Ģ��Ƶ

Adult Learners: 25 Years and Older

Nathan Quach — Thu, 03 Sep 2026 15:03:21 +0000

Adult Learners: 25 Years and Older Nathan Quach Thu, 09/03/2026 - 08:03

Your Experience. Our Support. Your Future.
Whether you’re returning to college, starting a new career path, balancing school with work or family, or exploring a personal interest, Ģ��Ƶ offers flexible programs, career-focused pathways, and support services to help you reach your goals.

Apply Now

Explore Programs and Learning Pathways

Why Choose Ģ��Ƶ?

Fast Track Career Paths

Ģ��Ƶ’s career education programs provide affordable access to fast, focused career pathways in 21 in-demand industry sectors.

Career & Transfer Planning

Our Career Center supports Ģ��Ƶ students and alumni through every stage of the job search and career development process, while our Transfer Center helps current students plan for and successfully transfer to the university of their choice.

Earn Credit for Work Experience

Turn your prior learning and work experience into college credit through Credit for Prior Learning or gain hands-on work experience while earning academic credit through Work Experience Education.

Affordable Education

The cost of attending Ģ��Ƶ is very low compared to the private, UC, and CSU systems. We are here to help you apply for financial aid, and we have programs such as the Irvine Valley Promise Program and the Ģ��Ƶ Scholarship Program, to help make college more affordable.

Support Services

You have a support team ready to help every step of the way.

All Support Services

Career Center

Supports currently enrolled students and Ģ��Ƶ alumni with every stage of the job search and career development process.

CalWORKS

Work study, job placement, childcare, academic counseling, skills training, and more for students on public assistance.

The Spot: Center for Basic Needs

Support to overcome non-academic obstacles like hunger, child care, financial assistance, housing needs, and more.

Counseling Center

Counseling services to help students with a variety of academic, career, and personal concerns.

Disability Support Programs for Students (DSPS)

Support services and academic adjustments for students with disabilities.

Extended Opportunity Programs & Services (EOPS)

Support services for historically underrepresented and low-socioeconomic students, including, priority registration, academic/career counseling, textbook assistance, educational supplies, and more.

Health & Wellness Center

Medical services and mental health services by licensed healthcare providers.

Library

Research support, print and digital resources, computer labs, workshops on citing sources, research basics, plagiarism rules, and more.

Technology Services

Next Steps

Questions?

Meet with a Counselor

Need help now?

Call 949-451-5431

Ready to get started?

Apply Now

From the Desk of The President

Nathan Quach — Mon, 31 Aug 2026 22:42:18 +0000

From the Desk of The President Nathan Quach Mon, 08/31/2026 - 15:42

On Fall Opening Day, I had the opportunity to share a reflection on The Power of Belonging, a value that is central to who we are as a college community and to the work we do every day. As we begin a new academic year, I invite you to watch this message and consider the ways each of us contributes to creating an environment where every student and employee feels valued, respected, connected, and supported.

Belonging is not simply an idea. It is a commitment that shapes our culture, strengthens our relationships, and advances our mission. When belonging is experienced by all, it becomes a powerful force for transformation, helping our students thrive and empowering us to do our best work together.

Watch the video below to explore how belonging can continue to shape the future of Ģ��Ƶ.

Ģ��Ƶ Awards CPA Review Courses to Outstanding Accounting Students

Melanie Buettner — Fri, 28 Aug 2026 22:25:21 +0000

Ģ��Ƶ Awards CPA Review Courses to Outstanding Accounting Students Melanie Buettner Fri, 08/28/2026 - 15:25

Pre-Health Professions Pathway

Nathan Quach — Wed, 19 Aug 2026 22:32:15 +0000

Pre-Health Professions Pathway Nathan Quach Wed, 08/19/2026 - 15:32

The Pre-Health Professions Pathway is a resource designed to support, encourage, and prepare students who plan to pursue graduate or professional programs in the health professions. This page provides comprehensive information on prerequisite coursework comparable to Ģ��Ƶ courses, admission and standardized testing requirements, California professional associations, and graduate and professional schools. Students are encouraged to use the resources and guides below to explore health career pathways and prepare for their intended professional or graduate program

