Foothill and De Anza Colleges Conditional Admission

Total Page:16

File Type:pdf, Size:1020Kb

Foothill and De Anza Colleges Conditional Admission Foothill and De Anza Colleges Conditional Admission List of Partner Language Schools American Academy The ESL of English School at NYFA Foothill & De Anza http://aae.edu www.nyfa.edu/esl/ Summer Intensive ESL Program San Francisco, CA San Jose, CA Complete: ESL for Academic Complete: Level 6 English (EAP) or Advanced Each summer, Foothill and De Anza Colleges offer their own Summer Intensive ESL courses to students who apply for Fall Quarter admission. Students must have EF International EC San Francisco Language Center -SF English School one of the following: TOEFL score between 52-60 (iBT); www.ecenglish.com IELTS - 5.0; iTEP Academic - Level 4; Duolingo - 45 DET, www.ef.com San Francisco, CA or GTEC - 1000; to be accepted to the Summer Intensive San Francisco, CA Complete: Upper Intermediate B2 ESL Program. For more information: Complete: B2-3 De Anza: Golden Gate ILSC Education Group http://www.deanza.edu/international/summerESL.html Language School www.goldengatelanguage.com www.ilsc.com Foothill: http://www.foothill.edu/international/bridge.php Campbell, CA Vancouver, Canada Complete: Level 12 Complete: Academic Preparation Level 14 ELS Language Centers Embassy English International Gateways Kaplan San Jose State University www.kaplaninternational.com www.els.edu www.embassyenglish.com www.igateways.sjsu.edu San Francisco, CA Berkeley and San Francisco, CA San Rafael, Silicon Valley San Jose, CA Complete: Advanced Level Complete: Advanced Level Complete: Level 109 Complete: Level 600 The American Language Stafford House Institute for International Language Pacifica International Studies - Mission College Center UCLA Extension www.staffordhouse.com www.missioncollege.org/community/iis www.uclaextension.edu/alc www.languagepacifica.org Santa Clara, CA Los Angeles, CA San Francisco, CA San Mateo, CA Complete: Level D Link Class Complete: Level 105 Complete: Level 5 Complete: Level 5 Global Village English Centres http://international.usc.edu www.gvenglish.com Los Angeles, CA Vancouver, Canada, Hawaii Complete: Level 4 Complete: Level 6 * Agreements are available at all locations of the above partner language schools Updated: April 2018 Foothill and De Anza Colleges Conditional Admission Conditional Admissions Policy ESL School Students Foothill and De Anza Colleges require a minimum English level for admission: TOEFL - 61 ibt/500 paper; IELTS - 6.0; iTEP Academic - Level 4; Duolingo - 50 DET; GTEC - 1000; Cambridge - 175+ on advanced or proficency exam. Students who have a lower than required score or who have not taken a recognized English profiency test may attend a local language school to raise their English level before coming to Foothill or De Anza. Upon completion of the appropriate English level, they can enroll directly at one of the colleges at the next intake of students. Foothill and De Anza College have guaranteed admissions agreements with many language schools. Please turn to the other side of this page for a list of our partner schools. The steps for applying for guaranteed admission are below: 1. The student completes 2 applications at the same time: a. Application to either Foothill College or De Anza College, plus b. Application to the language school 2. Send the completed application to each respective school. With the college application, please check the box “Attend a Partner Language School” on the application to receive a Conditional Admission from Foothill or De Anza’s International Admissions Office. 3. The language school sends the student the I-20 form and Foothill or De Anza sends a Letter of Conditional Admission to the student. The letter states that the student will be accepted to Foothill or De Anza upon fulfilling the required English level at the language school. 4. The student applies for the F-1 visa in his/her home country, using the language school’s I-20 Form and Letter of Conditional Admission from Foothill or De Anza. 5. The student begins his/her English studies at the language school in the U.S. 6. Once the student reaches the language school’s required level (see reverse), or achieves the minimum score on an approved language Proficency exam (listed above), the student can enroll at Foothill or De Anza at the next intake for admission. Foothill College De Anza College International Programs International Programs 12345 El Monte Road 21250 Stevens Creek Boulevard Los Altos Hills, CA 94022 USA Cupertino, CA 95014 USA Telephone: +1 (650) 949-7293 Telephone: +1 (408) 864-8826 Fax: +1 (650) 949-7080 Fax: +1 (408) 864-5638 Email: [email protected] Email: [email protected] http://www.international.fhda.edu Updated: April 2018.
