peralta community college district berkeley city college

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Peralta Community College District

Berkeley City College College of Alameda

Laney College Merritt College

Career Technical Education (CTE) Program Review

Handbook

Fall 2015 Version 3.

Table of Contents

Purpose and Goals 1. Components in the Process 2. The CTE Program Review Team 3. Core Data Elements 4. Definitions 6. The CTE Program Review Narrative Report 7. Appendices 18.

Appendix A. Program Review Resource Requests Template 19.

Appendix B. Integrated Goal Setting Template 20.

Appendix C. Validation Template 21.

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Purpose and Goals

The information gathered during the program review process provides the basis for informed decision making in the Peralta Community College District. Comprehensive Instructional Program Review is a systematic process for the collection, analysis, and interpretation of data concerning a program or department and its curriculum. It provides program and/or departmental accountability by collecting, analyzing and disseminating information that will inform integrated planning, resource allocation, and decision-making processes. The primary goals are to:

Ensure quality and excellence of academic programs.

Provide a standardized methodology for review of instructional areas.

Provide a mechanism for demonstrating continuous quality improvement, producing a foundation for action.

Identify effective and exemplary practices.

Strengthen planning and decision-making based upon current data.

Identify resource needs.

Develop recommendations and strategies concerning future directions and provide evidence supporting plans for the future, within the department, at the college and at the District level.

Inform integrated planning at all levels within the College and the District.

Ensure that educational programs reflect student needs, encourage student success, and foster improved teaching and learning.

Provide a baseline document for demonstration of continuous improvement and use as a reference for future annual program updates.

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Components in the Process

The CTE Program Review process, which occurs every three years, consists of answering a set of questions designed to aid in the examination of a discipline, department or program. These questions direct faculty to examine the curriculum, pedagogy, assessment results, and resource areas related to student success and to analyze findings in order to develop a plan that will improve the quality of teaching and learning. The primary components in the CTE Program Review process include:

The CTE Program Review Team

Core data elements

Completion of a CTE Program Review Narrative Report every three years

Validation of the CTE Program Review Report

Completion of three reporting templates (found in the appendix). They are:

The CTE Program Review Resource Requests Template in which to summarize key resource needs.

The Integrated Goal Setting Template in which to set goals, objectives and action plans based upon the Comprehensive Instructional Program Review findings in alignment with PCCD Strategic Goals and Institutional Objectives.

The Validation Process Form in which to document the validity of the program review.

Annual Program Updates (APUs), which review progress in meeting goals identified in the CTE Program Review, are completed in the alternate years within the CTE Program Review three year- cycle.

_____________________________________________________________________________ Thus, the recommendations and priorities from the CTE Program Review feed directly into the development of departmental and/or unit plans. In turn, the departmental and/or unit plans serve as the driving mechanisms in formulation of updated educational, budget, technology and facilities plans.

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The CTE Program Review Team

Each discipline, department or program at the college will assemble a Comprehensive Instructional Program Review Team at the College that is comprised of the following members:

Department Chair, Program Coordinator, or discipline designee.

Division Dean

Two additional faculty members, if applicable.

All faculty members within a department are encouraged to participate in the comprehensive Instructional Program Review process, although participation is not mandatory.

A college body, such as a validation committee or institutional effectiveness committee, comprised of faculty outside of the discipline, department or program.

_____________________________________________________________________________ The CTE Program Review Team will analyze the core data elements, course outlines, SLO assessment results, and complete the CTE Program Review Narrative Report. ______________________________________________________________________________ Validation: A designated college body, such as a validation committee or institutional effectiveness committee, will review the CTE Program Review Narrative Report to ensure completeness of the narrative report, the resource needs template, and the goal setting template. The validation committee will complete the validation form, including signatures, included in Appendix C and make recommendations to the Vice President of Instruction.

CTE Core Data Elements

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Part I. District Office

The District Office of Institutional Research will provide the following data to the College discipline, department or program by October 1st of each comprehensive program review year.

Total enrollment data for each discipline, department or program (unduplicated) for the last three years disaggregated by age, gender, ethnicity and special populations.

Enrollment data for individual courses, by time of day, fall, spring and summer sessions, for the last three years.

FTES per FTEF (productivity) by course and discipline, department or program for the last three years.

College productivity rate for the last three years.

Productivity for comparable CTE departments for the last three years.

Degrees and certificates awarded, by discipline, department or program disaggregated by age, sex and ethnicity for the last three years.

Total degrees and certificates awarded by the college, per year, for the last three years.

Retention rates by course and discipline, department or program for the last three years.

Overall college retention rate.

Retention rates for comparable CTE departments for the last three years.

Course completion (student success) rates, by course and discipline, department or program for the last three years.

College course completion rates for the last three years

Faculty Demographics: Full-time/part-time, age, gender, ethnicity

Labor Market Information and Trends:

o Data by O*NET classification (from Career Zone California) on new and replacement job projections and wages

o Data/Reports from Centers of Excellence (COE) on industry sectors o EMSI data or other sources of EDD data

___________________________________________________________________________

Data SOURSE????

