INSTRUCTIONAL PLANNING
REAL ESTATE PROGRAM
2009-2014
BACKGROUND
™ PROGRAM DESCRIPTION:
The Real Estate Program is an occupational program designed to prepare students to meet the State
of California licensing requirements for a salesperson's or broker's license. These requirements
include taking college level courses and preparation to pass a State administered exam. The program
offers an A.S. degree as well as Certificate of Achievement.
The curriculum for licensing requirements is determined by the State Board of Realtors. The State
Board requires continuing education hours that may or may not be for college credit to maintain
licenses.
Furthermore, many students enroll in the Real Estate Principles course, and other courses, for
personal information to aid them as consumers of Real Estate products and as property owners or
managers.
Interest in the Real Estate curriculum is directly parallel to the amount of interest and activity in the
Real Estate market. Given the current national recession, credit tightening and bursting of the
housing bubble, the local and state Real Estate market have moved from being a “sellers” market to a
“buyer” market. The demand for licenses increases as does interest in courses taken for personal
enrichment during robust Real Estate market activities. Recently demand for Real Estate courses has
declined from its peak in 2006 but by reducing offerings, the department has been able to sustain a
high fill rate. In addition, demand for courses such as Mortgage lending and Real Estate Finance has
increased due to current federal stimulus funding which refueled the refinancing arm of the real estate
market, change in regulations, and employment opportunities in the real estate financial services
segment.
Due to current state and college budget issues, the Real Estate program unit offerings were cut by
80% in spring 2009. This devastating cut has shrunk the course offerings to only two per semester.
PROGRAM GOALS:
The Real Estate Program fits within the Cabrillo College Mission under the Primary Function of CTE
Career & Technical Education. The Real Estate Program has met five goals for our community as an
occupational program in the past:
1.
Prepare students to take the State’s Salesperson License exam and meet the State’s licensing requirement of
completing a college level Real Estate Principles course and two additional college level courses prior to the
issuance of the license, or within 18 months thereafter
Instructional Plan - Real Estate Program, 2009
1
2.
Meet the State’s educational requirement of 6 college level courses prior to taking the Broker’s License exam.
Develop new courses that will be applicable to State educational requirements.
3.
Offer students a 30 unit occupational Certificate of Achievement in Real Estate. (Currently limited to offering only
two courses per semester).
4.
Offer students a 60 unit occupational A.S. degree in Real Estate. (Currently limited to offering only two courses per
semester).
5.
Offer online courses to enhance accessibility to the program. (Currently has been suspended).
PROGRAM OFFERINGS:
Courses are offered for college credit. Classes are scheduled mainly in evenings or on weekends,
both on and off campus in order to suit the target population’s needs.
We have 13 real estate courses in our curriculum.
We’re currently scheduling only two courses per semester. Current offerings include an RE 150 –
Real Estate Principles and RE 153 Real Estate Finance in fall semester and RE 152 – Real Estate
Practice and RE 140 – Mortgage Loan Brokering & Lending in spring semester. While these reduced
offerings enable students to take the courses required for the state’s agent licensing, it limits the
choices, prolong the time needed to qualify for the state’s exam and tremendously restrict those in the
field from continuing their education.
PROGRAM HISTORY:
The Real Estate Program operates with an Academic Program Chair that also directs the Business
and Accounting programs. The Real Estate program was clustered along with these other two
programs in fall 2004. Faculty is exclusively adjunct instructors practicing in the field.
Due to the economic recession and end of the housing bubble in prices and home buying, as the real
estate market began to falter so did enrollment in the program. The course enrollment in the program
has decreased steadily each semester during the past four years (in complete contract with the period
of ‘02-‘06). Enrollment has decreased from 459 in fall ‘05 to 279 in fall ’08 (-39%) and from 371 in
spring ’06 to 193 in spring ’08 (-48%) (Height of the US economic recession). As for FY ‘08/09 the
program average enrollment is approximately 150 students a semester. As for students declaring Real
Estate as a majors, the number has declined from a high of 171 in fall ’05 to 141 (-17%) in fall ’07
and 149 in spring ’06 to 133 (-11%) in spring ’08. The drop in declared majors seems to have
accelerated since spring ’09 which most likely is attributed to the cuts in the program’s course
offerings and the air of uncertainty that surrounds the longevity of the program. However the number
of declared majors in ‘07/’08 year still represented double that of ‘03/’04.
