邢唷��>� ��欹�亐 ��WGbjbj +�虩虩>叠��< < ��3�3�38�3l_4<霫��5(�54�5�5�5�6�6�6廔慖慖慖慖慖慖燣�BOD慖��6�6�6�6�6慖�8��5�5��8�8�8�66��5��5廔�8�6廔�8�8�OCh��gD萦�P��38|稢僁糏0霫荂�哋�8哋 gD�8�gD�6�6�6dw2Dw2< ��: Note: The first column below matches the list of requested information as indicated on TracDat. The second column is where you can input your data at this time. The third column represents the information you would see if you pressed the help button (a question mark). You will be able to copy and paste or type in your information from the center column directly into the APRU on TracDat. Save this word doc in the following format: s12apru_deptname. Last steps, remember, you will be uploading this copy in to the Trac Dat, Documents file. ALWAYS keep a soft copy of your work in your files to ensure that your work is not lost. Please refer to your workshop handout or contact: HYPERLINK "mailto:leewheatcoleen@deanza.edu" leewheatcoleen@deanza.edu if you have questions. Information RequestedInput your answers in columns provided. Use word wrap. Note: reference documents can also be attached. Make sure to note the name of any reference documents in your explanations. ? Trac Dat Help button will reveal (sorry no hyperlinks) I.A Department Name: Real EstateI.A Program Mission Statement: The mission of this program is to challenge students of every background to develop their intellect, character, and abilities, achieve their educational and vocational goals in Real Estate. The focus of the program is to help students acquire the skills and knowledge they will need to help them attain jobs in the California real estate industry or utilize their skills in investing in the California real estate market.You may create a new one or copy from your 2008-09 comprehensive program review.I.A What is the primary mission of your program?Career Technical Basic Skills, Transfer. Career/Technical, Learning Resources/Academic Services, personal enrichment, N/AI.B.1 Choose a secondary mission of your program.TransferBasic Skills, Transfer. Career/Technical, Learning Resources/Academic Services, personal enrichment, N/AI.B.1 Number of Certificates of Achievement Awarded0If applicable, enter the number of certificates of achievement awarded during the current academic year. Please refer to: http://research.fhda.edu/factbook/deanzadegrees/dadivisions.htm Leave blank if not applicable to your programI.B.1 Number Certif of Achievement-Advanced awarded:0If applicable, enter the number of certificates of achievement awarded during the current academic year. Please refer to http://research.fhda.edu/factbook/deanzadegrees/dadivisions.htm leave blank if not applicable to your programI.B.1 Number AA and/or AS Degrees awarded:3 (up from 1 in 2010-11) It should be noted that a high percentage of our students have degrees (55% +) and most take our courses in a standalone fashion in order to take the real estate license exam or to become familiar with California real estate.If applicable, enter the number of certificates of achievement awarded during the current academic year. Please refer to http://research.fhda.edu/factbook/deanzadegrees/dadivisions.htm leave blank if not applicable to your programI.B.2a Academic Services and LR: # Faculty ServedOnly for programs that serves staff or students in a capacity other than traditional instruction, e.g. tutorial support, service learning, etc. 0 = no change; (X)= decreased; X = increased; blank= not applicable to your programI.B.2a Academic Services and LR: # Student ServedOnly for programs that serves staff or students in a capacity other than traditional instruction, e.g. tutorial support, service learning, etc. 0 = no change; (X)= decreased; X = increased; blank= not applicable to your programI.B.2a Academic Services and LR: # Staff Served Only for programs that serves staff or students in a capacity other than traditional instruction, e.g. tutorial support, service learning, etc. 0 = no change; (X)= decreased; X = increased; blank= not applicable to your programII.A.1-Growth and Decline of targeted student populationsThere has been a decrease of about 30% in enrolment of targeted student populations from the 2010-11 to the 2011-12 year. This is in line with the overall program enrollment drop of about 30% during the same period. We attribute the drop of both populations to the weakness in the California real estate market. Our enrollment tends to lag the market by about a year. The targeted populations did show a slight increase in success (52% vs 48%) year over year though the success rate of 52% is still lower than the success rates of the not targeted groups of 75%. Instructors have worked on identifying under-prepared students early with quizzes in their courses and recommending tutorial help which has had some success in the program. Briefly, address student success data relative to your program Growth or decline in targeted populations (Latina/o, African Ancestry, Pacific Islander, Filipino) refer to the sites: (Program reviews 2008 - 2010 available at: http://research.fhda.edu/programreview/DAProgramReview/DeAnza_PR_Div_pdf/DeAnzaProgramReviewDiv.htm AND program review data 2010-11 & 2011-12 at