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| First name |
Heidi
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Last name |
Diamond
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Email |
diamondh@smccd.edu
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Program Name
Please select your program
Division
Please select your division
Submission Date
1a. Provide a brief description of the program and how it supports the college’s Mission and Values Statements, its Diversity Statement, CSM’s and SMCCCD’s Strategic Plans, and the college’s Educational Master Plan. You may also discuss any factors that have impacted the program and its enrollment. Include changes in student populations, statewide initiatives, transfer requirements, advisory committee recommendations, legal mandates, workforce development and employment opportunities, and community needs.
If your answer is more than 2000 characters (approximately 300 words), please upload a Word document below (10 MB or less). If you’re not sure, please upload your answer. Please upload text only; we cannot ensure that non-text such as images, diagrams, or charts will be retained in the final submission.
| CSM's Real Estate program is an integral part of CSM's Business and Technology Division. The department offers real estate courses, certificates, and a degree track designed to prepare students seeking to launch new or “recycled” careers, businesses, or employment in a variety of realty-related lines of business. Careers may be pursued in real estate sales, brokerage, land development, urban and regional planning, title insurance, escrow, property management, banking, finance and lending, property divisions of major corporations, investing, appraisal, and more. These include some potentially very remunerative career opportunities, especially in sales and brokerage.
Students in Business, Accountancy, and Management programs are encouraged to incorporate Real Estate courses in their study plans; this is beneficial given the significant role of real estate in these fields of endeavor. Likewise, Real Estate students are encouraged to take some Business, Accountancy, and Computer classes to round out their preparation for success in the workforce. Students seeking some RE knowledge for their personal use, interest, or potential advancement are similarly very welcomed by CSM's Real Estate program.
CSM Real Estate Courses Credit Towards CSM Degrees
All of CSM's regular RE program courses credit towards CSM Associate in Arts degrees. Students may most logically seek AA degrees in Real Estate, Business, or Accountancy, but these RE courses should still credit as electives towards any or all CSM Associate degrees of the students' choices.
CSM Real Estate Courses Transfer to Universities
All of CSM's regular RE program courses are also accepted by the California State Universities (CSUs) for full transfer credits, with matriculation (credit at entry) agreements in place. These CSM Real Estate courses are similarly accepted for full credit by most other American universities, too. | |
Description of Program
File upload
2a. Describe the results of your previous Program Review’s action plan.
f your answer is more than 2000 characters (approximately 300 words), please upload a Word document below (10 MB or less). If you’re not sure, please upload your answer. Please upload text only; we cannot ensure that non-text such as images, diagrams, or charts will be retained in the final submission.
| This question is not applicable because a program review has not been submitted since 2013. | |
2b. Program coherence and effectiveness: Explain any curriculum changes since last program review, including SLO alignments.
If your answer is more than 2000 characters (approximately 300 words), please upload a Word document below (10 MB or less). If you’re not sure, please upload your answer. Please upload text only; we cannot ensure that non-text such as images, diagrams, or charts will be retained in the final submission.
| A number of our courses require students to link to in-service work experiences, analyze real estate data, and develop relationships with clientele and professional suppliers of services. With fluctuating
real estate trends in San Mateo County, these particular SLOs have a tendency to oscillate with the availability of outside sources that are willing to work with our students. Our program attempts to give students a real world assessment of detailed work experiences such as analyzing basic real estate data in the area but since we have had to cancel many class sections, a suitable representation of work problems cannot always be presented with limited class offerings. | |
2c. Student success and equity: Discuss what your program has done to address equity gaps between student populations and between modes of delivery (online, hybrid, and face-to-face), describing your successes, works in progress, and/or ongoing challenges.
If your answer is more than 2000 characters (approximately 300 words), please upload a Word document below (10 MB or less). If you’re not sure, please upload your answer. Please upload text only; we cannot ensure that non-text such as images, diagrams, or charts will be retained in the final submission.
| Real Estate faculty invite new-student referrals from a very diverse variety of organizations, and through multiple media. He includes diversity-oriented specialized media in his marketing and advertising work for the division. These include local Chinese, Philippines, Vietnamese, Korean, and Spanish/Latinx- focused media – along with media serving the larger general population. He has contacted and regularly sends announcement mailings, and/or invitations for students as may be referred by the MetaS program for Latino/Mexican student success and the Veteran's Assistance Office. Dr. Gottlieb also markets for new students to a variety of local community and neighborhood organizations, women's clubs, and service groups with diverse memberships.
Prof. Gottlieb also reaches out to diverse peoples by staffing information and recruiting tables at a variety of community locations (shopping malls, high schools, San Mateo County Fairgrounds, etc.). He also meets with diverse individuals or small groups at convenient coffee shops or diners.
Largest Population Sub-Groups:
The two largest demographic groups in our service area are Caucasian (60.6%) and Asian (29.6%), with a wide spectrum of additional diverse peoples (both within and outside of these two large sub-populations). Our enrollments track these data well (Caucasian 60.4% in 2016, 50.8% in 2018. Asian 23.8% in 2016, 23.9% in 2018.)
