2024-2029 Strategic Plan: Year Two

Tactic 1.1.1. Expand programming/support for prospective students in the region.

Multilingual Learners

The college continued to build on the previous year’s work supporting English language learners (ELL) by promoting, recognizing, and sustaining excellence in bilingual education. As part of this work, CSM intentionally shifted from the ELL terminology to the student-first term “multilingual learners” (MLs). Over the last year, the college recorded more than 500 contacts with students from 14 countries. Increased access to programs and support resources centered on four primary areas: registration, space utilization, study space, and financial aid. MLs and adult education students can also access information and resources through the English Language Resource Team (ELRT) Student Success Center website, which can now be translated into 12 languages.

Formal and informal opportunities to learn about services and connect with faculty and staff also help MLs navigate their CSM experience. A monthly information hour brings together representatives from Student Affairs, the Division of Learning, Financial Aid, Advising, Athletics, and other areas. The college also participates in Student Government Association meet-and-greet on all three campuses and hosts “charlas,” or informal chats, to strengthen connections with MLs. Belonging is intentionally fostered through celebrations of birthdays and academic milestones, including transfers and graduations, as well as monthly hot cocoa socials with Student Excellence and Success leadership.

A Student Mentoring Program for MLs launched in fall 2025, matching students based on language and scheduling availability, including consideration of class schedules. Baseline data will be collected and evaluated after the program’s first year is complete. Ongoing assessment of the mentoring program and operation of the ELRT Student Success Center will inform marketing, service expansion, and other improvements. Student stories, narratives, and small-group discussions provide insight into the center’s strengths and challenges and identify opportunities for continued enhancement.

CSM also strengthened relationships with county and community partners to support MLs and their families. These include partnerships with public school systems and ML coordinators in Charles, Calvert, and St. Mary’s counties, as well as health departments and public libraries in Charles and St. Mary’s counties, early learning hubs in Charles and Calvert counties, mental health care providers in St. Mary’s County, and organizations that assist with health insurance needs in Charles County.

Homeschool Students

The CSM homeschool program continued to grow in year two of the strategic plan, increasing by 1,114 registrations, or 6%, over AY25 enrollment. Research identified barriers to transitioning from homeschool to credit programs, with the most significant barrier among students who did not pass the Accuplacer test. These findings informed intervention strategies and led to the development of a new College Prep Academy to strengthen the academic preparation needed for a successful transition to CSM. Stakeholders and champions met throughout the year to establish the program’s foundational framework, including marketing, curriculum, and goals. The College Prep Academy is scheduled to launch in AY27.

Supporting Neurodiversity

As the number of students seeking support from Disability Support Services (DSS) continues to grow, the college continues to expand its understanding of neurodiversity and how best to support students who seek assistance. This work has evolved toward a more inclusive perspective that recognizes neurological differences as natural variations in how the human brain functions rather than simply as challenges individuals face. Supporting related needs, including effective learning and executive functioning skills such as organizing information, managing time, maintaining attention, and shifting between tasks, is critical to student success in the classroom and across the college.

This year, a multi-pronged approach to understanding and supporting neurodiverse students and their learning environments included:

• Using input from neurodiverse students to inform training, classroom practices, and strategies that promote student success.
• A monthly article series in CSM’s weekly Friday Report intranet and email digest focused on increasing awareness of the many forms of neurodiversity, paired with a faculty and staff survey to establish a baseline of institutional understanding. Survey findings will help inform future training, resources, and institutional supports.
• Providing a half-day neurodiversity seminar in May 2026 featuring an expert keynote speaker, a student panel, and breakout groups. Prior to the conference, an information survey was conducted to assess pre-conference faculty and staff knowledge about neurodiverse students.
• Partnership with the Maryland State Department of Education Division of Rehabilitation Services to work with students who register with DSS.

• Physical Accessibility: Removing architectural barriers in classrooms, offices, and public areas.
• Digital Accessibility (Title II Compliance): Ensuring all digital platforms - websites, learning management systems (LMS), mobile apps, and online content - meet Web Content Accessibility Guidelines (WCAG) 2.1 Level AA standards.
• Academic Accommodations: Providing individualized support such as extended testing time, sign language interpreters, alternative textbook formats, and assistive technology.
• Institutional Culture and Training: Moving beyond minimum compliance to a culture of inclusion.
• Invisible Disabilities Support: Supporting students with autism, ADHD, anxiety, and learning disabilities as part of a comprehensive approach.

