Ģ��Ƶ

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

Pre-Nursing ADN & BSN

Nathan Quach — Wed, 05 Aug 2026 16:40:42 +0000

Pre-Nursing ADN & BSN Nathan Quach Wed, 08/05/2026 - 09:40

Academic and Career Information

Updated July 2026

Nature of the Work, Earnings and Occupational Outlook

Nurses play a critical role in promoting health, preventing illness, and providing care to individuals across the lifespan. To practice nursing in the United States, individuals must obtain a Registered Nurse (RN) license by passing the National Council Licensure Examination for Registered Nurse (NCLEX-RN). Registered nurses are responsible for a wide range of patient care activities, including assessing and monitoring patient conditions, administering medications and treatments, implementing healthcare plans, and educating patients and families about wellness and disease prevention. The following are clinical tasks performed by Registered Nurses:

Conducting patient assessments
Administering medications
Administering blood products
Administering chemotherapy agents
Obtaining vital signs and monitoring patients for changes in condition
Inserting and maintaining intravenous lines, nasogastric tubes, and urinary catheters
Performing phlebotomy
Obtaining specimens for laboratory testing
Providing basic and advanced wound care
Providing education to patients and their families

Registered nurses work in a variety of healthcare settings, including hospitals, outpatient clinics, physician offices, schools, long-term care facilities, home health agencies, and public health organizations. Depending on the employer, nurses may work 8, 10, or 12-hour shifts, including nights, weekends, holidays, and on-call hours. While nursing can be physically and emotionally demanding, it offers a rewarding career with opportunities to make a meaningful difference in patients' lives every day.

Registered nurses with either a two-year associate degree or a four-year bachelor's degree in nursing can start working in entry-level positions at different healthcare settings. The starting salary for new graduates with an associate’s degree in nursing is $56,180 annually (Nursing Process, 2025). On the other hand, the starting salary for registered nurses with a BSN is approximately $64,000 annually. The median annual wage for registered nurses was $93,600 in May 2024. The job outlook for registered nurses remains strong. The employment rate is projected to grow by about 5% from 2024 to 2034, which is faster than the average for all occupations. Approximately 189,100 job openings are expected each year, largely due to workforce turnover and retirements. (U.S. Bureau of Labor Statistics, 2025).

Nursing offers numerous opportunities for career growth and specialization. After gaining clinical experience, registered nurses may pursue specialty certifications in areas such as emergency nursing, critical care, pediatrics, oncology, labor and delivery, or perioperative nursing. Nurses who earn advanced degrees can become nurse practitioners, nurse educators, nurse administrators, clinical nurse specialists, or nurse anesthetists. Continuing education and professional development allow nurses to expand their knowledge, increase earning potential, and take on leadership roles within the healthcare profession.

Key Differences Between ADN and BSN

An Associate Degree in Nursing (ADN) is a two-year college-level nursing program offered at various community colleges. It provides foundational nursing education and prepares students to take the NCLEX-RN. Key features:

Shorter duration and lower cost
Focus on core clinical skills and patient care
Includes coursework in anatomy, physiology, microbiology, chemistry, and pharmacology
Combines classroom instruction with lab and clinical experience
Graduates can begin working as RNs relatively quickly
Often employed in entry-level clinical roles
May have limited advancement opportunities without further education

A Bachelor of Science in Nursing (BSN) is a four-year degree offered by colleges and universities and provides a more comprehensive nursing education. Key Features:

Broader curriculum including leadership, research, public health, and ethics
Emphasis on critical thinking, communication, and evidence-based practice
Includes all ADN-level clinical training plus expanded coursework
Greater access to leadership, management, and specialized roles
Preferred by many employers, especially hospitals
Required for graduate programs such as nurse practitioner, nurse educator, and nurse leadership roles

Aspect	Associate Degree in Nursing (ADN)	Bachelor of Science in Nursing (BSN)
School Type	Community College	University
Length	2 years	4 years
Application Process	College application and nursing program	College application as pre-nursing or direct entry
Cost	Lower	Higher
Focus	Clinical Skills	Clinical, leadership, research
Career Prospects	Entry-level RN roles	Broader roles, advancement opportunities
Graduate School Eligibility	Limited	Required for advanced practice

Application

Admission to nursing programs is highly competitive because enrollment is limited. Applicants must typically apply both to the college or university and separately to the nursing program. Common admission requirements include:

Minimum age of 18 years at the time of admission
Strong academic performance
Completion of required prerequisite courses
Successful completion of an entrance examination, such as the Test of Essential Academic Skills (TEAS)
Personal interview, if required by the nursing program

Sources

RN vs BSN: What's the Difference and Which is Right for You? | Nurse.Org

Course Requirements for California ADN and BSN Nursing Programs

Admission requirements vary by school; however, many California Associate Degree in Nursing (ADN) and Bachelor of Science in Nursing (BSN) programs require applicants to complete specific prerequisite courses before admission.

Common prerequisite courses for ADN programs (may vary depending on the institutions):

Recommended Pre-Nursing ADN Coursework	Ģ��Ƶ Courses
One course of Human Anatomy (with lab)	BIO 11
One course of Human Physiology (with lab)	BIO 12
One course of Microbiology (with lab)	BIO 15
One course of English Composition	ENG C1000/C1000
One course of Oral Communication/Public Speaking	COMM C1000/C1000H
One course of Statistics or College-level Math (varies by program)	STAT C1000 or MATH 8

Common prerequisite courses for BSN programs (may vary depending on the institutions):

Recommended Pre-Nursing BSN Coursework	Ģ��Ƶ Courses
One course of Human Anatomy (with lab)	BIO 11
One course of Human Physiology (with lab)	BIO 12
One course of Microbiology (with lab)	BIO 15
A minimum of one semester of General Chemistry with lab	CHEM 1A/1AH
One year of English Composition	ENGL C1000/C1000 and ENGL C1001/C1001H
One course of Oral Communication/Public Speaking	COMM C1000/C1000H
One course of Statistics or College-level Math (varies by program)	STAT C1000 or MATH 8
One course of Psychology or/and Sociology	PSYC C1000/C1000H , SOC 1/1H

This is NOT a comprehensive list of prerequisites for all programs. Students maintain responsibility for verifying course selection with individual programs, especially for the Biology requirements.