Recommended publications
  • Dance Department, Evergreen Valley College Last Review: N/A Current Year: 2016 Prepared By: Elizabeth Falvey Area Dean: Mark Gonzales
    Dance Department, Evergreen Valley College Last Review: N/A Current Year: 2016 Prepared by: Elizabeth Falvey Area Dean: Mark Gonzales SUMMARY OF DEPARTMENT and PROGRAM Provide a brief summary of your program. Assume the reader does not know anything about it. Your explanation should include a brief history and a discussion of any factors that have been important to the program’s development. Please explain the purpose of your program, what students you serve, what services you provide, and why these services are valuable. Dance has the power to communicate and evoke responses. It provides a means for self-expression and enables the participants and viewers to feel and experience the joy of moving. The Dance Department at Evergreen College is thriving. It may be one of the smaller departments on campus, with only 3 part-time faculty, but classes are filled, and often wait-listed to join. As you cross campus and enter the latest and greatest Visual Performing Arts building, you will hear music, laughter and joy humming throughout the building and studio. Students register for dance classes not only to grow and learn the artistry of dance, but also to foster wellness, creativity, expression and communication into movement. Since moving into the new Visual Performing Arts building in 2009, the number of classes offered has more than doubled. In 2012, we were excited to offer our first GE lecture class, Dance Appreciation (3 units, Area C, Arts Requirement). Since then, Dance Appreciation has been offered every semester, including intersession and summer. Our program now offers classes year-round, which gives us more exposure as a department.
    [Show full text]
  • Case Study #7 of 7 Featuring Colleges with Consistently Higher Than Expected Transfer Rates Fall 2008
    Transfer Practices at Skyline College Case Study #7 of 7 Featuring Colleges with Consistently Higher Than Expected Transfer Rates Fall 2008 Part of the Transfer Leadership Center Project Funded by the State Chancellor’s Office of the California Community Colleges Prepared by the Center for Student Success of the Research & Planning Group for California Community Colleges Andreea Serban, Ph.D., Project Director, and Superintendent/President, Santa Barbara City College Skyline College Research Team and Case Study Authors: Pamela Mery, Senior Researcher, City College of San Francisco Rob Johnstone, Ph.D., Chief Instructional Officer, Foothill College* *Dr. Johnstone served as Foothill College’s Chief Instructional Officer during the research, analysis, and writing of this case study. He currently serves as Dean of Planning, Research & Institutional Effectiveness at Skyline College. Abstract : This report is one in a series of seven case studies of California community colleges with higher-than-expected transfer rates. Each case study is based on a site visit conducted in Spring 2008 by two Center for Student Success researchers to document and investigate the full spectrum of factors, inventions, strategies and practices that each college is implementing to support transfer. The case studies are part of the Transfer Leadership Center (TLC), the most comprehensive study to date of two-to-four-year transfer in California. The California Community College State Chancellor’s Office awarded the TLC in Spring 2007, based on a competitive grant competition and grant written by Dr. Andreea Serban, Superintendent/President, Santa Barbara City College. The project has been implemented by the Chancellor’s Office of the California Community Colleges (CCC), the Center for Student Success (CSS) of the Research and Planning Group for California Community Colleges, and California Partnership for Achieving Student Success (Cal-Pass).