Through this ongoing work, the college is identifying and prioritizing accessibility barriers that: (1) limit full and equitable participation by students and employees in college programs and services; (2) occur within the built environment, including entrances, classrooms, offices, restrooms, parking areas, paths of travel, and other physical locations that provide services; and (3) occur within the digital environment, including websites, electronic applications and services, instructional content, and digital tools and resources.

This multi-pronged approach to accessibility includes, but is not limited to:

• Expanding scribe and note-taking services to students at all campuses;
• Implementing room-scheduling processes that make classroom accommodations available on day one;
• Providing support through the ADA-certified director of Employee Relations and Compliance;
• Ensuring compliance with new ADA requirements for accessible documents;
• Improving accessible paths of travel and expanding the number of power-assisted doors on campuses; and
• Using the UserWay widget to support automated accessibility improvements and on-page website reviews.
• Conducting an annual, manual third-party website accessibility audit to ensure ongoing compliance with accessibility standards.

The Nonprofit Institute at CSM (NPI) continued to serve the diverse needs of nonprofits across Southern Maryland through monthly executive director network meetings, affinity groups for idea-sharing, professional development classes, and an annual conference featuring a keynote address and breakout sessions. Notable results included a record 144 attendees at the annual conference, the offering of six noncredit courses with 42 registrations, and a scenario-planning workshop with 26 attendees. Regular wellness seminars for nonprofit professionals, quarterly community calls, the “Voices of Care” podcast, and a monthly virtual newsletter also supported ongoing connection and learning.

NPI also launched Pathways to Possibilities, which uses trusted community partners to identify and refer participants who can learn more about CSM through virtual information sessions, on-campus presentations and tours, and a client readiness assessment tool. Six nonprofit organizations participated in virtual information sessions this year, and clients of the Angel Watch organization participated in on-campus activities. Pathways to Possibilities connects nonprofit clients with CSM programs and services, provides clear pathways to education, training, and support, and creates opportunities to move from community services to education and employment. In the coming year, the program will focus on increasing awareness, expanding referrals to CSM programs, and developing a system to track enrollment and student success outcomes.

In academic year (AY) 25-26, CSM also engaged local partners to increase awareness of educational opportunities, provide hands-on experiences such as service learning and volunteer initiatives, and reach prospective students through affiliation-group communications.

Together, these partnerships expanded access to food, educational resources, emergency support, and wellness initiatives that promote student success and retention.

Activities included:

• Partnered with tri-county high schools, ESL education programs, and community organizations to promote higher education opportunities and support college readiness.
• Participated in community fairs, college access events, and outreach initiatives to promote higher education opportunities and raise awareness of student support services.
• Partnered with local nonprofits and community agencies to support service projects and volunteer initiatives that benefit the local community.
• Partnered with a community organization to host a guest speaker presentation that provided international students with valuable information, resources, and support to promote academic success and cultural adjustment.
• Conducted outreach by visiting the counties’ English as a Second Language (ESL) classes to encourage continued education, provide information about CSM’s opportunities, and connect prospective students with available campus resources and support services.
• Partnered with the local community health hub to promote higher education opportunities, provide information about student support services, and strengthen connections between the college and the community.

CSM also leveraged community partnerships to expand students’ access to resources that support well-being and stability in AY25-26, including:

• Partnered with Ivy and Pearls of Southern Maryland to provide shelf-stable milk, cereal, and other breakfast items through the Hawk Pantry, helping to address student food insecurity and support student well-being.
• Collaborated with Project Linus of Calvert and St. Mary’s Counties to provide handmade blankets for students experiencing hardship or crisis. The blankets were distributed through Professional Counseling Services and the Hawk Pantry to offer comfort and support during difficult times.
• Worked with Pets on Wheels to bring therapy animals to campus during final exam periods, providing students with comfort, stress relief, and emotional support.
• Partnered with Southern Maryland Chapter of the Links, Incorporated to provide essential pantry items, including cooking oil and can openers, to support students’ nutritional needs.
• Collaborated with Lifestyles of Maryland to connect students with the Supplemental Nutrition Assistance Program (SNAP) and increase access to food assistance resources.
• Partnered with Angels Watch to provide credit and noncredit enrollment information, helping community members and prospective students access educational opportunities.
• Collaborated with Educational Systems Federal Credit Union on community donation drives, providing hats, gloves, scarves, and school supplies to support students’ academic success and basic needs.

