NEW ACADEMIC PROGRAM – IMPLEMENTATION REQUEST

I. PROGRAM NAME, DESCRIPTION AND CIP CODE

A. DEGREE(S), DEPARTMENT, AND COLLEGE AND CIP CODE

Program: Executive Masters in Real Estate Development Degree: Masters in Real Estate Development (MRED)

Department: School of Landscape Architecture & Planning College: College of Architecture, Planning & Landscape Architecture (CAPLA) Cip Code: 04.1001 – Real Estate Development This new academic program received Arizona Board of Regents approval to plan and approval of the program fee of $41,000 in April 2009. II.PURPOSE AND NATURE OF PROGRAM The state of Arizona is forecasted to almost double in population, from 6+ million to 11 million by 2042. The recent Great Recession has seen a great loss of workforce in the design, planning, and construction professions. With the recovery has come a demand throughout the region for well-trained professionals who understand the economic and environmental demands of sustainable development. Accordingly, CAPLA’s strategic vision focuses on filling such shortages and expanding workforce development.

The purpose of the Master of Real Estate Development (MRED) is to prepare post-baccalaureate students with 3 – 5 years of work experience from diverse areas within the real estate industry and related industries to explore and value the regenerative development of cities. By providing a blended education in business, sustainable design, economics and legal issues, we empower our graduates to become effective and influential participants and contributors in the fields of real estate, finance, development, and design. The program aspires to place 100% of its graduates in real estate development and related fields, and will work proactively to identify and build opportunities for graduates to work in for-profit and non-profit business settings that produce innovative strategies for sustainable change in communities. The program supports and encourages nationally significant research utilizing lessons from the Sun Corridor as a laboratory of larger implications for other communities; and draws from case study examples across the United States exploring the power of public-private partnerships, innovative financing strategies and the integrated design process offering global strategies for lasting sustainability.

The College of Architecture, Planning and Landscape Architecture will be the academic home for the Real Estate Development degree. Within the College of Architecture, Planning and Landscape Architecture reside three academic programs: Architecture, Planning, and Landscape Architecture along with the nationally renowned research and outreach center, the Drachman Institute. CAPLA has a history of cooperation with other units on campus that includes dual degrees and joint research.

Our mission is to develop qualified and socially responsible leaders of the real estate industry. We will highlight the critical role real estate professionals play in building our communities, regardless of the career path they choose. We are committed to providing our students with the knowledge and skills necessary to become socially responsible leaders in the multidisciplinary world of real estate.

III. PROGRAM REQUIREMENTS - List the program requirements including minimum number of credit hours, required courses, and any special requirements including theses, internships, etc.

The Executive MRED program is a twelve (12) month course of study. The EMRED combines coursework from architecture, landscape architecture, and urban planning with finance, marketing, and law to enable students to advance their education and enter the profession of real estate development. The first cohort of students will begin study in Fall 2013 and graduate in August 2014. It is anticipated that students will either be in transition or will be sponsored by their companies to enroll in the program.

Degree requirements – The MRED degree requires the completion of 37 units over three semesters--Fall, Spring & Summer, with 10 – 13 units per semester. The degree consists of a total of 16 courses--13 core classes, 2 concentration classes (electives) and an internship. Two concentrations will be offered with two classes per concentration. Six of the courses are existing and 12 new courses will be added. Four of the new courses will support the two concentrations. The internship will afford students the opportunity to engage with professionals in the area of their interest in real estate development. A new course prefix will be requested – RED – Real Estate Development. The following is a list of the coursework for the degree.

