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Highlights of LaGuardia Community College coverage in The New York Times.
March 11, 2018
… people who switch colleges these days, particularly if they are coming from a two-year community college, are often treated no better than cogs in a wheel, if they get any attention at all.
That is what I am learning from Bart Grachan, a cheerful but sardonic associate dean for progress and completion at LaGuardia Community College, which is part of the City University of New York…
“Transfer students are washed out of college reporting because they’re only included in data for the school where they started college, not for the school that enrolls them next,” he said.
Here is Grachan’s favorite example of this injustice: “Barack Obama and Donald Trump are both, statistically, college failures. Both transferred, so technically, no school ever reported them in their graduation statistics, and two schools [in their cases Occidental College and Fordham University] had to report them as failures to complete.”
… Grachan’s job at LaGuardia is to ensure that his students break through the obstruction and apathy and get the most out of their next college…
Read full article here: Meet Barack Obama and Donald Trump, college failures. Really?
Click here for Bart Grachan’s 10-point quiz about hacking the college transfer process. or click here to watch clips from Bart Grachan’s regular transfer lecture for LaGuardia students. For LaGuardia’s Office of Transfer Services, click here.
March 5, 2018
According to NY State Department of Labor employment projections for NYC between 2014-2024, construction is the fastest growing industry. Furthermore, electricians, plumbing, and other specialty trade contractors are the 2nd fastest growing jobs, with an expected 34.4% employment growth.
Given the growth of these jobs, and the good salaries with the growth potential, LaGuardia Community College, part of The City University of New York, started two new programs, Electrical 1 and Plumbing 1, to help NYers get into electrical or plumbing careers.
Read full article: NYers Get New Pathways to Careers in Electrical or Plumbing Work at LaGuardia Community College
LONG ISLAND CITY, NY -- LaGuardia Community College graduates transfer to four-year colleges twice as often as compared to the national average for community college students.
What’s behind this success? A big part is LaGuardia’s Office of Transfer Services, which guides students through the (at times, complex) process of transferring to a four-year college.
The office is overseen by Bart Grachan, EdD, LaGuardia's Associate Dean for Progress and Completion.
A former football player and coach, Bart likens the work of LaGuardia’s transfer counselors to being on the offensive line – helping students drive the transfer process, rather than being passive participants.
“Starting college is often a huge adjustment period. Especially here at LaGuardia – we see many students whose parents who never went to college or who went in another country; many are first-generation students and ESL learners,” said Bart Grachan. “And then there’s the fact that in the US, practically every institution of higher education does things differently—there’s far less coordination than people assume. Our goal is to give our students a leg-up so they’re on par with other applicants."
Click here to watch a short video of Bart Grachan talking to LaGuardia students about the transfer process.
Following is a 10-point quiz about how to hack the college transfer and selection process, by Bart Grachan, EdD
1. What’s the first thing I should consider when picking a college? • It’s not what major you want to pursue, or what four-year college you’ve dreamed of attending since you were nine years old. The most important thing to consider is what do you want to do, and what is actually required to achieve that? You need to start there and reverse engineer the process—examine ways to get there: which colleges offer your target program/s, budget/cost, location, etc. • A lot of majors can get you to a lot of places. Starting there is like picking a mode of transportation by the seat that it offers. If the plane doesn’t go to your destination, the comfort of the window seat is irrelevant. What transportation gets to my destination; of those choices, what can I afford and what am I comfortable with; of those choices, what’s my preferred seat? Just like no one asks which seat you chose on your flight, after that first job, no one asks what your major was, either. 