In year two, Credit for Prior Learning (CPL) work included formal, systematic evaluation of established knowledge performance indicators (KPIs) to inform future adjustments and support continued growth. Faculty training on CPL processes began in August 2026 with Division of Learning deans and chairs, followed by a session for all faculty in September.

Research on best practices for portfolio assessment to establish CPL approvals was conducted in fall 2025, with findings shared with divisional vice presidents in October. Based on this work, assessments were designed for an initial set of three Introduction to Business courses. The assessments were presented to the Executive Cabinet in November 2025 and approved, with requested revisions provided to Division of Learning leadership in February 2026.

In AY25-26, CSM’s course equivalencies and program transfer guides were added to ARTSYS, an online database maintained by the University System of Maryland that helps students plan a smooth transfer among participating institutions. When ARTSYS requested updated equivalencies from all community colleges, CSM created and submitted the required upload file. The college is now establishing a process for regularly reviewing and maintaining its information in the database.

Even in just the second year of the plan, CPL has already shown significant progress and financial impacts for our students, 1,369 of whom were awarded 21,933 credits and/or Continuing Education Units (CEUs) since this work began. The most notable credit award potential has come through transfer credit and external assessments (19,254 and 1,594 credits, respectively), with additional and growing awards granted through articulated credit, internal assessments, military experience, and continuing education. Clearly demonstrating the impact potential of this work, CPL awards have saved students an astounding $3,863,210 to date.

The ReUp initiative, which reengages CSM students who have stopped out for more than a year, has helped 758 adult learners reenroll, including 234 students who were new or continuing participants in AY25-26. Of those who reenrolled through the initiative, 92 have earned a degree or certificate.

Progress this year also included a new partnership with CollegeApp, which uses market indicators to identify potential students in the community who have a high interest in attending community college, are likely to seek a new job within the next year, and/or have some college experience but no degree and a high intent to enroll. More consistent identification and outreach will help CSM connect these prospective students with the value of a CSM education and apply best practices to engage and support them.

The college has also taken a research-focused approach to identifying, marketing to, and serving adult student needs based on data and best practices. Combining frameworks from Jobs for the Future (“The Five P Framework for Adult Learner Success”) and the Council for Adult and Experiential Learning (“ALLIES” framework), the college can define what matters to adult learners and ensures that it can be delivered effectively.

A survey to identify and understand CSM’s current adult learner services and supports across the college was conducted in spring 2026, which showed that while many support offerings exist across out campuses, there remain opportunities to communicate, collaborate, and align this work more comprehensively. Additionally, a study of best practices utilized at other schools yielded the following goals for effectively serving adult students:

• Intentionally design for adults
• Remove unnecessary barriers
• Make the path to return clear
• Make the return-on-investment clear

This combination of partnerships, data analysis, and research in AY25-26 places the college in a solid position to continue planning, implementation, and assessment of adult learner initiatives in the coming year.

Based on findings from the AY25 Alpha Solutions and Maryland Department of the Environment assessments, the Facilities Management Team and other partners began prioritizing and addressing improvements needed to create a more accessible environment. Additional college funding was provided this year to accelerate and support the highest-priority items.

The ADA Committee also formed a subcommittee to examine and address environmental accessibility issues, supporting a sustained approach to this work. The Capital Projects and Planning director joined the ADA Committee and chairs a new Physical Accessibility Workgroup. These groups are informing the development and revision of the college’s capital projects manual, which establishes design and construction standards for new capital and renovation projects.

This year, CSM developed and proposed a new Early College Associate of Arts degree program for students from all three service-area counties at the Prince Frederick Campus. The proposal includes CSM covering one-third of related instructional costs. It was presented to the Executive Cabinet and continues to be refined based on leadership input.

Progress this year included recognition of the need for a collaborative assessment approach to determine shared professional development needs of both CSM and K-12 partners. Collection of qualitative information this year through ongoing partner engagement opportunities will continue, with quantitative evaluation to supplement current understanding being explored for the coming year.

Identifying additional information-sharing opportunities led to a proposal for a shared Learning Management System with K-12 partners using a CSM myLearning course shell. Next steps will depend on the results of the joint faculty survey, which includes questions about interest in and need for access to the course shell. CSM will also work with IT and K-12 partners to assess access requirements and potential shared costs before final decisions and implementation.