Core Curriculum 1 RED 6XX Urban Geography and Economics* 2 units

2 RED 6XX Case Studies in Sustainable Real Estate* 2 units

3 RED 6XX Entitlements & Permitting in a Growth-Managed Environment* 2 units

4 RED 6XX Real Estate Market Analysis* 2 units

5 RED 6XX Site Planning/Urban Design* 2 units

6 RED 6XX Certification Systems* 1 unit

7 PLG 576 Land Development Process 3 units

8 PLG 597S Sustainable Development and New Urbanism 3 units

9 PLG 568 Urban Transportation Planning 3 units

10 PLG 660 Land Use Planning Law 3 units

11 PLG 597Q Public Participation and dispute resolution or 3 units

11 PA 507 Collaboration and Conflict Resolution 12 FIN 560 Real Estate Finance & Capital Markets 3 units

13 RED 6XX Development Studio* 2 units

14 RED 6XX Internship* 2 units

Concentration Electives 1 RED 6XX/6XX Concentration Class 1* 2 units

2 RED 6XX/6XX Concentration Class 2* 2 units

16 Total Classes

37 units

* new course

MRED Students will choose from one of two concentration areas: Public/Private Partnerships or Health and Wellbeing and will take two courses within their concentration area as follows:

Concentration Option 1: Public-Private Partnerships Low Income Housing Development 2 units

Transit Oriented Development 2 units

Concentration Option 2: Health and Wellness Healthy cities 2 units

Health facilities & therapeutic environments 2 units

To support the Health and Wellbeing concentration, CAPLA is currently working with the College of Medicine and the Arizona Center for Integrative Medicine toward the establishment of The Institute for Place and Wellbeing. The Center is envisioned as a research, teaching, and outreach partnership bringing together disciplines from the health, design, and urban planning professions. The Center will focus on the discovery and application of evidence, both quantitative and qualitative, in support of the design and planning of both healthy and healing environments, addressing body, mind, and spirit. The Center will also focus on best practices for the design and planning of hospitals, clinics, healing gardens, medical center complexes, and healthy cities. The work of the Center will be supported by a joint interdisciplinary graduate program in Health Care Design, including an executive certificate, masters, and potential Ph.D. to be administered by CAPLA. The Health Focus Area will be supported in 2012-13 with: 1) recruitment of Dr. Esther Sternberg of the National Institute of Health jointly to the College of Medicine and CAPLA to head the Institute for Place and Wellbeing, and 2) search for tenure-track faculty line to conduct research in the Institute for Place and Wellbeing and to develop and teach in the Health Care Design Graduate Program.

To support the Public/Private Partnerships concentration and as part of its new UA Downtown location, CAPLA is launching the Sustainable City Project. As part think tank/part project center, SCP will work to develop community-based design solutions (regarding energy, water, climate change, transportation, land use, housing, etc.) to address the complex urban challenges facing Tucson and Southern Arizona. Among the sustainability subjects to be addressed will be transit-oriented and infill development involving the integration of movement systems for people and goods that enriches communities and reduces driving and dependency on fossil fuels. Research will focus on strategies for the creation of dense, walkable communities comprised of mixed-use development and multimodal transit systems. Research will be undertaken in partnership with the School of Geography and Development, Master of Public Administration Program, and the Institute of the Environment.

A. CURRENT COURSES AND EXISTING PROGRAMS – List current courses and existing university programs which will give strength to the proposed program.

The proposed Executive Masters in Real Estate Development program draws upon the strengths in the School of Architecture, the School of Landscape Architecture and Planning, and the Drachman Institute—all within the College of Architecture, Planning and Landscape Architecture. The Master in Real Estate Development is a natural fit at the University of Arizona. Through its academic units, institutes, and centers, the University of Arizona has extraordinary strengths in global climate change, sustainable ecosystems, natural resource planning, urban planning, sustainable tourism, and sustainable rural committees including work with underserved populations such Native American tribes.

The MRED program will include the following six required core courses which are currently being offered:

PLG 576 Land Development Process 3 units

PLG 597S Sustainable Development and New Urbanism 3 units

PLG 568 Urban Transportation Planning 3 units

PLG 660 Land Use Planning Law 3 units

PLG 597Q Public Participation and dispute resolution or 3 units

PA 507 Collaboration and Conflict Resolution FIN 560 Real Estate Finance & Capital Markets 3 units

B. NEW COURSES NEEDED - List any new courses which must be added to initiate the program; include a catalog description for each of these courses. There are twelve new courses required to support the MRED graduate program, four of which support the two concentrations. They are as follows:

RED 6XX - Urban Geography and Economics (2 unit required course) This course focuses on urban economic theories and models of urban spatial form, underlying structures and processes, socio-spatial dimensions of modern urbanism and differentiation and locational conflict in residential, commercial, and industrial space.