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Part II. College

A. The Office of Instruction and/or the Curriculum Specialist at the College will provide the following to each discipline, department or program.

A list of active courses in the discipline, department or program and the date they were last updated/approved.

A list of degrees and certificates

___________________________________________________________________________

B. The Office of Instruction and/or SLO Coordinators at the College will provide the following to each discipline, department or program.

A list of courses and programs that depicts the current status of assessments at the course and program levels.

______________________________________________________________________________

C. The Office of Instruction at the College will provide the following to each discipline, department or program.

A copy of the PCCD Strategic Goals and Institutional Objectives for the current academic year.

A copy of the College Goals and Objectives for the current academic year.

What are they?

This would really be nice to have!

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Definitions Discipline: An individual area of study within a department/program. Each discipline consists of all the courses in the Master Course file that make of the discipline. This is the baseline level of instruction and is linked to a Taxonomy of Programs (TOP) code. TOP is a classification system for academic programs in the California Community Colleges. Department/Program: An organized sequence of courses, or series of interdisciplinary courses, leading to a defined objective, a degree, a certificate, a diploma, a license, or transfer to an institution of higher education (Title 5 Section 55000). FTEF (Full Time Equivalent Faculty): Also known as load equivalency. A full-time instructor teaching 15 lecture hours per week for one semester = 1.0 FTEF. One lecture hour = 50 minute instructional period. One lab hour = .8 of one lecture hour equivalent. This is a semester, or term, measure. FTES (Full Time Equivalent Student): This measure is used as the basis for computation of state support for California Community Colleges. For example, one student attending 15 hours a week for 35 weeks (one academic year) generates 1 FTES. WSCH: Weekly Student Contact Hours. For a particular class, Weekly Contact Hours = number of class hours per week, and WSCH for the class = total number of weekly contact hours for all students in the class as of census date. To compute the FTES generated by a 17.5 week semester class use the formula: FTES = WSCH x 17.5 / 525 For example, a class of 40 students meeting 3 hours per week generates 120 WSCH, and so FTES = 120 x 17.5 / 525 = 4.0 FTES/FTEF (Productivity): The ratio of full-time equivalent students to full-time equivalent instructors. This is a measure of class size and will differ across disciplines and types of classes. For lecture classes, Productivity = enrollment/2. For example, if there are 35 students in a lecture class, productivity = 35/2 = 17.5. Retention: The percent of students earning any grade but “W” in a course or series of courses. To compute retention for a class, take class completion with grade other than “W” and divide by enrollment at census. Grade other than W = A, B, C, D, F, I, Pass, No Pass, In Progress, Report Delayed, No Grade

Student Success: Course completion rate with a grade “C” or better.

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The CTE Program Review Report

1. College: Merritt College Discipline, Department or Program: Real Estate Date: October 30, 2015 Members of the Comprehensive Instructional Program Review Team: Guy Forkner, Carl Ogden Members of the Validation Team: ______________________________________________________________________________ 2. Narrative Description of the Discipline, Department, or Program:

Please provide a mission statement or a brief general statement of the primary goals and objectives of the discipline, department or program. Include any unique characteristics, degrees and certificates the program or department currently offers, concerns or trends affecting the discipline, department or program, and a description of how the discipline, department or program aligns with the college mission statement. We are updating and modifying our program, to add the skills and knowledge required by our rapidly changing market place. We are working directly with the local communty, local government, industry leaders and professional associations. To become more relevant to our marketplace by reaching out and working directly with our local, state & federal governments organizations, listening to our industry leaders and professional associations our goal is. Working with the Merritt College’s Real Estate Forum is working with active student, local business leaders, & Merritt College Alumni to form a professional, advisory & social organization. The Forum is organized to listen to the communities needs and desires for current skills, & knowledge plus guide Merritt College to meet the evalving needs of the community Fee Based courses, guest speakers & guest bloggers on the Forum’s website are being created because of the repeated requests for what skills & knowledge are needed to succeed in what is turning out to be an Internet & local/international Real Estate market the Form needs to cover buyers, sellers, investors, Property managers, lenders, developers, and now more than ever cities and counties. The Real Estate program has been majorly affected by the educational desires of a rather large underserved niche group of prospective students. Those adults (already working, married, with children, in many cases, already with degrees & advanced degrees) with needs & desires for classes with Real Estate, skills and knowledge, offered on Fridays and both Saturday & Sunday i.e. weekends. "Merritt Real Esate Forum” will be facilitating the creation of tools such as Social Media, use of cell phones, and how websites & SEO (Search Engine Optimization) can be used too great benefit, with special emphasis & customization of social media, such as LinkedIn, Facebook, YouTube, & etc.

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Real Estate is the largest industry globally based on assets. Real Estate far exceeds the sum of

the stock and bond market. Real Estate is not only a mirror on our the economy, but is also a Leading Indicator and influencer to the health of the economy! Since the need for Real Estate Education comes in advance of the economy turning up, the program needs to be staffed countercyclical to the economy. That is when the overall economy is down the need for education and upgrading one’s knowledge and skills is required by all of those presently in the industry and those that wish to join the industry.

