RELE_IPRS_02-20-2012

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					                Instructional Program Review Summary (IPRS)
                                     Academic Year 2011-2012


                                               Program/Discipline: REAL ESTATE

                                                        Department: Real Estate

                                                           Dean Area: Business

                                         Faculty Submitting Report: Ina Midkiff

                                                               Date Submitted:
                                                             February 20, 2012




Revised for Academic Year 2011-2012, 8-31-11
                Instructional Program Review Summary (IPRS)
Contents

    1.   Executive Summary (Note: This should be prepared last.)

    2.   Self-Study Team Participants

    3.   Program/discipline Description

    4.   Strengths, Weaknesses, Opportunities, Threats

    5.   Analysis

         [a] Relevance of the program/discipline to College mission and desired
         ends

         [b] Responsiveness to community needs and satisfaction of community
         demand

         [c] Accessibility to students with identification of barriers

         [d] Student outcomes including participation and successful completion
         rates

         [e] Measures of program/discipline quality and educational value added
         including general education and distance learning

         [f] Adequacy of program/discipline resources and efficiency of resource
         use

         [g] Comparison of program/discipline performance, price, and
         enrollment with that of alternate local suppliers

         [h] Direct and indirect program/discipline-related revenues and costs to
         the College

    6.   Area-specific Analysis (Workforce or Transfer)

    7.   Conclusions

    8.   Program/discipline Goals

    9.   Additional Comments

    10. References (Note: References should be clearly cited in the summary
         so that the reviewer can easily find the source documents if needed.



2
   Executive Summary
Use the following guidelines to provide a concise overview of the program
review contained in this report.

Briefly describe the goals and objectives of the program/discipline:

The Real Estate department provides premier courses and degree plans that
give students the practical, theoretical, and technical knowledge needed to be
successful in the field of real estate. Our curriculum provides students with
first-rate professional and workforce programs that result in employment in
the public and private sectors. It is based on identified competencies, and
strives to be socially responsible as well as addressing employer needs.

We are committed to:
Providing students in the Real Estate degree plans the knowledge and skills
necessary to enhance their Real Estate abilities and help them to seek
employment in a Real Estate position.
Providing students in the workforce areas the knowledge and skills necessary
for job enhancement.
Providing employers in our community a trained, technically competent, and
diverse workforce.
Providing all students advising from a qualified, dedicated, and accessible
faculty.

The department intends to continue to develop more Internet courses and IVC
courses. It also will continue to expand business partnerships, expand
promotional activities, increase enrollments and number of graduates, obtain
and utilize more technology based materials in the classroom, and maintain
high standards of quality in the classroom.

Overview how the program review was conducted:


The department chair, Ina Midkiff formed a review committee for the program
review. The committee met and completed the SWOT analysis. The
department chair reviewed the SWOT analysis. A copy of the report was
reviewed by the Real Estate Advisory Committee, recommendations were
made and revisions were made. The department chair completed the online
forms and submitted them.


Findings –



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Progress on previous program review recommendations: Progress on previous
program review recommendations. The Real Estate department has worked to
develop a closer relationship with the Austin business community and this will
continue to be a priority in the future. The department has worked to
"globalize" the curriculum and all Master Syllabi now have a global perspective
included. The Real Estate department is still working to improve internal
communications and increase our marketing efforts. The Real Estate
department continues to offer a rotating schedule for upper-level courses but
this is difficult in the current climate of not "allowing small classes to make".
This is a tremendous area of concern and it is hoped that the new
administration will look at workforce upper-level courses as an important
element in the student's overall education experience here at ACC. The Real
Estate department has worked to include changes in requirements for licensing
in its curriculum.

Program/discipline strengths: The program has exemplary personnel. The
program has increased enrollments. The program has many students who are
working in the Real Estate field. The program is offering a large number of
courses via Internet and IVC.

Areas for improvement: Scheduling of classes continues to be a major
concern. The department is not always allowed to put classes at the campus
where they would make and at the best time and many upper-level classes are
cancelled making it difficult for students to complete their certificate or degree
requirements. Average class size needs to increase.


Key planning issues: The Real Estate department must find qualified
instructors who meet the new SACS requirements. The department must work
with the current administration to offer classes at the campuses and times that
will give students the best opportunity for being able to complete the
requirements needed to receive an associate degree. If scheduling changes
are not handled in a better manner the department will not have as many
graduates in the next few years.



Conclusions - Major conclusions regarding the present state of the
program/discipline:
1) The program has exemplary personnel.
2) The program has increased enrollments significantly in the past few years.
3) The program needs to strengthen partnerships.
4) The program needs to work with the Administration to fully explain the
importance of scheduling and meetings the students needs.

Recommendations - State the recommendations for the program/discipline:
The self-study's recommendations were as follows:


4
Real Estate will continue to review and improve our curriculum and to develop
more IVC and Internet course offerings.




5
                     SELF-STUDY TEAM PARTICIPANTS
List the names of the self-study team and their association with your
program/discipline.


                Name                     Association (e.g. ACC faculty, industry
                                                representative, student)

Ina Midkiff                             Department Chair

Nick Sarantakes                         Faculty

Steve Bradley                           Full-time faculty
Margie Shelnutt                         Dept. Administrative Assistant

Carol Alonzi                            Adjunct faculty
James Crane                             Adjunct faculty

Mario Aguilar                           Adjunct faculty
Pete Glover                             Adjunct faculty


Phylis Molina                           Adjunct faculty

Gordon Gorychka                         Advisory Member/Realtor
Stacia Ashmore                          Adjunct
Vance Powell                            Advisory Member


Victoria Reviel                         Advisory Member/President
                                        Williamson County Association of
                                        Realtors

Jackie Woodfin                          Advisory Member/Director of
                                        Education Williamson County


        Strengths, Weaknesses, Opportunities, Threats (SWOT)

List the names of people who participated in the SWOT and their association
with your program/discipline.


                Name                       Association (e.g. ACC faculty, ACC
                                         staff, industry representative, student)

Ina Midkiff                             Department Chair
Nick Sarantakes                         Full-time faculty


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Steve Bradley                         Full-time faculty
Margie Shelnutt                       Dept. Administrative Assistant

Carol Alonzi                          Adjunct faculty
James Crane                           Adjunct faculty

Mario Aguilar                         Adjunct faculty
Pete Glover                           Adjunct faculty


Phylis Molina                         Adjunct faculty

Gordon Gorychka                       Advisory Member/Realtor
Stacia Ashmore                        Adjunct faculty

Vance Powell                          Advisory Member

Victoria Reviel                       Advisory Member/President
                                      Williamson County Association of
                                      Realtors

Jackie Woodfin                        Advisory Member/Director of
                                      Education Williamson County


SWOT analysis -

Strengths: In what areas does your program/discipline excel?

