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California Community Colleges Application for Admission Instruction

Nathan Quach — Thu, 02 Apr 2026 18:20:43 +0000

California Community Colleges Application for Admission Instruction Nathan Quach Thu, 04/02/2026 - 11:20

There are a total of four steps that must be completed to become an �鶹��ý (�鶹��ý) student and register for classes. This is the first step, "Apply for Admission."

VISIT: ivc.edu/emeritus

Scroll down to Register for Classes
New or Returning Students
Click on the Apply Now button under the first step
This takes you to the OpenCCC Account webpage, where you need to click on Create an Account

in order to apply to any California community college. Click on Sign In if you already have an account.

CREATE ACCOUNT: FILL IN PERSONAL INFORMATION

Enter your mobile number or personal email address to create your account
Input verification code texted or emailed to you
Include home address
Legal name - as it appears on your Driver’s License, Social Security card or Passport
Date of birth
Create a password and repeat password (make sure you write down your password. You will need it!)
Click on Create Account - YOU HAVE CREATED YOUR ACCOUNT.
- ID.me: Click on the question at the bottom of the page (What if I can’t verify my ID with ID.me) and then click DECLINE to bypass ID.me

NEXT IS THE HOME SCREEN OF CCCAPPLY:

My Applications - Click the blue rectangle “Start a New Application”

WELCOME: ENROLLMENT INFORMATION

You MUST select: FALL 2025 OR SPRING 2026
- Educational goal: UNDECIDED
  - Major category - ART
    - Intended major or program of study – ART
      - Select No if you don't have a previous legal name
      - Select Yes if you have a Social Security number
      - - Select No if you do not have a Social Security number or decline to provide one at this time

PARENT/GUARDIAN INFORMATION

Select the first option if you LIVE WITH PARENTS OR GUARDIAN and provide information for one parent's first name,
last name, and relationship
Select the second option in you were in foster care at any time after your 13th birthday
Select the third option only if you are married, legally emancipated, or self-supporting and do not live with parents.

MAILING ADDRESS

Click the box "My address is the same as my OpenCCC account"

EDUCATION

You MUST select: First-time student in college (after leaving high school)
You MUST select: Received high school diploma from U.S. school
- High school completion date: enter a date, for example, May 30, 2025
- Answer YES to questions regarding high school diploma

LAST HIGH SCHOOL ATTENDED

Select: I attended high school
- Country: United States
  - State: California

• Type in the name of your high school - see drop-down menu and select- 1 -

CITIZENSHIP & MILITARY

Select U.S. Citizen - if you were born in the U.S. or you are a naturalized citizen
Select Permanent Resident - need to input alien number, issue date, expiration date
- U.S. military service: select NONE APPLY TO ME (unless parent/guardian is serving or served in the military)

RESIDENCY

California residence: select YES if your parent/guardian has lived in CA since the date shown
Out-of-state-activities: leave blank if none apply to you
Special Residency Categories - answer both questions with NO if none apply to you

NEEDS & INTEREST/PROGRAMS & SERVICES

Answer questions truthfully
Check the programs and services in which you are interested

DEMOGRAPHIC INFORMATION

Gender options are female, male, non-binary or decline to state
Parent/guardian education levels: indicate the education levels of the parents/guardians who raised you
Race/ethnicity

SUPPLEMENTAL QUESTIONS

Student PIN for MySite (4 digits, suggestion would be birth year)
Completed college course work: select O units if you haven't taken any college classes
Place of birth: leave state blank if you were born outside of the U.S.
Electronic 1098T form: Select YES to receive the form electronically
Individual Tax Identification Number (ITIN): leave blank unless you have an ITIN
Music program: answer questions
High school graduation date: enter a date, for example, 05/30/2025
Household income: select annual household income and indicate how many people are supported by this income,including yourself

REVIEW APPLICATION

Review all information before you submit

CONSENT SUBMIT YOUR APPLICATION

Select if you consent
Click on both boxes
Click Submit
- CONFIRMATION page will appear; keep a copy for your records
  - APP ID # is important to have if you need assistance from Admissions regarding your application

If you have any trouble submitting your application, you can call Customer Support 877-247-4836.