Starting 2014 the state licensing rules changed slightly, the student must complete 3 of our Real Estate courses, to be eligible to take the state salesperson’s exam, plus work for two years as a licensed salesperson. Then by completing an additional 5 classes to be eligible, with a total of eight classes to take the California Broker’s exam. .The additional Real Estate courses skills & knowledge, plus the planned entrepreneurial workshops, will greatly increase the student’s chances of business success

The Real Estate Program at Merritt College provides a complete & comprehensive offering for beginning through advanced students. For students who are seeking a new occupation or to improve the students existing skills & knowledge in the Entrepreneurial Business of Real Estate. This program reflects the current economic health of the East Bay, California, the US, & internationally!

Merritt Colleges Real Estate Program has been in existence 30+ years established in 1982. The

program has survived the market ups and downs over the history of the program. The Real Estate Program Offers Weekend, Online As Well as Day and Evening Classes. Students Are encouraged to earn both Their Bureau Real Estate Salesperson’s License and their “BRE” broker’s licenses. In addition students may earn certificates in Property Managemen through Mortgage Lending as well as earn an AA degrees.

For those that pass the BRE exams, the Merritt Real Estate Program, employment is

approaching 100% placement of our students in the real estate area of their expertise and/or choice. In addition the program provides the students with the skills and knowledge to succeed in these fields. Our students are given the opportunity to work in the Real Estate fields in the following capacities; Real Estate agents & brokers, in specialties such as: single-family, multifamily, commercial/industrial, raw land & project design, plus city and County development offices, Property Managers, Appraisers Mortgage Banking & Mortgage companies, financiers, land developers including acquisition & development, Investor acquisition & Government Services, to name a few.

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It is becoming apparent that the Real Estate Program needs to be able to publish its DRAFT semester Courses Schedule three semesters in advance, i.e. publishing in the middle of each semester for the next three semesters class schedules. To accomplish this we propose to put a Draft schedule on the Real Estate Forum’s website to assist those students that would like to plan their California State BRE testing schedule.

To accomplish all of the above, the Real Estate Program will need two interns per semester, housed in a secure area similar to the Dean’s suite or conference room.

The Real Estate Program has extended its offerings to create the “best” Real Estate Program in the state of California. the Program has developed new online courses and several new courses in the process of being approved. The Program will develop new courses as they become relevant.

The Program will continue to be active with the four local real estate boards, the CA Bureau of Real Estate, California Real Estate Assocation and National Real Estate Association in developing professional standards for our students and the real estate industry.

The future holds opportunities to expand into distant learning programs & fee-based courses, as well as programs related to RE Marketing, Construction for RE agents, Loan Brokers, and the offering of the new courses: Marketing in the Cell phone Age, E-commerce for RE agents and Common Interest Development (CID).

The Program(s) is in the process of developing courses to meet the requirements for the Continuing Education Courses of the California Bureau of RE (BRE).

The Real Estate Program has nurtured the Merritt Real Estate Forum, a studentbody club and community anvisory group. The Real Estate Forum is a place for students, alumni & Community Real Estate Leaders (membership 600+ members) to join and share ideas & Best Practices. Plus the Forum is considering creating a series of fee-based & free informational discussions, blogs, and webinars covering how to succeed in the dynamic and entrepreneurial Real Estate local, & international market

The Forum has been the Real Estate Programs primary outreach in the community. The goal is to provide skills and knowledge to the community; an example is to help property owners in forclosure and to provide a venue for needed information to the community and businesses during the current economic ups & downs.

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______________________________________________________________________________ 3. Curriculum: Please answer the following questions and/or insert your most recent curriculum review report (within the past 3 years) here. Attach the Curriculum Review Report or Answer these Questions:

Have all of your course outlines of record been updated or deactivated in the past three years? If not, list the courses that still need updating and specify when your department will update each one, within the next three years.

Yes

What are the discipline, department, or program of study plans for curriculum improvement (i.e., courses or programs to be developed, enhanced, or deactivated)? The marketplace and the California K – 12 system, seem to be pointing away from keyboarding and computers. Merritt College has not taught keyboarding in multiple years. It appears to be extremely important that Merritt College fill the informational & training gap(s) for cell phones and tablets.

Please list your degrees and/or certificates. Can any of these degrees and/or certificates be completed through Distance Education (50% or more of the course online)? Which degree or certificate?

1. Broker Manager Certificate of Achievement 2. Entrepreneurial Business Managers Certificate of achievement in Real Estate 3. Entrepreneurial Small Business Certificate of achievement in Real Estate 4. Real Estate for Entrepreneurial Owners & Professionals Certificate of achievement 5. Advanced Real Estate for Entrepreneurial Business Managers Certificate of

Achievement 6. Common Interest Development Certificate of Achievement

______________________________________________________________________________ 4. Assessment: Please answer the following questions and attach the TaskStream “At a Glance” report for your discipline, department, or program for the past three years Please review the “At a Glance” reports and answer the following questions. Questions:

How does your discipline, department or program ensure that students are aware of the learning outcomes of the courses and instructional programs in which they are enrolled? Where are your discipline, department or program course and program SLOs published? (For example: syllabi, catalog, department website, etc. If they are on a website, please include a live link to the page where they can be found)

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Briefly describe at least three of the most significant changes/improvements your discipline, department or program made in the past three years as a response to course and program assessment results. Please state the course number or program name and assessment cycle (year) for each example and attach the data from the “Status Report” section of TaskStream for these findings. Improvement 1.