In year two of the Built for Success Strategic Plan, the Student Government Association (SGA) developed its own strategic plan to guide planning and organizational efforts, and each student club now has a full executive board overseeing its activities. The vice president of Student Excellence and Success meets regularly with SGA members, Student Ambassadors, the Student Success Club, and other groups to gather feedback and recommendations on student interest-group needs and activities. Student Advocacy Day was successful again this year, and 73 people attended the “Hype for Hoops!” event, including approximately 50 students. Additional campus takeover events are planned. The launch of “The Flock” app in AY26-27 will enable the college to collect student event participation data.

Intentional solicitation of student input continued through a series of “Hawk Huddle” focus groups with members of SGA, Models of Excellence, and Student Ambassadors. Student leaders also served on the CSM Calendar Committee for the first time, ensuring that student perspectives informed scheduling planning and decision-making.

Clear criteria were established for students seeking to attend professional development activities. These students must now submit a complete application, a letter of recommendation from a staff or faculty member, and maintain a cumulative GPA of at least 2.5. Students who met these criteria participated in professional development opportunities in AY25-26, including a national student life conference in Atlanta, Georgia; a Best Practices Conference at Frederick Community College; and the Association of College Unions International (ACUI) 2026 Annual Conference in Pittsburgh, Pennsylvania.

Collaborative feedback and structured professional development offerings across the college were incorporated into the new Human Resources plan this year. A new Endowed Distinguished Professor of Mentoring was appointed for AY26-27. In the coming year, this work will transition from a stand-alone initiative into the Mentoring Committee’s ongoing processes and the established mission of the Center for Teaching and Learning.

While plans for an in-person orientation are still being developed, the Admissions department (AOD) is enhancing the current online orientation to provide students with more information and make the experience more interactive. Updates will include:

• Asking students whether they have access to a laptop and reliable internet. Students who do not will receive information on the loaner laptops program, as well as library and campus lounge hours for Wi-Fi access.
• Providing additional information about key student resources and services, including the CSM College Store, DSS, Financial Aid, Counseling Services, and Student Life.

The Starfish sustainable architecture project was completed this year, and its potential was presented to the President’s Cabinet in spring 2026. At the beginning of this year, all faculty will be expected to track class attendance and list office hours in Starfish. Ongoing Starfish enhancement and support are now embedded in Learning Support Services’ (LSS) regular processes rather than managed as a stand-alone initiative.

Admissions began creating a checklist document in AY25-26 that students will be able to print and use after they complete orientation which will list their next steps and the services available. This will allow students to keep this guiding document as a reference. These updates are scheduled to be completed in October 2026 to support official use by new incoming Spring 2027 students.

This past year, SES leadership also evaluated the admissions process and determined that creating a three-tiered college-wide advising model would ensure every student met with an advisor. This model consists of creation of three advisor levels with the following responsibilities:

• Level 1 advisors will focus on early engagement, triage, and entry-level advising ensuring incoming students have a smooth transition. (previously Student Engagement, Admissions Specialists, etc.)
• Level 2 advisors will focus on mid-level advising and supporting students with academic planning, student development, navigating campus resources, and follow-ups. (previously Admissions Coordinators, Enrollment Coordinators, Directors, etc.)
• Level 3 advisors will focus on holistic advising, creating success plans, making curriculum updates, and managing more critical components to a student’s academic record.

In fall 2025, a cross-campus workgroup reviewed student support information on the CSM website to assess how easily employees could find resources to connect students with appropriate services. The workgroup identified gaps and recommended that Marketing add relevant CSM and external resources not currently included on the site.

The workgroup also recommended establishing an annual process to review and update the centralized information and explore additional ways to share student support resources with employees, including through classroom-based communication and other college-wide channels.

Participation in credit and noncredit programs increased 50% over last year, with 48 students registering for 181 classes, exceeding the 20% growth target (38 students). The annual student survey on workforce interests also showed sustained demand for healthcare-integrated education and training (IET) programming among MLs/GED® populations.

Because of low usage, bilingual tutor funding was not renewed this year; however, the college continued to provide one ML writing tutor at the Leonardtown Campus one day per week. Students continued to use EnGen software, with 36 students taking 25 courses and completing 2,219 lessons. Another 285 courses were in progress but had not yet been completed at the time of this report. Perkins funding supports EnGen through May 2027, when the college will reevaluate its usage and value to students.