2. How should I select which colleges to apply to? • Do the homework. There are no shortcuts. "My cousin went there" is not homework. Visiting a friend isn’t research. Picking a college based on subway stop is not a thoughtful decision. Go on a real visit, and do real research—sit-in on classes, tour the campus, know their programs and opportunities. • Many factors to consider—Do you like the location? Do you connect with the people? can you afford it? Does it have a solid program in your area of interest? Do your credits transfer? Can you afford it? Yes, affordability is mentioned twice. It’s not a good fit if going there will leave you with debt—this debt will shape your life choices (impact which job you take, where you live, when you can afford to start a family, etc.). So important to make sure you have options. • The only magical school is Hogwarts. The name of the institution may be impressive to some, but the vast majority of successful people didn’t go to one of 8 or 10 schools in the country. If it doesn’t have the program you want, if you’re not comfortable there, and if you can’t afford it (not just pay for it), then it isn’t the right school for you. • Borrowing can be an investment; loans can run your life. Expensive schools can be affordable; low-cost schools can have high back end costs. Make no assumptions about cost until you know what your aid is, what you need to borrow, and what transfer credits will be used towards your degree – those are aid, too. 3. Will my college major determine my future career options? • Unless you’re majoring in a vocation such as nursing, your exact major doesn't usually matter, long term. Are there advantages to knowing what you want to do at the age of 18 and never changing, ever? Sure. That doesn’t mean that you can’t change your mind or your priorities as you grow and develop—that’s what school is for. That said… • There’s no need to change majors 14 times. If you want to become a lawyer, your major can be literally anything—as long as you get good grades, do well on the LSAT, and write a solid personal statement. If you plan to pursue an advanced degree in a specialized field such as medicine, taking the necessary pre-requisites is more important than your major. • The main goal should be to learn skills that are transferrable to a multitude of careers—such as critical thinking and writing/communication—and to graduate! Completion is by far the most important part. 4. Does GPA matter? • Of course. If you have a low GPA it doesn’t matter what school it’s from—if you have a 2.0 GPA from an Ivy League school, it’s still a low GPA, which could impact whether you can qualify for certain jobs or graduate programs, and more. • That doesn’t mean that you can’t recover from a bad start. I certainly did. It just means, don’t take it for granted, don’t assume that you can save it in your last term. There’s no magic number, either – a 4.0 doesn’t guarantee anything. Do as well as you can, every time. 5. When should I consider private colleges? • Always apply to a range of schools—both public and private—so you can make a business decision about which is best for you. A private college may surprise you by offering a lower overall cost through financial aid than a public four-year. Just don’t assume that will happen—always have a range of great choices. • Students too often make assumptions about whether they can afford a college based on how attractive the campus is, and other superficial factors. Many private colleges have well-funded grant programs, and offer competitive financial aid packages. • The above said, don’t rule out public colleges and universities—many states have excellent public systems. 6. Are there advantages of going to a community college? • Community colleges are outstanding places to find your footing academically, if that wasn’t something you had done before. They are also excellent places to explore your academic choices, at a lower cost. We have students who discover their academic strengths here, we have students who are already great students who want to save money, and we have students who could choose lots of places, but choose us because it’s close to home, or because we were the right fit for them. • If you’re interested in something that requires specific training, like Nursing, Vet Tech, or Paralegal, community colleges are the way to go. • Community colleges often have numerous transfer agreements (known as articulation agreements) with four-year colleges—particularly if the community college is part of a larger university system, such as The City University of New York (CUNY). Often these transfer agreements make it easier for community college grads to transfer (or matriculate) to a senior college than if they were applying from outside the system. o E.g., LaGuardia Community College, which is part of CUNY, has transfer agreements with many CUNY four-year colleges—this is a huge benefit because statistically, some of these schools are among the most selective in the country, but sometimes they get looked down upon because they’re in our backyard. o Note: Transfer agreements are typically program specific, e.g., LaGuardia Community College students who graduate with an Associate in Arts in Writing and Literature can transfer to Queens College or John Jay College of Criminal Justice (both part of CUNY) as English majors, entering as juniors. 