Add a Social Media Course Improvement 2. Add multiple certificates of achievement Improvement 3. Begin the process of adding a four year Real Estate degree

Briefly describe three of the most significant examples of your discipline, department or program plans for course and /or program level improvement for the next three years as result of what you learned during the assessment process. Please state the course number or program name and attach the data from the “Assessment Findings and Action Plan” section for each example.

Plan 1. New four year degree in real estate studies Plan 2. New stackable low unit Certificates of Achievement for both business, Economics and Real Estate

I. Entrepreneurial Business Managers Certificate of Achievement in Real Estate II. Real Estate for Entrepreneurial Owners & Professionals, Certificate of

Achievement III. Advanced Real Estate for Entrepreneurial Business Managers, Certificate of

Achievement IV. Entrepreneurial Small Business, Certificate of Achievement in Real Estate V. Entrepreneurial Small Business companion Courses Certificate of Achievement

VI. Broker Manager Certificate of Achievement VII. Common Interest Development, Certificate of Achievement Plan 3.

I. Entrepreneurial Economics, Certificate of Achievement II. Entrepreneurial Accounting, Certificate of Achievement

Describe how assessment results for Distance Education courses and/or programs compare to the results for the corresponding face-to-face classes. Basically identical

Describe assessment results for courses with multiple sections. Are there similar results in each section?

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Describe your discipline, department or program participation in assessment of institutional level outcomes (ILOs).

How are your course and/or program level outcomes aligned with the institutional level outcomes? Please describe and attach the “Goal Alignment Summary” from TaskStream.

______________________________________________________________________________ 5. Instruction:

Describe effective and innovative strategies used by faculty to involve students in the learning process. 1. Developing workbook(s) for Entrepreneurial Small Businesses to begin learning

social media and the time and effort needed to succeed. i. An example:

i. Of a first assignment might be to set up and implement a personal LinkedIn account.

ii. Seven days later create a LinkedIn business page.

2. Developing Best Practices handouts for those students, in such things as, how many people does one need to have on their list, to be able to have sufficient referrals, from one’s list to be able to make the income goal, the student has set for themselves.

i. How to create their lists? ii. How to keep the lists members referring their Real Estate Referrals to the

student

How has new technology been used by the discipline, department or program to improve student learning?

How does the discipline, department, or program maintain the integrity and consistency of academic standards with all methods of delivery, including face to face, hybrid, and Distance Education courses?

How do you ensure that Distance Education classes have the same level of rigor as the corresponding face-to-face classes?

Briefly discuss the enrollment trends of your discipline, department or program. Include the following:

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o Overall enrollment trends in the past three years o

Extreme negative affect due to capricious cutting of classes without regards to student needs or desires or covering Merritt Colleges fixed costs.

Please insert the data chart here

o An explanation of student demand (or lack thereof) for specific courses.

CTE division needs and inbound marketing plan. The plan needs to be created, i.e. clerical help to assist the students who are looking for information on the Real Estate Program, certificates, and courses. This would include the creation of a cell phone app for the CTE department.

o Productivity for the discipline, department, or program compared to the college

productivity rate.

Please insert the data chart here College productivity rate ____________

o Salient factors, if known, affecting the enrollment and productivity trends you mention above.

Are courses scheduled in a manner that meets student needs and demands? How do you know?

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Many of our potential or prospective students are adults, employed, many with degrees, who are looking for skills and knowledge upgrades in the CTE area appear not to be transfer or AA degrees. Many of these students need additional weekend classes as that is the only time they are able to comfortably take classes. Ideally this would be utilizing Friday evening, Saturday & Sunday class hours.

Recommendations and priorities.

Growth of weekend classes sections primarily Saturday Sunday classes to accommodate the above underserved demographic.

______________________________________________________________________________ 6. Student Success:

Describe course completion rates (% of students that earned a grade “C” or better or “Credit”) in the discipline, department, or program for the past three years. Please list each course separately. How do the discipline, department, or program course completion rates compare to the college course completion standard?

College course completion standard ________________ Please insert the data chart here or complete the section below. Department/discipline course completion rates: Course 1._______________________ ______ (course name and number) rate Course 2. ._______________________ ______ (course name and number) rate Course 3. ._______________________ ______ (course name and number) rate Course 4. ._______________________ ______ (course name and number) rate ETC. Discussion:

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Describe course completion rates in the department for Distance Education courses (100% online) for the past three years. Please list each course separately. How do the department’s Distance Education course completion rates compare to the college course completion standard?