These population groups are of sufficient size to have statistical reliability. Observational data further documents, confirms this success with offering learning opportunities to diverse peoples.
International/Foreign and Immigrant Students:
International students at CSM increased 644% just between 2012 and 2018, with 95% (713 of 782) of them from East and Southeast Asia. Many such persons have a keen interest in acquiring real estate, business, commerce, management, and computer learning/skills. | |
2d. Provide an update on any long-term plans that are still in progress (if applicable).
If your answer is more than 2000 characters (approximately 300 words), please upload a Word document below (10 MB or less). If you’re not sure, please upload your answer. Please upload text only; we cannot ensure that non-text such as images, diagrams, or charts will be retained in the final submission.
| The Real Estate program is working with CSM's marketing department to develop a brochure for broad dissemination to the public. It is expected that the brochure will be completed by the spring 2019 semester.
The Real Estate faculty are developing a new course will offer a meaningful license review to the public. The course is entitled: Real Estate License Main Topics Review.
With the upswing in the economy, the Real Estate faculty are optimistic that more courses can be offered in upcoming semesters. | |
3a. Course and program assessment. Discuss the results of your program assessment. Explain any strategies, research, initiatives, curriculum development or other activities intended to improve student learning and promote educational equity in your discipline, either at the course or program level.
If your answer is more than 2000 characters (approximately 300 words), please upload a Word document below (10 MB or less). If you’re not sure, please upload your answer. Please upload text only; we cannot ensure that non-text such as images, diagrams, or charts will be retained in the final submission.
| RE 100 – Real Estate Principles
This is a mandatory state RE license course and it is required for CSM RE certificates and degree programs. Faculty updated the text and testing materials to reflect recent changes in the law. Homework assignments and practice quizzes were also updated to underscore key learning concepts.
RE 105 – Real Estate Investments
This very popular course draws students from RE-major/license orientations and from the larger general public.
RE 110 – Real Estate Practice
This is the second of the two core RE courses. RE 110 is also required for CSM RE certificates and degree programs. Faculty updated the text and materials to reflect recent changes in the law and practice of real estate.
RE 121 – Real Estate Legal Aspects
Faculty updated the course outline to meet the current standards (and streamlined it to reflect the desired 3 student learning objectives).
RE 131 – Real Estate Finance
This course is of vital importance to students and practitioners. Faculty updated course lectures and learning materials to reflect the many legal and regulatory changes impacting RE finance/mortgage lending that occurred because of the national banking crisis. There is a new textbook: California Real Estate Finance text.
RE 141 – Real Estate Appraisal
Faculty updated this course outline to current standards (and streamlined it to reflect the desired 3 student learning objectives).
RE 200 – Real Estate Economics
Faculty updated the course outline to current standards (and streamlined it to reflect the desired 3 student learning objectives).
RE 215 – Commercial Property
Faculty updated the course outline to current standards (and streamlined it to reflect the desired 3 student learning objectives).
RE 220 – Property Management
The course is primarily designed for career and transfer-oriented students. Faculty updated the lecture materials and several student learning outcomes to meet current standards. | |
3b. General Education / Institutional assessment. Discuss participation in any General Education, Core Competencies, institutional or interdisciplinary assessment activities.
If your answer is more than 2000 characters (approximately 300 words), please upload a Word document below (10 MB or less). If you’re not sure, please upload your answer. Please upload text only; we cannot ensure that non-text such as images, diagrams, or charts will be retained in the final submission.
| A Certificate of Achievement in Real Estate involves a minimum of 6 Real Estate courses (18 units). This certificate has been widely-regarded in the trade for many years as attesting to a serious, very desirable level of qualification. Completing a Certificate of Achievement here now has been made more difficult – or at least it now takes our students longer – due to the budget/course offerings cuts, please see below.
A Certificate of Specialization – Real Estate Salesperson is now also made available. This one requires only three courses (the core RE Principles 100 and RE Practice 110, plus a third RE/related course of the student's choice). This new “mini-” certificate is much easier (and quicker) for students to complete, especially in light of the budget cutbacks (reduced course offerings). It provides students with a faster (albeit not as comprehensive) certification of learning achievement. This can be useful for seeking (entry-level) employment more rapidly. This certificate is designed to mirror the State of California's requirements to write the RE Sales Agent License examination. It thus coordinates well with the State and helps guide our students who are interested in securing RE licensure. | |
4a. Review the program's available labor market data, as applicable. Here are two relevant links: Explain how the program meets a documented labor market demand.
If your answer is more than 2000 characters (approximately 300 words), please upload a Word document below (10 MB or less). If you’re not sure, please upload your answer. Please upload text only; we cannot ensure that non-text such as images, diagrams, or charts will be retained in the final submission.
| According to the most recent EMSI data, the demand for real estate professionals from September 2016 - August 2018 is strong. There were 58,622 total job postings for the following positions: property managers, real estate sales agents, appraisers and real estate brokers. There has been a 2.4% increase in the number of positions available. This profession has median hourly earnings of $22.49/hr.