7. For community college students: Do I need to graduate before transferring to a four-year college? • Graduating with an associate’s degree triggers transfer agreements, discussed above; no degree, no agreement. That means that all credits may not transfer if you don’t graduate from your two-year college before pursuing a four-year college • It gives you a degree in hand – there’s no downside to that. • It means you’ve completed the same general education as your classmates when you arrive on the four-year campus. You’re in the same place, and ready to go. 8. When should I start planning to transfer? • In the first semester—critical time to begin planning transfer is during the first 30 credits, not the last 30 credits. If the goal is a four-year degree, the planning should never stop from high school through completion. • If you don’t get a transfer plan in place as early as possible, you risk an unpleasant surprise later on if credits don’t transfer, or find out that you need to take certain pre-requisites before you can apply for transfer, etc. • Visit your school’s transfer office during your first semester. Staff there can help you make a plan to match your needs and goals with target schools. And transfer counselors know which schools are open to transfer students, and of specific programs for which you may qualify. Some schools take a lot of transfers; some take a few; one Ivy hasn’t taken transfer students in nearly three decades. It varies a lot. And there are programs you might miss on your own. NYU has the Community College Transfer Opportunity Program, and Smith College has a special transfer program for women who are 24 or older, a veteran, or who have a dependent other than a spouse, just as examples. 9. How can I make credits I’ve already earned work in my favor? • Think of transfer credits as financial aid. Here transfer credits could either be advanced placement (AP) or college credits. These credits can help off-set the cost of a bachelor’s degree (a savvy choice, especially if you’ve earned them in high school or at a lower-cost two-year college). • Never ask “How many of my credits will transfer?” Instead ask, “How many of my credits will be used towards this degree?” Transferring electives that won’t count towards the degree won’t help. Make sure they’re telling you how many will get you to the finish line. Note: this only works if you have an intended major in mind—after two or more years to figure out what you want to major in, many colleges won’t admit undecided transfer students. Know what you want as early as possible, and move forward. • Remember that having all your credits transfer and be usable are not the same thing—credits often need to be in target major area to be transferable. 10. What if the school I’m transferring to doesn’t want to take all of my credits? • Keep your syllabuses as proof of the coursework you completed—they can be used as evidence for transfer credit. • Don’t be shy about going back to your two-year school and see if they can help. • Ask if the school will balance the loss of credits with an equal amount of financial aid. • If other options are on the table (and it's always better to have more options than less), consider enrolling at a different college that will accept more of your credits.• ADVOCATE for yourself and ask for help.
Bart Grachan is associate dean for progress & completion, LaGuardia Community College, part of The City University of New York (CUNY). Bart earned his bachelor’s from Fordham University and his EdD in Higher Education Administration at NYU (by the way, yes, that’s a photo of Bart Grachan on NYU’s webpage about its EdD in Higher Education Administration!)
LONG ISLAND CITY, NY (February 26, 2018) — Allyson Sheffield, PhD, associate professor of physics at LaGuardia Community College, is co-author of a new paper in the leading science journal Nature, titled, “ Two chemically similar stellar overdensities on opposite sides of the plane of the Galactic disk," which is expected to expand understanding of our home galaxy, the Milky Way Galaxy—how it came to be, and how certain stars are located within it.
Dr. Sheffield and an international team of astronomers, led by Dr. Maria Bergemann from the Max Planck Institute for Astronomy in Heidelberg, Germany, found compelling evidence that some of the stars in the halo of the Milky Way Galaxy might not be leftover debris from invading galaxies but rather originate from the Milky Way’s disk itself!
Following below is the press release about the paper in Nature.
This research collaboration is an example of the type of scholarly work regularly conducted by community college faculty — just as do their peers at four-year colleges (required for tenure at both types of institutions).
Dr. Sheffield (pictured above) is a passionate and accomplished astronomer, and after earning her bachelor's from NYU and her graduate degrees from the University of Virginia, and then working at Vassar and Columbia University, she sought a teaching position at a community college because, as she says, "it's such an inspiring environment for a teacher who loves to teach, as I do." For Dr. Sheffield's bio, click here.
To watch a two-minute video where Dr. Sheffield discusses the research and the importance of its findings, click here.