The general decrease in enrollment and declared majors seems to be correlated with the performance
of the local Real Estate Market and the dynamic shifts in the economy. However, we are confident
that not only interest in the program remains sold but will revert to an incline once the economy
firmly stabilizes and we have a lasting recovery period.
Currently we are scheduling only two courses on the main Aptos campus.
Instructional Plan - Real Estate Program, 2009
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™ RELATIONSHIPS:
THE COMMUNITY:
There are about 1850 enrolled agents and brokers in Santa Cruz County; 1,300 in North County and
550 in the Watsonville area. There are approximately 70 affiliated businesses including lenders,
property managers, etc.
The Santa Cruz Association of Realtors currently represents 1500 members supports the local
industry with education, legal memoranda, MLS Service (multiple Listings Service), products, and
dispute resolution and community involvement events. In the past, Cabrillo College has scheduled
classes in their educational facility as a cooperative venture. Cooperative programs have been
established with the association to promote the RE program in the community.
As an occupational program, Cabrillo College maintains a Real Estate Community Advisory
Committee which has been instrumental in providing needed support and advice to the program.
OTHER COLLEGE PROGRAMS COURSE RELATIONSHIPS:
State licensing requirements allow ACCT 1A - Principles of Accounting, ACCT 151A - Introduction
to Accounting and BUS18 - Business Law as options to meet the college level course work
requirement for a seller's license. No other program within the BELLA Division or other college
division formally recognizes Real Estate courses as core courses or electives.
OTHER COLLEGE PROGRAMS DUPLICATING INSTRUCTION OR SERVICES:
Community Education and Contract Education can but rarely offer not for credit, short courses that
are targeted at the same market. Courses offered through Community Education may not qualify for
California Real Estate Sate Licensing requirements. Only accredited institutions may offer RE
“Licensing” courses.
PROGRAMS AT OTHER COLLEGES:
Gavilan, MPC and Hartnell all offer certificates. MPC offers an A.S. degree and Hartnell offers an
A.A. degree. Their course offerings are currently limited.
PROGRAMS AND COMPETITION FROM PRIVATE PROVIDERS:
The Board of Realtors in Santa Cruz County reports an increase in the number of private
organizations offering competing college credit courses that meet licensing requirements, including
many self-paced correspondence courses that are fast, take little time, and are easy to pass.
Cabrillo’s RE program advantages are:
¾ Quality of instruction and low cost.
¾ Variety of course offerings.
¾ Courses taught by professionals in the industry.
Disadvantages are:
¾ Speed of completion, time commitment by students.
Instructional Plan - Real Estate Program, 2009
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¾ Enrollment limited to semester’s scheduling of classes (two courses per semester)
¾ Lecture requirements as opposed to self-paced or online delivery (for some students).
LABOR MARKET NEED FOR THE REAL ESTATE PROGRAM:
The PRO (Planning & Research Office) conducted surveys and issued the results in fall of 2008 for
the purpose of providing input into this Instructional Planning Process. Highlights are:
¾ 50% are not Real Estate majors.
¾ 68 % are enrolled in evening classes at Cabrillo.
¾ 93% would recommend Real Estate classes to other students.
¾ 72% prefer evening course time over morning or afternoons.
¾ 71% are male. Age group 31 and above (58%).
¾ 64% have career plans in Real Estate field.
¾ 38% took a RE course due to requirement, and 24% due to class schedule.
¾ 72% of students chose RE classes at Cabrillo due to the college’s location while 28%
chose it because of program requirement and 21% made the selection due to the
department’s reputation.
The Real Estate Community Advisory Committee reports the local market has stabilized with lower
inventory; RE offices are emphasizing computer, customer relations and business skills courses for
their staff. In addition, there is an increase demand for financial services such mortgage servicers
and brokers locally and nationally.
According to the Occupational Employment Projections (2006-2016), the following trends are
projected in the need for the following positions within the Real Estate Industry.