Once your application has been submitted and you have questions you can call �鶹��ý Admissions 949-451-5220.

You will need to have your Application (APP) number when calling.

�鶹��ý's Environmental Leadership Committee Announces Student Logo Contest Winners

Melanie Buettner — Wed, 01 Apr 2026 23:06:55 +0000

�鶹��ý's Environmental Leadership Committee Announces Student Logo Contest Winners Melanie Buettner Wed, 04/01/2026 - 16:06

Resolutions

Nathan Quach — Wed, 01 Apr 2026 21:28:19 +0000

Resolutions Nathan Quach Wed, 04/01/2026 - 14:28

Resolution in Support of Representation and Compensation for Part-Time Faculty Participation in Governance

Whereas, part-time faculty teach a majority of course sections at �鶹��ý and are essential to the college’s instructional mission, contributing significantly to student success, program continuity, and the overall quality of the educational experience; and

Whereas, �鶹��ý’s participatory governance model is grounded in the values of inclusion, equity, and shared responsibility, which are best realized when all faculty constituencies are represented in decision-making; and

Whereas, part-time faculty currently lack formal representation within many participatory governance structures at �鶹��ý, resulting in the absence of their perspectives in much of the college-wide planning and decision-making; and

Whereas, participation in governance without compensation creates a structural barrier that limits equitable engagement by part-time faculty and constrains the institution’s ability to benefit fully from their expertise and experience; therefore be it

Resolved, that the Academic Senate of �鶹��ý commits to working collaboratively with college administration and full-time faculty to establish appropriate mechanisms for formal part-time faculty representation in participatory governance; and

Resolved, that the Academic Senate of �鶹��ý affirms its support for the collaborative efforts of the Faculty Association and the college administration to develop a fair and sustainable compensation structure that ensures equitable participation of part-time faculty in governance activities.

Fall 2025

Academic Senate Resolution of Support for Students and Educational Equity

Whereas, The mission of �鶹��ý (�鶹��ý) and the California Community Colleges system is to provide equitable access to high-quality education and support services that foster student success, economic mobility, and lifelong learning; and

Whereas, �鶹��ý faculty are committed to creating inclusive and supportive learning environments that recognize and value the diverse experiences, backgrounds, and needs of our students; and Whereas, Research consistently demonstrates that student success is enhanced when colleges provide equitable access to resources, culturally responsive teaching, and comprehensive support systems; and

Whereas, �鶹��ý’s role as an institution of higher education is to ensure that every student has the opportunity to learn, thrive, and reach their full potential, regardless of external environment; and

Whereas, Faculty, classified professionals, and administrators play a critical role in advocating for students, removing barriers to success, and fostering a sense of belonging in the classroom and across campus;

Resolved that, the Academic Senate of �鶹��ý reaffirms its unwavering commitment to student success, equity, and inclusion, ensuring that every student has access to educational opportunities, resources, and a welcoming campus community.

Resolved that, the Academic Senate supports faculty in their efforts to create learning environments that are student-centered, culturally responsive, and inclusive.

Resolved that, the Academic Senate urges faculty, classified staff, and administrators to continue fostering a climate of belonging where students feel seen, valued, and supported in their academic and personal growth.

Resolved that, the Academic Senate commits to working with college leadership and student organizations to ensure that student support services—such as academic counseling, mental health resources, financial aid assistance, and basic needs programs—remain accessible, well-funded, and responsive to student needs.

Resolved that, the Academic Senate will continue to advocate for policies and practices that prioritize student well-being, educational equity, and a learning environment free from discrimination, intimidation, or exclusion.