For more information or to request an interview with Dr. Sheffield or other members of the research team, please contact Elizabeth Streich, public relations manager at LaGuardia Community College, part of The City University of New York (CUNY), at (718) 482-6131 or firstname.lastname@example.org.
Astronomers have investigated a small population of stars in the halo of the Milky Way Galaxy, finding its chemical composition to closely match that of the Galactic disk. This similarity provides compelling evidence that these stars have originated from within the disk, rather than from merged dwarf galaxies. The reason for this stellar migration is thought to be theoretically proposed oscillations of the Milky Way disk as a whole, induced by the tidal interaction of the Milky Way with a passing massive satellite galaxy.
If anyone from outer space would like to contact you via "space mail", your cosmic address would include several more lines including "Earth", "Solar System", "Orion Spiral Arm" and "Milky Way Galaxy". This position within our home galaxy gives us a front row seat to explore what is happening in such a galaxy.
However, our internal perspective presents some challenges in our quest to understand it - for example for outlining its shape and extent. And yet another problem is time: How can we interpret galactic evolution if our own life span (and that of our telescopes) is far less than the blink of the cosmic eye?
Today, we have a fairly clear picture of the broad properties of the Milky Way and how it fits among other galaxies in the Universe. Astronomers classify it as a rather average, large spiral galaxy with the majority of its stars circling its center within a disk, and a dusting of stars beyond that orbiting in the Galactic halo.
These halo stars seem not to be randomly distributed in the halo - instead many are grouped together in giant structures - immense streams and clouds (or overdensities) of stars, some entirely encircling the Milky Way. These structures have been interpreted as signatures of the Milky Way's tumultuous past - debris from the gravitational disruption of the many smaller galaxies that are thought to have invaded our Galaxy in the past.
Researchers have tried to learn more about this violent history of the Milky Way by looking at properties of the stars in the debris left behind - their positions and motions can give us clues of the original path of the invader, while the types of stars they contain and the chemical compositions of those stars can tell us something about what the long-dead galaxy might have looked like.
An international team of astronomers led by Dr. Maria Bergemann from the Max Planck Institute for Astronomy in Heidelberg now found compelling evidence that some of these halo structures might not be leftover debris from invading galaxies but rather originate from the Milky Way's disk itself!
The scientists investigated 14 stars located in two different structures in the Galactic halo, the Triangulum-Andromeda (Tri-And) and the A13 stellar overdensities, which lie at opposite sides of the Galactic disk plane. Earlier studies of motion of these two diffuse structures revealed that they are kinematically associated and could be related to the Monoceros Ring, a ring-like structure that twists around the Galaxy. However, the nature and origin of these two stellar structures was still not conclusively clarified. The position of the two stellar overdensities could be determined as each lying about 5 kiloparsec (14000 lightyears) above and below the Galactic plane as indicated in figure 1 (below).
Caption: This is the Milky Way galaxy, perturbed by the tidal interaction with a dwarf galaxy, as predicted by N-body simulations. The locations of the observed stars above and below the disk, which are used to test the perturbation scenario, are indicated. Credit: T.Mueller/NASA/JPL-Caltech -
Bergemann and her team, for the first time, now presented detailed chemical abundance patterns of these stars, obtained with high-resolution spectra taken with the Keck and VLT (Very Large Telescope, ESO) telescopes. "The analysis of chemical abundances is a very powerful test, which allows, in a way similar to the DNA matching, to identify the parent population of the star. Different parent populations, such as the Milky Way disk or halo, dwarf satellite galaxies or globular clusters, are known to have radically different chemical compositions. So once we know what the stars are made of, we can immediately link them to their parent populations.", explains Bergemann.
When comparing the chemical compositions of these stars with the ones found in other cosmic structures, the scientists were surprised to find that the chemical compositions are almost identical, both within and between these groups, and closely match the abundance patterns of the Milky Way disk stars. This provides compelling evidence that these stars most likely originate from the Galactic thin disk (the younger part of Milky Way, concentrated towards the Galactic plane) itself, rather being debris from invasive galaxies!