(Santa Cruz County Projections)
Year
Year
Position Title
2006
2016
Sales Related
Fin Svcs & Sales
Agents
RE Brokers
Median Hourly Wage
11,890
12,710
+6.9
$12.30
110
110
130
110
+ 18
0
$50
$48
(California Projections)
Year
Position Title
2006
Sales Related
Fin Svcs & Sales
Agents
RE Brokers
RE Sales Agent
% Change
Year
2016
% Change
Median Hourly Wage
1,769,100
2,026,800
+14.6
$12.91
46,000
13,500
24,700
49,400
13,600
27,100
+ 7.4
0.7
+ 9.7
$34.82
$34.16
$25.87
As the numbers indicate most positions within the county’s RE/financial retail industry is expected to
experience gains within the next ten years. On the state level, all positions are expected to increase
Instructional Plan - Real Estate Program, 2009
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within the next ten years, with the sales agent position showing a healthy prediction of almost 10%.
The average hourly wage that this field offers is still more than triple the state minimum wage.
™ STUDENT SUCCESS/RETENTION:
SUCCESS:
The percent of students receiving an A, B, C, or CR is 56.20% (fall) and 51.80 % (spring) 2007-2008
as compared with the college rate of 67% for both semesters. This was the latest data available to
report. The success rate trend has averaged 58% for the past five years. It appears to have been the
same during the last data analysis and program planning cycle.
2007-2008 –Success Rate
Fall
Spring
56.20%
51.80%
Besides the use of grades as a measure of student success, student success must be measured
differently for the two groups of students identified in the Program Description section of this report:
1) those seeking State licenses, 2) those wanting personal knowledge/information.
For group 1) those seeking State licenses, the measure of course success is tied to successful passing
of the State-licensing exam. However, most students use a study guide or take additional licensing
preparation classes to prepare for their exam; much like one would take to prepare for the GMAT or
other college entrance exams. The Cabrillo courses are not meant to serve as a licensing exam review
and are not taught in that format; however, they do prepare students for the general subjects of the
exams.
For group 2) those seeking personal knowledge/information, the measure of course success is tied to
course outcomes as cited in the course outline (title 5). Additionally, success can be measured by
tracking the students personal goals, i.e. employment in a real estate related office job, selling or
financing the sale of their personal real property, successful purchase of personal real property,
successful personal property management, etc.
It will be a great benefit if the Cabrillo Research office is able to conduct surveys measuring the
success of and satisfaction rate for each of the above groups since each group has its own goals and
expectations when enrolling at the Real Estate program. The program has been awarding an average
of four degrees and four certificates during the ‘06/’07 and ‘07/’08 academic years.
RETENTION:
According to the Cabrillo College fact book, the program retention rate has been consistent during
the past three years, hovering around the 80% rate for fall and spring semesters. However, a decline
in retention which maybe attributed to the state in the local real estate market, recession and overall
economy began in fall 2006 when retention rate fell by 9% (fall ’05 to fall ’06) and another decline of
7% from (fall ’06 to fall ’07). However, retention rates for spring semesters have remained strong at
80% or higher rate. It is unclear why a discrepancy exists between the retention rates in fall and
spring semesters.
Retention Rate (2005-2007)
Fall 05 to 06
- 9%
Instructional Plan - Real Estate Program, 2009
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Fall 06 to 07
-7%
JOB PLACEMENT:
The Santa Cruz Association of Realtors and the Community Advisory Board both report the
employment market for RE sales agents has become much more competitive, many positions have
been lost locally and state wide. However, the financial services area of real estate business,
including mortgage banking, foreclosures, re financing and debt management has been experiencing
growth on a state and national level. State licensing requirements has become more stringent thus
passing rate has declined leading to less qualified/licensed agents being released to the California real
estate field.
™ COMPARISON TO COLLEGE STATISTICS:
Cost:
The WSCH/FTEF load for the Real Estate Program peaked during the height of the local and national
real estate boom in ‘04/’05 when it reached 875 (fall) and 823 (spring), however, since then the load
factor has declined to finally reaching 441 (fall ’07) and 421 (spring ’08). This is a prime indication
of the correlation between the program and local/national real estate market. It reaffirms it is a
cyclical program. On annual basis, the load factor has declined by approximately 16% from ‘06/’07
to ‘07/’08 academic year.