CURRICULUM ‐ 11 votes
• Degree Program – 5 votes
• Free Exam prep class – 2 votes
• Curriculum – The Real Estate department adheres to TREC requirements. – 2
Votes
• Curriculum – Exam Prep Course do better prepare students for state exam –
1
Vote
• College Credit – 1 vote
• Increased completers
• Flexible scheduling (nights/weekends)
• Good textbooks
• Curriculum – Real Estate Dept. has developed and implemented high
distance
Learning standards.
• Internet Courses
• R.E. Exam Prep (Free)
• Dual Accreditation


7
• Locations – All Courses are offered online.
• New Course up and running in 30 days
• Curriculum – We no longer partner with Continuing Education and their
external
Partners.
• Separation from ACC C.E.
EXCELLENT FACULTY ‐ 10 votes
• Depth of Experience – 5 votes
• Experience in Discipline – 2 votes
• Excellent faculty – 2 votes
• Knowledge of Instructors – 1 vote
• Long Term Teaching Experience
• Positive Accessible Faculty
• Different Class Locations
• Instructors’ Love of Teaching
• Faculty dedicated knowledgeable
• Most instructors are knowledgeable and really do everything possible to help
Students succeed
• Actual market experience of instructors that are both brokers and active
realtors
• Dedication of the instructors to the department
• RE Knowledge
• Practical Knowledge
• Faculty – Experienced/Diverse faculty that are active in the fields they teach
• Experienced instructors
COMMUNITY AND FACILITIES ‐ 4 votes
• Serves community need – 1 vote
• Community – Program has strong Advisory Committee and Community
Support
– 1 vote
• Serves a need for the active greater Austin R.E. market – 1 vote
• Convenient classes (when they “make”) – 1 vote
• ACC great facilities equipment technology
• Excellent students
• Marketable skills
• Small classes
• Williamson County (strong housing market – fastest growing in country)
• Most of our students have chosen their career path and work hard (i.e.
students
Are motivated)
• Great facilities
TUITION/COSTS ‐ 0 votes
• Price/Availability of classes (when they make)
• Inexpensive Low Tuition
• Costs – Tuition is competitive as compared to other Real Estate Program

Weaknesses: What are the aspects of the program/discipline that, if not
addressed, will negatively affect its future?

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ADMINISTRATION ‐ 21 votes
• Internal – ACC administration rules working against our department success
–6
Votes
• Class limits too high – 4 votes
• Classes are canceled – 4 votes
• Class size requirements set too high – 2 votes
• A lack of Administration Understanding and Support is having a negative
impact
on this program. – 2 votes
• Weak support from administration – 1 vote
• Fall 2011 course caps in Rele were changed to 36 from 25 this will have a
negative impact on enrollments – 1 vote
• Classes don’t make consistently students become frustrated. – 1 vote
• Profit is profit No department = No profit and a loss of students
• Administration increasing class size
• Some classes are ONLY offered online.
• Those in the chain of command who value a dollar more than the founding
principle of a community college
• New globals will kill classes ‐ /our department – ACC will lose students and
their
money – This isn’t Harvard, students will not change majors so that they can
Graduate from ACC
• New Rules about class size to make are making it impossible to offer
upper‐level
courses – or new classes
• New Globals are not sustainable and will elimate a profitable department
• Class cancellations
• Long semesters vs. private schools 16/12 wks vs. 4/5 day or weekends
• Classes don’t make
• RE is not the only department being threatened by pure greed. (Did we
learn?
Nothing from Bank of America, AIG Wall Street)
• Unworkable student globals
• College has implemented an arbitrary 18 to make ‐ very harmful to workforce
• Administrators
• School administration wrecking the program
SCHEDULING ‐ 4 votes
• Offer too many sections within a semester, which splits enrollment, causing
Neither class to make. – 2 votes
• Lecture courses scheduled at too many campuses should be centralized i.e.
RGC
and NRG – 2 votes
• Offer classes in more campuses
• Need bigger program
SCHEDULING (cont.)
• Increase # of classes offered

9
TECHNOLOGY ‐ 2 votes
• Little or no training curriculum (mostly just education) – 2 votes
• Internet delivery not always adequate
EMPLOYMENT ‐ 2 votes
• Real Estate and Economy Markets Affect Enrollment – 2 votes
• Economy – Competition – ROI of degree
FACILITIES ‐ 0 votes
• Classrooms used as storage facilities i.e. RVS
• Dirty classrooms

Opportunities: What factors does your program/discipline need to take
advantage of to enhance quality?

CURRICULUM ‐ 10 votes
• More than textbook learning, with experience, knowledgeable instructors – 7
Votes
• Market Degree Program for RE Industry – 2 votes
• Revamp schedule fewer sections offered with ability to add more sections as
Scheduled sections fill – 1 vote
• Associate Degree in Real Estate
• Teach New Real Estate Professionals
• Get a degree (more educated industry) (more credibility)
• Bilingual Instructors
• Expand curriculum to attract existing licensees
• Internal/External TREC → higher educ. required may push students to
traditional
Educational agency
MARKETING ‐ 9 votes
• Increased pass rate for R.E. license – 7 votes
• Become best real estate program in Texas – 2 votes
• Inform service area brokerages of course all offers for agents required TREC
Additional education
• Continue to build better community relations
• Bigger Population Bigger Program More Students
• Better promotion and recruitment of the program
• More marketing through advertising to the ACC service areas
• Market to older demographic (Define “Workforce”)
PARTNERSHIPS ‐ 8 votes
• Build more partnership w/ Industry – 6 votes
• National real estate market → National real estate program – 1 vote
• Utilize outside recruiters for students – 1 vote
• Ongoing review of articulation agreements and degree options.
• Medical Insurance
• Class Vouchers
FACILITIES ‐ 0 votes
• Approach RE training as new home buyer training in High School campus
Environment. Young people need to understand “The Rules”


10
• High Foreclosure Rates = Investment Opportunities = Need for training for
those
Interested in pursuing new opportunity
FACILITIES (cont.)
• Opportunity to have more classes make if students understand that cut dates
Sometimes happen 5 days before registration ends i.e. give students more
Information during enrollments
• Cluster classroom course at north/south locations

Threats: What external factors could negatively impact the
program/discipline’s future?