But how did the stars get to these extreme positions above and below the Galactic disk? Theoretical calculations of the evolution of the Milky Way Galaxy predict this to happen, with stars being relocated to large vertical distances from their place of birth in the disk plane. This "migration" of stars is theoretically explained by the oscillations of the disk as a whole. The favoured explanation for these oscillations is the tidal interaction of the Milky Way's Dark Matter halo and its disk with a passing massive satellite galaxy.
The results published in the journal Nature by Bergemann and her colleagues now provide the clearest evidence for these oscillations of the Milky Way's disk obtained so far!
These findings are very exciting, as they indicate that the Milky Way Galaxy's disk and its dynamics are significantly more complex than previously thought. "We showed that it may be fairly common for groups of stars in the disk to be relocated to more distant realms within the Milky Way-having been 'kicked out' by an invading satellite galaxy. Similar chemical patterns may also be found in other galaxies-indicating a potential galactic universality of this dynamic process." said Allyson Shefield, PhD, associate professor of physics at LaGuardia Community College/CUNY, a co-author on the study.
As a next step, the astronomers plan to analyse the spectra of other stars both in the two overdensities, as well as stars in other stellar structures further away from the disk. They are also very keen on getting masses and ages of these stars in order to constrain the time limits when this interaction of the Milky Way and a dwarf galaxy happened.
"We anticipate that ongoing and future surveys like 4MOST and Gaia will provide unique information about chemical composition and kinematics of stars in these overdensities. The two structures we have analysed already are, in our interpretation, associated with large-scale oscillations of the disk, induced by an interaction of the Milky Way and a dwarf galaxy. Gaia may have the potential to see the connection between the two structures, showing the full pattern of corrugations in the Galactic disk", says Bergemann, who is also part of the Collaborative Research Center SFB 881 "The Milky Way System", located at Heidelberg University.
Background information The results described here were published in Bergemann et al., "Two chemically similar stellar overdensities on opposite sides of the plane of the Galactic disk" in the journal Nature.
Information about advanced access to the Nature article can be obtained at email@example.com
The MPIA researchers involved were Maria Bergemann, Branimir Sesar and Andrew Gould in collaboration with Judith G. Cohen (California Institute of Technology), Aldo M. Serenelli (Institute of Space Sciences/IEEC-CSIC), Allyson Sheffield (LaGuardia Community College/CUNY), Ting S. Li (Fermi National Accelerator Laboratory), Luca Casagrande (The Australian National University), Kathryn Johnston and Chervin F.P. Laporte (both Columbia University, New York), Adrian M. Price-Whelan (Princeton University) and Ralph Schönrich (University of Oxford, UK).
March 15, 2018
Allyson Sheffield, PhD, associate professor of physics at LaGuardia Community College, is co-author of a new paper in the leading science journal...
February 28, 2018
…“We showed that it may be fairly common for groups of stars in the disk to be relocated to more distant realms within the Milky Way – having been ‘kicked out’ by an invading satellite galaxy,” said co-author Allyson Sheffield of LaGuardia Community College/CUNY…
February 27, 2018
...an invading satellite galaxy," co-author Allyson Sheffield, a physicist at LaGuardia Community College, said in a press...
...this dynamic process," said the new study's co-author Allyson Sheffield of LaGuardia Community College/CUNY. The new findings...
...universality of this dynamic process," said co-author Allyson Sheffield of LaGuardia Community College/CUNY. As a next step,...
February 26, 2018
...study co-author Allyson Sheffield, an associate professor of physics at LaGuardia Community College. While the two halo...
By Bill Parry
February 23, 2018
…”When the city’s Economic Development Corporation issued a Request for Expressions of Interest for creating an applied life sciences hub last month, Long Island City was specifically referenced as a possible location. The neighborhood’s extensive residential development, planned office development and its nexus with a home-grown tech industry make it the perfect candidate for the hub, which Mayor Bill de Blasio said would spur an estimated 16,000 new, good-paying jobs…”
LIC Partnership President Elizabeth Lusskin says, “We offer a strong labor pool and we have LaGuardia Community College as a partner for training people for many levels of jobs such as lab techs, accounting departments, maintenance staff and payroll and other support services.”