WSCH/FTEF
Fall
Spring
Total
‘04/’05
875
823
1698
% Change (yr bfr)
‘05/’06
780
631
1411
-17
‘06/’07
538
487
1025
- 40
‘07/’08
441
421
862
- 16
Income:
The ‘07/’08 FTES was 51.27 a decline of 26.86% from ‘06/’07. The program FTES increased
tremendously between ‘03/’04 and ‘05/’06 academic years providing a decent source of revenue to
the college at very low cost given its overall low overhead and cost structure depending solely on
adjunct faculty. FTES during ‘03/’04 were 52.33 while at 83.57 in ‘05/’06 academic year, a rise of
almost 60% in two year period. This confirms the ability of the Real Estate program of being a solid
income earner for the college.
Income (FTES)
‘05/’06
‘06/’07
‘07/’08
83.57
70.11
51.27
% Change
-16
-26.8
WSCH/FTEF COMPARISON TO CABRILLO:
Instructional Plan - Real Estate Program, 2009
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The college average of WSCH/FTEF is 509 for the ‘06/’07 academic year which identically matches
the ratio for the Real Estate program at that year. Historically, the Real Estate program load factor
has been much higher than that of the college’s up to the ‘07/’08 academic year. The program’s load
factor of 418 in ‘07/’08 represented a 18% decline from the previous academic year and was the first
time in six years to be below the college’s load factor (528). This is an important note as it re
emphasizes the program’s efficiency and ability to deliver at a highly productive rate. The program’s
load factor was above 800 between ’03/’05, beating the college’ by more than 45%, began to decline
after the ’04/’05 academic and has continued to trail the college’s average since then.
FTES INCOME TO EXPENDITURES COST EFFECTIVENESS:
The cost is very efficient for the college considering the following facts
1- All Real Estate courses are currently taught by adjunct faculty.
2- Real Estate expenditures per FTES is $1552, one of the lowest costing programs on campus
(’06/’07-‘07/’08).
3- Real Estate program generated .437% of the college’s FTES. However, the program incurred
only .316% of college’s base expenditures.
4- Real Estate program total expenditures in ‘07/’08 was $91,600
5- Recent reductions in units and offerings will greatly reduce the overall impact of the program
on the college’s expenses and FTES.
INTERPRETATION/SUGGESTIONS FOR IMPROVEMENT:
The RE program remains of the most efficient programs on campus while providing great benefit to
our community. However, due to recent budget and market constraints the program units were
slashed by 80% which we as a department believe too extreme to maintain a viable program and
allow students to meet state licensing and academic requirements. There is no doubt the RE program
is a cyclical program, however, its offerings extend beyond the buying and selling of home
dwellings, it provides classes relating to an expansive area in the real estate field especially during
these recessionary times. Thus a Certificate in Real Estate Financial Services is being proposed and
created
There are no unique software, hardware or equipment needs associated with the Real Estate Program.
However, integration of online courses have expanded the program’s reach and provided students
with much needed flexibility.
The Students Learning Outcomes assessment that was conducted provided great insight on how to
improve student learning. Now, the department feels the necessity to 1) encourage faculty to share
activities that foster competency, and 2) consult teaching and learning experts about teaching
methods. In addition, the assessment process enabled the department to identify priorities to improve
student learning such as exposing students to models for ethical decision making, cultural sensitivity,
and un-bias dealing in all real estate practices, provide clear goals and objectives of assignment and
provide proper environment for in class discussions through encouragement, group work, and
stimulating topics. All RE courses SLOs have been updated as part of this program plan.
Instructional Plan - Real Estate Program, 2009
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FINDINGS
AND
EXPECTED ACTIONS
CURRICULUM CHANGES ANTICIPATED FOR 2009-2014:
™ PROGRAM CHANGES:
The Program will continue to offer the Principle and Practice courses that will meet the demand of
the local market and requirement for the sales agent licenses. One elective course will be offered each
semester. Current plans have been set to develop a new certificate of proficiency in Real Estate
Financial Services. This certificate will be input it into Curicunet during spring ’10 semester. In
addition, exploration of adding other certificates in the near future will be ongoing. The development
of Certificates will be depending on funding and college support for the program.