COMPETITION‐ 11 votes
• Competition in Holding RE Classes – 9 votes
Pre‐Licensing – TAR – RE Schools – NAR
CE – Associations – Title Companies – RE Schools
• Create courses that will satisfy the new educational requirements that
become
effective 9/1/2012 in the Tx R.E. License Act. – 1 vote
• Increased competition from proprietary schools and other schools offering
Rele
courses – 1 vote
• The Austin Real Estate School Texas Tech and everyone else who offers
students
a chance to enroll in a class and have it make
• Competition from other institutions
• Competition
• Succeeding (even with degree in this industry)
• External Competition becoming more attractive to students
• Cost vs. ROI (competition of RE Schools)
• Private schools recognizing and exploiting our weaknesses
MARKET/ECONOMY ‐ 9 votes
• Real Estate is a commission based Industry, which may deter entry in a
questionable market. – 9 votes
• The recession has had a major effect on real estate enrollment
• Economy
• Housing economy getting worse
• Market conditions
• Downturn in Real Estate market
• The Economy on a downslide prevents individuals from making personal
changes
unless they have to.
• Bad economy
COMMUNITY ISSUES ‐ 8 votes
• Student frustration with cancelled classes. Look elsewhere. – 6 votes
• Cancelled classes – 2 votes
• NO classes south of downtown
• No students

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• No Job

-    Previous SWOT findings: from 2005 SWOT Discuss changes from the
     program/discipline’s previous SWOT analysis. The Real Estate department
     is offering more Internet and IVC courses than in past years. Technology
     has been slowly integrated into classroom lectures. Real Estate courses are
     offered at more ACC locations. Administration support is reactive not active
     and there seems to be more misinformation given to students. Tuition rates
     at ACC create challenges for "out of district" vs "in district". There is
     increased competition from proprietary schools as well as online courses
     from other colleges. ACC allows outside contractors to use ACC's name to
     sell courses in Continuing Education and the department does not approve
     of this practice. The department no longer partners with CEU and no longer
     offers dual-enrollment of real estate courses because of concerns over
     quality. Administration needs to rethink increasing the course caps to 36
     from 25, the consequences to the program are devastating. Requiring 18
     students for a class to make is not in the best interests of workforce
     programs and the Administration needs to realize this is a complicated
     issue and be willing to look at different solutions. To not address these
     issues will have devastating results for the Real Estate program.


                             ANALYSIS
[a] Relevance of the program/discipline to College mission and
desired ends

        Mission:
        The Self-Study team reviewed the program/discipline purpose statement
        and found (select one):

               The purpose statement as written in the assessment database
              (CurricUNET) is current, accurate, and reflects the mission of the
              college. Enter the program/discipline purpose statement: The
              purpose of the Real Estate department is to provide premier
              courses and degree plans that give students the practical,
              theoretical, and technical knowledge needed to be successful in
              the field of Real Estate.


[b] Responsiveness to community needs and satisfaction of
community demand

        Intended Outcomes -
        How does the program/discipline support the intended outcomes (Board
        Policy A-1 Vision/Mission/Values Statement)of the college to enhance
        “learning success for all students” through the seven primary goals of:
        1) reduce attrition, 2) complete developmental and adult education
        course progression to credit courses, 3) complete gateway courses, 4)

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     increase persistence, 5) enhance student learning/completion of
     attempted course with a “C” or better, 6) increase degree/certificate
     graduates and transfer to universities, and 7) increase success equity
     across all racial/ethnic/gender/income groups? In what ways is the
     program/discipline unable to meet these outcomes?

     Real Estate students are generally working full-time when they attend
     courses at ACC. The state report for employment of graduates within
     one year of graduation indicates 100% for the past two years.

     Real Estate professionals must take courses to keep their license active.
     ACC provides the student with credit and non-credit options so the
     student can stay up-to-date and remain certified.

     The department offers courses in many different formats. Students may
     take classroom courses, IVC courses, Internet courses. Students may
     also take the courses from continuing education. Tuition is less than
     University of Texas and is considered a bargain. Textbooks are within
     reasonable price ranges and students are allowed to start with a
     certificate and postpone writing requirements until later.

     Real Estate students are above the average age compared with the
     service area age range.

     Conclusions: Real Estate students are older than average ACC students
     and average Austinites. Our program attracts White, Hispanic, Asian
     and black students and is evenly divided between male and females.

     Real Estate faculty work with all students to achieve their educational
     goals. Students are advised to establish a degree plan and are
     encouraged to progress towards completion of their degree in a timely
     manner. Real Estate is a small program and students receive
     individualized attention from faculty.

     Students in the Real Estate program want to be licensed realtors and
     brokers. This program helps them succeed and the majority of students
     take and pass the Texas Real Estate Sales Licensing Exam.

     The program demonstrates efficient administration and services by
     providing up-to-date and relevant curriculum. Students are advised by
     faculty and encouraged to follow a degree plan as a way to save time
     and money by not taking courses that are not relevant. Students are
     informed about state requirements for licensing and faculty help
     students achieve their academic goals.

     Real Estate faculty members are all professionals in the Real Estate
     field. Faculty stay current by attending professional development
     activities, conferences and meetings. Many faculty volunteer their

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            services within the community and encourage students to attend
            conferences and workshops.

            The program does a yearly assessment of its effectiveness and reports
            its findings in the Unit Level Effectiveness Assessment Database.