Health Profession Pathway Options

Exploring Health Careers

Pre-Health Professions Guide Sheets

Dentistry

Professional Association

Pre-Med

Nursing

Professional Associations

Nursing Organizations Alliance

Optometry

Professional Associations

Pharmacy

Professional Associations

Physician Assistant

Physical Therapy

Professional Associations

American Physical Therapy Association (APTA)

Podiatry

Council on Podiatric Medical Education

Professional Associations

Veterinary Medicine

Professional Associations

American Veterinary Medical Association (AMVA)

Useful Resources and Links

Pre-Health Professions Conference

Pharm.D. Transfer Agreement Guarantee

University Pre-Health Professions Advising Offices

Ģ��Ƶ Students Showcase Research at Cal State Fullerton Symposium

Melanie Buettner — Tue, 18 Aug 2026 23:02:20 +0000

Ģ��Ƶ Students Showcase Research at Cal State Fullerton Symposium Melanie Buettner Tue, 08/18/2026 - 16:02

Emergency Evacuation Route, Ģ��Ƶ at ATEP

Nathan Quach — Fri, 14 Aug 2026 20:33:40 +0000

Emergency Evacuation Route, Ģ��Ƶ at ATEP Nathan Quach Fri, 08/14/2026 - 13:33

ATEP Evacuation Route

IDEA, Ģ��Ƶ at ATEP — evacuate to main parking lot across from College Dr.
Culinary Arts and Hospitality, Saddleback@ATEP — evacuate to main parking lot across from College Dr.
Advanced Transportation, Saddleback@ATEP — evacuate to main parking lot across from College Dr.

Fundamental Alteration to Instruction

Nathan Quach — Fri, 14 Aug 2026 15:24:34 +0000

Fundamental Alteration to Instruction Nathan Quach Fri, 08/14/2026 - 08:24

A fundamental alteration is a change that is so significant that it alters the essential nature of the approved course outline od record and the objectives of an individual course or course of study. Academic adjustment does not mean fundamental alteration.

Provision of an academic adjustment or auxiliary aid does not mean the institution is required to make a fundamental alteration to the course. In other words, providing academic adjustments or auxiliary aids cannot substantially modify the basic content, objectives, or goals of an assignment, course, program, or degree of study.

To undertake this process faculty and DSPS staff will need to work together to:

Identify the essential academic standards of the course as delineated in the course outline of record rather than in a syllabus for a particular class. These requirements address the very nature of the subject matter and are of the utmost importance in achieving the course/program objective.
Articulate specific requirements that individual instructors believe are fundamental to teaching the course/program.
Identify the unique qualities of the course/program in relation to its overall objectives and any program in which the course is required.
Engage in "reasoned deliberation" as to whether modification of an assignment, course/program would change the fundamental academic standards, and
Determine whether there are any options to the fundamental requirements of the assignment, course/program. For example, do all instructors teaching the same course have the same requirements?
Why is the standard that the instructor believes will be lowered important to the course/program?
Will the requested accommodation lower the academic standards of the course/program?
Can a different method or requirement that will not be altered by the accommodation achieve the required academic or pedagogical result? Consult with peers on the DSPS listserv, CAPED or AHEAD for guidance. It is important to note that the fact that a requested accommodation has not been made before or is not typically being made, is not sufficient to constitute a fundamental alteration.
The decision to assert a fundamental alteration and deny an accommodation should not be taken lightly. Institutions have found themselves in legal trouble for devoting insufficient thought to the conclusion that a requested accommodation should be denied. If the college seeks to be well prepared to address potential discrimination complaints, it is essential that a thorough, deliberative, fair, and well-documented process be undertaken to determine if a requested accommodation represents a fundamental alteration to the curriculum.

Fundamental alteration case scenario

Failure to provide reasonable accommodation for a student with a disability is a violation of law, putting in jeopardy an institution's federal funding. However, disability laws also require that students with disabilities meet the "essential," "academic," and "technical" standards of the class/program/college.

