Cupertino, CA, United States
Cupertino, CA, United States

De Anza College is a 112-acre community college located in Cupertino, California. It was founded in 1967 on the site of the Beaulieu Winery and is named after the Spanish explorer Juan Bautista de Anza. Along with the arrival and growth of Apple Computer, the presence of De Anza College contributed significantly to the growth of Cupertino from a small town to an industrial city and an integral part of Silicon Valley. It consistently ranks #1 or #2 in the state for the total number of students who annually transfer to University of California and California State University campuses. The college is also the home of the California History Center, housed in a mansion called "Le Petit Trianon". The current president of De Anza college is Brian Murphy, replacing Martha Kanter who later became the Under Secretary of Education for the Obama Administration. The average class size at De Anza is 35, and approximately 2,800 students transfer per year. It also attracts a heavy international student population.De Anza College is part of Silicon Valley's Foothill-De Anza Community College District, which also administers Foothill College in nearby Los Altos Hills, California. The district serves the cities of Cupertino, Los Altos, Los Altos Hills, Mountain View, Palo Alto, Sunnyvale and San Jose. The district headquarters is on the Foothill campus.Each year, De Anza invites several celebrities and dignitaries for public speaking engagements at its main theater, the Flint Center. De Anza once held the second largest pow-wow in the Bay Area, but the pow-wow organizers moved the event in 2005.De Anza holds a monthly flea market in its parking lot, which has become a community tradition as well as major source of income for the De Anza Associated Student Body . With a budget of over 1 million dollars, the DASB has one of the biggest student budgets of any community college in California.De Anza formerly had their own campus police. They used to wear slacks and polo shirts, and officers were unarmed. The department was not a POST participating agency and in 2001, the campus police departments at De Anza and Foothill College were merged to become the Foothill-De Anza College District Police. Wikipedia.

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An analysis of California’s college career training programs by leading higher education resource site, Community for Accredited Online Schools (, has revealed the top 54 schools in the state for trade and vocational education. Crediting two-year and four-year schools respectively, the site ranked Lincoln University, Humphreys College Stockton and Modesto Campuses, University of LaVerne, American River College, Sacramento City College, College of the Sequoias, Cosumnes River College and Cerritos College among the top scoring for Best Schools for Trade & Vocational Programs in California for 2016-2017. “Some of today’s fastest growing industries are in trade and vocational fields, and projections show these industries continuing to gain steam over the next decade,” said Doug Jones, CEO and Founder of the Community for Accredited Online Schools. “The California colleges credited on our list are those helping students achieve maximum success with not only high quality training, but career placement and counseling services that can pave the way to successful job placement.” The Community for Accredited Online Schools requires colleges and universities to meet minimum standards to qualify for ranking. Institutions must be regionally accredited and hold public or private not-for-profit status to be considered. For the Best Trade & Vocational Programs list, schools must also offer career counseling and placement services to assist students. Qualifying schools are scored and ranked based on analysis of more than a dozen unique statistics, such as student-teacher ratios and program variety. A full list of schools on California’s ranking, as well as details on the data points and methodology used to determine scores and list position can be found at: Allan Hancock College American River College Antelope Valley College Bakersfield College Cabrillo College California College San Diego, San Diego California College San Diego, San Marcos Cerritos College Cerro Coso Community College Chabot College Chaffey College Citrus College City College of San Francisco Coastline Community College College of Alameda College of San Mateo College of the Canyons College of the Desert College of the Redwoods College of the Sequoias Contra Costa College Cosumnes River College Crafton Hills College Cuyamaca College De Anza College Diablo Valley College East Los Angeles College El Camino College Folsom Lake College Foothill College Fresno City College Fullerton College Glendale Community College Golden West College Grossmont College Humphreys College - Stockton & Modesto Campuses Imperial Valley College Irvine Valley College Lake Tahoe Community College Laney College Las Positas College Lassen Community College Lincoln University Long Beach City College Los Angeles City College Los Angeles Harbor College Los Angeles Mission College Los Angeles Pierce College Los Angeles Southwest College Los Angeles Trade Technical College Los Angeles Valley College Los Medanos College Merced College Mission College Monterey Peninsula College Moorpark College Moreno Valley College Mt. San Antonio College Napa Valley College Norco College Ohlone College Orange Coast College Oxnard College Pasadena City College Porterville College Reedley College Rio Hondo College Riverside City College Sacramento City College Saddleback College San Bernardino Valley College San Diego City College San Diego Mesa College San Diego Miramar College San Jose City College Santa Barbara City College Santa Monica College Santa Rosa Junior College Shasta College Sierra College Skyline College Solano Community College Taft College University of La Verne Ventura College Victor Valley College West Los Angeles College Yuba College About Us: The Community for Accredited Online Schools ( was founded in 2011 to provide students and parents with quality data and information about pursuing an affordable education that has been certified by an accrediting agency. Our community resource materials and tools span topics such as college accreditation, financial aid, opportunities available to veterans, people with disabilities, as well as online learning resources. We feature higher education institutions that have developed online learning programs that include highly trained faculty, new technology and resources, and online support services to help students achieve educational success. environments that include highly trained faculty, new technology and resources, and online support services to help students achieve educational and career success.