The college began researching an Integrated Reading and Writing (IRW) course that could be paired with the First Year Seminar (FYS) class to support ML students transitioning to CSM credit programs. Another option is to consider modifying current Personal Enrichment Program (PEP) language classes to meet this need if Perkins’ funding ends.

An ESL Pathway Scholarship of $500 is supported by clear eligibility criteria and a tracking process. Adult Education identifies and awards eligible students, with verification by the Foundation and Financial Aid. To qualify, applicants must meet all of the following requirements:

• Be enrolled in English as a Second Language (ESL) classes in the Adult Education Program.
• Be an active participant in ESL courses.
• Achieve a Measurable Skill Gain (MSG).
• Demonstrate academic progress as defined by federal or state adult education standards (e.g., improved test scores or completion of a level).
• Complete ESL Level 6 on the CASAS Listening Test.
• Earn a qualifying score indicating completion of ESL Level 6 on the CASAS Listening assessment or complete an MSG level while currently enrolled in ESL National Reporting System for Adult Education (NRS) Level 6.
• Transition to CSM workforce and/or credit classes.
• Enroll in a CSM workforce training program or credit-bearing college course within one academic year of completing the MSG requirement.

CSM has engaged the subject matter expertise of Education Strategy Group (ESG) to facilitate this work. A subcommittee with identified co-chairs from Continuing Education and Workforce Development (CWD) and DOL was established in AY26-27 to facilitate the development of processes and policy recommendations. The subcommittee has met three times to date, and its recommendations have been brought before the entire steering committee on two occasions for feedback and adjustment. A secondary program will also be identified in the coming year.

A priority has been placed on healthcare, business, and IT program pathway development. During AY25-26, a program pathway from Certified Clinical Medical Assistant (CCMA) to a newly developed Medical Administration AAS degree has been initiated with plans to present to the Curriculum and Instruction Committee (CIC) in AY27 for adoption. A secondary program will be identified in AY27.

Although active design of accelerated pathways for part-time students will begin once pathways for full-time students are developed, the college spent considerable time this year using data to better understand the progress and outcomes of part-time learners. This work included examining early momentum metrics, retention and completion outcomes, and barriers to progress. The analysis revealed overlap between the scheduling needs of part-time students and those of adult learners, students with dependents, and working students, creating opportunities to align initiatives and address shared barriers.

The Program and Project Management (PPM) team continued investigating scheduling software this year and facilitated demonstrations of Coursedog and CollegeNET in July 2025. Coursedog was selected as the most appropriate solution, and implementation began in spring 2026.

Over the last year, a professional career development program was created and implemented. As of the end of AY25-26, six students had enrolled and received digital badges. The coming year’s goal is to scale the program, and discussions with faculty about integration of the National Association of Colleges and Employers (NACE) competencies into existing courses (i.e., FYS, communications etc.) is underway. The mentorship program designed in the prior year was piloted in AY25-26 with four students participating in and receiving career readiness badges for completion of our professional development program. The program was successful and culminated in a luncheon celebrating the mentors and mentees and will relaunch in AY27 with the goal of eight to 10 mentees participating.

Internal and external partnerships continued to be strengthened this year. CSM collaborated with the Tri-County Council to expand cooperative job fairs focused on specific industry needs (e.g., healthcare and energetics), as well as hosting the preexisting tri-county regional job fair. CSM faculty engagement was grown by providing opportunities to speak in FYS classes and integrating career development competencies into coursework. Additionally, Marketing arranged to have recurring promotions for Hawk Jobs on all of the campus information monitors, purchased promotional materials, and updated and finalized brochures targeting students and employers respectively.

Initial Center for Career Development and Success processes continued to be developed to support this work, including the implementation of Simplicity software and commitment to ongoing process review.

Program and service evaluation will also be ongoing. Success metrics recorded in AY26-27 were: student group/class presentation participants (610 students), live professional learning session participants (115), student appointments (119), internship placements (23), and internship sites (24).

Following initial implementation in AY25, digital badge issuance increased from 23 to 66, a 187% increase that far exceeded the 20% target. Growth included two new digital badge offerings: Dental Office Administration and Career Readiness. All digital badges were updated to align with CSM’s refreshed brand standards, and credential issuance processes were refined to improve efficiency, consistency, and alignment with internal procedures.