RED 6XX - Entitlements and Permitting in a Growth-Managed Environment (2 unit required course) This course discusses the legal and regulatory requirements of the entitlement and development approval or permitting process. This includes discussion of laws pertaining to wetlands, endangered species, historical and archaeological sites, air and water quality, hazardous wastes and toxic substances, as well as the purpose, content, and use of environmental impact statements. Issues of Smart Growth and sustainable development are covered. Also covered is the impact on private property rights of land use regulation and growth management through developments of regional impact, comprehensive planning laws, adequate public facilities requirements, concurrency requirements, zoning, and impact fees and other exactions. The course emphasizes strategic thinking and creative approaches to navigating the labyrinth of federal, state, and local laws, rules, and regulations. RED 6XX - Real Estate Market Analysis (2 unit required course) This course focuses on market analysis and market data gathering methods, means and techniques necessary in identifying market opportunities and developing specific market strategies for successful real estate development. Special attention will be placed on the art and science of market segmentation and the resultant strategies for market positioning, competition, imitation and innovation. Students learn how market analysis applies to evaluation of opportunities, determining market demand and supply balance and predicting market movements as part of risk analysis. RED 6XX - Case Studies in Sustainable Real Estate (2 unit required course) Students will study technical, design and economic aspects of sustainable development and refurbishment projects at the building, neighborhood and community scale. Emphasis on topics such as water and energy conservation, renewable energy, biodiversity, land conservation, brownfields and infill, transit oriented development, cultural and historic resources, handicapped access and responsible

contracting. Consideration of the true costs and benefits of socially and environmentally responsible development, both pro and con. RED 6XX - Site Planning/Urban Design (2 unit required course) This course will cover best practice design principles for parking, landscaping, building placement, access, bulk and scale, and neighborhood fit and orientation. Hands-on design exercises demystify the site design process and address project types such as shopping centers, office buildings, low- and high-density residential buildings and in-fill. RED 6XX - Certification Systems (1 unit required course) Students will conduct a comparative review of certification systems and triple bottom line project assessment for green and sustainable building in the US and other countries. Students will understand how these systems operate and how they relate to underlying sustainability issues. RED 6XX - Development Studio (2 unit required course) Hands on project experience producing a real estate development proposal for one or more sites. Integration and application of tools and principles learned in other real estate and planning courses including those related to physical planning, market research, financial analysis, permitting and communications.

RED 6XX - Internship (2 unit required course) Students will participate in an internship that focuses on their chosen career path. They may choose an approved internship with a non-governmental agency/non-profit organization or professional firm or consultancy that is consistent with their declared concentration. The internship partner must agree to engage the student in activities consistent with 2 credit units. Biweekly work plans and activity reports are expected from the partner and a formal student journal is required. RED 6XX - Low Income Housing Development (2 unit concentration course) As part of the Public-Private Partnerships track, students learn that the development of affordable housing requires a combination of real estate development skill, policy expertise, and political acumen. This course highlights how the successful affordable housing developer integrates these three attributes to produce high quality housing that helps ease the housing crisis that many communities face. Among many topics, the course reviews key policy instruments that facilitate affordable housing development, such as the low income housing tax credit, and considers how developers overcome perceptions of affordable housing shaped by the history of public housing in the United States. Throughout, the course highlights examples of relevant experiences regarding affordable housing development, with a focus on the challenges and opportunities that such development affords. The course also draws on the experience of affordable housing practitioners, who offer their insights into the process and its challenges. RED 6XX - Transit Oriented Development (2 unit concentration course) As part of the Public-Private Partnerships track, Transit-Oriented Development (TOD) is defined as compact, mixed-use development near transit that creates sustainable communities where people of all ages and incomes have transportation and housing choices where people can walk, bike, and take transit. The goal of this course is to help transportation and land use professionals effectively participate in the planning, funding, and implementation of transit-oriented projects that improve the environment, create a sense of community, and boost transit ridership. Upon completion of the course, participants will be able to:

Express how transportation and land use planning must be linked to support successful TOD initiatives.