Cote S.,University of Calgary | Malit N.,SUNY College at Potsdam | Nengo I.,De Anza College
American Journal of Physical Anthropology | Year: 2014

Two catarrhine mandibles and five isolated teeth have been discovered from Early Miocene localities in Western Kenya. One mandible comes from the well-known locality of Songhor whereas the other is from a newly discovered locality, Lower Kapurtay, located near Songhor. The mandibles both can clearly be assigned to the species Rangwapithecus gordoni based on molar morphology, which is unique among Early Miocene catarrhines. The isolated specimens can be assigned to Rangwapithecus based on their similarities in morphology to the homologues preserved in the two mandibles. These specimens provide important new information about the dentognathic morphology of Rangwapithecus, which is described in detail. The mandible from Songhor (KNM-SO 22228) represents the first definitive female mandible of Rangwapithecus. The Lower Kapurtay mandible (KNM-KT 31234) appears to be male but is much smaller than another recently described male mandible of this species (KNM-SO 17500) and the type maxilla (KNM-SO 700). These specimens enable a reassessment of the attributions of all other mandibles and isolated lower teeth of Rangwapithecus, and we present a complete hypodigm of the mandibular and lower dental material for the species. Finally, we provide some additions to the diagnosis of Rangwapithecus gordoni based on previously unknown morphology. Am J Phys Anthropol 153:341-352, 2014. © 2013 Wiley Periodicals, Inc. Copyright © 2013 Wiley Periodicals, Inc.

Cote S.,University of Calgary | McNulty K.P.,University of Minnesota | Stevens N.J.,Ohio University | Nengo I.O.,De Anza College
Journal of Human Evolution | Year: 2016

Limnopithecus is a small-bodied catarrhine genus that is widespread throughout early Miocene sites in East Africa. Although two species of this genus have been described - Limnopithecus legetet (type species) and Limnopithecus evansi - they are poorly known anatomically and their systematic positions remain unresolved. Here, we provide detailed descriptions and comparisons for two well-preserved maxillary specimens that we attribute to L. evansi. These specimens come from the type locality of the species, Songhor in western Kenya, and add greatly to our knowledge of its dentognathic morphology. Together, they preserve the entire unilateral upper dentition, with overlapping elements demonstrating conspecificity, and provide new information about I2 morphology and aspects of the palate, nasal aperture, and maxillary sinuses.Detailed morphological comparisons suggest that specimens referred to Limnopithecus from Songhor, Koru, and Rusinga share a unique I2 morphology not found in any other early Miocene catarrhine. This argues in favor of congeneric status for L. evansi and L. legetet. Moreover, features such as a broad palate, premolar morphology, and the relative proportions of the premolars of L. evansi distinguish it from Lomorupithecus harrisoni, another early Miocene catarrhine from Napak, Uganda. This finding challenges a recently proposed taxonomic interpretation that Lomorupithecus and L. evansi are conspecific. Our results underscore the distinctiveness of L. evansi and Lo. harrisoni, thereby reaffirming the validity of the taxon Lo. harrisoni and indicating that the Songhor and Napak catarrhine communities were relatively distinct, despite their apparent contemporaneity. © 2016 Elsevier Ltd.