[c] Accessibility to students and identification of barriers

RELATED DATA -
Course Offerings by Location, Semester, Time of Day, and Mode of Delivery
                                            Fall 2008    Spring 2009   Summer 2009   Fall 2009    Spring 2010    Summer 2010    Fall 2010       Spring 2011
  Course           Location       Time     N Column % N Column % N Column % N Column % N Column % N Column % N Column % N Column %
RELE-1201   Cypress Creek       Morning    1   100.0% 1   100.0% 0      .0% 0      .0% 0      .0% 0      .0% 0      .0% 0      .0%
                                Evening    0       .0%   0       .0%   1    100.0%   0      .0%   0        .0%   0       .0%   0        .0%         0       .0%
            Site-Based          Evening    1    100.0%   0       .0%   0       .0%   0      .0%   0        .0%   0       .0%   0        .0%         0       .0%
RELE-1203   Site-Based          Evening    1    100.0%   0       .0%   0       .0%   0      .0%   0        .0%   0       .0%   0        .0%         0       .0%
RELE-1211   Cypress Creek       Morning    1    100.0%   0       .0%   0       .0%   0      .0%   0        .0%   0       .0%   0        .0%         0       .0%
                                Evening    0       .0%   0       .0%   1    100.0%   0      .0%   0        .0%   0       .0%   0        .0%         0       .0%
            Site-Based          Evening    1    100.0%   1    100.0%   0       .0%   0      .0%   0        .0%   0       .0%   0        .0%         0       .0%
RELE-1215   Cypress Creek       Morning    1    100.0%   0       .0%   0       .0%   0      .0%   0        .0%   0       .0%   0        .0%         0       .0%
RELE-1238   Cypress Creek       Morning    1    100.0%   0       .0%   0       .0%   0      .0%   0        .0%   0       .0%   0        .0%         0       .0%
                                Evening    0       .0%   0       .0%   1    100.0%   0      .0%   0        .0%   0       .0%   0        .0%         0       .0%
            Site-Based          Evening    1    100.0%   0       .0%   0       .0%   0      .0%   0        .0%   0       .0%   0        .0%         0       .0%
RELE-1303   Distance Learning   N/A        1    100.0%   2    100.0%   2    100.0%   2   100.0%   2    100.0%    0       .0%   2    100.0%          2   100.0%
RELE-1307   Distance Learning   N/A        2    100.0%   2    100.0%   0       .0%   2   100.0%   2    100.0%    2    100.0%   2    100.0%          2   100.0%
            Site-Based          Evening    0       .0%   1    100.0%   0       .0%   0      .0%   0        .0%   0       .0%   0        .0%         0       .0%
RELE-1309   Distance Learning   N/A        3    100.0%   2    100.0%   0       .0%   2   100.0%   1    100.0%    0       .0%   2    100.0%          2   100.0%
RELE-1311   Cypress Creek       Evening    0       .0%   0       .0%   0       .0%   1   100.0%   1    100.0%    0       .0%   0        .0%         1   100.0%
            Northridge          Afternoo   0       .0%   1    100.0%   0       .0%   0      .0%   0        .0%   0       .0%   0        .0%         0       .0%
            Round Rock Campus   n
                                Evening    0       .0%   0       .0%   0       .0%   0      .0%   0        .0%   0       .0%   1    100.0%          0       .0%
            South Austin Campus Evening    0       .0%   1    100.0%   0       .0%   0      .0%   0        .0%   0       .0%   0        .0%         0       .0%
            Distance Learning   N/A        5    100.0%   2    100.0%   3    100.0%   2   100.0%   2    100.0%    3    100.0%   2    100.0%          3   100.0%
RELE-1315   Distance Learning   N/A        0       .0%   0       .0%   2    100.0%   0      .0%   0        .0%   1    100.0%   0        .0%         0       .0%
RELE-1319   Rio Grande          Evening    0       .0%   1    100.0%   0       .0%   0      .0%   0        .0%   0       .0%   0        .0%         0       .0%
            Distance Learning   N/A        2    100.0%   2    100.0%   2    100.0%   2   100.0%   2    100.0%    1    100.0%   2    100.0%          2   100.0%
RELE-1325   Distance Learning   N/A        2    100.0%   2    100.0%   0       .0%   2   100.0%   2    100.0%    0       .0%   2    100.0%          2   100.0%
RELE-1391   Cypress Creek       Evening    0       .0%   0       .0%   0       .0%   0      .0%   0        .0%   0       .0%   0        .0%         1   100.0%
RELE-1406   Cypress Creek       Evening    0       .0%   0       .0%   0       .0%   0      .0%   1    100.0%    0       .0%   0        .0%         1   100.0%
            Northridge          Evening    0       .0%   0       .0%   0       .0%   1   100.0%   0        .0%   0       .0%   1    100.0%          0       .0%
            Riverside           Afternoo   1    100.0%   1    100.0%   0       .0%   1   100.0%   1    100.0%    0       .0%   1    100.0%          0       .0%
                                n
                                Evening    0       .0%   0       .0%   0       .0%   0      .0%   0        .0%   0       .0%   0        .0%         1   100.0%
            Distance Learning   N/A        4    100.0%   4    100.0%   2    100.0%   2   100.0%   4    100.0%    2    100.0%   2    100.0%          4   100.0%
            Site-Based          Evening    1    100.0%   0       .0%   0       .0%   0      .0%   0        .0%   0       .0%   0        .0%         0       .0%
RELE-2201   Cypress Creek       Morning    1    100.0%   0       .0%   0       .0%   0      .0%   0        .0%   0       .0%   0        .0%         0       .0%
            Site-Based          Evening    1    100.0%   1    100.0%   0       .0%   0      .0%   0        .0%   0       .0%   0        .0%         0       .0%
RELE-2301   Cypress Creek       Evening    0       .0%   0       .0%   0       .0%   1   100.0%   1    100.0%    0       .0%   1    100.0%          0       .0%
            Northridge          Evening    1    100.0%   0       .0%   0       .0%   0      .0%   0        .0%   0       .0%   0        .0%         0       .0%
            Riverside           Evening    0       .0%   0       .0%   0       .0%   0      .0%   1    100.0%    0       .0%   0        .0%         1   100.0%
            Round Rock Campus   Evening    0       .0%   0       .0%   0       .0%   0      .0%   0        .0%   0       .0%   1    100.0%          0       .0%
            Distance Learning   N/A        3    100.0%   2    100.0%   3    100.0%   2   100.0%   2    100.0%    3    100.0%   2    100.0%          2   100.0%
RELE-2331   Cypress Creek       Evening    0       .0%   1    100.0%   1    100.0%   0      .0%   0        .0%   0       .0%   0        .0%         0       .0%
            Distance Learning   N/A        0       .0%   0       .0%   0       .0%   0      .0%   1    100.0%    0       .0%   2    100.0%          0       .0%



Student Diversity
                                                                                  Fall   Spring   Summer     Fall    Spring    Summer        Fall       Spring
             Discipline
                                                                                 2008     2009     2009     2009      2010      2010        2010         2011




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Real Estate                       Age (Avg.)                                                 30.15       31.69         33.70      30.62      30.85      31.48   33.17     32.83
                                  Race/Ethnicity   White                        Column % 56.50%         48.45%       59.26% 52.84%          49.72%    60.76% 54.70%      55.56%
                                                   Black                        Column % 10.31%         17.01%       13.58% 12.50%          13.56%    15.19% 16.57%      15.56%
                                                   Hispanic                     Column % 25.11%         23.20%       20.99% 22.73%          24.86%    12.66% 21.55%      22.78%
                                                   Asian                        Column %    4.48%        7.22%        4.94%      6.82%       5.65%     7.59%    2.76%     2.78%
                                                   Haw aiian/Pacific Islander   Column %     .00%         .00%         .00%       .00%        .00%      .00%    .00%       .00%
                                                   American Indian / Alaskan Column %        .90%        2.06%         .00%      1.70%       1.13%      .00%    1.10%      .56%
                                                   Native
                                                   Non-Resident Alien        Column %       1.79%        2.06%        1.23%      1.14%       2.82%     3.80%    2.21%      .56%
                                                   Tw o or More Races (Non Column %          .00%         .00%         .00%       .00%        .00%      .00%    .55%       .56%
                                                   Hispanic)
                                                   Other / Unknow n        Column %          .90%         .00%         .00%      2.27%       2.26%      .00%    .55%      1.67%
                                  Gender           Unknow n                     Column %     .00%         .00%         .00%       .56%        .00%      .00%    .00%       .55%
                                                   Female                       Column % 55.61%         46.91%       43.21% 45.76%          50.28%    53.16% 48.07%      52.49%
                                                   Male                         Column % 44.39%         53.09%       56.79% 53.67%          49.72%    46.84% 51.93%      46.96%
                                  Total unduplicated students                                    223          194           81     177         177        79      181       181