    [Show full text]
  • Application for Admission
    OFFICE USE ONLY NAME San Jose/Evergreen Community College District APPLICATION FOR ADMISSION Colleague ID # LAST Term & College for which you are applying: FALL SPRING SUMMER 20 Date Check ONE college only Evergreen Valley College San José City College Initials If you plan on taking classes at BOTH colleges within this District, make sure you have a current application AT EACH COLLEGE 1 Legal Name Last Name First Name Middle Initial 2 Address Number & Street Apt. Number FIRST City State Zip Code 3 Telephone Number Home Other 4 Origin Walk-In Mail 5 Social Security Number 6 Birth Date (Necessary for Financial Aid applicants) MM DD YY Returning Student’s / ID # 7 Ethnic Background AL Asian/Laotian HCA Hispanic/Central America PACG Pac Islander/Guam A Asian AM Asian/Cambodian HM His/Mex Hisp/Amer PACH Pac Islander/Hawaiian AA African/American AV Asian/Vietnamese HSA Hispanic/South America PACS Pac Islander/Samoa AC Asian/Chinese AX Asian/Other HX Hispanic/Other PACX Pac Islander/Other AI Asian/Indian C Caucasian/Non-Hispanic NA Native American UNK Unknown AJ Asian/Japanese FI Filipino OTH Other Non-White XD Declined to State M.I. AK Asian/Korean H Hispanic P Pacific Islander 8 Gender Male Female 9 E-Mail Address 10 Type of Applicant 11 Major/Academic Program CODE Check if you are: If undecided, temporarily choose GENMJ.AS.1 (SJCC ONLY). Student Applicant (SAP) See CODE SHEET - Application CANNOT be processed without an academic program. Employee Applicant (EMA) 12 Admit Status (Fill in the one which best applies to you) N I am attending college for the first time after high school.
    [Show full text]
  • ACCREDITING COMMISSION for COMMUNITY and JUNIOR COLLEGES Western Association of Schools and Colleges
    ACCREDITING COMMISSION FOR COMMUNITY AND JUNIOR COLLEGES Western Association of Schools and Colleges COMMISSION ACTIONS ON INSTITUTIONS At its January 6-8, 2016 meeting, the Accrediting Commission for Community and Junior Colleges, Western Association of Schools and Colleges, took the following institutional actions on the accredited status of institutions: REAFFIRMED ACCREDITATION FOR 18 MONTHS ON THE BASIS OF A COMPREHENSIVE EVALUATION American River College Cosumnes River Folsom Lake College Sacramento City College Chabot College Las Positas College Citrus College Napa Valley College Santa Barbara City College Taft College ISSUED WARNING ON THE BASIS OF A COMPREHENSIVE EVALUATION Southwestern College REMOVED FROM WARNING ON THE BASIS OF A FOLLOW-UP REPORT WITH VISIT The Salvation Army College for Officer Training at Crestmont REMOVED SHOW CAUSE AND ISSUED WARNING ON THE BASIS OF A SHOW CAUSE REPORT WITH VISIT American Samoa Community College ELIGIBILITY DENIED California Preparatory College Accrediting Commission for Community and Junior Colleges January 2016 Commission Actions on Institutions THE COMMISSION REVIEWED THE FOLLOWING INSTITUTIONS AND CONTINUED THEIR ACCREDITED STATUS: MIDTERM REPORT Bakersfield College Cerro Coso Community College Porterville College College of the Sequoias Hawai’i Community College Honolulu Community College Kapi’olani Community College Kauai Community College Leeward Community College Windward Community College Woodland Community College Yuba College FOLLOW-UP REPORT Antelope Valley College De Anza College Foothill College Santa Ana College Windward Community College FOLLOW-UP REPORT WITH VISIT Contra Costa College Diablo Valley College Los Medanos College El Camino College Moreno Valley College Norco College Riverside City College Rio Hondo College .
