Discrimination Policies available.

Evidence

On 9/9/2026, the VP for Talent and Culture confirmed that the Title IX Policy & Procedures and Non-Discrimination Policy & Procedures were current and available on the Policies and Procedures page of the College website.

Status

In compliance.

Interpretation

The College’s Campus Safety Report is published annually.

Evidence

On 8/20/2026, the Chief Financial Officer (CFO) and VP for Administration confirmed

that the College’s Annual Security Report, due every October, was posted on the

Consumer Information Disclosure page of the College website on 9/29/2025.

Status

In compliance.

Interpretation

The College has an Incident Reporting Form available.

Evidence

On 9/9/2026, the VP for Talent and Culture confirmed that a Title IX Incident Report Form is available under the Reporting section of the Title IX Policy & Procedures and Non-Discrimination Policy & Procedures page on the College website.

Status

In compliance.

Interpretation

The College has identified a Title IX Coordinator and a Deputy Title IX Coordinator, whose contact information is accessible.

Evidence

On 9/9/2026, the Vice President for Talent and Culture confirmed that the College identified a Title IX Coordinator and a Deputy Title IX Coordinator, whose contact information was accessible in two locations on the Title IX Policy & Procedures and Non-Discrimination Policy & Procedures page of the College website:

Under the Reporting section, and
Under the Policy Information section, on page 37 of the Title IX and Sex Discrimination Policy & Procedures.

Status

In compliance.

Interpretation

All employees completed the required annual Title IX training.

Evidence

On 9/9/2026, the Vice President for Talent and Culture confirmed that all employees classified as “active” successfully completed the mandatory annual Title IX training within the designated reporting period. Human Resources tracked compliance with the training requirements and finalized documentation at the close of FY 2026 (6/30/2026)

Status

In compliance.

This interpretation is reasonable because it complies with federal regulations outlined by the U.S. Department of Education.

Deliver programs in a manner that is insensitive to students’ culture.

Interpretation

Compliance will be demonstrated when:

The College provided inclusive programming that allows students to learn more about different cultures.

Evidence

On 9/9/2026, the VP for Talent and Culture confirmed that the Making Our Spaces

an Inclusive Community (MOSAIC) Center provided robust inclusive programming

that allowed students to engage with and learn from diverse cultures. In total, during FY 2026, the MOSAIC Center offered 59 events, with a combined reach of more than 2,500 attendees. These programs primarily concentrated on the MOSAIC Center themes for the year: Survivors of Power-Based Violence, Substance Use, People with Disabilities, and Gender and Sexuality.

Programs of note this year include activist Daryl Davis speaking on Building Bridges in a Time of Walls, a Know Your Rights campaign focused on Immigration Rights which included speakers from the local police and immigration lawyers, and the martial arts Henan Province Performers group from China which brought faculty, staff, students, and community members alike together. This breadth of themes, intentionality of design, and level of engagement demonstrates the College’s commitment to fostering cultural awareness, inclusion, and belonging.

Status

In compliance.

Interpretation

The College has dedicated space for celebrating the cultural diversity of students.

Evidence

On 9/9/2026, the VP for Talent and Culture confirmed that the MOSAIC Center, a dedicated space for students to celebrate cultural diversity, remains operational on the first floor of the Student Center.

Status

In compliance.

Interpretation

The College delivered or made available cultural training and ongoing professional development to all employees.

Evidence

On 9/14/2026, the VP for Talent and Culture confirmed that LinkedIn Learning was made available to all employees throughout the reporting period. FCC LinkedIn Learning offers a digital library of 6,722 courses covering a broad spectrum of topics, including technical skills, leadership, business, software, and creative subjects. The platform also features training focused on diversity and cultural awareness. Within this library, FCC LinkedIn Learning provides 185 DEIB-related courses, 636 leadership-related courses, and 66 specific DEIB-leadership related courses. During FY 2026, 174 employees completed courses on the platform. In addition, the Center for Teaching and Learning consistently hosted workshops centered on diversity, equity, inclusion, and belonging.