Faculty Diversity
                                                                                       Fall       Spring  Summer              Fall        Spring     Summer      Fall   Spring
          Discipline                 Race/Ethnicity
                                                                                      2008         2009    2009              2009          2010       2010      2010     2011
Real Estate            White                                         Column N %       84.6%         85.7%   75.0%            81.8%          90.9%      80.0%    88.9%     90.0%
                       Black                                         Column N %        7.7%            7.1%         12.5%        9.1%        .0%         .0%      .0%      .0%
                       Hispanic                                      Column N %        7.7%            7.1%         12.5%        9.1%       9.1%       20.0%    11.1%    10.0%
                       Asian                                         Column N %            .0%         .0%           .0%         .0%         .0%         .0%      .0%      .0%
                       Haw aiin/Pac.-Islander                        Column N %            .0%         .0%           .0%         .0%         .0%         .0%      .0%      .0%
                       Am.-Indian/Alaskan-Native                     Column N %            .0%         .0%           .0%         .0%         .0%         .0%      .0%      .0%
                       Non-Resident Alien                            Column N %            .0%         .0%           .0%         .0%         .0%         .0%      .0%      .0%
                       2 or more races (Non-Hispanic)                Column N %            .0%         .0%           .0%         .0%         .0%         .0%      .0%      .0%
                       Unknow n                                      Column N %            .0%         .0%           .0%         .0%         .0%         .0%      .0%      .0%
                       Total Unduplicated Faculty                                           13           14             8          11          11          5        9       10




Based on the data, what conclusions does the program/discipline draw about
students’ access to the program, related to when and where required program
courses are offered? Courses in Real Estate are offered primarily through
Distance Learning and at the HBC site. Enrollment drives the number of
sections taught and some courses are offered only once a year or as Distance
only.

Note: Real Estate has been forced to offer courses as PCM and PRN because
classrooms have been taken away from Real Estate over the past few years
because it is a small program with small enrollments.

Identify any barriers to students including economically disadvantaged,
educationally disadvantaged, and under-served populations. The Real Estate
program does not have any unnecessary barriers for students. Students come
from all walks of life and are able to take courses in many different formats
(IVC, Internet, as well as 16 and 12 week). The greatest challenge for
students is the limited on-campus course selections.

Were any significant disparities identified in enrollment data among different
student demographic groups? No significant disparities were identified.


15
[d] Student outcomes including participation and successful
completion rates

RELATED DATA -

Awards




Course Completion Rates
                                                        Percent Successful Grades

         Discipline      Course    Fall    Spring    Summer     Fall       Spring       Summer        Fall     Spring
                                  2008      2009      2009     2009         2010         2010        2010       2011
Real Estate           RELE-1201   94.1%      75.0%    100.0%           .            .            .           .       .
                      RELE-1203   66.7%          .         .           .            .            .           .       .
                      RELE-1211   100.0%    81.8%     100.0%           .            .            .           .       .
                      RELE-1215   85.7%          .         .           .            .            .           .       .
                      RELE-1225        .         .         .           .            .            .           .       .
                      RELE-1238   83.3%          .    100.0%           .            .            .           .       .
                      RELE-1303   75.0%     36.8%      54.5%   30.0%        27.8%                .   64.3%       23.5%
                      RELE-1307   83.3%     65.5%          .   66.7%        65.0%         81.0%      58.3%       75.0%
                      RELE-1309   55.6%     65.2%          .   63.2%        57.1%                .   65.0%       61.1%
                      RELE-1311   65.2%     74.1%      84.0%   70.2%        76.4%         66.7%      72.0%       75.4%
                      RELE-1315        .         .     62.5%           .            .     71.4%              .       .
                      RELE-1319   59.1%     90.3%      84.6%   84.0%        83.3%         87.5%      71.0%       73.9%
                      RELE-1325   84.0%     58.8%          .   60.9%        71.4%                .   85.7%       73.1%
                      RELE-1391        .         .         .           .            .            .           . 87.5%
                      RELE-1406   56.6%     54.5%      58.8%   68.2%        59.8%         58.8%      64.9%       71.3%
                      RELE-2201   94.1%     85.7%          .           .            .            .           .       .
                      RELE-2301   81.3%     83.3%      68.2%   78.3%        82.1%         82.9%      76.1%       80.4%
                      RELE-2331        .    85.7%     100.0%           .    93.8%                .   88.9%           .



16
Withdrawal Rates
                                                                   Percent Withdraw al Grades

         Discipline        Course      Fall       Spring       Summer         Fall       Spring       Summer        Fall       Spring
                                      2008         2009         2009         2009         2010         2010        2010         2011
Real Estate            RELE-1201              .            .             .           .            .            .           .            .
                       RELE-1203      33.3%                .             .           .            .            .           .            .
                       RELE-1211              .    18.2%                 .           .            .            .           .            .
                       RELE-1215              .            .             .           .            .            .           .            .
                       RELE-1225              .            .             .           .            .            .           .            .
                       RELE-1238       5.6%                .             .           .            .            .           .            .
                       RELE-1303      25.0%        36.8%          18.2%      30.0%        44.4%                . 21.4%           41.2%
                       RELE-1307       8.3%        10.3%                 .   16.7%        25.0%        14.3% 16.7%               10.0%
                       RELE-1309      11.1%        17.4%                 .    5.3%        28.6%                . 10.0%           11.1%
                       RELE-1311      19.6%        13.0%           4.0%      14.9%         7.3%         3.7% 10.0%               13.1%
                       RELE-1315              .            .      12.5%              .            .    14.3%               .            .
                       RELE-1319      22.7%                .       7.7%       8.0%        16.7%        12.5%        9.7%         17.4%
                       RELE-1325       8.0%                .             .   13.0%         7.1%                . 14.3%           11.5%
                       RELE-1391              .            .             .           .            .            .           .     12.5%
                       RELE-1406      13.2%        22.7%          17.6%      14.8%        14.9%        20.6% 14.9%                 9.2%
                       RELE-2201              .    14.3%                 .           .            .            .           .            .
                       RELE-2301      14.6%        16.7%          22.7%      17.4%        12.5%        11.4% 14.9%               10.9%
                       RELE-2331              .     7.1%                 .           .            .            .    5.6%                .




Include additional data and analyses, if desired.

       Discipline     Faculty Type                             FY 2006       FY 2007        FY 2008        FY 2009             FY 2010
Real Estate           Full-Time    Combined Sections                  4             4                  4                6             5
                                   Enrollments                       92           102                 89               68           101
                                   Avg. Section Size               23.0          25.5               22.3             11.3          20.2
                                   Credit Hrs.                      368           408                356              272           404
                                   Contact Hrs.                   5,888         6,528              5,696            4,352         6,464
                      Adjunct      Combined Sections                 75            90                 72               70            50
                                   Enrollments                    1,100         1,354              1,031              764           605
                                   Avg. Section Size               14.7          15.0               14.3             10.9          12.1
                                   Credit Hrs.                    3,231         3,969              3,178            2,289         1,924
                                   Contact Hrs.                  51,696        63,504             50,848           36,624        30,784
                      Other        Combined Sections                  .             .                  .                .              .
                                   Enrollments                        .             .                  .                .              .
                                   Avg. Section Size                  .             .                  .                .              .
                                   Credit Hrs.                        .             .                  .                .              .
                                   Contact Hrs.                       .             .                  .                .              .



Based on the data, what conclusions does the program/discipline draw about
student outcomes for the program, related to awards, course completions, and
withdrawals? The results of the department's student learning outcomes


17
assessments indicate that students are successful in meeting the learning
objectives.