Nearly half of the badges awarded this year were used for career-focused purposes. Recipients opened 48.8% of the credentials issued; of those opened, 60% were shared on LinkedIn and 20% by email. Based on these results, the college will continue to explore and expand digital credentialing opportunities across noncredit and workforce programs.

This year, CSM designed and implemented several process improvements to support the creation and management of transfer agreements. In fall 2025, department chairs and program coordinators reviewed all agreements and CSM transfer data to determine which agreements should be sustained and which should be sunset. A new Smartsheet workflow and standardized intake form now support the development of new transfer pathways and modifications to existing agreements.

Transfer data analysis also became a stronger focus this year. CSM explored establishing a universal data-sharing agreement for use with four-year colleges that have transfer agreements, including identifying the data that would be needed.

The annual transfer summit again brought CSM faculty and staff together to examine not only where transfer students enroll (top destinations include University of Maryland Global Campus, University of Maryland, College Park, and Towson University) but also whether students are successful after transfer. Among CSM graduates in the AY19-AY23 cohorts, approximately two-thirds transferred to a four-year institution within three years, while approximately 40% earned a bachelor’s degree within that same period. Of transfer students, 76.7% enrolled at public, in-state institutions. Among students who earned bachelor’s degrees, the top three fields were Arts and Sciences, Business Administration, and Nursing. A similar data exercise was conducted with the Board of Trustees in July 2026, and a campus-wide, transfer-focused data summit was held in fall 2026.

The college continued to explore, create, and update transfer pathways through articulation agreements as part of both standard administrative processes and academic program review. Relationships with four-year partners also deepened, including an enhanced partnership with Towson University that guarantees admission and allows reverse transfer. Students who transfer before completing a CSM credential can earn additional credits at Towson and transfer them back to CSM to complete their associate degree. Participation in the Maryland Transfer Intensive continued, moving CSM toward a similar STEM- focused pathway agreement with University of Maryland, Baltimore County.

A significant development in manufacturing fundamentals pathways was the creation of an Aviation Maintenance Technology program supported by an advisory board of more than 50 contributors. During development, grant proposals were submitted to the Federal Aviation Administration (FAA), Congressionally Directed Spending (CDS), National Science Foundation (NSF), Maryland Department of Housing and Community Development (DHCD), and Maryland Higher Education Commission (MHEC). Program approval was granted in September 2025. Airframe and Powerplant certificates were approved by the Curriculum and Instruction Committee in October 2025 and by the Board of Trustees in November, and a faculty program coordinator was hired. Next steps include establishing a lab, completing the FAA application, and developing a related Early College program.

CSM increased collaboration with external partners on student research opportunities and with transfer partners on internships. Key partnerships and activities included:

• Collaboration with the University of Maryland on the Advanced Manufacturing initiative, including work with St. Mary’s College of Maryland and preparation of an NSF S-STEM Track 3 proposal; an NSF S-STEM Track 2 proposal is also being prepared internally.
• Collaboration with University of Maryland, Baltimore County on Computer Science transfer.
• Extension of the NSF S-STEM Scholars program through 2026.
• Engagement with the Chesapeake Biological Laboratory, which will provide paid internships to science students with funding from Cove Point after the NSF Scholars program ends. CSM is also working with the Foundation to explore additional internships at Cove Point Natural Heritage Trust.
• Morgan State Patuxent Environmental and Aquatic Research Laboratory (PEARL) internship opportunities.
• Environmental Protection Agency (EPA) partnership with the National Security Agency (NSA), signed in July 2025.
• Establishment of United States Bomb Technician Association (USBTA) internships.
• Continued pursuit of Energetics Technology Centers (ETC) partnerships to offer internships in the Indian Head area.

Building on last year’s strategic plan work, the college continued to identify opportunities for students to participate in problem-solving and innovation competitions. A new opportunity this year is the VEX IQ robotics competition for elementary and middle school students; a CSM team will prepare for and participate in the competition in winter 2026. The college is also exploring a Community College Innovation Challenge and a potential collaboration between CWD and DOL through Hawk Pitch.

Expanded Federal Work-Study student assistant opportunities in the Makerspace and cyber labs gave more students hands-on experience in areas related to their learning. Similar opportunities are being explored in the Physics lab. Engineering students participated in Democratizing Research and Experiential Education for Microelectronics (DREEM) and presented at the 2025 Institute of Electrical and Electronics Engineers (IEEE) International Midwest Symposium in August 2025, and CSM joined the University of Maryland, Global Campus (UMGC) Cyber Clinics Consortium.