    [Show full text]
  • Preparing Underserved Students for High Demand Occupations
    May 2014 In the following report, Hanover Research examines best practices and peer programs for preparing underserved students for high-demand (STEM and health) occupations, with a focus on the California community college system. Executive Summary and Key Findings ................................................................................ 3 INTRODUCTION ........................................................................................................................... 3 KEY FINDINGS ............................................................................................................................. 3 Funding .............................................................................................................................. 3 Program Features .............................................................................................................. 4 Best Practices ..................................................................................................................... 5 Section I: Peer Program Profiles ......................................................................................... 6 PALOMAR COLLEGE ..................................................................................................................... 6 GLENDALE COMMUNITY COLLEGE AND COLLEGE OF THE CANYONS (AIM) .............................................. 7 SANTA ANA COLLEGE AND FULLERTON COLLEGE (ENGAGE) ............................................................... 8 SAN BERNARDINO VALLEY COLLEGE ...............................................................................................
    [Show full text]
  • College Course Equivalency Spreadsheet (CCES)
    EQUIVALENT COURSES TO DE ANZA'S NURSING PREREQUISITES Courses listed in this document have been determined to be equivalent to the De Anza Nursing Prerequisites shown at the top of each page. If you wish to petition for equivalency to De Anza Nursing prerequisites for courses not listed, you will need to submit a General Petition form to the appropriate department along with sufficient documentation about the class(es) in question (catalog description, course outline, course syllabus, textbook used, etc.). The General Petition form can be downloaded from the following web page: http://www.deanza.edu/registration/forms.html DE ANZA COLLEGE BIOLOGY 40A,B,C BIOLOGY 26 BIOLOGY 45 PSYCHOLOGY 14 Anatomy & Physiology Microbiology Intro to Human Nutrition Developmental Aspects of Psych. CABRILLO Bio 4 - Human Anatomy Bio 6 - Intro to Micro No Equivalent Course - 10/2010 No Equivalent Course - 10/2010 Bio 5 - Human Physiology CANADA Biol 250 - Human Anatomy Biology 240 - Microbiology No Equivalent Course - 10/2010 Psyc 200 - Developmental Psych Biol 260 - Human Physiology CHABOT Anat 1 - Human Anatomy Micro 1 - Microbiology No Equivalent Course - 10/2010 Psych 12 - Life-span Psych Phys 1 - Human Physiology CITY COLLEGE - SAN FRANCISCO Anat 25 - Human Anatomy MB 12 - Intro to Micro No Equivalent Course - 10/2010 No Equivalent Course - 10/2010 Phys 1 or 12 - Human Physiology COLLEGE OF SAN MATEO Biol 250 - Anatomy Biol 240 - General Micro No Equivalent Course - 10/2010 Psy 200 - Developmental Psych Biol 260 - Physiology DIABLO VALLEY BioSC 139 - Human Anat Bio 146 - Prinnciples of Micro No Equivalent Course - 10/2010 No Equivalent Course - 10/2010 BioSC 140 - Human Physio EVERGREEN (ANAT 1 - Human Anatomy OR Micro 70 or Micro 74 No Equivalent Course - 10/2010 Psych 92 - Dev.
    [Show full text]
  • Transfers to Four-Year Institution, 2019-20
    De Anza College Office of Institutional Research and Planning To: Senior Staff From: Lisa Ly, Senior Research Analyst Date: March 3, 2021 Subject: Transfers to Four-Year Institution, 2019-20 Overview: This report reflect data for De Anza College students who transferred to the University of California (UC), California State University (CSU), in-state private or out-of-state institutions between 2015-16 and 2019-20. Methodology: All transfer data were externally sourced from the websites listed below. University of California Office of the President - https://www.universityofcalifornia.edu/infocenter/admissions-source-school California State University Chancellor’s Office - https://www2.calstate.edu/data- center/institutional-research-analyses/Pages/reports-and-analytics.aspx California Community Colleges Chancellor’s Office - https://datamart.cccco.edu/Outcomes/Student_Transfer_Volume.aspx Summary: Transfer by Institution Type In 2019-20, De Anza students continued to transfer primarily to a CSU (1,411), followed by UC (903), out-of-state (903) and in-state private (57) institution. When compared to the previous year, transfer headcounts decreased across all institution types: in-state private (-14%), CSU (-10%), UC (-1%) and out-of-state (-1%). Total transfers decreased by -182 or -7%. UC Transfer: The UC system provides data on transfer applicants, admits and enrollees. The headcounts of De Anza students who applied and were admitted increased in 2019-20 from the prior year by +2% and +3%, respectively. However, the enrollment headcount decreased by -1%, a declining trend that is observed since 2017-18. De Anza student’ admittance rate to the UC system in 2019-20 was 78%.