Hill A.,Yale University | Odhiambo Nengo I.,De Anza College | Rossie J.B.,State University of New York at Stony Brook
Journal of Human Evolution | Year: 2013

A mandible of Rangwapithecus gordoni from the early Miocene site of Songhor, Kenya, provides additional information about this relatively poorly known taxon. The R.gordoni sample is small, being composed of dental and a few gnathic parts. The fossil described here provides examples of previously unknown dental and mandibular anatomy, and confirms former reassignments of isolated anterior teeth based on less certain evidence. The phylogenetic status of Rangwapithecus, its distribution, and paleobiology are briefly reviewed. Rangwapithecus shows a suite of dental and gnathic features that warrants its generic distinction from Proconsul. Derived features shared with Nyanzapithecus and Turkanapithecus indicate that it is an early member of the subfamily Nyanzapithecinae. Its molar morphology suggests a considerable component of folivory in its diet. A review of the hypodigm shows Rangwapithecus to be restricted to Songhor. This distribution parallels that of Limnopithecus evansi, and is mirrored by Limnopithecus legetet and Micropithecus clarki suggesting that Songhor may have differed ecologically from other more or less contemporary sites in the region. © 2013 Elsevier Ltd.

Forman J.,De Anza College | Geertsen L.,De Anza College | Rogers M.E.,Wichita State University
Journal of Bodywork and Movement Therapies | Year: 2014

Background: Many studies have evaluated the effects of different interventions on hamstring length. However, little research has been conducted on the effects of deep stripping massage strokes (DSMS) alone, or combined with eccentric resistance, on hamstring length and strength. Purpose: To determine: 1) if DSMS have an effect on hamstring length and strength and 2) if the effects on hamstring length and strength are any different when DSMS are combined with eccentric exercise. Methods: 89 Community College students and community members between the ages of 18 and 62 volunteered for the study. Of these, 64 demonstrated tight hamstrings on either one or both sides as defined by supine, passive terminal knee extension of ≤75° and participated in the study. Strength was assessed by pressing the posterior calcaneus into a strain gauge for approximately 5 s while seated with the knee flexed to 90°. On their tighter side, participants were administered longitudinal DSMS during 15, 10-s bouts of eccentric resistance with an elastic resistance band. On their other hamstring, participants were administered 15, 10-s longitudinal DSMS while lying passive. All massage strokes were performed at a depth of 7 out of 10 on a verbal pressure scale index. Afterwards, the hamstring flexibility and strength tests were repeated. Results: Both DSMS with eccentric resistance (10.7%) and DSMS alone (6.3%) resulted in improved (p < 0.01) hamstring flexibility. The improvement following DSMS with eccentric resistance was greater (p < 0.05) than following DSMS alone. Strength was not significantly affected by either treatment. Conclusions: These results suggest that DSMS increases hamstring length in less than 3 min but has no affect on strength. Furthermore, combining DSMS with eccentric resistance produces more hamstring flexibility gains than DSMS alone and does not affect strength. © 2013 Elsevier Ltd.