™ NEW COURSES:
Current courses under development and/or pending approval will be
Real Estate Taxation
Real Estate Ethics
These are three-unit courses that will be offered to match new State Licensing requirements. The
progress on the development of these courses will be depended on the increase in the program’s unit
offering and return to a normal offering of 4-5 courses per semester.
™ COURSE DELETIONS/INACTIVATION’S:
No courses are expected to be inactivated or deleted. We are expecting the rotation of the
program courses every year to enable students pursuing a career goal to receive much of their
learning through Cabrillo College. However, given the current limitation of offering only two
courses per semester, the rotation of courses will be very limited and confined to the required
Principles and Practice courses along with RE Finance and Mortgage Brokering and Lending.
™ COURSE REVISIONS:
The RE Practice (RE 152), Mortgage Brokering and Lending (RE 140) and RE Finance (RE 153)
courses have been updated on Curricunet in fall ’09.
Changes to Instructional Methodology 2009-2014:
• It is anticipated that presentation software and multimedia will be incorporated into the
instructional methodologies for the classroom.
• Increased Internet research will likely impact the library.
• Distance learning through the Internet will be offered.
COSTS:
None is expected at this time, however, if more units are allowed, then curriculum development for
updating curriculum maybe needed.
SUPPLIES CHANGES ANTICIPATED FOR 2009-2014:
Instructional Plan - Real Estate Program, 2009
8
It is anticipated that there will be increased usage of handouts, lecture notes, instructor authored
duplications, and overhead transparencies. Additionally, demand for color copying, color
transparencies, and color printing could increase substantially, as color becomes a standard
expectation and more classes are offered in the program.
Costs:
The supply Budget for the Real Estate Program is currently none. Supplies use is negligible and
assumed to be included in the General Business supplies. In the near future, costs associated with
transparencies ($25 per box), printer ink cartridges ($50 for one color + one black), and paper ($15
ream of white) to support classes will be in the $200-$500 range.
The students will absorb other costs mentioned above, i.e. duplicated readers or lecture notes,
textbooks, etc.
EQUIPMENT CHANGES ANTICIPATED FOR 2009-2014:
I anticipate the program will use existing Divisional Equipment at no additional direct cost.
FACILITIES CHANGES ANTICIPATED FOR 2009-2014:
More classes will want to use either computer projection equipment or computer teaching
classrooms. Multimedia equipment for the instructors will be needed in each classroom Real Estate
courses are taught. Currently rooms in the 500 building aside from 508 have been sufficient for RE
courses.
COSTS:
No direct costs. However, the Division will be looking for another classroom for lecture, another
classroom to be equipped with multimedia capability, and another computer teaching lab as soon as
possible to accommodate the integration of technology into the program.
STAFFING CHANGES ANTICIPATED FOR 2009-2014:
The program will continue to employ only adjunct faculty. We do not anticipate hiring or using full
time or part time faculty in the near future unless more classes were to be offered.
It is the hopeful wishes of the program and department faulty that more units will be allocated toward
the Real Estate program to maintain its integrity and service to our students and community. In
addition, it is unlikely that students will enroll in a program with an uncertain status and doesn’t offer
a wider range of electives.
MO HASSAN
PROGRAM CHAIR
BUSINESS, ACCOUNTING & REAL ESTATE PROGRAMS
Instructional Plan - Real Estate Program, 2009
9
Real Estate Program
SLO Assessment Plan Schedule (Program Planning 2009-2014)
RE 150 – RE Principal
RE 152 – RE Practice
RE 153 – RE Finance
RE 140 – Mortgage Loan Brokering & Lending
Fall 2010
RE 150 & RE 140
RE 150
1. Evaluate the impact of economic conditions on Real Estate market.
2. Compare and contrast various lending institutions.
RE 140
1. Evaluate and analyze consumer loan documentations needed for a mortgage and/or
consumer loan.
2. Solve the needed mathematical calculations in Real Estate finance.
Spring 2011
RE 152 & RE 153
RE 152
1. Analyze client representation under the law of agency and its effect on the real estate
transaction.