Recognize the factors that are converging to make TOD particularly attractive now and in the future.

Relate the importance of customer-oriented transit to cultivating successful TOD projects.

Describe TOD planning approaches and principles at the regional, station area, and site level.

Apply TOD planning principles to develop a station area plan.

Review TOD implementation strategies and tools. RED 6XX - Healthy Cities (2 unit concentration course) As part of the Health and Wellbeing Concentration, students will learn the principles involved in the creation of healthier cities including buildings and urban spaces that promote physical activity, reduce exposure to natural hazards, reduce traffic related injuries, avoid exposure to toxics in the air, water and soil, and create living and working environments that induce well-being, productivity, and the formation of healthy social interactions.

RED 6XX - Health facilities & therapeutic environments (2 unit concentration course) As part of the Health and Wellbeing Concentration, this course will focus on the development of medical and clinical health facilities development that are designed to incorporate state-of-the-art knowledge about how physical design affects health and Wellbeing. C. REQUIREMENTS FOR ACCREDITATION – Not applicable

D. DISTANCE LEARNING – Indicate whether this program will be offered via distance learning and which courses are available via distance learning. Not applicable

IV. STUDENT LEARNING OUTCOMES AND ASSESSMENT

A. STUDENT OUTCOMES – describe what students should know, understand, and/or be able to do at the conclusion of this program of study.

The goal of the MRED program is to graduate students who:

Possess foundational knowledge of real estate development;

Have mastered the skills needed for applied professional practice; specifically: o Conduct site evaluation and financial analysis property acquisition o Conduct market analysis o Negotiation and collaboration skills o Understanding of LEED accredited building and process that leads to accreditation o Social, environmental and financial sustainable development o TOD development - use of multi-modal systems including light rail, bus, pedestrian and

bicycle routes o Understanding of affordable housing public policy o Understanding of various municipal and state incentive programs for infill development o Understanding of land use planning and policies at local and state level

Possess the leadership and management skills needed to become effective leaders in the property development industry

Develop the critical thinking and evaluation skills needed to foster life-long learning

Develop a sense of philanthropy It is intended that the graduates of the Masters in Real Estate Development program will be able to obtain mid-career level positions at real estate development companies. The work of real estate developers requires strong skills not only in terms of real estate matters, but also in such areas as financial management, securing financing for developments, marketing and contracting with such subcontractors as architects and construction companies. The role of real estate developer has considerable value within the context of commercial property development, and as such leads to lucrative salaries for experienced, successful developers. The Master in Real Estate Development is intended to prepare students for the world of work. Graduates of the program will be employable with skills in sustainable real estate development, planning and design decision-making as it relates holistic and reductionist thinking from large to site-scale geographic areas of the globe. By exposing and encouraging alternate scenarios through vigorous use of case-based and problem-based pedagogies, graduates will have both a broad-based interdisciplinary master of real estate development degree and an area of particular emphasis through close academic advisement in selection of concentration courses and technical electives, and participation in the internship. B. STUDENT ASSESSMENT – provide a plan for assessing student outcomes while the students are in the program and after they have completed the degree. Assessment of student outcomes will consist of the following:

Passing grades in core and concentration courses.

Mid-term and exit surveys of Internship partners.

Successful matriculation and attainment of job commensurate with degree and interests.

Critical assessment by faculty and external reviewers of development studio projects.

Student exit assessment.

Survey of employers (public and private). V. STATE'S NEED FOR THE PROGRAM A - HOW DOES THIS PROGRAM FULFILL THE NEEDS OF THE STATE OF ARIZONA AND THE REGION? The state of Arizona is forecasted to almost double in population, from 6+ million to 11 million by 2042. The Southwest region of the U.S. is the second fastest growing region in the country. Over the same period, population growth in the U. S. is predicted to translate into 464 billion square feet of new construction for a total investment of $60 trillion.

