Kevin J. Martin, Ph.D.
Senior Researcher, Institutional Effectiveness
Phone: 301.846.2621
Frederick Cope
Assistant Professor, English
Phone:301.846.2584
Zoom Link to Register or Recording of Session:
An email with the Zoom meeting link and a downloadable meeting invite will be sent after registering for a session.
Accommodation Statement
Under the ADA and Section 504, Frederick Community College (FCC) makes every effort to accommodate individuals with disabilities for College-sponsored events and programs. For FCC employees needing accommodations, including interpreting, please email humanresources@frederick.edu. For students and others with accommodation needs or questions, please call 301-846-2408, or to request sign language interpreter services, please email Interpreting@frederick.edu . Sign language interpreters will not be automatically provided for College-sponsored events without a request for services. Requests must be made at least five workdays before a scheduled event to guarantee accommodations.
The current Draft of the Self-Study is the work product of many hands from the College, and your voice is important to the process. This version may evolve as feedback is provided from the campus community. This should be viewed as a current representation of the Self-Study.
The Self-Study is our collective FCC-story, and we would like to thank you in advance for providing any feedback. The current draft of the Self-Study is the work product of many hands from the College, and your voice is important to the process.
The Self-Study is divided into different chapters by Standard. For the purpose of collecting feedback, feedback forms are targeted to a specific Standard, and its accompanying Recommendations for Creating the Right Conditions and Points of Pride are based on the narrative and supporting evidence.
You can skip questions if you feel that you are not equipped to respond to a particular question. Additionally, you can also submit more than one form if you read/re-read the Self-Study again later and have something additional to add.
**All feedback must be received on or before October 13, 2024 at 11:59pm.**
Note on Evidence
All evidence is referenced at the end of a chapter. Citations for the evidence use a standardized format, converting titles of documents (found during the Evidence Collection process) into a format pointing to how an eventual peer review will access evidence in the MSCHE Portal Evidence Inventory. Hyperlinks are not permitted in the document; instead reviewers will access files via the MSCHE Portal. A file format/naming convention uses the Standard Number followed by Criterion number and a numerical order for evidence related to that Standard (Example: I.2.10 = Standard I, Criterion #2, and the 10th piece of evidence that supports Standard I). This is how MSCHE reviewers will search for/identify evidence in MSCHE’s prescribed portal.
Introduction
The Self-Study is divided into different chapters by Standard but also includes an Introduction that provides an overview of the College and provides important data and institutional context.
Standard I: Mission and Goals
The institution’s mission defines its purpose within the context of higher education, the students it serves, and what it intends to accomplish. The institution’s stated goals are clearly linked to its mission and specify how the institution fulfills its mission.
Standard II: Ethics and Integrity
Ethics and integrity are central, indispensable, and defining hallmarks of effective higher education institutions. In all activities, whether internal or external, an institution must be faithful to its mission, honor its contracts and commitments, adhere to its policies, and represent itself truthfully.
Standard III: Design and Delivery of the Student Learning Experience
An institution provides students with learning experiences that are characterized by rigor and coherence at all program, certificate, and degree levels, regardless of instructional modality. All learning experiences, regardless of modality, program pace/schedule, level, and setting are consistent with higher education expectations.
Standard IV: Support of the Student Experience
Across all educational experiences, settings, levels, and instructional modalities, the institution recruits and admits students whose interests, abilities, experiences, and goals are congruent with its mission and educational offerings. The institution commits to student retention, persistence, completion, and success through a coherent and effective support system sustained by qualified professionals, which enhances the quality of the learning environment, contributes to the educational experience, and fosters student success.
Standard V: Educational Effectiveness Assessment
Assessment of student learning and achievement demonstrates that the institution’s students have accomplished educational goals consistent with their program of study, degree level, the institution’s mission, and appropriate expectations for institutions of higher education.
Standard VI: Planning, Resources, and Institutional Improvement
The institution’s planning processes, resources, and structures are aligned with each other and are sufficient to fulfill its mission and goals, to continuously assess and improve its programs and services, and to respond effectively to opportunities and challenges.
Standard VII: Governance, Leadership, and Administration
The institution is governed and administered in a manner that allows it to realize its stated mission and goals in a way that effectively benefits the institution, its students, and the other constituencies it serves. Even when supported by or affiliated with governmental, corporate, religious, educational system, or other unaccredited organizations, the institution has education as its primary purpose, and it operates as an academic institution with appropriate autonomy.
Frederick Community College prohibits discrimination against any person on the basis of age, ancestry, citizenship status, color, creed, ethnicity, gender identity and expression, genetic information, marital status, mental or physical disability, national origin, race, religious affiliation, sex, sexual orientation, or veteran status in its activities, admissions, educational programs, and employment. See our Privacy Notice which outlines how we collect, use, and protect your personal information when you interact with our websites, mobile apps, and other online platforms.