Read full article here: Long Island City Partnership launches effort to lure New York’s life-sciences campus to booming neighborhood
February 20, 2018
Looking at NYC’s growing skyline, it’s clear how much construction is currently going on in the five boroughs. And it’s not slowing down any time soon.
According to NY State Department of Labor employment projections for NYC between 2014-2024: • Construction is the fastest growing industry • Specialty trade contractors, including electrical and plumbing contractors, is the 2nd fastest growing sub-sector, with an expected 34.4% employment growth
Given the growth of these sectors, and the good salaries with growth potential for electricians and plumbers, LaGuardia Community College, part of The City University of New York, is starting two new programs in Electrical 1 and Plumbing 1 . The programs follow the national industry recognized National Center for Construction Education and Research (NCCER) Construction Core and Electrical/Plumbing Level 1 curricula.
The hands-on, skills-building programs are designed to prepare individuals for entry-level positions in the electrical and plumbing fields. Program graduates can get hired as electrical or plumber helpers – and from there, work their way up to becoming master licensed electricians and plumbers over time. Many licensed electricians and plumbers choose to become small business owners—working for themselves or with their own crews.
• Median wage for electrician helpers (Electrical 1) in NYC is $35,300 and for electricians is $84,670 • Median wage for plumbing helpers (Plumbing 1) in NYC is $41,560 and for plumbers is $76,410
The approx. 200-hour programs are great opportunities for people who want to get into these trades, such as someone who has some experience working in the construction sector, and wants to get more specialized skills to grow their salary and career potential.
Either a high school diploma or construction experience is required for applicants; college degree not required.
Classes are held in evening, to accommodate students working while going to school. Each program is 15-hours per week. Plumbing 1 begins March 19, and Electrical 1 begins April 2.
Classes will be held at Queens Vocational and Technical High School, close to LaGuardia Community College, at their state-of-the-art, National Center for Construction Education and Research (NCCER) certified facilities.
Tuition for each program is affordable, and includes the pipes, electrical wires, and other supplies and books used in the programs.
• Plumbing One: tuition is $2239 and includes all books and supplies, with payment plan available. 217 hours, mid-March – June 2018. Classes Monday, Wednesday, and Thursdays, 4:30—9:30pm. • Electrical One: tuition is $1884 and includes all books and supplies, with payment plan available. 185 hours, April – June 2018. Classes Monday, Wednesday, and Thursdays, 4:30—9:30pm.
Those interested in these training programs are encouraged to sign-up NOW – deadline is March 8. Classes will be filled on a first-come, first-serve basis. There are 25 spots for each class.
To apply or get more info, contact David Daza at (718) 482-5231 or firstname.lastname@example.org or Yacquelin Nava at (718) 482-6031 or email@example.com. Or apply online at www.LaGuardia.edu/EPT.
First page of a 1998 resolution (legislation #52) from The Council of the City of New York, which calls upon the New York State Legislature to amend the penal law in relation to classifying as assault in the first degree the act of someone intentionally infecting another person with the human immunodeficiency virus (HIV), the virus that causes acquired immunodeficiency syndrome (AIDS), when the other person is unaware of the infected person's status. Image provided by the LaGuardia and Wagner Archives, LaGuardia Community College/CUNY
LONG ISLAND CITY, NY (February 12, 2018) -- Housed on the LaGuardia Community College/CUNY campus in Long Island City, Queens, the LaGuardia and Wagner Archives (“Archives”) serves as a repository of collections that illuminate the social and political history of New York City.
As part of its annual Microfilming and Digitization Program, the Archives staff scanned nearly 200,000 documents of the New York City Council in the most recent fiscal year (2016-2017), bringing the total number of City Council documents available on the Archives website to an excess of 1.3 million.