The MOSAIC Center led a professional development series called Empathy Allies focused on understanding one's own cultural lens, getting to know others from different backgrounds and life circumstances, understanding the systems and structures of our culture, institutions, and values, and finally how to talk to people about our new understanding of people who are different. Forty-five digital badges were awarded which represented over 350 hours of volunteer professional development by faculty and staff in FY26.

Status

In compliance.

Interpretation

The College evaluated the curriculum to ensure it is unbiased, inclusive and creates a sense of belonging.

Evidence

On 9/8/2026, the Provost and Vice President for Teaching, Learning, and Student Success confirmed that the College has processes in place to regularly and systematically evaluate curriculum through a lens of anti-bias and inclusion. Evidence of this commitment is reflected in the following curriculum-related processes.

(1) Evaluation of new and revised course learning outcomes (CLOs) and program learning outcomes (PLOs) by the Curriculum Committee.

The Curriculum Committee is responsible for the development, review, and revision of curricula for credit certificate and degree programs. To systematically ensure that all new and revised CLOs and PLOs are measurable, written in student-accessible language without bias, and align with assessments, all curricular proposals include an evaluation by the Director of Learning Assessment to and provide guidance to faculty for revisions if warranted. During FY26, 25 CLOs were reviewed and revised as necessary.

(2) Evaluation of curriculum during the systematic 5-year program review process:

In FY26, eight academic programs completed their program review. As part of this review, program faculty are asked to report how curriculum is regularly evaluated to ensure it is unbiased, inclusive and creates a sense of belonging. Seven of the eight programs identified a recurring process for determining the inclusivity of course materials and/or assessments. Strategies include the use of open-sourced content, assessments designed to address a wide array of cultural perspectives and experiences, reflective assessments, and a concerted effort to supplement primary texts with secondary materials that ensured a wider and more diverse array of accessible and diverse content. One program identified a lack of a systematized process and created an action item to develop one.

(3) Evaluation of textbook and course materials:

As part of the preparation to launch courses each semester, faculty complete a rubric for evaluating the inclusivity and anti-bias of course materials (e.g. textbooks, supplementary readings, lab activities). The rubric includes evaluation of course materials for use of inclusive language, use of images and examples that represent different cultural perspectives, inclusion of a wide array of demographic groups, and accessibility of formats. In FY26, faculty were asked to evaluate up to three course materials against the rubric. Faculty reported the following results for the evaluated materials: 90-93% used inclusive language; 76%-87% had examples and images reflecting diverse identities, cultural perspectives, and/or intersectionality; 75-84% of content included representation of marginalized/underrepresented groups; and 71-83% of content was provided in accessible formats. These data will be used to refine the rubric in collaboration with the AVP for Diversity, Equity, Inclusion, and Belonging, and inform changes to course materials selections.

1. (4) Review of Cultural Competence Courses:
  
  As part of all credit degree requirements, students must complete a class that is designated as a cultural competence course. 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 designed 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.

Status

In compliance.

Interpretation

The College facilitated student focus groups to increase understanding, connection, and a sense of belonging.

Evidence

On 9/2/2026, the Interim Vice President for Student Experience confirmed that the College facilitated student focus groups to increase understanding, connection, and a sense of belonging. These focus groups and interviews elevated student voice to gain deeper understanding of students’ experiences regarding belonging, connection, and navigation of College services. Participants represented a diverse range of student populations and experiences, including graduating students, parenting students, working students, and student athletes. Focus group questions were informed by Community College Survey of Student Engagement (CCSSE) data and aligned with institutional student success priorities.

Student feedback consistently affirmed that FCC is a welcoming, inclusive, and supportive institution. Participants specifically identified faculty, staff, advisors, tutoring services, Student Success Programs, transfer resources, and campus engagement opportunities as significant contributors to their sense of belonging, persistence, and academic success. Students repeatedly emphasized that relationships with faculty and staff were among the most important factors helping them navigate challenges and achieve their educational goals.

Feedback also identified opportunities to simplify and strengthen the student experience, particularly through the College’s communication of clearer pathways, earlier and more consistent guidance, improved navigation of institutional systems and processes, and additional support for students with diverse needs and circumstances. Findings are being incorporated into FY27 planning and continuous improvement efforts within the Division of Student Experience as part of the College's commitment to building student confidence, strengthening belonging, and improving student success outcomes.