College course completion standard ________________ Please insert the data chart here or complete the section below. Department/discipline Distance Education (100% online) course completion rates: Course 1._______________________ ______ (course name and number) rate Course 2. ._______________________ ______ (course name and number) rate Course 3. ._______________________ ______ (course name and number) rate Course 4. ._______________________ ______ (course name and number) rate ETC. Discussion:

Describe course completion rates in the department for Hybrid courses (less than 100% online) for the past three years. Please list each course separately. How do the department’s Hybrid course completion rates compare to the college course completion standard? College course completion standard ________________ Please insert the data chart here or complete the section below. Department/discipline Hybrid course completion rates: Course 1._______________________ ______ (course name and number) rate

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Course 2. ._______________________ ______ (course name and number) rate Course 3. ._______________________ ______ (course name and number) rate Course 4. ._______________________ ______ (course name and number) rate ETC. Discussion:

Are there differences in course completion rates between face to face and Distance

Education/hybrid courses? If so, how does the discipline, department or program deal with this

situation?

Has the district had any of these hybrid courses?

1. One portion of the class being face-to-face

2. one portion of the same class being totally online

3. This could mean that all of the quizzes and perhaps the lectures were online it

was truly group A and group B i.e. group A totally face-to-face & group B totally

online.

Will need to get the national and state plus Community College overall rates to see a virus

are high or low. Otherwise all we can see is a trend line and we would have no way to

evaluate whether that was good or evil.

How do you assess the overall effectiveness of Distance Education course?

1. Merritt College – Nationally? – Nil 2. Merritt College – Statewide? – Moderate 3. Merritt College – Districtwide? – Exemplary 4. Or Merritt College – ? – May be some trauma converting to Canvas.

Describe the discipline, department, or program retention rates (After the first census, the

percent of students earning any grade but a “W” in a course or series of courses). for the past

three years. How does the discipline, department, or program retention rate compare to the

college retention standard?

College retention standard ________________

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Discipline, department, or program retention rates Year 1._______________________ Year 2. ._______________________ Year 3. ._______________________ Discussion: Isolated numbers will give us nothing to base business decisions upon, only a point in time.

What has the discipline, department, or program done to improve course completion and retention rates? What is planned for the next three years?

Open up weekends, as defined by Friday evening Saturday & Sunday. This demographic is not served by the normal Monday through Friday 8 to 10 class hours.

What has the discipline, department, or program done to improve the number of degrees and certificates awarded? Include the number of degrees and certificates awarded by year, for the past three years. What is planned for the next three years?

We are requesting clerical help either as volunteers or interns to 1) respond to student inquiries, 2) create a Takers and Completers database that would allow the students to be updated on which certificates and degrees the courses they are taking make them eligible for. At present basically no data tracks any one student from passing their first class, to certificate, to degree, or to transfer.

______________________________________________________________________________ 7. Human, Technological, and Physical Resources (including equipment and facilities):

Describe your current level of staff, including full-time and part-time faculty, classified staff, and other categories of employment. Full-time faculty headcount ____________ Part-time faculty headcount ____________ Total FTEF faculty for the discipline, department, or program _____________ Full-time/part-time faculty ratio _________________ Classified staff headcount ______________

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Describe your current utilization of facilities and equipment.

1. Cloud phone number for student inquiries to be stored until they can be answered.

2. Supplies ($500.00) i.e. print cartridges, four sets of white board markers (primary colors),

dry board erasers a pen & pencils, etc.

3. Faculty Tablets with accessories.(8 * $1,000.00 = $8,000.00)

4. 3-D printers, from $500-$2, 500 each (Rapidly Prototyping Machine)

5. 3-D printers supplies estimated at $500 initial

6. 3-D scanner estimated $1, 500

7. Mechanical & architectural drawing 2D & 3D software estimated cost $4, 000 per lab

8. New Cell Phone App for CTE, Business & Real Estate Programs. ($2,500.00)

9. Video camera and tripod to replace those stolen. Camera to be used to record meetings and

helping students to create YouTube blogs. Estimated $250-$1, 000

10. Total $18,500

11. 2 Interns per semester, with work space similar to the Dean’s suite or conference room.

12. Hire a full time instructor

a. Meet the needs of the expanding high school program

b. To strengthen the balance needed in the Program or one shared with Real Estate &

business.

13. Create a pool, of not less than three adjunct faculty, to be used in filling late start courses &

the new in the jail college program.

14. Dedicated Office, storage and meeting room for each full-time faculty member and one for

the adjunct faculty members.

15. There is a need to update the program(s) with software and training with the new social

marketing programs.

a. Mechanical & architectural drawing 2D & 3D software

b. Software to enable students to create cell phone apps and websites taking advantage

of social media.

c. The present computer labs are stretched to their limits, and the software is old and

almost out of date.

16. 3 D Printer to demonstrate the use of a small, inexpensive, model can do for marketing

either to the buyer and/or to the seller.

17. Merritt College Cell phone app for all of CTE or specifically for social media marketing

18. Administrative assistant and/or interns to answer or reply to phone calls and/or email request for information for the all Departments.