Resolved that, the Academic Senate calls on the �鶹��ý administration to collaborate with faculty and student leadership in strengthening institutional support systems that help students persist and succeed.

Student Learning Outcomes (SLO) Resolution

Whereas, The District’s Board Policy 6250, Duties and Responsibilities of the Faculty, already stipulates that faculty members “shall distribute and/or make available a course syllabus to all students and the division/school dean within the first week of class… [and t]his syllabus must detail the class requirements, SLOs, grading criteria, and attendance policies”; and

Whereas, The Accrediting Commission for Community and Junior Colleges (ACCJC) Accreditation Standard 2 already mandates both that the college “maintains officially approved and current course outlines that include student learning outcomes” and that “in every class section, students are provided with a course syllabus that incorporates learning outcomes from the institution’s approved course outline”; and

Whereas, The Academic Employee Master Agreement already requires that deans/academic administrators evaluate probationary, tenured, and part-time faculty on assessment of student learning outcomes; and

Whereas, Board Policy and Administrative Regulation 2510, Delegation of Authority to the Academic Senates, acknowledge that “[t]he academic senates hold primary responsibility in matters concerning curriculum and academic standards”; and

Whereas, Title 5, § 53200, designates the academic senates as the representative body of the faculty concerning “academic and professional matters,” which encompass curriculum, academic standards, and policies promoting students success;

Resolved that, each faculty member at �鶹��ý shall be required to incorporate the official student learning outcomes (SLOs) in the contractually required syllabus as documented in the college’s curriculum management system, alongside requirements for the course, and grading criteria; and be it further

Resolved that, the �鶹��ý (�鶹��ý) Academic Senate strongly opposes adding any language to the Academic Employee Master Agreement regarding the inclusion of SLOs in course syllabi on the grounds that it would be unnecessarily duplicative of language already existing in District board policies and administrative regulations, accreditation requirements, state laws, and the current contract.

Resolution in Support of Establishing the Child Development Center at �鶹��ý

Whereas, �鶹��ý recognizes the critical role that accessible, high-quality childcare plays in supporting student parents, faculty, and staff by fostering a campus environment that is inclusive and conducive to academic achievement and professional productivity;

Whereas, Establishing a Child Development Center/lab school aligns with Vision 2030 goals by addressing workforce shortages in early childhood education, enhancing access to apprenticeship opportunities, and creating pathways to high-skill, high-demand careers, thereby advancing equity and opportunity for underserved communities;

Whereas, The California Community Colleges Chancellor’s Office Vision 2030 emphasizes the importance of educational and workforce development initiatives, including robust support for early childhood education, to improve socio-economic mobility and enhance student success for diverse populations across California;

Whereas, The Child Development Center/lab school at �鶹��ý will provide a vital experiential learning environment for students enrolled in any Teacher Preparation Program, aligning theoretical knowledge with practical application and reinforcing �鶹��ý’s commitment to excellence in early childhood education and workforce preparation;

Resolved, That the Academic Senate of �鶹��ý formally supports the establishment of the Child Development Center/lab school to provide high-quality childcare services for campus students, faculty, and staff, recognizing its role in fostering a supportive campus community;

Resolved, That the Academic Senate of �鶹��ý affirms the importance of the Child Development Center/lab school as a teaching and learning resource, particularly for students in HD 181 - Practicum: Early Childhood Programs, as it offers essential hands-on training aligned with industry standards and best practices; and

Resolved, That the Academic Senate of �鶹��ý collaborate with the college administration, relevant departments, and community partners to explore the viability of establishing the Child Development Center/lab school, including identifying potential funding sources, developing partnerships, and assessing implementation strategies, with the goal of advancing the institution’s alignment with Vision 2030 and enhancing its impact on student success and community engagement.