Status

In compliance.

This interpretation is reasonable because it adheres to the Maryland Higher Education Commission regulations for cultural diversity and is consistent with practices employed by other higher education institutions.

Permit violation of student confidentiality and privacy, except where specific disclosure is required by legislation or regulation.

Interpretation

Compliance will be demonstrated when:

The College has current policies that ensure compliance with the Family Educational Rights and Privacy Act (FERPA), Gramm-Leach-Bliley Act (GLBA) and the Health Insurance Portability and Accountability Act (HIPAA).

Evidence

On 9/3/2026, the Interim Vice President for Student Experience confirmed the College has current policies that ensure compliance with the FERPA and GLBA, with HIPAA nested within FERPA.

Status

In compliance.

Interpretation

All College employees who handle student data have completed mandatory training to ensure student confidentiality and privacy.

Evidence

On 9/30/2026, the Interim Vice President for Student Experience confirmed that 100% of active College employees who handle student data completed mandatory training to ensure student confidentiality and privacy.

FERPA training was delivered through Vector Solutions and remains a required annual compliance activity for all employees who access or handle student information. New employees with access to student data are required to complete training within 30 days of employment. Collaboration among Student Experience, Human Resources, TLSS, and Information Technology has improved assignment accuracy, compliance tracking, and reporting reliability, helping ensure continued protection of student educational records.

Status

In compliance.

This interpretation is reasonable because it is consistent with federal law.

4.1 Use forms or procedures that elicit information for which there is no clear necessity.

Interpretation

Compliance will be demonstrated when:

No requests for data/information were approved without a necessary or legal reason.

Evidence

On 9/3/2026, the Interim Vice President for Student Experience confirmed that no requests for data/information were approved without a necessary or legal reason.

During FY26, documented disclosures were limited to two Solomon Amendment requests, seven Maryland Public Information Act (MPIA) requests related to students, one personally identifiable information request, and one subpoena. Each request was processed through established legal and regulatory frameworks, supporting the College's commitment to protecting student privacy while meeting applicable compliance requirements.

Status

In compliance.

The interpretation is reasonable because it ensures compliance with college policies and practices.

4.2 Use methods of collecting, reviewing, storing, or transmitting student information that inadequately protect against improper access to personal information.

Interpretation

Compliance will be demonstrated when:

Student information is collected, stored, and transmitted in accordance with the Family Educational Rights & Privacy Act (FERPA), the Health Insurance Portability and Accountability Act (HIPAA), and the Gramm-Leach-Bliley Act (GLBA).

Evidence

On 9/9/2026, the Interim Vice President for Student Experience confirmed that student information was collected, stored, and transmitted in accordance with the Family Educational Rights and Privacy Act (FERPA), the Health Insurance Portability and Accountability Act (HIPAA), and the Gramm-Leach-Bliley Act (GLBA).

Student information protected under the Family Educational Rights and Privacy Act (FERPA) was collected, accessed, stored, transmitted, and disclosed in accordance with College policy and federal requirements. The Registrar’s Office maintained oversight of student education records, student consent processes, disclosure requests, and requests to inspect or amend records. Across the College, employees accessed student information only for legitimate educational purposes and through role-based permissions. FERPA-protected information was routinely administered through student-facing functions including Advising, Enrollment Services, and Financial Aid. Annual FERPA training and institutional privacy controls reinforced employee responsibilities regarding the appropriate access, use, disclosure, and protection of student educational records.

Under GLBA, the College maintained safeguards for nonpublic personal information collected in connection with financial services, including financial aid processing, student accounts, student loans, and related financial transactions. Covered information includes student and parent financial information, Social Security numbers, addresses, and other personally identifiable information maintained by Financial Aid, Finance, Student Accounts, Information Technology, and authorized service providers. The College’s information-security framework addresses risks associated with the processing, storage, transmission, and disposal of this information and includes employee training, risk assessment, system safeguards, monitoring, incident response, and contractual expectations for third-party service vendors.