Were any significant disparities identified in the data on student outcomes
among different demographic groups? None were identified.

[e] Measures of program quality and educational value added
including general education and distance learning

Academic Standards
     What are the processes and procedures that the department uses to
     maintain academic standards and achieve consistency within the
     department? The Real Estate Advisory Board meets regularly and helps
     the department with consistency and academic standards that meet the
     area workplace standards. Students are increasingly successful passing
     the Texas Real Estate Sales License exam. Faculty communicate on a
     regular basis through departmental meetings to ensure the department
     maintains the highest standards. The department head reviews all
     textbook selections and course materials to ensure the highest
     standards in all courses taught in the department.

Curriculum
      What procedures are used to assure that the curriculum is current and
      adequately meets the needs of students? As stated above, the
      curriculum is reviewed by the department head, faculty at departmental
      meetings and the Advisory Board.

      Are course and program listings in the ACC Catalog up-to-date? Yes
      Are published degree plans up-to-date? Yes
      Are course texts up-to-date?     Yes
      Provide the date of last textbook review: Textbooks are reviewed every
      semester. Last review was November 2011.

      Has the program/discipline completed the Discipline Assessment Cycle
      Worksheet? Yes
      Date of last Discipline Assessment Cycle Worksheet update:

      Evaluate the use of instructional resources, technology and equipment
      necessary for teaching the program/discipline’s curriculum (including
      those in the library). The ACC libraries have excellent resources for Real
      Estate students. The librarian assigned to Real Estate does a great job
      and seeks advise on what materials to add. The Real Estate web site is
      excellent and includes links to the Texas Real Estate Commission which
      has information about licensing and state requirements.

      There is not a great deal of technology needed in the classrooms.
      Faculty who teach in the IVC classrooms have full Internet and video


18
         capabilities. Many of the Real Estate courses are taught online and
         faculty utilize blackboard for those courses.

     ●   Course-Level Student Learning Outcomes
         Are student learning outcomes defined for courses?     Yes

         Do all courses have up-to-date master course syllabi, including student
         learning outcomes? Yes
         Date of last master course syllabi review: All were reviewed October
         2011.

         Are the master course syllabi published on the master syllabi website?
         Yes and on the departmental web pages at
         http://www.austincc.edu/rele/mastersyl/index.php

         If not, please submit the master course syllabi to syllabi@austincc.edu

         How are course-level student learning outcomes assessed?

         How are these assessment results used to revise the curriculum for
         improving student success? Student learning is improved by alerting
         the teachers about topics that seem to need more attention and revising
         the curriculum areas that students are having difficulty with.

         How do the assessment results of course-level student learning
         outcomes in distance learning/correspondence courses differ from face-
         to-face courses? There’s not a difference as the majority of courses are
         offered online.

     ●   Program level student learning outcomes (PSLOs)
         What are the PSLOs for each award in the program? (See Section 2
         (listing the PSLOs by award) of the Discipline Assessment Cycle
         Worksheet)

         Section 2: Program-Level Student Learning Outcomes



Award: Real Estate AAS
Program Level Student Outcomes

     1     Students will analyze real estate principles including: law of
           agency, deeds, titles, legal descriptions, encumbrances,
           contracts, appraisals, finance, regulations, laws governing real
           estate transaction and housing discrimination
     2     Students will analyze, understand and define real estate broker
           and salesman licensing requirements         .

19
     3    Students will be able to describe conveyance of real estate
          procedures and considerations
     4     Students will understand agency concepts and review agency
          relationships, disclosure, and duties of the client.
     5     Students will describe the various types of legal descriptions of
          real estate and the functions and purposes of the various types
          of deeds
     6    Students will be able to describe the foreclosure process in
          Texas and the rights associated with real estate ownership and
          the various estates in land
     7     Students will analyze the nature and cycle of Real Estate
          finance, including government activities, secondary markets,
          conventional loans, FHA insured leans and VA loans.
     8    Students will prepare a competitive market analysis and
          complete a listing agreement to include a seller's disclosure
          form.
     9    Students will develop a higher level of competence in working
          with the numbers and calculations used in the Real Estate
          business.
     10    Students will analyze the organization and management
          aspects of the Real Estate Brokerage Business
     11    Students will identify and understand the dynamics of the real
          estate industry in Texas, in an applied and practical manner and
          prepare them for licensing exams and/or to provide them with
          knowledge of real estate development and to understand
          relationships between agents, brokers, and clients in the real
          estate industry.




20
     What PSLOs are taught in which courses? (See Section 3 (mapping the
     PSLOs and the courses in which they are taught) of the Discipline
     Assessment Cycle Worksheet)


                      Section 3: Curriculum Maps

Curriculum Map:    Real Estate AAS
PSLO      RELE    RELE RELE RELE RELE           RELE RELE
number 1406       2301 1311 1319 1321           1325 2331
1         X
2         X
3         X
4                 X
5         x
6         x
7                               X
8                                       X
9                                               X
10                       X                             X
11        X       X      X      X       X       X      X




21
       List the PSLOs the program has assessed:

       PSLO 1 is assessed every Spring semester.
       Each instructor that teaches Real Estate 1406 is given a departmental
       standardized test composed of 23 questions. Assessment Method: Test
       scores are collected from all the instructors teaching Rele 1406 in the
       spring. Data is analyzed to see if the expected outcomes have been
       achieved. Faculty meets in the Fall to evaluate the outcomes.

       Which PSLOs have not been assessed since the last instructional
       program review? Why have they not been assessed? No other PSLO
       has been assessed as these were created Fall 2011.

       How have the PSLOs assessment results been used to improve student
       learning? Student learning is improved by alerting the teachers about
       topics that seem to need more attention.

     ● General Education / SCANS Competencies

       General Education Competencies
       This section applies to academic courses from your discipline in the Core
       Curriculum.

       List the general education competencies taught by the discipline and the
       courses in which they are assessed (See Section 7 of the Discipline
       Assessment Cycle Worksheet.)

       What assessment methods have been used to determine the extent to
       which students have achieved the general education competencies?

       Which general education competencies have not been assessed since
       the last instructional program review? Why have they not been
       assessed?

       How have the general education assessment results been used to
       improve student learning?

       SCANS Competencies

       This section applies to workforce courses from your discipline.

       If SCANS competencies are assessed, list the competencies taught and
       the courses in which they are assessed.




22
         If SCANS competencies are assessed, what assessment methods have
         been used to determine the extent to which students have achieved
         these SCANS competencies? Not assessed

         If SCANS competencies are assessed, how have the SCANS assessment
         results been used to improve student learning? Not assessed

     ●   Distance Learning

         Which courses within the program/discipline are offered through
         distance learning? All Real Estate courses are offered through distance
         learning.

23
       How are faculty selected and trained to teach distance learning courses?
       The department has been teaching distance learning courses for many
       years. The faculty is very stable. The department adopted elaborate
       guidelines about distance learning courses and faculty members
       identified the training they needed to meet the guidelines. Those that
       completed the training are the ones teaching.