http://www.deanza.edu/ir/program-review.html)II.A.2 Trends in equity gap:The trend in the equity gap between the targeted and non-targeted population is slightly positive. The instructors attribute this primarily to the early outreach efforts (quizzes and assessments) in the classroom and recommending remediation where it is appropriate. However, part of this equity gap is age related. We find that younger students, whether they are in a targeted population or not, tend to drop out or fail at much higher rates than the students who are older than 25. In a number of cases it is because they gain employment during the term and cannot finish, whereas those who are older than 25 often are already employed and are taking one or two real estate classes for the term.Refer to http://www.deanza.edu/president/EducationalMasterPlan2010-2015Final.pdf, p.16. Briefly address why this has occurred.II.A.3 Closing the student equity gap:The numbers bear out that the equity gap is almost entirely age related. Students who are 19 years old or less are successful at 33% rate, those who are 20-24 have a 61% success rate and those who are 25 years old have a success rate of 74% or higher. Instructors have discussed spending more time encouraging the younger students and perhaps, teaching in a slightly different style that might work more effectively with younger students.What progress or achievement has the program made relative to the plans stated in your program抯 2008 -09 Comprehensive Program Review, Section III.B, towards decreasing the student equity gap? See IPBT website for past program review documentation: http://deanza.edu/gov/IPBT/program_review_files.html If a rationale for your strategies was not stated in the 2008-2009 CPRU, then briefly explain now. II.A.4 Overall growth/decline in # students:As stated before, the real estate market in the Santa Clara Valley has been weak since the financial crash, and enrollment in our program tends to mirror that. We think when housing picks up again we will see a much higher demand as we have in the past.Briefly address the overall enrollment growth or decline of a comparison between all student populations and their success.II.B Changes imposed by internal/external regulations California real estate licensing remains the key regulatory influence and students are required to take three Real Estate courses to sit for the agent exam and eight courses to sit for the broker exam. For the most part, the drive for college productivity caused us to offer fewer classes which may have contributed to the enrollment decline. However, we believe the drop is primarily due to the real estate market doldrums. Address program changes implemented as a response to changes in College/District policy, state laws, division/department/program level requirements or external agencies regulations? How did the change(s) affect your program? (e.g. any curriculum, program reorganization, staffing etc.)II. C Progress in 揗ain Areas of Improvement�We have utilized the campus resources for remediation at a higher rate (and earlier in the courses) than in earlier years. Our program is taught by part-time instructors who are professionals in the area and were not as aware of campus resources as they are now. The development and measurement of SLO抯 has been helpful in identifying core outcomes for the courses and has helped the program in determining course focus.Based on the 2008-09 Comprehensive Program Review, Section I.C. "Main Areas for Improvement", briefly address your program's progress in moving towards assessment or planning or current implementation of effective solutions.II. D CTE Programs: Impact of External Trends:Our ability to remain viable during a downturn in the economy and the real estate market is crucial in order for us to take advantage of the upswing when it comes again � as it always done. It is imperative that we are able to continue to offer our core broker courses so the community sees DeAnza as the best source of real estate education in the Santa Clara Valley. We have survived downturns before such as the 1990-1994 period and will do so now, if we can continue to offer our core courses to the public, despite a fall in demand. Career Technical Education (CTE) programs, provide regional, state, and labor market data, employment statistics, please see "CTE Program Review Addenda" at: www.deanza.edu/gov/IPBT/resources.html Identify any significant trends that may affect your program relative to: 1) Curriculum Content; 2) Future plans for your program e.g. enrollment management plans.II. E CTE Programs: Advisory Board Input:The advisory board was unanimous in its recommendation that we keep the program viable during the downturn by offering core broker courses needed to take the California Real Estate Agent License exam � Real Estate Principles and Practices, and be prepared to offer more courses as the market strengthens.Career Technical Education (CTE), provide recommendations from this year's Advisory Board (or other groups outside of your program, etc.) Briefly, address any significant recommendations from the group. Describe your program's progress in moving towards assessment or planning or current