By preparing students to become real estate professionals in a growing market with multiple job categories, CSM's Real Estate program is meeting an important labor market need. | |
4b. Summarize student outcomes in terms of degrees and certificates. Identify areas of accomplishments and areas of concern. If your answer is more than 2000 characters (approximately 300 words), please upload a Word document below (10 MB or less). If you’re not sure, please upload your answer. Please upload text only; we cannot ensure that non-text such as images, diagrams, or charts will be retained in the final submission.
| The Real Estate program has a robust and pertinent set of course offerings that prepares students to become successful Real Estate professionals. Students who complete CSM's Real Estate certificate can sit for the Real Estate licensing exam to become Real Estate Brokers and/or Property Managers. Graduates who pass the exam can join one of the big Real Estate firms or they can open their own businesses.
The Real Estate program is challenged by its limited number of course offerings. Due to the uptick in demand for these courses, the Real Estate program is hopeful that more courses can be added for each semester so students will be able to enroll in an continuous program. | |
4c. Review and update the program’s Advisory Committee information. Provide the date of most recent advisory committee meeting.
If your answer is more than 2000 characters (approximately 300 words), please upload a Word document below (10 MB or less). If you’re not sure, please upload your answer. Please upload text only; we cannot ensure that non-text such as images, diagrams, or charts will be retained in the final submission.
| Real Estate Industry Advisory Committee:
Marc Gottleib, Real Estate Broker
Tim Gilmartin, Real Estate Broker, Gilmartin LLC.
Robert Taylor, Real Estate Broker
James Lees, Real Estate Broker, Kidder Matthews
Trevor Lundquist, Real Estate Broker, Kidder Matthews | |
5a. Provide a brief description, including actions, measurable outcomes, and timelines
If your answer is more than 2000 characters (approximately 300 words), please upload a Word document below (10 MB or less). If you’re not sure, please upload your answer. Please upload text only; we cannot ensure that non-text such as images, diagrams, or charts will be retained in the final submission.
| 1.) Reinstate real estate course offerings to pre-budget cut levels in order to attract more students and grow the program. This will lead to more gainful employment in this sector. Plan for this task by the fall 2019 semester
2. Add the pending Real Estate Licensing review class to the course offerings due to its high public demand and importance to students. This is planned for the fall 2019 semester.
3. Create distance learning addendums so that Real Estate courses can be offered online in the fall 2019 semester.
4. Complete marketing materials by the spring 2019 semester. | |
5b. What will your program do to increase student success and promote student equity in the next two years? What kind of professional development and institutional support will be engaged and enacted to meet these goals?
If your answer is more than 2000 characters (approximately 300 words), please upload a Word document below (10 MB or less). If you’re not sure, please upload your answer. Please upload text only; we cannot ensure that non-text such as images, diagrams, or charts will be retained in the final submission.
| Our Real Estate students reflect the diversity of San Mateo County and the greater Bay Area. Indeed, San Mateo County enjoys the distinction of having been designated America's MOST diverse county, per the United States Census Bureau, U.S. Department of Commerce.
Promoting Even Further Diversity:
Prof. Gottlieb reaches out to invite new-student referrals from a very diverse variety of organizations, and through multiple media. He includes diversity-oriented specialized media in his marketing and advertising work for the division. These include local Chinese, Philippines, Vietnamese, Korean, and Spanish/Latinx- focused media – along with media serving the larger general population. He has contacted and regularly sends announcement mailings, and/or invitations for students as may be referred by the MetaS program for Latino/Mexican student success and the Veteran's Assistance Office. Dr. Gottlieb also markets for new students to a variety of local community and neighborhood organizations, women's clubs, and service groups with diverse memberships.
Prof. Gottlieb also reaches out to diverse peoples by staffing information and recruiting tables at a variety of community locations (shopping malls, high schools, San Mateo County Fairgrounds, etc.). He also meets with diverse individuals or small groups at convenient coffee shops or diners.
Largest Population Sub-Groups:
The two largest demographic groups in our service area are Caucasian (60.6%) and Asian (29.6%), with a wide spectrum of additional diverse peoples (both within and outside of these two large sub-populations). Our enrollments track these data well (Caucasian 60.4% in 2016, 50.8% in 2018. Asian 23.8% in 2016, 23.9% in 2018.)
These population groups are of sufficient size to have statistical reliability. Observational data further documents, confirms this success with offering learning opportunities to diverse peoples. | |
5c. Describe other professional development activities and institutional support and collaborations that would most effectively ensure that the program achieve its goals and plans.
If your answer is more than 2000 characters (approximately 300 words), please upload a Word document below (10 MB or less). If you’re not sure, please upload your answer. Please upload text only; we cannot ensure that non-text such as images, diagrams, or charts will be retained in the final submission.
| The Real Estate program appreciates ongoing marketing support to broadly disseminate information about this important program.
The Real Estate program appreciates recent support from the full time business faculty for curriculum development and Curricunet input. The Real Estate program welcomes increased collaboration and would like to be a part of the business/management program because of the full time faculties institutional connections and bandwith to provide support with curriculum, scheduling, marketing, etc. | |
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