       How do student success indicators (e.g., withdrawal rates, successful
       course completion rates) in distance learning courses differ from face-
       to-face courses? No real differences as the majority of courses are
       taught online.

       How is the program/discipline using the student success indicators for
       distance learning courses to improve student learning?
       I am not aware of what information about this the department is
       supposed to have access to.

     ● Faculty
       How does the department assure that all faculty teaching in the program
       meet SACS requirements? The Department Chair and Dean review all
       faculty credentials for SACS requirements.

       How are the results of faculty evaluations used in identifying
       professional development needs? When faculty evaluations show that
       teachers are not doing a good job we write an improvement plan which
       includes appropriate professional development to address the problem.

       What discipline specific professional development opportunities does the
       department offer? We have prepared guidelines from the department
       about how various courses are to be taught and at departmental
       meetings we discuss discipline specific course teaching.

       What are faculty doing to improve student success in the
       program/discipline? Faculty review student comments and when there
       are items that show up as problems they talk to each other and the
       department about ideas for addressing those problems. Passing the
       TREC exam is very important to our students and everybody pays a lot
       of attention to what is required to pass the exam and then we improve
       those parts that help lead to better scores.

       Are faculty engaged in reviewing program/discipline data disaggregated
       by student demographics? If yes, please provide examples.
       Not at this time as there is no faculty coach getting this information for
       this department at this time. We need a faculty coach in this area.

     ● Student Satisfaction



24
      Has the department collected data about the satisfaction levels of
      currently enrolled students? If so, how is it being used? No

      What does the ACC-collected data regarding the satisfaction levels of
      program graduates within one year of graduation indicate? N/A

(RELATED DATA: Noel-Levitz; Graduate follow-up survey)

[f] Adequacy of program/discipline resources and efficiency of
resource use

Describe the overall adequacy of resources (human, technological and capitol,
facilities, and fiscal) available to the program/discipline for providing effective
program/discipline delivery and outcomes. If additional resources are needed,
please provide data and describe how those resources would improve student
success.

The overall adequacy or resources ifs fair. As noted in SWOT the program
needs better access to all ACC campuses to offer courses. ACC classrooms lack
basic equipment such as Internet connections and use of computers. All
department budgets were cut several years ago and basic money for copying
and supplies is not adequate.

[g] Comparison of program/discipline performance, price, and
enrollment with that of alternate local suppliers

How is the program/discipline competitive with similar programs offered by
other institutions or schools in the service area in terms of performance, cost
to students, and enrollments?

Real Estate is very competitive compared to taking classes at University of
Texas where tuition is much higher. We offer credit courses in Real Estate and
we are the only college in the area that offers credit courses. Classes are
offered in a variety of formats (Distance Learning) that are not available at
other schools.


[h] Direct and indirect program-related revenues and costs to the
College

Identify any major external sources of revenue for the program/discipline,
such as grants, partnerships.

The major source of revenue is from ACC in the form of state funding and
tuition.

Compare the program’s actual expenditures to the approved
program/discipline budget for the previous two years.

25
Real Estate Budget Information
Enrollments                  706
SCH                          2,328
Contact Hours                37,248
Sections                     55
Enrollment/Sections          12.84
State Funding                100,155
Tuition                      141,531
Total Direct Revenue         241,686
FT Faculty Salary            -
Adjunct Salary               147,206
Other                        3,830
Operating Expenses           442
Total Direct Expenses        151,478
% Marginal Surplus           90,208
% Marginal Surplus           37.3%
Total Indirect Cost          203,980
Allocation
Total Surplus                (113,772)
Surplus Support per SCH      (48.87)



Real Estate is 30th of 76 programs, making its average larger than more
than half of workforce departments. Also, I think that the Business
Office spreadsheet is based totally on credit enrollments (non CE), so it
would understate enrollment for any Real Estate sections that included
CE students.



               WORKFORCE AREA-SPECIFIC INFORMATION

Only Workforce Programs complete the items below.

Provide the name and date of the program/discipline’s last external accrediting
agency visit, if any. None

What is the program/discipline’s accreditation status?

We are accredited by THECB and SACS.


26
When was the program last revised through the Curriculum and Programs
Committee? Provide a description of the last revision.

Fall 2011

Provide the number of graduates from the program within the last three years.

Certificates completed = 84
Associate Degrees completed =33

What percentage of the program’s graduates are employed or have continued
their education? Provide additional information, if needed.

Majority of Real Estate students are employed while they are taking courses
and most complete their Licensing exam and find jobs in the Real Estate field.

Provide a summary of the results of the department’s recent focus group or
advisory committee discussions, and/or external employer surveys related to
industry, employment, curriculum or entry-level skills issues.

Informal reports show that employers are very satisfied with the quality of our
graduates.

                               CONCLUSIONS

Based on the information collected and analyzed during the program review
process, what are the major conclusions for the program/discipline?

The Real Estate department provides a vital resource to students and the
community by offering relevant curriculum that prepares students to take and
pass the Texas Real Estate Licensing exam. The program serves a diverse,
growing student population. A variety of course delivery methods gives
students flexibility in degree completion. We offer the only college credit
Real Estate courses in the Austin area. The department reviews curriculum
frequently and has a very active Advisory committee.

                  PROGRAM/DISCIPLINE 5 YEAR GOALS

State the program/discipline’s goals for the next five years. These goals
should provide direction to the program/discipline as it makes improvements
to enhance its effectiveness and efficiency.

The self-study team recommends the following items to improve and maintain
the quality of the Real Estate program:

-    There is a documented need to increase the TREC exam pass rates
     for students completing the basic real estate courses at ACC
     (includes broker courses)

27
-    We should minimize the barriers to access to these courses whenever
     possible (i.e. flexible scheduling, multiple delivery formats) We
     should provide students with as many options for completing the
     courses that are possible given the resources and processes of the
     college (i.e. including access to financial aid) Increase the number of
     certificate and degree completers.
-    Given the effect of the current economy (i.e. a reduction in overall
     students enrolling in real estate courses), the college must be very
     careful to meet the needs of the real estate students it does have
-    Review the curriculum on a regular basis and create new curriculum
     to match the work-force needs
-    Improve internal communication with the Administration.
     Administration needs to rethink increasing the course caps to 36
     from 25 because the consequences to the program are devastating.
     Requiring 18 students for a class to make is not in the best interests
     of workforce programs and the Administration needs to realize this is
     a complicated issue and be willing to look at different solutions.


These recommendations are consistent with Unit-Level Effectiveness
Recommendations.

                          ADDITIONAL COMMENTS

If there are any additional comments, provide them here.