implementation of effective solutions.III.A. 1 PLOAC Summary0%Give the percentage of Program Level Outcome statements assessed to date. Run report entitled 揦XX PLOAC work� and scroll to the bottom of the report for counts. Then calculate #Reflections & Analysis/#PLO statement times 100. This percentage may be over 100% or 0%. All courses and programs are to be assessed before the Comprehensive Program Review in Spring 2014.III.A.2 Enhancement based on PLOAC assessmentNONEState an enhancement that was enacted this year as a direct result of an assessment of a program level outcome. State PLO statement, enhancement and reason for choosing this enhancement. If none, write 揘ONE�.III.B.1 SLOAC Summary62.5% (5/8 � in ECMS)Give the percentage of Student Level Outcome statements assessed to date. Run report entitled 揅IS SLOAC work� and scroll to the bottom of the report for counts. Then calculate #(Reflections & Analysis + #Archived from ECMS) /#SLO statement times 100. This percentage may be over 100% or 0%. All courses and programs are to be assessed before the Comprehensive Program Review in Spring 2014.III.B.2 Enhancement based on SLOAC assessmentNONEState an enhancement that was enacted this year as a direct result of an assessment of a student learning outcome. State course, SLO statement, enhancement and reason for choosing this enhancement. If none, write 揘ONE�.IV. A Budget TrendsThe Real Estate Dept is an inexpensive, productive program � WSCH was 2,004 in 2011-12 with productivity of 627 (down from 760 the year before). It is taught entirely by part-time instructors who are professionals in the industry and are close to the current marketplace.Assess the impact of external or internal funding trends upon the program and/or its ability to serve its students. If you don抰 work with Budget, please ask your Division Dean to give you the information. IV.B Enrollment TrendsThough the real estate market has been in a slump in this area, the advisory board and faculty are confident the market will turn again and the numbers will increase. As DeAnza continues to look to pick up students and remain productive, it is a strong, flexible program with strong ties to the valley. Moreover, some other area colleges such as Mission College have eliminated their programs entirely, which could increase our population in the long run.Assess the impact of external or internal funding changes upon the program抯 enrollment and/or its ability to serve its students. If you don抰 work with Enrollment Trends, please ask your Division Dean to give you the information.V. A.1 -Faculty Position NeededA drop down menu will allow you to choose: Replace due to Vacancy, Growth, None Needed Unless VacancyV. A.2 Justification for Faculty/Staff Positions:If there is a request for one or more new faculty state the SLO/PLO assessment data, reflection, and enhancement that supports this need.V. A.3 Staff Position NeededA drop down menu will allow you to choose: Replace due to Vacancy, Growth, None Needed Unless Vacancy Only make request for staff if relevant to your department only. Division staff request should be in the Dean抯 summary. V. A.4 Equipment Request A drop down menu will allow you to choose: Under $1,000 or Over $1,000 or no equipment requested V. A.5 Equipment Title and Description, QuantityDescription should identify if the item(s) are new or replacement(s), furniture/fixtures, instructional equipment, technology related, expected life of item, recommended warrantees etc. Did this request emanate from a SLOAC or PLOAC process? Does this item require new or renovated infrastructure (eg wireless access, hardwire access, electric, water or heat sources . . . ) V. A.6 Equipment JustificationWho will use this equipment? What would the impact be on the program with or without the equipment? What is the life expectancy of the current equipment? How does the request promote the college mission or strategic goals? Etc. V. A.7 Facility RequestName type of facility or infrastructure items needed. Renovation vs new. Identify associated structures needed to support the facility e.g. furniture, heat lamps, lighting, unique items above and beyond what is normally included in a similar facility V. A.8 Facility JustificationWho will use this facility? What would the impact be on the program with or without the facility? What is the life expectancy of the current facility? How does the request promote the college mission or strategic goals? Etc. V.B.1 Budget AugmentationHow much? Who/what could be supported if this additional funding was awarded? What would the impact be on the program with or without the funds? How does the request promote the college mission or strategic goals? If you do not deal with the B budget directly, you can use the comment: 損lease refer to the Dean抯 summary�. V.B.2 Staff Development NeedsWhat assessment led to this request? What would the impact be on the program with or without the funds? How does the request promote the college mission or strategic goals? V.B.3 Future plansHow do you plan to reassess the outcomes of receiving each of the additional resources requested above? 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