Situation:
A student who is blind enrolls in a math class and requests that the instructor verbalize what s/he is writing on the board or overhead.

Fundamental Alteration or Not?
NO. Under the law and regulations, the faculty member would be legally required (as well as ethically obliged) to make an adjustment in presentation of course material by verbalizing what is written on the board or overhead. Pointing and referring to "this" and "that" as written on the board would not give the student with a visual disability equal access to the instruction. An added benefit is that verbalizing material rather than just writing it can assist all students because the information presented is more explicit.

Situation:
A student with a reading disability requests that the instructor provide information about obtaining the textbook that will be used in an upcoming semester in a digital format.

Fundamental Alteration or Not?
NO. Faculty are expected to meet the bookstore deadlines for textbook adoption. This is not an accommodation as such. It is simply a request for information, but timely textbook adoption is critically important for students with visual or reading disabilities. In cases such as this, it is highly advised that classroom faculty to consult with the DSPS office for further assistance.

Situation:
A student in the occupational therapy assistant program who has a specific learning disability must evaluate a patient with Cerebral Palsy, review clinical tests and plan an appropriate intervention in a timely manner. She has requested that she be allowed to bring brief written notes into the evaluation and have extra time to read and digest the materials and patient responses.

Fundamental Alteration or Not?
No. A college should determine the appropriate or essential requirements for a course of study, not the licensing requirements. Once essential functions and technical demands have been determined, teaching methods and learning activities can be established. The student must be permitted time for a “learning curve,” like all other students. Allowing more time in a student’s learning would be appropriate, such as permitting extended or extra practice sessions, use of notes or tape recordings.

Situation:
A student tells you that s/he cannot complete writing assignments, with or without accommodations. The student requests that writing assignments not be included in his/her grade.

Fundamental Alteration or Not?
POSSIBLY. If submitting writing assignments is an essential requirement of the class (for example, in English Composition!) there would be no legal mandate to comply with the student's request to exclude those assignments from the grade, and may then be denied. If this was another class such as psychology, the deliberative process described above should be used to determine the college’s response to this question.

Situation:
A hospital program contends a deaf student can’t hear a pulse so he can’t take vitals which is an essential function of the clinical rotation.

Fundamental Alteration or Not?
No. There are digital pulse readers so this accommodation must be considered, and with it a student can qualify to participate in their clinical rotation.

Situation:
A student with a learning disability requests the use of a calculator and a multiplication table in a beginning arithmetic class. The instructor of the class is adamant that the accommodations should not be allowed. In his opinion, the ability to perform the actual calculations is a basic requirement of the class. The student asserts that they can do the analytical work but that sheer memorization is a disability related problem for them.

Fundamental Alteration or Not?
POSSIBLY. The key issue which needs to be analyzed to come to an appropriate conclusion is whether the ability to perform the arithmetic calculations without the stated accommodations is a fundamental academic requirement of the class. If it is a fundamental academic requirement, then the college would not be required to provide the accommodation. Critical factors to determine this include:

Is the ability to perform the arithmetic calculations with aids included in the course outline of record maintained by the college? If the ability to perform these functions, specifically without aids, is in the approved course outline of record, then the college may consider asserting that it is a fundamental academic requirement. It is not obligatory that they take this stance, but it may be an indicator of whether or not the function is a fundamental academic requirement.

If the ability to perform the function without aids is not listed, what is the practice of other instructors of the same class at the college or of instructors of similar classes or other colleges? If the practice regarding the use of aids such as a calculator and multiplication tables differs between instructors, it is difficult to assert that it is a fundamental academic requirement.

Ģ��Ƶ Disability Training (Local AB2821)

Nathan Quach — Thu, 13 Aug 2026 21:03:05 +0000

Ģ��Ƶ Disability Training (Local AB2821) Nathan Quach Thu, 08/13/2026 - 14:03

Ģ��Ƶ DSPS Grievance Process

Nathan Quach — Thu, 13 Aug 2026 18:21:01 +0000

Ģ��Ƶ DSPS Grievance Process Nathan Quach Thu, 08/13/2026 - 11:21

DSPS Student Grievance Process for Providing Equal Access

Students registered with DSPS may file a complaint if they are dissatisfied with:

An assigned reasonable academic adjustment and/or accommodation; or
The implementation of an approved academic adjustment and/or accommodation.