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19. Lecture rooms in the Science Building have the following major deficiencies: a. Desks are not designed for the mature adults (those with tommy’s) so that

they can sit comfortably in the chairs designed for adults not freshmen and sophomores.

b. HVAC in the new science building is set up so that it is possible, for the room to be ice cold on one half and uncomfortably hot and the other half.

c. There does not appear to be any stadium seating for lectures in the present configuration of the new science building. Hence the need to convert at least two of these lecture rooms to stadium seating. It would be strongly recommended that the rectangular room be set up so the stadium seating run perpendicular to the long sides the of the room rather than as presently set up the desks are lined up perpendicular to short side of the room. This would also require the desks to be moved backing up to the short wall of the room.

d. Key procurement seems to be extremely cumbersome and repetitive; requiring the faculty to make as many as 3 to 4 trips to secure one key; RECOMMENDATION keys be given to instructors as the rooms are assigned. There would be no change in key control and the administration would have a 75% reduction in the time necessary to dispense keys.

e. To date it does not appear to be possible for the faculty member to obtain an exterior door key, causing the problem that if janitor or security has not properly unlocked the outside doors, the entire class is locked out of the building.

20. In the past the department has spent Perkins/Veta money for copiers and printers, these devices now need to be put on a multiyear maintenance agreement.

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What are your key staffing needs for the next three years? Why? Please provide evidence to support your request such as assessment data, student success data, enrollment data, recommendations from your advisory committee, changes in certification requirements, and/or other factors. 1. At least one full-time faculty member to handle high schools. This new faculty

member needs to have FSAS for both Business and Real Estate (and actually have multiyear working in business experience).

2. One full-time faculty member to give be given the responsibility of teaching Merritt classes in the local jail.

3. One full-time faculty member, replacement for the five that have retired. 4. Creation of a Takers & Completers Database accessible to faculty and maintained

up to each census date. This would also include changes, such as increasing students or decreasing students from one census to the next.

5. Creation of a Google searchable template for course schedules, extending into the future three semesters. These draft/proposed course schedules would have to be adequately defined, so that the student understands that they are subject to change.

6. Clerical assistants to deal with the student needs to have the phone answered and/or emails responded to. In addition those questions that cannot be adequately responded to by the intern could be forwarded to the proper faculty member and/or to the chair. At present nothing is happening with these requests.

7. The chairs release time should be increased to the equivalent of six units or 40% release time. The amount of time meeting and planning far exceeds the present duties list of approximately 126 line items. This release time should not affect productivity for the department or division. The funding needs to come from a different pot than faculty compensation.

What are your key technological needs for the next three years? Why? Please provide evidence to support your request such as assessment data, student success data, enrollment data, recommendations from your advisory committee, changes in certification requirements, and/or other factors. 1. We need to start on the creation of a new course on enabling cell phones and

tablets in business. To do this we will need IT to create a Bastion Server(s) capable of dealing with wireless connections, parallel to the existing computers login servers that will allow utilization of cell phones and/or tablets to reach the Internet and to print.

2. This will most likely require a significant increase in bandwidth for the school. 3. We should be creating a speech to text introductory course for cell phones,

tablets, and computers. The trends in the marketplace & small business appears to be moving away from computers toward cell phones and tablets, based on sales.

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What are your key facilities needs for the next three years? Why? Please provide evidence to support your request such as assessment data, student success data, enrollment data, recommendations from your advisory committee, changes in certification requirements, and/or other factors.

1. Offices for all full-time faculty, if the offices are shared, at least one lockable

drawer in each desk & filing cabinet i.e. one lockable drawer per faculty member assigned to the room. This drawer will most likely need to be in a filing cabinet as some faculty members have large quantities of paper both for their own scholastic needs & to be handed out to the students as critical material for the subject being studied

2. Offices, designed to be shared, for the part-time faculty. This will require at least one lockable drawer for each Adjunct.

3. The conversion of at least two of the lecture halls in the science building to stadium seating.

Please complete the Comprehensive Instructional Program Review Prioritized Resource Requests Template included in Appendix A.

8. Community, Institutional, and Professional Engagement, and Partnerships: Part A.

Discuss how faculty and staff have engaged in institutional efforts such as committees,

presentations, and departmental activities. Please list the committees that full-time faculty

participate in.

There are only four full-time faculty members remaining. The burden seems to be approaching critical mass.

a. chairs committee b. hiring committees (s) c. program review d. and others

Discuss how faculty and staff have engaged in community activities, partnerships, and/or

collaborations.

Based upon the long shadows of former management, where promises are made and not fulfilled. Faculty making any suggestion and/or question was met with significant abuse & retaliated against. The remaining faculty members are struggling to find a new course for the division and each department.

Discuss how adjunct faculty members are included in departmental training, discussions,

and decision-making.

1. The Dean and the Chair meet weekly to keep each other up to date. 2. Both the Dean and the chair regularly inform the adjuncts of upcoming meetings

and trainings.

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Part B.

What are the job placement rates for your discipline/department/program for the past three years?

1. In Real Estate for those that pass the State Real Estate licensing exam (which

appears to be in the 80 percentile range) the job placement is approaching 100% in the local area. [With the Takers & Completers database and the interns, we would be able to contact all of those students who have completed their course of study and find out their pass ratio on the State exams.]

2. With the proposed intern staffing, the Takers and Completers database could

follow up on all of the students who have stopped their attendance at Merritt College, to find out why? Did they transfer, get a job, or go to a different school? Heald College was approaching 100% students, who had been former community college students. Part of what the for-profit colleges seem to provide is a more caring atmosphere for the students.

