- Introduction
- Academic Calendar
- South Orange County Community College District
- District Administration, Vision, Mission, Core Values/Guiding Principles, District-wide Goals, Board of Trustees
- IVC President’s Message
- About IVC
- Background, Campus Map and Locations, Governance and Funding, College Vision, College Mission, Irvine Valley College Statements on Freedoms, Strategic Goals and Objectives, Irvine Valley College Institutional Student Educational Goals and General Education/Learning Outcomes
- College Administration
- Academic Schools/Instructional Offices
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About Irvine Valley College
5500 Irvine Center Drive, Irvine, CA 92618 • 949-451-5100 • www.ivc.edu
 Background
Opened in 1979 as Saddleback College North Campus, Irvine Valley College received its current name and independent status in July 1985. The college Founders Day occurred October 22, 1985, when the college held its dedication. In July 1988, the college received its first accreditation as a separate institution by the Western Association of Schools and Colleges. The college offers a full complement of programs, from the most traditional liberal arts and sciences to the advanced technologies. It has established a reputation for excellence within the community and among the student population. The success of the college’s many programs has been reflected in its continued enrollment growth. At present, just under 15,000 students participate in the college’s day, evening, and online programs. All instructional programs at the college are housed within 12 academic schools. Full-time instructional deans work with the vice president for instruction and the president in overseeing the instructional activities of the college.
Campus Map and Locations
To view a campus map and directions for getting to campus, visit Getting to Campus.
Governance and Funding
Irvine Valley College is a public community college funded by a combination of state and local tax dollars. Through its foundation, the college also actively solicits private donations from individuals and corporations to support its capital outlay projects, program needs, and students through scholarships. The seven-member Board of Trustees of the South Orange County Community College District, through the Office of the Chancellor, governs Saddleback College in Mission Viejo, Irvine Valley College, and the Advanced Technology & Education Park (ATEP) in Tustin. Board members are elected at large from representative areas of the district. Irvine Valley College is under the direction and guidance of its president who, with the faculty and staff, administers the college and oversees the implementation of Board policies.
College Vision
Irvine Valley College is a premier educational institution that provides students avenues for success through exceptional services and dynamic partnerships.
College Mission
Student equity, inclusion, access, and success are central to Irvine Valley College’s identity. We offer clear and guided pathways to transfer opportunities, certificates, associate degrees, employment, and further education to a diverse and dynamic local and global community. IVC fosters economic and workforce development through strategic partnerships with business, government, and educational networks.
Irvine Valley College Statement on Freedom of Expression, Civility, and Mutual Respect
Irvine Valley College offers clear and guided pathways to transfer opportunities, certificates, associate degrees, employment, and further education to a diverse and dynamic local and global community. We support student access, success, and equity. IVC fosters economic and workforce development through strategic partnerships with business, government, and educational networks.
2020-2025 Strategic Plan Goals
Goal 1: Ensure equity in access and achievement.
1.1 Decrease and eliminate institutional barriers to ensure equitable educational outcomes for minoritized students i.e. Black/African American, Hispanic/Latinx, Asian, Pacific Islander, and Native American. (VFS)
1.2 Reduce and eliminate equity gaps for completion rates in transfer-level math and English. (VFS)
1.3 Reduce and eliminate equity gaps between online and in-person classes
1.4 Increase equity of access into college
1.5 Reduce and eliminate student Fall to Spring and Fall to Fall retention equity gaps
1.6 Cultivate a culturally responsive and inclusive learning and working environment free from explicit/implicit bias
1.7 Cultivate a culturally responsive and inclusive learning and working environment free from institutional bias
Goal 2: Transform lives through learning and achievement.
2.1 Increase the number of students annually who earn associate degrees, certificates, or 9 units in CE programs that prepare them for an in-demand job (VFS)
2.2 Increase the number of students transferring annually (VFS)
2.3 Increase course success in online and in-person classes
2.4 Increase course success in online and traditional classroom classes
2.5 Increase spring to spring and fall to fall retention
2.6 Increase the percent of exiting career education students who report being employed in their field of study (VFS)
2.7 Reduce average units accumulated by students who complete degrees (VFS)
2.8 Increase and support educational programs and student services for adult learners 25 years and older
2.9 Increase and support the number of outside classroom learning opportunities available for students in each school (and participation in those opportunities)
2.10 Increase and support inter-disciplinary learning opportunities both within and across the colleges
2.11 Increase and support the number of professional development opportunities for faculty and staff
 Goal 3: Engage with community through athletic and cultural events, enrichment programs, and in creating economic prosperity for all.
3.1 Strengthen and expand industry engagement to support student learning, program development, and regional economic development
3.2 Increase the number of students who report obtaining a job closely related to their field of study that strongly support the regional economy (VFS)
3.3 Increase participation in extended learning (community and adult education programs, and emeritus institutes)
3.4 Increase the number of students who earn college credits while still in high school
3.5 Increase partnerships with higher education institutions
3.6 Increase community participation in civic, athletic, and cultural events
3.7 Increase visibility in the community as a leader on equity, inclusion, and issues central to the health and well-being of the community
Goal 4: Optimize our institutional design and structure with a student-centered focus.
4.1 Develop and improve institutional policies, practices, and processes pertaining to facilities, technology, and sustainability
4.2 Develop an organizational culture of collaboration across the district and with district offices
4.3 Create a sustainable and robust participatory governance evaluation process
4.4 Provide enhanced student support with a student-centered design
4.5 Develop and build out ATEP including collaboration with industry partners
4.6 Support the work of the IVC Foundation to enhance partnerships and student success
Irvine Valley College Institutional Student Educational Goals and General Education/Learning Outcomes
| Institutional Educational Goals |
Student Learning Outcomes
Because individual IVC courses contribute* to one or more areas of the five institutional goals, students completing an associate degree at Irvine Valley College will be able to:
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| Communication Skills |
- Communicate effectively when speaking, writing, and presenting to a variety of audiences and with a variety of purposes.
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| Critical Thinking, Problem Solving, and Information Access and Analysis |
- Engage in critical and creative thinking to solve problems, explore alternatives, and make decisions.
- Develop comprehensive, rational arguments for ethical positions and describe the implications for the individual and the larger society.
- Apply mathematical approaches and computational techniques to solve problems; to manipulate and interpret data; and to disseminate the data, methodology, analysis, and results.
- Apply the fundamentals of scientific inquiry to real-life and hypothetical situations.
- Use a variety of media, including computer resources, to access, organize, evaluate, synthesize, cite, and communicate that information.
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| Global Awareness |
- Demonstrate and observe sensitive and respectful treatment of diverse groups and perspectives in a variety of settings.
- Demonstrate an awareness of historical and contemporary global issues and events.
- Demonstrate intercultural competence by engaging effectively (e.g., listening, speaking, writing, signing) with others whose language, ethnicity, religion, culture, country of origin, or economic or social background is different than their own.
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| Aesthetic Awareness |
- Make use of a variety of critical methods to analyze, interpret, and evaluate works of literary, visual, and performing art.
- Identify and recognize opportunities to participate in the creative arts as an artist, performer, observer, or technician.
- Recognize the historic and cultural role of the creative arts in forming human experience.
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| Personal, Professional and Civic Responsibilities |
- Identify and recognize opportunities to address civic and environmental needs.
- Promote physical and mental well-being, self-management, maturity, and ethical decision-making.
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* “Contribute” means that a specific course may fully or partially address the abilities described in a particular bulleted point.
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