    [Show full text]
  • Student Equity Plan
    Student Equity Plan [December 18, 2015] SACRAMENTO CITY COLLEGE STUDENT EQUITY PLAN Table of Contents Signature Page Executive Summary Target Groups Goals Activities Student Equity Funding and Other Resources Contact Person/Student Equity Coordinator Planning Committee and Collaboration Access Campus-Based Research Overview Indicator Definitions and Data Conclusions: Disproportionately Impacted Student Groups Goals, Activities, Funding and Evaluation Access Baseline Data and Goals Activities to Improve Access for Target Student Groups Expected Outcomes for Target Student Groups Course Completion Campus-Based Research Overview Indicator Definitions and Data Conclusions: Disproportionately Impacted Student Groups Goals, Activities, Funding and Evaluation Course Completion Baseline Data and Goals Activities to Improve Course Completion for Target Student Groups Expected Outcomes for Target Student Groups ESL and Basic Skills Completion Campus-Based Research Overview Indicator Definitions and Data Student Equity Plan Sacramento City College Page 2 of 85 Conclusions: Disproportionately Impacted Student Groups Goals, Activities, Funding and Evaluation ESL and Basic Skills Completion Baseline Data and Goals Activities to Improve ESL and Basic Skills Completion for Target Student Groups Expected Outcomes for Target Student Groups Degree and Certificate Completion Campus-Based Research Overview Indicator Definitions and Data Conclusions: Disproportionately Impacted Student Groups Goals, Activities, Funding and Evaluation Degree and Certificate
    [Show full text]
  • District-Wide Strategic Plan Development
    West Valley – Mission Community College District District-wide Strategic Plan Development March 24, 2011 Report Prepared by College Brain Trust Team Dr. Shirley J. Kelly, Project Leader Robert Gamble Dr. Patricia L. Griffin Cy Gulassa Randal Lawson Darroch (Rocky) Young 1 Table of Contents EXECUTIVE SUMMARY ......................................................................................................................................... 3 HISTORY OF THE WEST VALLEY-MISSION COMMUNITY COLLEGE DISTRICT.................................. 5 WEST VALLEY – MISSION COMMUNITY COLLEGE DISTRICT ........................................................................................... 5 WEST VALLEY COLLEGE ........................................................................................................................................................ 5 MISSION COLLEGE ................................................................................................................................................................... 7 THE LAND CORPORATION ..................................................................................................................................................... 8 THE STRATEGIC PLANNING PROCESS .......................................................................................................... 10 SOURCES OF INFORMATION ............................................................................................................................ 12 EDUCATIONAL AND ENROLLMENT TRENDS AND ANALYSIS ...........................................................................................
    [Show full text]
  • Foothill College Facilities Master Plan State Clearinghouse # 2007091014
    DRAFT ENVIRONMENTAL IMPACT REPORT Foothill College Facilities Master Plan State Clearinghouse # 2007091014 Prepared for: Foothill De Anza Community College District 12345 El Monte Road Los Altos Hills, CA 94022 Prepared by: August 2008 FOOTHILL COLLEGE FACILITIES MASTER PLAN DRAFT ENVIRONMENTAL IMPACT REPORT PREPARED FOR: Foothill De Anza Community College District 12345 El Monte Road Los Altos Hills, CA 94022 PREPARED BY: Christopher A. Joseph & Associates 610 16th Street, Suite 514 Oakland, CA 94612 August 2008 SCH NO: 2007091014 TABLE OF CONTENTS Page I. INTRODUCTION ............................................................................................................ I-1 II. SUMMARY .....................................................................................................................II-1 III. PROJECT DESCRIPTION ............................................................................................ III-1 A. Overview of Environmental Setting ...................................................................... III-1 B. Foothill-De Anza Community College District 2007 Facilities Master Plan ...... III-21 C. Project Characteristics ......................................................................................... III-24 D. Project Objectives ................................................................................................ III-31 E. Discretionary Actions .......................................................................................... III-32 IV. ENVIRONMENTAL IMPACT ANALYSIS ...........................................................