What are the projected job openings in your discipline for the next three years?

How is the discipline/department program responding with regard to labor market demand?

1. Real Estate Department seems to go countercyclical to the Business market, i.e. when business is down real estate students seek more education. And when times are good for business there right there being employed in business/real estate positions.

Do you have an advisory board in place? Has it met regularly? Please provide a list of your advisory board members and attach agendas and meeting minutes from the past year.

1. The Real Estate Department has an effect two advisory boards:

A. The official advisory board meets as often as once a semester, but usually once a year. The numbers are those active in real estate including those buying and selling real estate, those lending collateralized by Real Estate, those completing escrows, and property management and Government Employees involved in Real Estate are all extremely helpful in guiding us through the turbulent waters of the last several years.

B. The Real Estate club, “Merritt College Real Estate Forum” is made up of active students and Merritt College alumni. These students are very anxious to network and to give back to the community for the education that they have received.

Please describe the number of activities and recommendations resulting from advisory committee meetings that have occurred in the past three years. What information was presented that required changes to be made to your program?

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Does your program require state or national licensing? Please explain. What is your licensing status?

There are now three possible licenses that we are educating students for:

A. Real Estate salesmen’s License B. Real Estate brokers license C. Real Estate Appraisers license D. Plus those in business & government that want & need to know about Real

Estate.

Do your students participate in third party certifications? What are their success rates (include the # of students, # of certifications, etc.).

Is your discipline/department/program working with a Deputy Sector Navigator? If so, in which sector? Briefly describe your discipline/department/program’s work with the Deputy Sector Navigator.

We have been very active with the Sector Navigator’s. In fact we had a $4,000 plus grant that would normally have evolved into a total of five grants summing to $47,500. This grant was maliciously mishandled by the former Dean. When the work on the grant had been completed, and the Sector Navigator wanted to draw the check to Merritt College, the Dean refused to sign, the necessary documents for Merritt College to receive payment for the grant already completed. These grants were designed to fund High School outreach. This behavior did not go over well with the Sector Navigator’s. We are presently working our way out of the mud and should be back in their good graces quickly.

In which ways is your discipline/department/program collaborating with other community colleges in the region? What similar programs exist in the surrounding area or nearby colleges?

1. We have been quite active, since several of the adjuncts actually work for multiple

colleges & have been quite active in regional groups over the last decade.

Is your discipline/department/program currently participating in any grants? Please list and briefly describe the grant name, granting agency and the goals of the grant as it relates to your discipline/department/program.

Grant Name Granting Agency Grant Goals

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______________________________________________________________________________ 9. Professional Development:

Please describe the professional development needs of your discipline or department. Include specifics such as training in the use of classroom technology, use of online resources, instructional methods, cultural sensitivity, faculty mentoring, etc.

How do you train instructors in the use of Distance Education platforms? Is this sufficient? There is a large and growing need for professional training, particularly in local areas as well as the state. Particularly for Real Estate since many colleges are no longer offering complete course selections. Hence Merritt Colleges Distance Education opportunity, in addition such subjects as social media marketing, use of cell phones and tablets and small businesses, & etc.; need to be created and offered to Real Estate Students. The at Merritt College DE has created several on-demand training modules for Moodle. These will need to be modified to train for Canvas as required by CCC’s Chancellor.

_____________________________________________________________________________ 10. Disciple, Department or Program Goals and Activities:

Briefly describe and discuss the discipline, department or program goals and activities for the

next three years, including the rationale for setting these goals. NOTE: Progress in attaining

these goals will be assessed in subsequent years through annual program updates (APUs).

Then fill out the goal setting template included in Appendix B. which aligns your discipline,

department or program goals to the college mission statement and goals and the PCCD

strategic goals and institutional objectives.

Goal 1. Curriculum:

Activities and Rationale:

Goal 2. Assessment:


Goal 3. Instruction:


Goal 4. Student Success:

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Goal 5. Professional Development, Community, Institutional and Professional

Engagement and Partnerships:


Please complete the Comprehensive Instructional Program Review Integrated Goal Setting Template included in Appendix B.

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Appendices

Appendix A

CTE Program Review Prioritized Resource Requests Summary for Additional (New) Resources

College: __Merritt___________________________________________________ Discipline, Department or Program: _______Real Estate______________________ Contact Person: _____Carl Ogden__________________________________________________ Date: _____10/30/2015_______________________

Resource Category

Description Priority Ranking (1 – 5, etc.)

Estimated Cost

Justification (page # in the program review narrative report)

Human Resources: Faculty

Human Resources: Classified

Human Resources: Student Workers

2

Technology

Equipment

Supplies

Facilities

Professional Development

Other (specify)

Appendix B

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PCCD Program Review

Alignment of Goals Template

College: __Merritt___________________________________________________________ Discipline, Department or Program: _______Real Estate_______________ Contact Person: _____Carl Ogden______________________________ Date: _____10/30/2015_______________________

Discipline, Department or Program Goal

College Goal PCCD Goal and Institutional Objective

1. Advance Student Access, Success, & Equity: The Merritt College Real Estate Program is designed to help and assist our students gain access to the skills & knowledge needed in their business to succeed & prosper.