Arizona is faced with the challenge of accommodating such growth economically, environmentally, and socially. As one of the state’s greatest assets, Arizona’s real estate requires the protection of proper planning and financial development, especially during periods of tremendous growth. At the same time, complex design and planning tools and sophisticated financial modeling and management for responsible property investing are increasingly driving the nature of the real estate industry.

The recent Great Recession has seen a significant loss of highly trained individuals in the real estate development industry. With the economic recovery, the industry has already seen a significant increase in demand throughout the region for well-trained professionals who understand the economic and environmental demands of sustainable real estate development.

The EMRED program is informed by many important disciplines at The University of Arizona including environmental studies, sustainable design and planning, and entrepreneurship and social responsibility. The degree will be distinguished by tracks in health care and urban infill and transit oriented development. The degree will advance the university’s land grant mission of teaching, research, and economic development.

B - IS THERE SUFFICIENT STUDENT DEMAND FOR THE PROGRAM? -- Explain and please answer the following questions.

1.What is the anticipated student enrollment for this program? (Please utilize the following tabular format).

5-YEAR PROJECTED ANNUAL ENROLLMENT

1st Year 2nd Year 3rd Year 4th Year 5th Year

Number of Majors 11 12 13 14 15

When fully populated, it is anticipated that the MRED program will admit 15 to 20 students per year. Greater student numbers are very likely when the real estate industry has fully recovered. Currently, ASU’s MRED program admits approximately 45 students per year. Their program was established in 2006, shortly prior to the market downturn. With the emphasis on sustainable real estate development, which differentiates the UA MRED program from the ASU MRED program, it is anticipated that we will be drawing students from the greater Phoenix area as well as other parts of the world where they are facing similar development issues.

Given that there has never been a master’s level real estate development program offered at the University of Arizona, it is believed that there is significant pent up demand for such a program. In fact, initial discussions with industry leadership to determine the potential reception and viability for the MRED program have been met with significant interest.

There are several bachelors’ degrees offered at the University of Arizona that are potential feeders for the MRED program including the Eller undergraduate business degree, the BS in Urban and Regional Development, the BSSBE degree and the Master’s in Planning.

2 - What is the local, regional and national need for this program? Provide market analysis data or similar evidence of the need for this program. Include an assessment of the employment opportunities for graduates of the program during the next three years.

The evidence for the need for MRED graduates is straight-forward based on the following three issues:

Population Growth - As stated previously, tremendous growth is projected for the Sun Corridor megapolitan area in the coming decades in the form of in-migration and a growing resident population.

According to Marshall Vest of Eller’s Economic and Business Research Center, “In the annual update of our 30-year projections, we show Arizona’s population topping 10.2 million in the year 2042. That will easily put Arizona among the top-ten ranked states for the most residents. By 2042, nearly four million more people than live here today will call Arizona home.” This population growth translates to need for housing and jobs, which translates to the sustainable development and re-development of our communities to appropriately accommodate this growth.

Significant industry layoffs – The Great Recession forced the real estate industry to severely contract and employees were laid off in large numbers from 2006 – 2010 as both the private and the public sectors right-sized their operations. For example, homebuilders in Arizona laid off as much as 95% of their employees during the recession. The industry suffered a severe drain of talent as employees either left the industry or left the region in search of employment. According to Marshall Vest, from the peak to the trough, there was a loss of 47.5% of construction jobs in Tucson and 54.8% in Arizona as a whole. Vest is projecting an increase of 25% in the construction industry over the next three years.

Sophistication of Industry - In the mid-1980s the real estate industry matured to one with great complexity and an increasingly institutional ownership structure. The increased complexity of the industry created a demand for practitioners who possessed a comprehensive real estate education. To deal with the complexity of the field and its far-reaching effects, today's industry professionals require advanced training to prepare them to operate in increasingly technical and interrelated areas and to address the growth-related issues in the Sun Corridor. Today it is a general acceptance that a good education in real estate is needed to succeed in the industry. Real estate programs provide an excellent training ground for professionals. Graduate education is commonly a prerequisite to advancing in many aspects of real estate. Real estate programs have reflected a commitment to creating a conceptual framework for dealing with real estate development issues in a professional forum. As an increasingly complex, highly competitive, fast-paced industry, its practitioners are often finding that they need to further their knowledge and skills to advance. A graduate degree can open doors to greater job and career opportunities and command a higher salary in the marketplace.