2. Demonstrate clear understanding of the real estate selling and marketing.
RE 153
1. Apply understanding of the residential mortgage industry, both past and present, to
various practical transactions including qualifying, underwriting, processing and
servicing of real estate loans.
2. Critically analyze conventional and non-conventional mortgage products in the market
place, and summarize the integral aspects of each product.
RE SLO Assessment Schedule
Fall 2011
RE 150 & RE 140
RE 150
1. Analyze buyer's needs and financial status.
2. Anticipate changes in market conditions and the impact on both buyers and sellers.
RE 140
1. Compare various types of mortgages available to the consumer.
2. Anticipate Interest rates changes and impact on Real Estate and lending market and
analyze mortgage and consumer loan applications.
Spring 2012
RE 152 & RE 153
RE 152
1. Discuss the broad aspects of taxation and real estate.
2. Describe the necessary steps to be considered in a real estate sale.
RE 153
1. Evaluate the critical role that ethics play in the real estate finance industry,
reviewing past indiscretions, licensing requirements and penalties and
understanding the true meaning of "fiduciary responsibility.”
Fall 2012
RE 150 & RE 140
RE 150
1. Evaluate the impact of economic conditions on Real Estate market.
2. Compare and contrast various lending institutions.
3. Analyze buyer's needs and financial status.
4. Anticipate changes in market conditions and the impact on both buyers and sellers.
RE SLO Assessment Schedule
Fall 2012
RE 140
1. Evaluate and analyze consumer loan documentations needed for a mortgage and/or
consumer loan.
2. Solve the needed mathematical calculations in Real Estate finance.
3. Compare various types of mortgages available to the consumer.
4. Anticipate Interest rates changes and impact on Real Estate and lending market and
analyze mortgage and consumer loan applications.
Spring 2013
RE 152 & RE 153
RE 152
1. Analyze client representation under the law of agency and its effect on the real estate
transaction.
2. Demonstrate clear understanding of the real estate selling and marketing process from
listing to closing.
3. Organize and prepare a selling/marketing plan for the purchase/sale of residential real
estate.
RE 153
1. Apply understanding of the residential mortgage industry, both past and present,
to various practical transactions including qualifying, underwriting, processing
and servicing of real estate loans.
2. Critically analyze conventional and non-conventional mortgage products in the
market place, and summarize the integral aspects of each product.
3. Evaluate the critical role that ethics play in the real estate finance industry,
reviewing past indiscretions, licensing requirements and penalties and
understanding the true meaning of "fiduciary responsibility".
Certificate of Achievement
1. Demonstrate clear understanding of the real estate selling and marketing process
from listing to closing a sale.
2. Apply needed mathematical/financial calculations for real estate transactions.
3. Demonstrate clear understanding of the legal requirements of a real estate
transaction.
Fall 2013
RE 150 & RE 140
RE 150
1. Evaluate the impact of economic conditions on Real Estate market.
2. Compare and contrast various lending institutions.
RE 140
1. Evaluate and analyze consumer loan documentations needed for a mortgage and/or
consumer loan.
2. Solve the needed mathematical calculations in Real Estate finance.
Spring 2014
RE 152 & RE 153
RE 152
1. Analyze client representation under the law of agency and its effect on the real estate
transaction.
2. Demonstrate clear understanding of the real estate selling and marketing.
RE 153
1. Apply understanding of the residential mortgage industry, both past and present, to
various practical transactions including qualifying, underwriting, processing and
servicing of real estate loans.
2. Critically analyze conventional and non-conventional mortgage products in the market
place, and summarize the integral aspects of each product.
Certificate of Achievement
1. Demonstrate clear understanding of the real estate selling and marketing process
from listing to closing a sale.
2. Apply needed mathematical/financial calculations for real estate transactions.
3. Demonstrate clear understanding of the legal requirements of a real estate
transaction.
Occupational Program Assessment Plan
Use the form below to describe your assessment plan and to analyze the results of it.
Include this form in your Instructional Plan and incorporate the results into the narrative
of your instructional plan.
Department
Program Outcomes
(List the student learning
outcomes of each degree and
certificate
your
program
offers. Attach another sheet if
necessary)
REAL ESTATE
Students completing the requirement for Certificate of
Achievement in Real Estate will:
1) Demonstrate clear understanding of the real estate selling
and marketing process from listing to closing a sale.