From the Desk of The President

Nathan Quach — Wed, 01 Apr 2026 15:46:56 +0000

From the Desk of The President Nathan Quach Wed, 04/01/2026 - 08:46

The month of April has been designated as Diversity, Equity, Inclusion & Accessibility (DEIA) Awareness Month by the California Community College Chancellor’s Office and is embraced by �鶹��ý as part of our commitment to cultivating an inclusive campus culture that reflects the lived experiences of our diverse community. As part of this commitment, we will once again host our annual DEIA Day—an opportunity to learn about human experiences beyond our own, connect in community, and reflect on how we aspire to grow and evolve in support of one another.

This year’s DEIA Day theme invites us to move beyond acknowledgment and toward meaningful engagement with the Indigenous peoples whose histories, cultures, and stewardship shape the land we occupy. “Honoring Indigenous Voices: Culture, Wisdom and Community” invites us to recognize the richness and diversity of Indigenous knowledge systems, celebrate the resilience and creativity of Native communities, and reflect on our shared responsibility to uphold their sovereignty and stories.

The �鶹��ý Land Acknowledgement serves as an expression of gratitude and a way to honor the Indigenous peoples who have lived and worked on this land since time immemorial. It encourages us to understand the long-standing history that brought us to reside on this land and to consider our place within that history. Land acknowledgements invite faculty, staff, administrators, and students to affirm the original Nations and Tribes on whose land we work, learn, and live. While the creation of our land acknowledgement aligns with our institutional values and efforts, it is important to recognize that a land acknowledgement alone is not enough.

For several years, it has been my hope to establish reciprocal relationships with local and regional Tribal communities and to commit to actions that include consultation, collaboration, and engagement with Tribal representatives. At this Friday’s DEIA Day, you will join in ceremony, dialogue, storytelling, and hands-on learning that deepen our understanding of the historical and present-day realities of local Tribes and invite us to consider how we can move forward together in more respectful and reciprocal partnerships.

I encourage you to participate in DEIA Day, where you will have the opportunity to learn from Tribal elders and representatives, recognize their contributions, and engage in dialogue, action, and advocacy that help strengthen a more equitable and inclusive environment across our entire campus community.

Best,
John

�鶹��ý Hosts Women Veteran Networking Forum Focused on Identity and Empowerment

Melanie Buettner — Wed, 01 Apr 2026 15:19:10 +0000

�鶹��ý Hosts Women Veteran Networking Forum Focused on Identity and Empowerment Melanie Buettner Wed, 04/01/2026 - 08:19

�鶹��ý Circle K International Boasts Outstanding Club Media

Melanie Buettner — Wed, 01 Apr 2026 14:44:38 +0000

�鶹��ý Circle K International Boasts Outstanding Club Media Melanie Buettner Wed, 04/01/2026 - 07:44

�鶹��ý Speech Brings Home Awards from Greece to California

Melanie Buettner — Tue, 31 Mar 2026 20:54:16 +0000

�鶹��ý Speech Brings Home Awards from Greece to California Melanie Buettner Tue, 03/31/2026 - 13:54

�鶹��ý Alumna and Air Force Veteran Teanna Gonsalves Pursues a Future in Service and Leadership

Melanie Buettner — Mon, 30 Mar 2026 18:03:07 +0000

�鶹��ý Alumna and Air Force Veteran Teanna Gonsalves Pursues a Future in Service and Leadership Melanie Buettner Mon, 03/30/2026 - 11:03

�鶹��ý Model UN Tops Competition, Brings Home 12 Awards

Melanie Buettner — Fri, 27 Mar 2026 14:56:54 +0000

�鶹��ý Model UN Tops Competition, Brings Home 12 Awards Melanie Buettner Fri, 03/27/2026 - 07:56

�鶹��ý Earns Military Friendly® and Military Spouse Friendly® Designations

Melanie Buettner — Thu, 26 Mar 2026 17:34:15 +0000

�鶹��ý Earns Military Friendly® and Military Spouse Friendly® Designations Melanie Buettner Thu, 03/26/2026 - 10:34