California State University, Fullerton - School of Nursing

Course Program Information
CSUF has a recency requirement of 5 years for the four required science prerequisite courses.
Both in-person and online course formats for all prerequisites including labs are acceptable.
Courses should not be taken for Credit/No Credit. If a course has already been taken and passed for Credit, CSUF will assume a grade of “C” for such course(s).
Credit earned through AP, IB, or CLEP exams is acceptable for non-science prerequisite courses and for Chemistry. CSUF will not accept AP, IB, or CLEP scores for Human Anatomy, Human Physiology, or Microbiology.

Cal state University, Fullerton Upper Division Transfer BSN Prerequisites	Ģ��Ƶ Courses
Two semesters of General Chemistry with lab	CHEM 1A/1AH and CHEM 1B/1BH
One semester of Microbiology with lab	BIO 15
One semester of Human Anatomy with lab	BIO 11
One semester of Human Physiology with lab	BIO 12
One semester of Statistics	STAT C1000
One semester of Written Composition	ENGL C1000/C1000H
One semester of Critical Thinking	ENGL C1001/C1001H
One semester of Oral Communication	COMM C1000
One semester of Psychology	PSYC C1000/C1000H
One semester of Sociology ( or Cultural Anthropology)	SOC 1/1H or ANTH 2

Note: This is NOT a comprehensive list of prerequisites for all programs. Students are responsible for verifying course selection with individual programs, especially since prerequisite courses and/or admissions requirements can change each year and without notice.

California State University, Long Beach - School of Nursing

Course Program Information
Each course must be completed with a "C" or better grade; when all prerequisites are completed the GPA for the prerequisite courses must be "B" or better (3.0 or better).
All applicants must register for and take the Casper Situational Judgement Test and have results reported out to CSU Long Beach on or prior to the program application deadline—no exceptions will be made for deadline extensions.
After applications are submitted, applicants with the highest-ranking cumulative scores will be contacted (via email) and must participate in a mandatory School of Nursing Communication Exercise.

Cal state University, Long beach BSN Prerequisites	Ģ��Ƶ Courses
Two semesters of General Chemistry with lab	CHEM 1A/1AH and CHEM 1B/1BH
One semester of Microbiology with lab	BIO 15
One semester of Human Anatomy with lab	BIO 11
One semester of Human Physiology with lab	BIO 12
One semester of Statistics	STAT C1000
One semester of Written Composition	ENGL C1000/C1000H
One semester of Critical Thinking	ENGL C1001/C1001H or another critical thinking course
One semester of Oral Communication	COMM C1000

Concordia University - Irvine

Course Program Information
NOTE: ABSN applicants must have completed a Bachelor of Science or Bachelor of Arts in any discipline or a minimum of 65 non-nursing college credits from a regionally accredited institution.
All science classes must also include a laboratory portion and be completed within 5 years of intended admission term. Online science classes that solely rely on virtual laboratories will not be accepted. However, online science classes that incorporate home-kit laboratories are acceptable.
With the exception of Foundation of Christian Theology (NTHL 101) and New Testament (NTHL 202), students may transfer all required pre-requisite units from any regionally accredited institution

Concordia University - Irvine BSN Prerequisites	Ģ��Ƶ Courses
Two semesters of General Chemistry with lab	CHEM 1A/1AH
One semester of Microbiology with lab	BIO 15
One semester of Human Anatomy with lab	BIO 11
One semester of Human Physiology with lab	BIO 12
One semester of Human Nutrition	NUT 1
One semester of Statistics	STAT C1000
One semester of Psychology	PSYC C1000
One semester of Lifespan Developmental Psychology	PSYCH 6 or 7
One semester of Sociology ( or Cultural Anthropology)	SOC 1/1H or ANTH 2
One semester of Critical Thinking	ENGL C1001/C1001H
One semester of Oral Communication	COMM C1000

West Coast University

Course Program Information
NOTE: All general education and prerequisite must have been taken at an accredited post-secondary institution.
A minimum of 46 credits is required for graduation. The maximum allowable transfer credits applied to the BSN program shall not exceed 52 credits of general education.
BSN or LVN-BSN applicants requesting transfer credit evaluation must provide the applicable official transcripts by seven (7) calendar days before the start of the term. Science courses must be taken within the last five years to be accepted for transfer credit.

West Coast University BSN Prerequisites	Ģ��Ƶ Courses
6 Semester credits of Written Communications	ENGL C1000/C1000H & ENGL C1001/C1001H
3 Semesters credits of Oral and Interpersonal Communications	COMM C1000/C1000H
3 Semester credits of Critical Thinking and Ethical Reasoning	PHIL 3
6 Semester credits of Quantitative Literacy	STAT C1000 & MATH 8
6 Semester credits of Social and Behavioral Awareness	PSYC C1000 & SOC 1/1H, etc
3 Semester credits of Historical, Cultural, and Aesthetic Recognition	Example courses: HIST 1/1H, 2, 10, 11, etc.
One course of Microbiology	BIO 15
One course of Human Anatomy	BIO 11
One course of Human Physiology	BIO 12
One course of Chemistry	CHEM 1A/1AH

Ģ����Ƶ

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

Pre-Nursing ADN & BSN

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