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Tinto, W. Norton Grubb, and Betsy O. Barefoot. 1 As Barefoot, Co-Director of the Policy Center on the First Year of College, wrote in concluding her study of LaGuardia: While much of American higher education seems engaged in playing the ratings game and gaining a market edge through spending on more and more elaborate residential and recreational facilities, we found it refreshing and reassuring to visit a campus where those dynamics never come into play. Rather, LaGuardia Community College’s faculty and administrators spend their energies finding ways to support new students and spend their money where it counts most: in direct support of student learning. Whatever stereotypes we, as members of the research team, had about the limits of community college education, those stereotypes vanished during our visit. As a true leader in American higher education, LaGuardia Community College attests to the power of human potential – not only student potential but also the potential of faculty and administrators who have spirit, passion, and a clear sense of purposes to shape an educational experience that is second to none. 1 School-to-Work Programs (Berkeley, CA: National Center for Research in Vocational Education, 1995); Janet Lieberman and Julie Yearsley Hungar, Transforming Student Lives: How “Exploring Transfer” Works, and Why (Washington, D.C.: AAHE, 1998); Gail O. Mellow, Phyllis van Slyck, and Bret Eynon, “The Face of the Future: Engaging in Diversity at LaGuardia Community College,” Change, Vol. 35, No. 2 (March/April 2003), pp. 10-17; Gail O. Mellow and Rosemary A. Talmadge, “Creating the Resilient Community College,” Change, Vol. 37, No. 3 (May/June 2005), pp. 58-66; Betsy O. Barefoot and Michael J. Siegel, “LaGuardia Community College: A Window on the World” in Betsy O. Barefoot , John N. Gardner, et al., Achieving and Sustaining Institutional Excellence for the First year of College (San Francisco: Jossey-Bass, 2005), Chapter 4, pp. 59-83. 1 Barefoot and Siegel, p. 83. 2
In great part because of its innovative history, the College has garnered many honors and accolades that validate the quality of the educational experience offered by LaGuardia: (a) The Policy Center on the First Year of College named LaGuardia in 2003 an “Institution of Excellence,” one of only 13 colleges – including just two community colleges – selected nationally from 130 nominees; (b) LaGuardia was named in 2004 a “Best Practice College” by the MetLife Foundation, one of nine colleges honored; (c) In 2004, LaGuardia was named one of the top three large community colleges in the United States by the Community College Survey of Student Engagement; (d) In 2006, LaGuardia received the MetLife Foundation Community College Excellence Award for helping underserved students reach their academic and career goals; (e) In 2007, LaGuardia received the Bellwether Award from the Community College Futures Assembly for its instructional programs and services. Beyond the institution, individuals at LaGuardia have also been honored for their contributions: in 2004, Janet Lieberman – a professor emeritus and former administrator – received the Harold W. McGraw, Jr. Prize in Education which recognizes outstanding individuals who have dedicated themselves to improving American education; in 2007, Dean Paul Arcario was named “The Outstanding First-Year Student Advocate” by the National Resource Center for The First- Year Experience and Students in Transition; for 2009-10, Edgar Romero – an exemplary LaGuardia honors student – has been elected to serve as the International President of the 1.5 million-member Phi Theta Kappa Honor Society of the Community College. Second, LaGuardia is an uncommon place because of the student population that the College serves. A College Task Force on Internationalization wrote: “We have the world not only knocking at our door, but already sitting in our classrooms.” LaGuardia terms itself “The 3
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