Students may pursue informal and formal resolution options to ensure equal access.

Notice: During the Informal, Formal, and Appeal processes Ģ��Ƶ agrees to continue to provide the student with the approved accommodation until a resolution or decision is achieved.

If the student is contesting an accommodation that was not approved, the ADA/504 Coordinator, or designated officials that have knowledge of academic accommodation requirements can make an interim decision pending final resolution.

Informal Resolution Form

This form is designed for students to submit an Informal Resolution request to Ģ��Ƶ's (Ģ��Ƶ) Disability Support Programs for Students (DSPS).

Informal Resolution Process

Request

Students may initiate a complaint by completing the Informal Resolution Form. They may also begin the informal resolution process by contacting a DSPS professional via email, phone, virtual meeting, or in-person meeting.
DSPS makes every effort to resolve concerns through informal discussion.

Submit Request

Timeline

Within 3 instructional days of receipt: DSPS contacts the student and/or faculty member to gather information.
Within 10 instructional days of receipt: DSPS discusses concerns and offers a proposed resolution.

Notification

Parties are notified in writing of the informal resolution within 10 instructional days of receipt of the complaint.
If the student does not agree with the outcome, they may request to move to the formal resolution process.

Formal Resolution Process

Request

If no informal resolution is reached, the student may submit a formal written request to the ADA/504 Coordinator (VPSS).

Timeline

Formal request must be submitted within 5 instructional days of notification of the decision reached through the informal resolution process.

Notification

Parties are notified in writing of the decision reached through the formal resolution process within 10 instructional days of the receipt of the request.

Appeal —
Equal Access Hearing Committee

Request

If student continues to be dissatisfied with the formal decision, a student may request an Equal Access Hearing in writing within 5 instructional days.

Timeline

Every effort is made to complete the hearing within 20 instructional days of receipt of the written request.

Notification

All parties are notified in writing within 5 instructional days of the decision by the Equal Access Hearing Committee.

Ģ��Ƶ Art Gallery Presents E Hele Mai: Grounded Elsewhere, Rooted Here

Melanie Buettner — Tue, 11 Aug 2026 17:31:24 +0000

Ģ��Ƶ Art Gallery Presents E Hele Mai: Grounded Elsewhere, Rooted Here Melanie Buettner Tue, 08/11/2026 - 10:31

Ģ����Ƶ

Adult Learners: 25 Years and Older

Questions?

Need help now?

Ready to get started?

From the Desk of The President

Ģ����Ƶ Awards CPA Review Courses to Outstanding Accounting Students

Pre-Health Professions Pathway

Pre-Health Professions Conference

Pharm.D. Transfer Agreement Guarantee

University Pre-Health Professions Advising Offices

Ģ����Ƶ Students Showcase Research at Cal State Fullerton Symposium

Emergency Evacuation Route, Ģ����Ƶ at ATEP

Fundamental Alteration to Instruction

Fundamental alteration case scenario

Ģ����Ƶ Disability Training (Local AB2821)

Ģ����Ƶ DSPS Grievance Process

Informal Resolution Form

Ģ����Ƶ Art Gallery Presents E Hele Mai: Grounded Elsewhere, Rooted Here

Ģ��Ƶ

Ģ��Ƶ Awards CPA Review Courses to Outstanding Accounting Students

Ģ��Ƶ Students Showcase Research at Cal State Fullerton Symposium

Emergency Evacuation Route, Ģ��Ƶ at ATEP

Ģ��Ƶ Disability Training (Local AB2821)

Ģ��Ƶ DSPS Grievance Process

Ģ��Ƶ Art Gallery Presents E Hele Mai: Grounded Elsewhere, Rooted Here