Under HIPAA, Counseling and Wellness Services maintained procedures designed to protect the confidentiality of student health information and used approved systems for the provision of services, including a HIPAA-compliant Zoom environment for telehealth counseling appointments. Athletics also maintained confidentiality safeguards for student-athlete medical information. Medical information used for injury evaluation, treatment, athletic participation, and return-to-play decisions was maintained through the Athletic Training System, with access limited to authorized personnel.

Across these areas, the College maintained policies and procedures, role-based access controls, employee training, privacy safeguards, and information-security practices designed to prevent improper access, disclosure, alteration, or transmission of student information. These coordinated measures supported the secure handling of education records, financial information, and applicable health information throughout this reporting period.

Status

In compliance.

Interpretation

Cybersecurity practices and safeguards are in place and functioning as designed.

Evidence

On 9/14/2026, the Chief Information Officer confirmed that in FY 2026 the IT department offered cybersecurity training to all employees. Multi-factor authentication was implemented to align with security practices. In addition, the IT department annually performs security assessments, audits, and periodic network penetration tests. IT also performs system upgrades, patching and related refinements in keeping with best IT security practices and controls, as evidenced by their use in higher education and other appropriate commercial technology settings.

Status

In compliance.

The interpretation is reasonable because it is consistent with federal law.

Permit admission, registration, evaluation, or recognition processes that treat students unfairly.

Interpretation

Compliance will be demonstrated when:

The College has policies and procedures to address incidents where students felt unfairly treated or graded.

Evidence

On 9/3/2026, the Interim Vice President for Student Experience confirmed that the College has a Student Complaints Policy and Procedures to address incidents where students felt unfairly treated or graded.

During this reporting period, 48 formal student complaints were received and documented. Review of complaint narratives indicated that approximately 38 complaints (79%) involved student perceptions of unfair treatment, unfair grading, or both. This included approximately 14 of 19 (74%) non-grade complaints and 24 of 29 (83%) grade complaints. All complaints were reviewed and addressed through the College's established complaint and appeal procedures, and all were resolved within published timelines.

Status

In compliance.

Interpretation

The College recognizes students’ accomplishments, skills, and abilities.

Evidence

On 9/11/2026, the Interim VP for Student Experience and Provost and VP for Teaching, Learning and Student Success confirmed that events recognizing students’ accomplishments, skills, and abilities included:

- Adult Education & English Speakers of Other Languages (ESOL) Graduation & Recognition of Student Excellence – 11/12/2025
- Fall Student Juried Art Show Awards – 12/8/2025
- Nursing and Surgical Technology Pinning Ceremonies – 12/16/2025
- CEWD Healthcare Careers Graduation – 1/22/2026
- SALUTE Induction Ceremony and Graduation Celebration – 4/30/2026
- Phi Theta Kappa Induction Ceremony – 5/1/2026
- PTK All-Maryland Recognition Dinner – 5/6/2026
- Frederick Douglass Transfer Reception – 5/6/2026
- Spring Student Juried Art Show Awards – 5/11/2026
- Student Leadership Awards Ceremony – 5/18/2026
- TLSS Academic Achievement Awards Ceremony – 5/18/2026
- Hospitality Culinary Tourism Institute End of Year Ceremony - 5/19/2026
- Early College Celebration – 5/20/2026
- Nursing and Health Sciences Pinning Ceremonies – 5/20/2026
- Commencement – 5/21/2026

Status

In compliance.

The interpretation is reasonable because it is consistent with practices employed by other higher education institutions.

Permit unfair, inconsistent, or untimely handling of student complaints.

Interpretation

Compliance will be demonstrated when:

The College> has policies and procedures with clear timelines to address student complaints.

Evidence

On 9/3/2026, the Interim Vice President for Student Experience confirmed that the College has a Student Complaints Policy and Procedures with clear timelines to address student complaints.

During this reporting period, 48 formal student complaints were received and documented, including 19 non-grade complaints (40%) and 29 grade complaints (60%).

Complaints spanned a variety of departments and programs and most involved concerns related to faculty or staff engagement, program decisions, and/or communication processes. All complaints were acknowledged, addressed, and closed with students through written communications and meeting our published timelines.