Employment opportunities for MRED graduates include Property, Real estate and community association managers, Urban and regional Planners, Construction Managers and Architectural and Engineering Managers. A sample of careers include large public real estate companies; small private entrepreneurial organizations; regional investors; companies that specialize in a single product (e.g. office/retail/multi-family); non-profits involved in areas such as affordable housing; corporations that own real estate; companies that finance real estate; and companies that provide services such as design and architecture firms, brokerage companies, investment banks, REITs, and various consultancies. Careers in the public sector at the city, county, state, federal or military level offer interesting and rewarding career opportunities related to real estate. The skill sets are also transferable to other industries and sectors of the economy. In his recent update, Vest projects that employment sectors that will gain the largest shares are professional and business services (from 14.4% to 16.8%), health care & social assistance (from 14.9% to 18.2%), and financial services (from 6.9% to 7.4%).

3 - Beginning with the first year in which degrees will be awarded, what is the anticipated number of degrees that will be awarded each year for the first five years? (Please utilize the following tabular format).

PROJECTED DEGREES AWARDED ANNUALLY

1st Year 2nd Year 3rd Year 4th Year 5th Year

Number of Degrees

10 11 12 13 14

VI. APPROPRIATENESS FOR THE UNIVERSITY -- Explain how the proposed program is consistent with the University mission and strategic direction statements of the university and why the university is the most appropriate location within the Arizona University System for the program.

The MRED degree aligns with ABOR’s 2020 Vision as well as The University of Arizona’s 2013-2017 Strategic Plan, specifically in the following areas:

Educational Excellence and Access—quality degree production aimed at increasing the educational attainment of Arizonans.

The MRED program will expand access and enhance educational excellence in the area of real estate development by attracting, retaining and graduating qualified students.

Research Excellence—national research prominence for Arizona University System with peer rankings of top American research universities.

MRED students will be involved in research activities through the Drachman Institute in the form of internships or graduate research assistantships. The program has already re-established a research based relationship with the Pima County Real Estate Research Council, which will fund ongoing research activities with the MRED program. Students will have the opportunity to engage in real estate research with the City of Tucson, Pima and County and private development companies.

Community Engagement and Workforce Development—research, economic development, and community engagement used to strengthen the economy and improve quality of life in Arizona.

The MRED program will expand workforce impact by increasing the number of citizens with the skills and understanding to fill shortages in emerging sustainable design and building markets and to stimulate Arizona’s future economic opportunities in these same areas. To help Arizona compete in the 21st century’s globalizing economy, the MRED degree will provide an educated workforce to potential employers and contribute toward increasing the state’s number of degree holders at the Master’s levels. The MRED degree program will be based on a rich and varied set of existing CAPLA partnerships with public, business, and non-profit agencies related to sustainable design, planning, and construction. The MRED program will expand community engagement and serve as a laboratory for addressing Arizona’s complex and interrelated environmental, social, and economic needs. The MRED will serve to enrich individual lives and advance the collective well-being of our society.

Productivity—resources maximized to produce greater numbers of quality degrees without sacrificing quality.

The College of Architecture, Planning and Landscape Architecture will be the academic home for the Real Estate Development degree. Within the College of Architecture, Planning and Landscape Architecture reside three academic programs: Architecture, Planning, and Landscape Architecture along with the nationally renowned research and outreach center, the Drachman Institute. CAPLA has a history of cooperation with other units on campus that includes dual degrees and joint research.