2 Engage our Communities & Partners: By reaching out and working directly with our local, state & federal governments organizations, listening to our industry leaders and professional associations Working with the Merritt College’s Real Estate Forum (active student, local business leaders, & alumni to form a professional & social organization) The Merritt College Real Estate Forum is organized to listen to the communities needs and desires for current skills, & knowledge and guide Merritt College to meet the changing needs of the community

3 Build Programs of Distinction: We are building our program with distinction and we are creating a culture of innovation and collaboration to develop a resource to advance and sustain our mission with our students and the community. Create a four year degree in Entrepreneurial Domestic & international Real Estate.

4. Create a Culture of Innovation &

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Collaboration: "Merritt Real Esate Forum” will be facilitating the creation of tools such as Social Media, use of cell phones, and how websites & SEO (Search Engine Optimization) can be used too great benefit with special emphasis & customization of social media, such as LinkedIn, Facebook, YouTube, & etc.

5. New Programs Under Development: We are updating and modifying our program to add the skills and knowledge required by our rapidly changing market. We are working directly with the communty, local government, industry leaders and professional associations.

6. Programs Integral to Overall College Strategy: Merritt’s Business Program offers courses integral to overall needs of the Real Estate business person and are integral to the overall College Strategy

7. CTE and Vocational: Community and labor market relevance, as based upon the Advisory Committee’s input, industry need data, McIntyre Environmental Scan, McKinsey Economic Report, licensure and job placement rates, etc.:

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Appendix C

Program Review Validation Form and Signature Page

College: Merritt College Discipline, Department or Program: Real Estate

Part I. Overall Assessment of the Program Review Report

Review Criteria Comments: Explanation if the box is not checked

1. The narrative information is complete and all elements of the program review are addressed. 2. The analysis of data is thorough. 3. Conclusions and recommendations are well-substantiated and relate to the analysis of the data. 4. Discipline, department or program planning goals are articulated in the report. The goals address noted areas of concern. 5. The resource requests are connected to the discipline, department or program planning goals and are aligned to the college goals.

Part II. Choose one of the Ratings Below and Follow the Instructions.

Rating Instructions

1. Accepted. 2. Conditionally Accepted.

1. Complete the signatures below and submit to the Vice President of Instruction. 2. Provide commentary that indicates areas in the report that require improvement and return the report to the discipline, department or program chair with a timeline for resubmission to the validation chair. 3. Provide commentary that indicates areas in the report that require

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3. Not Accepted.

improvement and return the report to the discipline, department or program chair with instructions to revise. Notify the Dean and Vice President of Instruction of the non-accepted status.

Part III. Signatures Validation Team Chair ___________________________ _________________________________________ _________________ Print Name Signature Date Discipline, Department or Program Chair ___________________________ _________________________________________ _________________ Print Name Signature Date Received by Vice President of Instruction ___________________________ ___________________________ _________________ Print Name Signature Date

Q1: Please select the program you are reviewing: RLEST

Q2: Name of Reviewer R. Antrobus

Q3: Is the narrative information complete and allelements of the program review are addressed? (Q.1)

Complete,

COMMENTSThere were some good parts of the narrative thathelped to highlight the success of the program.

Q4: Is the analysis of data thorough? (Q.2) Incomplete,

COMMENTS No data was used.

Q5: Are the conclusions and recommendations well-substantiated and relate to the analysis of the data? (Q3)

Incomplete,

COMMENTSBecause there was no data, this criteria could not bemet.

Q6: Are the discipline, department or program planninggoals articulated in the report with the goals addressednoted with areas of concern? (Q.4)

Complete,

COMMENTSThere were a few goals that were stated and clear,although unsure what information was used to setthem? Student surveys, labor market data,assessment?

Q7: Are the resource requests connected to thediscipline, department or program planning goals andaligned with the college goals? (Q.5)

Incomplete,

COMMENTSThere we many resource requests but they weredisconnected to the data or SLOs they are intended toimpact. The alignment of goals template wascompleted (for the RLEST program) and could havebeen aligned with the resource request

COMPLETECOMPLETECollector:Collector: Web Link 1 Web Link 1 (Web Link)(Web Link)Started:Started: Friday, February 05, 2016 11:55:03 AMFriday, February 05, 2016 11:55:03 AMLast Modified:Last Modified: Thursday, February 18, 2016 1:19:01 PMThursday, February 18, 2016 1:19:01 PMTime Spent:Time Spent: Over a weekOver a weekIP Address:IP Address: 209.129.165.18209.129.165.18

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2015 Program Review Validation V.2

Q8: What rating do you recommend? Conditionally accepted ,

COMMENTSThere were no responses for any of the assessmentquestions. Clearly the department has been unhappywith the work of past administrators, but it was difficultto understand the analysis and the program growththey are seeking and how resources could be used toconnect with those goals. I know the program is verypopular and would have appreciated a break down oftheir student demographics, as well as placement/jobinformation.

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2015 Program Review Validation V.2

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