    [Show full text]
  • 1 De Anza College 2,388 58 Skyline College 595 2 Santa
    California Community College Total Combined Transfers to California State University (CSU) University of California (UC) Campuses Year 2016-2017 1 DE ANZA COLLEGE 2,388 58 SKYLINE COLLEGE 595 2 SANTA MONICA COLLEGE 2, 275 59 COLLEGE OF SAN MATEO 582 3 PASADENA CITY COLLEGE 1,999 60 LOS ANGELES HARBOR COLLEGE 575 4 DIABLO VALLEY COLLEGE 1,905 61 CUESTA COLLEGE 564 5 MOUNT SAN ANTINIO COLLEGE 1,845 62 EVERGREEN VALLEY COLLEGE 526 6 ORANGE COAST COLLEGE 1,817 63 SAN BERNARDINO VALLEY COLLEGE 512 7 EL CAMINO COLLEGE 1,754 64 SOLANO COLLEGE 502 8 FULLERTON COLLEGE 1,711 65 FOLSOM LAKE COLLEGE3 491 9 EAST LOS ANGELES COLLEGE 1,483 66 LOS MEDANOS COLLEGE 487 10 LOS ANGELES PIERCE COLLEGE 1,373 67 SAN DIEGO CITY COLLEGE 477 11 SADDLEBACK COLLEGE 1,310 68 BERKELEY CITY COLLEGE 455 12 FRESNO CITY COLLEGE 1,294 69 COLLEGE OF THE DESERT 453 13 PALOMAR COLLEGE 1,275 70 SAN DIEGO MIRAMAR COLLEGE 437 14 AMERICAN RIVER COLLEGE 1,251 71 IMPERIAL VALLEY COLLEGE 429 15 MOORPARK COLLEGE 1,248 72 NORCO COLLEGE 413 16 SIERRA COLLEGE 1,215 73 LOS ANGELES MISSION COLLEGE 411 17 LONG BEACH CITY COLLEGE 1,213 74 NAPA VALLEY COLLEGE 408 18 IRVINE VALLEY COLLEGE 1,198 75 MISSION COLLEGE 406 19 GLENDALE COLLEGE 1,190 76 MONTEREY PENINSULA COLLEGE 404 20 CITY COLLEGE OF SAN FRANCISCO 1,188 77 ALLAN HANCOCK COLLEGE 394 21 SANTA BARBARA CITY COLLEGE 1,177 78 SAN JOSE CITY COLLEGE 363 22 CERRITOS COLLEGE 1,160 79 LANEY COLLEGE 358 23 SANTA ROSA JUNIOR COLLEGE 1,137 80 VICTOR VALLEY COLLEGE 352 24 COLLEGE OF THE CANYONS 1,136 81 CONTRA COSTA COLLEGE 350 25 SAN DIEGO MESA
    [Show full text]
  • Table of Contents
    TABLE OF CONTENTS Academic Calendar ....................................................................................................2 Welcome and Mission ................................................................................................3 About De Anza College ..............................................................................................4 Campus Overview ......................................................................................................5 Programs and Services ..............................................................................................7 Financial Planning and College Costs ......................................................................17 College/District Policies and Guidelines ..................................................................18 Career and Degree Programs ...................................................................................35 Transfer Programs ....................................................................................................39 Certificate and A.A/A.S. Degree Programs Section Guide .......................................51 Certificate and A.A/A.S. Degree Programs ..............................................................52 Course Numbering System ....................................................................................117 Credit Course Repetition, Repeatability and Families ............................................118 Course Listings and Descriptions ..........................................................................119
    [Show full text]