CAPLA will achieve international recognition as the leading educational institution in sustainable design, planning, and management for arid regions. CAPLA advances the University’s standing as a premier institution devoted to the environment, sustainability, and global climate change adaptability. As a professional college, CAPLA’s Core Mission and strength is the education of architects, landscape architects, and urban planners with a sensibility honed on the edge conditions of an extreme climate on a major international border. CAPLA will expand this mission toward a broader undergraduate education in sustainable built environments that offers opportunities to compete in a wide range of sectors of the expanding 21st century green economy. Research and graduate education will concentrate on critical issues that both impact quality of life in Arizona and advance the University. Identified below as CAPLA Focus Areas, all are inherently interdisciplinary and cut across the units of the college and university.

As a campus leader in community engagement, CAPLA advances the University’s historic land grant mission through design and planning assistance to diverse communities throughout the state of Arizona. Through its new center in Downtown Tucson, CAPLA will serve as a 21st century, urban counterpart to the UA's traditional agricultural experiment station, embracing Tucson and Arizona in the creation of a “Communiversity” - a laboratory for the development and testing of design and planning strategies that envision urban sustainability, engage a diverse public with decision making tools, and set into motion the regulatory environment and public services to enable that vision. VII. EXISTING PROGRAMS WITHIN THE ARIZONA UNIVERSITY SYSTEM

Arizona University System -- List all programs with the same CIP code definition at the same academic level (Bachelor's, Master's, Doctoral) currently offered in the Arizona University System. (Please utilize the following tabular format).

PROGRAM

CIP PROGRAM LOCATION ACCREDITATION?

CODE1 University & Site

YES/NO

1 4.1001 MRED ASU – Phoenix No

2

VIII. EXPECTED FACULTY AND RESOURCE REQUIREMENTS

A – FACULTY – The MRED program will be supported by a combination of both current faculty and additional faculty for a total FTE of 4.05. Currently faculty will represent 1.95 FTE and additional faculty will represent 2.1 FTE, including the new Assistant Professor who will be supporting the program.

1 - Current Faculty -- List the name, rank, highest degree, primary department and estimate of the level of involvement of all current faculty members who will participate in the program. If proposed program is at the graduate level, also list the number of master's theses and doctoral dissertations each of these faculty members have directed to completion. Attach a brief vita for each faculty member listed.

Name Rank Highest Degree

FTE in MRED

# of Masters Theses

Janice Cervelli Professor and Dean MLA 0.1 0

Mary Hardin Professor and Associate Dean MArch 0.1 15

Lauri Johnson Professor and Director SLA&P MLA 0.1 54

R. Brooks Jeffery Professor and Director MLS 0.1 39

Gary Pivo Professor Ph.D. 0.25 25

Ronald Stoltz Professor MLA 0.1 85

Eve Edelstein Associate Professor Ph.D. 0.25 60+

Mark Frederickson Associate Professor Ph.D. 0.1 100+

Ryan Perkl Assistant Professor Ph.D. 0.25 2

Iris Patten Assistant Professor Ph.D. 0.25 0

Elizabeth Scott Assistant Professor MLA 0.1 18

Lucinda Smedley Adjunct/Program Director MA 0.25 0

This represents just under 2 FTE of current faculty in the MRED program.

2 - Additional Faculty -- Describe the additional faculty needed during the next three years for the initiation of the program and list the anticipated schedule for addition of these faculty members. The program will be launched with the hire of one FTE tenured track faculty, an Assistant Professor, targeted for Spring 2014, who will be responsible for developing curriculum for the transit oriented development and public/private partnerships concentration. Similar to ASU’s MRED program, the CAPLA MRED program will also be supported by faculty associates (adjuncts) who are highly regarded professionals in the field of commercial and residential real estate development. The adjunct faculty will bring a variety of experience to the program and will teach approximately 40% of the courses in the program. It is anticipated that some adjuncts will have terminal degrees pertaining to the course they are teaching, i.e. the law class would be taught by a practicing land use attorney. Others may not have terminal degrees relating directly to real estate development. Successful developers have a variety of educational backgrounds including finance, landscape architecture, education, business administration, urban and economic geography, regional development and marketing. Please refer to the attached representative list of potential adjunct faculty. The use of adjuncts in the MRED program is designed to accomplish two things:

they will bring real time, real world applications to the classroom;

it will further strengthen the connection of this applied graduate degree to the real estate development industry.