Griffith A.B.,Wellesley College | Andonian K.,University of California at Santa Cruz | Andonian K.,De Anza College | Weiss C.P.,University of California at Santa Cruz | Loik M.E.,University of California at Santa Cruz
Biological Invasions | Year: 2014

Phenotypic plasticity is often considered important for invasive plant success, yet relatively few studies have assessed plasticity in both native and invasive populations of the same species. We examined the plastic response to temperature for Bromus tectorum populations collected from similar shrub-steppe environments in the Republics of Armenia and Georgia, where it is native, and along an invasive front in California and Nevada. Plants were grown in growth chambers in either ‘warm’ (30/20 °C, day/night) or ‘cold’ (10/5 °C) conditions. Invasive populations exhibited greater adaptive plasticity than natives for freezing tolerance (as measured by chlorophyll a fluorescence), such that invasive populations grown in the cold treatment exhibited the highest tolerance. Invasive populations also exhibited more rapid seedling emergence in response to warm temperatures compared to native populations. The climatic conditions of population source locations were related to emergence timing for invasive populations and to freezing tolerance across all populations combined. Plasticity in growth-related traits such as biomass, allocation, leaf length, and photosynthesis did not differ between native and invasive populations. Rather, some growth-related traits were very plastic across all populations, which may help to dampen differences in biomass in contrasting environments. Thus, invasive populations were found to be particularly plastic for some important traits such as seedling emergence and freezing tolerance, but plasticity at the species level may also be an important factor in the invasive ability of B. tectorum. © 2014, Springer International Publishing Switzerland.

Huang A.,Satellite System Assurance | Huang E.,De Anza College
RAST 2015 - Proceedings of 7th International Conference on Recent Advances in Space Technologies | Year: 2015

Taiwan and the U.S. are collaborating to jointly develop, launch and operate the FORMOSAT-7/ Constellation Observing System for Meteorology, Ionosphere and Climate-2 (COSMIC)-2 mission through their agencies the National Space Organization (NSPO) for Taiwan and the National Oceanic and Atmospheric Administration (NOAA) for United States, respectively. This paper presents the quality control system for the international joint mission risk management and QC collaboration activities. © 2015 IEEE.

Agency: NSF | Branch: Standard Grant | Program: | Phase: S-STEM:SCHLR SCI TECH ENG&MATH | Award Amount: 599.44K | Year: 2013

The goal of this project is to recruit and retain to transfer or completion of science, technology, engineering, and mathematics (STEM) degrees academically capable students with financial need. The focus of the project is to enable scholarship students to attend full-time and to complete their STEM programs reliably in two years. The students are being supported by the STEM Emporium at the college, a program designed to increase completions in STEM majors by supplying out-of-classroom academic support. The student scholars are also supported by many established student support groups that supply experienced and focused support for student sub-populations.

Intellectual Merit: The project is providing scholarship recipients full opportunities and resources to stay in a STEM major, to focus on courses and not be distracted by working and financially supporting themselves, to attend full-time, and to engage with faculty and cohort students. The scholars are benefiting from an array of support services that includes faculty mentors, dedicated counselors, academic tutoring, and services to aid students who are transferring to universities or who wish to obtain career-track internships or research opportunities. A diverse group of faculty members, who are knowledgeable about population subgroups and serve as role models, are mentoring the students. The scholarships are increasing the academic success of students, rates of completion, transfer to universities, and career readiness. In addition, the program is offering students optional research opportunities that are traditionally available only to students at four-year universities by partnering with universities that provide access to advanced laboratories, instrumentation, and personnel.

Broader Impacts: The project is improving the retention of academically talented, financially disadvantaged students, many of whom are from groups underrepresented in STEM professions, thus increasing the economic and racial diversity in STEM graduates and transfer students, and narrowing socioeconomic gaps. Students are learning job skills and gaining confidence for employment through enrichment activities such as faculty mentoring and optional internships. By recruiting and drawing students from local high schools and partnering with private sector companies, the project is giving at-risk students a financially rewarding pathway in STEM careers to which they otherwise might not have been exposed or motivated to pursue.