A new MOU with Charles County Public Schools established an Engineering pathway for STEM dual enrollment with North Point High School. CSM also expanded student engagement through new clubs, co-curricular activities, and networking opportunities. A new Cyber Club, the reestablished Engineering Club, and a Health Sciences Club in development will provide additional opportunities for students to learn and connect. The Digital Forensics Capstone included networking events in fall 2025 and spring 2026. In March 2026, CSM also hosted a science- and technology-focused student career awareness fair at the University System of Maryland at Southern Maryland (USMSM).

Significant progress was also made in expanding curriculum opportunities for credit and noncredit students. Health Sciences stackable credentials expanded through the transition of the Medical Assisting certificate into a degree and the addition of a new stackable certificate. The Medical Lab Technology program also underwent a curriculum update.

Noncredit STEM programming expanded through the Maryland Makerspace Initiative, which supports the growth of makerspaces in Maryland through financial and technical assistance. A Robomasterminds opportunity offered two classes over a two-week summer session for high school students, and development began on two AI courses for the coming year.

This year, the milestone committee expanded to include faculty involved in public-facing arts and humanities events, bringing additional perspectives into planning and review. A collaborative space for ideation and review of upcoming liberal arts events was created, including opportunities for cross-collaboration. Arts and Humanities (ARH) faculty also established an Art Gallery Committee to oversee gallery curation, and an approval process was established for liberal arts events, including art galleries, theater, music, and reading series. In the coming year, work will focus on developing a survey process to assess audience engagement with public-facing events, gather feedback, and support continuous improvement.

This year, CSM surveyed industry partners, including College Advisory Councils and the Board of Trustees, to gather feedback on the relevance and appropriateness of current General Education core competencies. An environmental scan of peer institutions compiled their core competencies into a single list and assessed the competencies required by major transfer partners. In AY26-27, this information will be synthesized to develop recommendations for potential updates to CSM’s core competencies.

• Unduplicated Headcount: the distinct count of unique, individual students enrolled during the fiscal year period. Each student is counted only once, irrespective of their enrollment status, course load, or terms enrolled during the fiscal year period.
• Credit students: Those enrolled in classes that may earn credit toward an academic degree
• Non-Credit students: Those enrolled in continuing education, workforce development, or personal enrichment classes that may culminate in some type of certification, but not a degree
• Fiscal Year: Period of time between July 1 and June 30
• First-time student: A student attending college for the first time at the undergraduate level. Includes students enrolled in the fall term who attended college for the first time in the prior summer term. Also includes students who entered with advanced standing (college credits earned before graduation from high school)
• Enrollment Status: Full-time student: Credit student enrolled for 12 or more credit hours in a semester
• Enrollment Status: Part-time student: Credit student enrolled for fewer than 12 credit hours in a semester
• Degree-seeking: Student enrolled in courses for credit who is recognized by the institution as seeking a degree or formal award
• Transfer Student: A student entering an institution for the first time after earning a high school diploma or equivalent, who has successfully completed at least one course at another institution of higher education that is transferable to the institution the student is currently enrolled

• Credit and Non-Credit Headcounts: Each student who attends CSM during the fiscal year is counted once per enrollment area (credit and non-credit). Students who enrolled in both credit and non-credit courses are counted once in each category.
• Fall-to-Spring Retention Rate: The percentage of first-time, credit students who enroll in their first fall semester and then re-enroll for the subsequent spring semester. The percentage does not include those students that graduated prior to the subsequent spring semester.
• Fall-to-Fall Retention Rate: The percentage of first-time, credit students who enroll in their first fall semester and then re-enroll for the subsequent fall semester. The percentage does not include those students that graduated prior to the subsequent fall semester.
• First-Time, Full-Time 3-Year Degree or Certificate Attainment: The percentage of first-time, full-time, degree-seeking students who completed a degree or certificate within three years.
• First-Time, Part-Time 6-Year Degree or Certificate Attainment: The percentage of first-time, part-time, degree-seeking students who completed a degree or certificate within six years.
• Transfer rate within one year of earning associate degree: The percentage of students who earned an associate degree in a given fiscal year who transferred to a four-year institution by the end of the following fiscal year.