Name Rank Highest Degree

FTE in MRED

# of Masters Theses

New Hire - TBD Assistant Professor Ph.D. 0.6 0

New Hire - TBD Adjunct MA + 0.25 n/a

New Hire - TBD Adjunct MA + 0.25 n/a

New Hire - TBD Adjunct MA + 0.25 n/a

New Hire - TBD Adjunct MA + 0.25 n/a

New Hire - TBD Adjunct MA + 0.25 n/a

New Hire - TBD Adjunct MA + 0.25 n/a

This represents an additional 2.1 FTE in the MRED program, for a total of 4.05 FTE.

3 - Current Student and Faculty FTEs -- Give the present numbers of Student FTE (identify number by graduate and undergraduate students) and Faculty FTE in the department or unit in which the program will be offered. The academic home is in the College of Architecture, Planning and Landscape Architecture. The MRED degree will be administered by the CAPLA Dean. There are 42.5 FTE faculty in CAPLA with 140 FTE graduate students and 272 FTE undergraduate students.

4 - Projected Student and Faculty FTEs -- Give the proposed numbers of Student FTE and Faculty FTE for the next three years in the department or unit in which the program will be offered. As described in IV. A. 1, in three years the graduate student population should be approximately 12 new students with a projected maximum at 15-20 after five years.

B - LIBRARY 1 - Acquisitions Needed -- Describe additional library acquisitions needed during the next three years for the successful initiation of the program. The library holdings are considered adequate. Most of the information in this emerging discipline is on-line in digital formats.

C - PHYSICAL FACILITIES AND EQUIPMENT 1 - Existing Physical Facilities -- Assess the adequacy of the existing physical facilities and equipment available to the proposed program. Include special classrooms, laboratories, physical equipment, computer facilities, etc. The Master in Real Estate Development is not a studio-based or laboratory-based program. The degree could generate 15 new-to-the-campus degree students, with 12 new courses and increased enrollments in existing courses. The courses can be accommodated within existing space at CAPLA and under-

utilized space at UA Downtown. The CAPLA Computer Lab is adequate to support specialized software requirements. The MRED degree does not anticipate out of the ordinary demands on these facilities. 2 - Additional Facilities Required or Anticipated -- Describe physical facilities and equipment that will be required or are anticipated during the next three years for the proposed program. As stated in the previous point, additional classroom demand should be expected. Of the 18 total MRED classes mentioned, 12 are new thus requiring lecture-style classrooms.

D - OTHER SUPPORT

1 - Other Support Currently Available -- Include support staff, university and non-university assistance. Additional staff support is needed as follows in a part time capacity: business management, administration assistance. Development and career management will be handled by the MRED Director. Other support is required as listed in the budget analysis.

2 - Other Support Needed, Next Three Years -- List additional staff needed and other assistance needed for the next three years. The program will be hiring a full time senior program coordinator to handle the day to day coordination of the program. This person will provide support to the marketing, development, recruitment, career management, and business management components of the program. IX.FINANCING

A - SUPPORTING FUNDS FROM OUTSIDE SOURCES -- List. The program will be supported by organizations and private companies within the real estate industry in the form of grants, scholarships, internships and jobs. The Real Estate Development director comes from the private sector of the industry and has well-established relationships that are being cultivated in the form of strategic partnerships and support for the program. The program has already re-established annual funding support from Pima County Real Estate Research Council, which will provide support for principal investigators and graduate research assistants. Additional strategies for support include the development of events and programs, student internships, an advisory board and an urban research lab, which will provide support for sustainable urban development and redevelopment.

B - BUDGET PROJECTIONS FORM -- Complete the budget projections form describing the current departmental budget and estimating additional costs for the first three years of operation for the proposed program. Please note that these costs for each year are incremental costs, not cumulative costs. See Appendix A – Budget Projection Form, Appendix B – MRED Pro Forma and Appendix C – MRED Business Plan.

X.OTHER RELEVANT INFORMATION Not Applicable