Status

In compliance.

The interpretation is reasonable because it is consistent with practices employed by other higher education institutions.

6.1 Permit students to be without a process for registering a complaint or concern, including an appeal process, or to be uninformed of the process.

Interpretation

Compliance will be demonstrated when:

The College has informed students about the process for registering a complaint or concern, including the appeal process.

Evidence

On 9/3/2026, the Interim Vice President for Student Experience confirmed that the College has informed students about the process for registering a complaint or concern, including the appeal process. Specifically, the College maintains publicly accessible information on the College’s websites focused on Student’s Rights and Responsibilities, the Code of Student Conduct policy and procedures, and the Student Resources page.

In addition to maintaining publicly accessible information on the College’s website focused on Student’s Rights and Responsibilities, the College communicated to students about this process through multiple student-facing channels, including Go2Orientation for new students and reinforced through electronic Student NewsBlast emails.

Status

In compliance.

The interpretation is reasonable because it is consistent with practices employed by other higher education institutions.

Permit students to be uninformed of student rights and responsibilities, including expectations for student behavior and the consequences of failure to adhere to the expectations.

Interpretation

Compliance will be demonstrated when:

The College posted student rights and responsibilities on the website and communicated the information to students.

Evidence

On 9/3/2026, the Interim Vice President for Student Experience confirmed the College posted students rights and responsibilities on the website and communicated the information to students. Specifically, the College maintains publicly accessible information on College’s websites focused on Student’s Rights and Responsibilities, the Code of Student Conduct policy and procedures, and the Student Resources page.

In addition to maintaining publicly accessible information on the College’s website, the College communicated to students about this process through multiple student-facing channels, including Go2Orientation for new students and reinforced through electronic Student NewsBlast emails.

The College also hosted educational programming, including the "Know Your Rights" Constitution Day event, which provided students with information regarding their rights, responsibilities, and available resources in an engaging and educational format. Together, these efforts ensured students had access to information regarding expected conduct, student protections, and institutional processes.

Status

In compliance.

The interpretation is reasonable because it is consistent with practices employed by other higher education institutions.

Retaliate against any student for non-disruptive expression of dissent.

Interpretation

Compliance will be demonstrated when:

The College has current policies and procedures in place that protect students when expressing their dissatisfaction or dissent in an appropriate and non-disruptive manner on campus.

Evidence

On 8/20/2026, the CFO and VP for Administration confirmed that the College has a policy and procedures aimed at creating a welcoming, diverse, and inclusive educational environment that promotes the free exchange of ideas while ensuring the safety, well-being, and respect of all campus community members (Expressive Activity Policy). This information is accessible on the Policies and Procedures page of the College website.

Status

In compliance.

The interpretation is reasonable because it is consistent with federal law and interpreted by legal counsel as a practical application.

Permit decisions affecting students to be taken without appropriate notification to students.

Interpretation

Compliance will be demonstrated when:

The College used multiple communication methods to notify students about those College decisions affecting them.

Evidence

On 9/3/2026, the Interim Vice President for Student Experience confirmed that the College used multiple communication methods to notify students about those College decisions affecting them. This multi-channel communication strategy ensured that students were appropriately informed of institutional decisions and information affecting their enrollment, academic progress, and campus experience.

FCC used Slate, our Admissions Customer Relationship Management (CRM) tool to communicate with prospective, transfer, visiting, and new students. Also, FCC used Navigate360, our student success management tool, for targeted outreach to currently enrolled students. In addition, the College uses Omnilert, the College’s emergency communication platform, to notify students with important messages via text and its smartphone application. Finally, FCC used Blackboard, the College’s Learning Management System, to share important updates with all students. These systems supported email and text messaging campaigns tailored to individual student populations, with supplemented communications through recurring Student News Blast emails and official College social media channels.

The use of multiple platforms allows the College to increase message reach, reinforce important information across different communication preferences, and support student access to timely and relevant information.

Status

In compliance.

The interpretation is reasonable because it is consistent with federal law and practices employed by other higher education institutions.

EL 1 – Treatment of Students Monitoring Report