In order to serve the students appropriately and enhance ACC's
reputation as a provider of training in Real Estate, appropriate standards
will be maintained in all credit real estate courses. These standards will
be adequate to ensure that students who need to take the TREC test are
well-prepared for it, including practice in demonstrating their knowledge
of all the appropriate topics on tests. (The TREC statistics now indicate
that we have some problems in this area)

We are no longer integrating non-credit with credit Real Estate classes
and we make it clear to students that college credit will no longer be
given to students enrolled in CE Real Estate classes. We felt that CE
courses did not give Real Estate students appropriate materials and
tests, so those students were not adequately prepared to pass the TREC
tests.

Enrollments in Real Estate courses overall dropped considerably in the
last couple of years with the downturn in the economy and the
subsequent reduced activity in the Real Estate profession. In order to
deal with this responsibly, we have cut the number of courses offered.

28
Students don't have as many choices of which campus to attend for
classes.

According to an article in the Austin American Statesman, January 1,
2012 Austin real estate is showing signs of improvement. There is price
stability and some upward pressure in the most desirable
neighborhoods. “I see more new home starts and sales, maybe up 5
percent over 2011,” according to Charles Heimsath. We hope this is the
beginning of an upward trend in the market and growth in enrollments.

It is important for our department to make clear and informative
advising materials available to students and the public on the web and
to use social media as a recruiting tool.

Future of Financial Management and Real Estate Departments

Financial Management has not had any graduates in several years and
the enrollments continue to decline. The recommendation from the
Coordinating Board is to sunset this program. There are several really
good courses in this program that are very valuable to our students.

Financial Management as a stand alone degree program will no longer
exist but it will be combined with Real Estate. In fact a couple of
courses in Finance have the Rele rubrics. This will strengthen both
programs and save Finance. GIPWE only allows 14 credit hours to
transfer so there will be Finance courses that will no longer be offered.
Initially it looks like what could be saved would be BUSA 1313,
Investments – BUSG 1303, Principles of Finance – BUSG 1304,
Introduction to Financial Advising – BUSG 1341, Small Business Finance
– RELE 1324, Loan Origination – and add BUSG 1193, Special Topics in
Financial Planning.

The Advisory Committees in Real Estate and Finance would be combined
into one Advisory Committee as they were when we combined Fashion
and Marketing.


Concerns from the Real Estate Advisory Board from the February
10, 2012 Department/Advisory Meeting

During the Fall 2011 semester the department chair was
informed that the Real Estate course caps could no longer be 25.
Those caps would revert to the official course caps of 36


29
beginning with the spring 2012 semester. Course caps in Real
Estate have been at 25 for many years.

Ina Midkiff, the Department Chair attended a curriculum meeting
on January 27, 2012 to request course caps of 25. The
committee voted against her proposal. The information below is
what was presented at the Curriculum Committee meeting.

The Real Estate Department/Advisory Board members want to
express their disapproval of the Administration for arbitrarily
raising the course caps to 36 and also their concern about
changing the minimum to make for a course to 18. This will
have a negative impact on workforce programs.


Curriculum Committee

Changes in Active Credit Course Capacities

Request that the present course capacity of 36 for the majority
of the courses in the Marketing and Real Estate degree programs
be reduced to 25

Basis for the request is based on the following points of: Rigor of
the Courses, Scheduling, and Completion rates/value to the
college.

Real Estate Courses

Rigor of Courses - pedagogical considerations

We are the only college in this area to offer college credit courses
leading to a degree in Real Estate and we are serving the needs of those
area residents who want to obtain a degree or certification in that area.
We maintain our high standards in part by keeping our student to
teacher ratio low.

In the Real Estate courses you must demonstrate actual application of
concepts. These concepts involve significant hand-holding and class
time. Real Estate courses have specific exams, case studies, problems,
projects, and activities requiring extensive grading and instructor
feedback all designed to help the students pass the state TREC exam.
We have been scheduled with maximum loads of 25 for several years in
order to do all of this, but the official limit had not been changed. If we

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must go to a limit of 36, we will have to make changes in the courses
that will not contribute to maintaining the high standards we need. Our
objective is to produce graduates that can practice a trade, with an
increased student load more students will have a difficult time passing
the required state exam.

Our accrediting agency has indicated that our courses should demand
high performance from our students. We should be setting high
standards and insure that classroom engagement is strengthened.
Students must understand that a course will be demanding. Therefore if
the course is to increase its rigor and increase what some are calling
deep learning, there must be increased student participation in activities
from tests to written and oral reports personal. At ACC we pride
ourselves and promote that our class sizes are small and that the
instructor will take time to work with students that are not doing well.
In this aspect, a key strategy has to be focus institutional policies on
creating the condition of learning.

Scheduling and higher level courses - program considerations

Without these upper level classes, students cannot meet degree
requirements and therefore completion rates are low. It is unfair and
unethical, in my option to have students invest time and money in
majoring in a discipline and then be unable to attain a degree in a
reasonable time frame. Since these high capacity standards have been
enforced, students have been forced to take unrelated and unwanted
courses just to qualify to graduate. The students then find that they do
not have the skills when they go to seek employment. These programs
and class limits have been established with the advice of the Real Estate
Advisory Committee made up of professionals working in the field.

Completers – graduates/institutional considerations

From the standpoint of the founding principles of ACC of serving the
community, it makes sense to keep the global limits lower so that the
department will remain viable and the needs of our community residents
will continue to be served.

Without these upper level classes, students cannot meet degree
requirements and completion rates. Real Estate currently has very high
completion rates and we are above college averages for the number of
certificate and associate degrees awarded.



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The Real Estate department is accredited by the Accreditation Council
for Business Schools and Programs http://www.acbsp.org . ACBSP is the
premier accrediting association for business schools and programs with
a focus on teaching excellence. (The Real Estate College Credit program
is also accredited by the Texas Real Estate Commission TREC). We
believe increasing the typical class size by insisting on having a global
limit of 36 has the potential to negatively impact our accreditation both
with ACBSP and TREC.

January 26, 2012

To: ACC Curriculum Committee


As you know, ACC says we are working very hard to keep completion
rates up.

To change anything as dramatic as our course limits will have drastic
results. This will affect how much attention our teachers can give to
individual students, impact our curriculum, and make it more difficult for
students to pass the Texas Real Estate Salesperson Licenses.

Both Marketing and Real Estate Advisory Committees have been paying
attention to current class limits at 25 and how critical those limits are in
maintaining high completion rates. Both areas currently maintain high
completion rates.

We hope you won’t change something that is working.


Mario Aguilar
Chair of the Real Estate Advisory Board

Steve Price
Chair of the Marketing Advisory Board




                               REFERENCES

If there are any references, provide them here. ACC FACT Book 2011-2012
All reports included in the Program Binder


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http//www.texaswoorkforce.org
Departmental Operating Budgets FY2010-2012
Real Estate Advisory Minutes
SWOT analysis for Real Estate
TREC Website Pass rates
http://www.trec.texas.gov/education/examination/exam_pass_rates.asp


When you have completed this report, send it via e-mail attachment to the
Coordinator of Institutional Planning and Assessment (Marcus Jackson:
mjackso4@austincc.edu).




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