2) Apply needed mathematical/financial calculations for real
estate transactions.
3) Demonstrate clear understanding of the legal requirements
of a real estate transaction.
Assessment of Program SLOs
Describe
the
Assessment
Process your program will use
to evaluate the outcomes.
Include the assessment tool
used and the rubric or criteria
used to evaluate success
Results of assessments will be gathered from participating faculty.
A portfolio of student performances and progress will be formed.
The following will be used to assess SLOs: Exams, quizzes, in
class participation, and homework cases and assignments.
Criteria to evaluate and assess success will include the following:
Performance on exams, quality of participation, and performance
in solving situational cases.
Rubric:
Excellent Performance
Student demonstrates understanding and analytical ability
in three out of three of the program outcomes.
Good Performance
Student demonstrates understanding and analytical ability
in two out of three of the program outcomes.
Fair Performance –Needs Improvement
Student demonstrates understanding and analytical ability
in one out of three of the program outcomes.
Unacceptable/Unsatisfactory PerformanceNeeds Great Improvement
Student demonstrates understanding and analytical ability in r none
of the program outcomes.
Assessment Evaluation
Describe the process the
department uses to evaluate
assessment results. Include:
What meetings will be held?
Discussions and comparison of results
Department/Flex week meetings
When?
Spring and Fall 2010
Who will be involved?
Real Estate Faculty
What will be discussed?
Implementation and impact of SLOs, assessment of
student success, and updating curriculum.
How will you record the
results? Minutes for department meeting will be used. Faculty reports.
Occupational Program Assessment Plan
Use the form below to describe your assessment plan and to analyze the results of it.
Include this form in your Instructional Plan and incorporate the results into the narrative
of your instructional plan.
Department
Program Outcomes
(List the student learning
outcomes of each degree and
certificate
your
program
offers. Attach another sheet if
necessary)
Real Estate
Students completing the requirements for the AS degree
or Certificate of Proficiency will:
1) Demonstrate knowledge of property ownership
rights, and legal issues impacting real estate
transactions.
2) Develop an understanding of real property
taxation, contracts, and real estate financing.
3) Use industry documents and websites to analyze
trends and follow updated real estate guidelines.
4) Develop an understanding of the appraisal and
escrow processes.
5) Demonstrate an ethical as well as social
responsible behavior in conducting real estate
transaction. Being aware of the real estate code of
ethics.
6) Analyze the various financing methods available
and characterize their best use situations.
7) Demonstrate effective and professional
communication skills.
Assessment of Program SLOs
Results of assessments will be gathered from
participating faculty. A portfolio of student responses and
progress will be formed. The following will be used to
assess SLOs: Exams, written reports, in class
participation and or observations.
Describe
the
Assessment
Process your program will use
to evaluate the outcomes.
Include the assessment tool
used and the rubric or criteria
used to evaluate success
Criteria to evaluate and assess success will include the
following: Performance on exams, quality of
participation, and performance in solving situational
cases.
Rubric:
Excellent Performance (Super Agent)
Student demonstrates:
Understanding and analytical ability of six or seven out
of seven of the program outcomes.
Good Performance (Good Agent)
Student demonstrates:
Understanding and analytical ability of five out of seven
of the program outcomes.
Fair Performance (Ok Agent)
Students demonstrates:
Understanding and analytical ability of four out of seven
of the stated program outcomes.
Unacceptable Performance (Not an Agent)
Understanding and analytical ability of three or less of
the stated program outcomes.
Assessment Evaluation
Discussions and comparison of results.
Describe the process the
department uses to evaluate
assessment results. Include:
Department meetings/Flex Week meetings
What meetings will be held?
When?
Spring and Fall 2011
Who will be involved?
Department Faculty
What will be discussed?
Implementation of SLOs, forming rubrics to assess
success.
How will you record the
results? April 8, 2010
ENGL Program Planning
Program Goals
1.
Title:
Devlop new courses in RE Taxation and RE Ethics
None
Cost
2.
Devlop new skills certificates in RE Finance and General RE.
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Cabrillo College
6/23/2010 11:18 AM