Agency: NSF | Branch: Standard Grant | Program: | Phase: TUES-Type 2 Project | Award Amount: 25.98K | Year: 2012

In a collaborative project involving San Francisco State University and the Foothill-DeAnza Community College District, Summer Teaching Institutes continue to be offered to community-college faculty of the San Francisco Bay area. These institutes introduce faculty to the concepts and attitudes of scientific teaching and provide professional development for faculty to change their practices to include goal setting and assessment to determine whether the goals have been met. In this expanded second stage of the project, a second Advanced Summer Institute is available to graduates of the first who are interested in collaborating to develop a common assessment tool. This tool applied to the population of San Francisco area community college students generates powerful data measuring the effectiveness of scientific teaching on student learning. Additional activities of the emerging learning community include Teaching Squares, groups of four faculty at one or several institutions who meet together regularly to share teaching strategies and observe each others classes; and Classroom Partnerships between a mentor community college faculty member and a SFSU graduate student interested in pursuing college-level teaching as a career. The enthusiastic response to the first phase of this project demanded that it be extended and amplified. To do so in the direction of establishing data on effectiveness makes the experience all the richer. This project is being jointly funded by the Directorate for Biological Sciences and the Directorate for Education and Human Resources, Division of Undergraduate Education as part of their efforts toward Vision and Change in Undergraduate Biology Education.

Agency: NSF | Branch: Continuing grant | Program: | Phase: STEM TALENT EXPANSN PGM (STEP) | Award Amount: 816.00K | Year: 2012

STEMWay is a comprehensive outside-the-classroom academic support program designed to increase graduation of STEM students at 2-year institutions. STEMWay combines four key elements, consistent with recent research on STEM student success: academic support services that closely parallel STEM courses and pathways; analytical management to enable comprehensive support with limited resources; comprehensive mentoring services for progressive student success within an active learning community; and continual involvement by all STEM faculty members for collaborative improvement. STEMWay academic student support applies a scaffolding model, which includes multi-dimensional skills readiness assessment to improve placement of students into appropriate courses and to identify knowledge gaps, and anticipatory booster instruction to give students the necessary skills for success in each course. A full-service emporium supplies assessments and instruction, coordinates with faculty and courses, monitors students pathway progress, and assesses success of each program element. STEMWays initial target is 482 additional student graduations (a 95% increase beyond baseline) in a 2-year mathematics progression, which has been shown to be foundational for success in all STEM areas.

STEMWay evaluation includes formative analysis of multiple program factors for continual feedback, to be followed by summative evaluation of STEMWay as a full system to promote STEM retention, and dissemination of STEMWay assessment of effective strategies to positively impact nation-wide STEM graduation efforts.

Intellectual Merit: STEMWay is a testable model of intensive intervention, reflecting a theory of student retention that has been proposed but not yet fully implemented, according to its theorists Tinto and Seidman. STEMWay combines early and continuous assessment and intervention with strategic management optimization practices, and with academic community construction. STEMWay methods produce improved pedagogical models and strategies for STEM success. The experiences of the full program and of each of its parts inform colleges of effective practices for STEM student progression, retention, and graduation. STEMWay defines and applies a system of wrap-around services for students academic needs outside the classroom. STEMWay adapts multiple external and internal resources for assessment, placement, and scaffolding. The combination of a comprehensive solution for complementary academic support with longitudinal implementation and improvement, and applied management science to add adaptive allocation of resources, is new.

Broader Impacts: The STEMWay project is expected to increase the number of graduates with associate degrees and to prepare more students for advanced 4-year studies leading into STEM careers. As many Foothill College graduates continue on to receive baccalaureate degrees at local universities or are employed in Silicon Valley, increasing the number of STEM graduates immediately benefits the local community and further benefits the nation. Because Foothill College currently supports teacher preparation and STEM teacher recruitment, its efforts lead to more K-12 STEM teachers, especially among underrepresented groups. A successful STEMWay program changes not only the lives of participating students for the better but also those who benefit from the successes of STEM companies and corporations who hire qualified STEM graduates.

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