In total, over 2.3 million documents are now available for online research via the Archives’ website—representing the Archives’ 14 collections.
Highlights of the newly digitized City Council Material include: Fiscal Crisis of 1970’s:: —Resolution # 589 of 1975 —State Leg. Resolution: # 119 of 1973 —Messages: # 476 of 1977 —Introduction # 868 of 1975 HIV/AIDS Prevention —Introduction # 677 of 1991 —Resolutions on HIV –Early 1990’s —Resolutions on HIV – Late 1990’s – 2000 —Resolution # 299 of 1990 Economic Development in Minority Communities —Introduction # 326 of 1990
The newly microfilmed, digitized and indexed City Council documents now available on the Archives’ website include: • Approximately 67,000 photographs depicting the City Council at work between 1985 and 2007. More than 24,000 of these photographs are searchable by user-chosen topic, preselected subject, name and site categories, and/or by year or date. • 42,883 born-digital images (photographer's edited/selected photographs) from 2003-2005 and 2007, searchable by date and event title. • 1,500 boxes of materials (59 percent of the City Council collection) preserved and fully indexed. • Data about the remaining 1,100 additional boxes; materials within the boxes are currently being preserved and indexed. • Additional City Council documents, including Committee Files/Committee Proceedings (~ 150 boxes).
The above documents are from the files of Vice Chairman/Majority Leader Thomas Cuite and Speaker Peter Vallone Sr., and Speaker Peter Vallone Sr.’s Committee Proceedings/ Committee Files, specifically, Introductions, Resolutions, State Legislation Resolutions, Mayor’s Messages and Communications. These files include the printed bill of the given legislation, and many include other documentation surrounding the legislation.
• Vice-Chairman Cuite – Committee Proceedings I Series - Resolutions (1969-1985) - State Legislative Resolutions (1969-1985)- Mayor’s Messages (1969 to 1977) • Vice-Chairman Cuite – Introduction of Bills Series - Introductions (1969-1985) • Vice-Chairman/Majority Leader Peter Vallone – Committee Files - Introductions (1986-89)- Resolutions (1986-89) • Office of the Speaker – Peter Vallone – Committee Files Series - Introductions 1990-1993 AND 1998 – 2001- Resolutions 1990-1993 AND 1998 – 2001- Mayor’s Messages 1990-1993 AND 1998 – 2001- Communications 1998 – 2001
About the LaGuardia and Wagner Archives at LaGuardia Community College The LaGuardia and Wagner Archives, established in 1982, serves as a repository for NYC’s social and political history, which includes among the largest collection of New York City mayoral papers. Archive records include the personal papers and official documents of Mayors Fiorello H. LaGuardia, Robert F. Wagner, Abraham D. Beame and Edward I. Koch, the records of the New York City Housing Authority, the piano maker Steinway & Sons, The Council of the City of New York and a Queens Local History Collection. Assets from these collections are regularly referenced in news stories, and studied by journalists, policy makers, and other researchers. The Archives regularly produces public programs exploring its collections, including an annual calendar devoted to a theme of importance to the Greater New York Metropolitan area. Click here to learn more.
About LaGuardia Community College LaGuardia Community College located in Long Island City, Queens, educates more than 50,000 New Yorkers annually through degree, certificate, and continuing education programs. Our guiding principle Dare To Do More reflects our belief in the transformative power of education—not just for individuals, but for our community and our country—creating pathways for achievement and safeguarding the middle class. LaGuardia is a national voice on behalf of community colleges, where half of all US college students study. Part of the City University of New York (CUNY), the College reflects the legacy of our namesake, Fiorello H. LaGuardia, the former NYC mayor beloved for his championing the underserved. Since our doors opened in 1971, our programs regularly become national models for pushing boundaries to give people of all backgrounds access to a high quality, affordable college education. We invite you to join us in imagining what our students, our community, and our country can become. Visit www.LaGuardia.edu to learn more. Or engage with us on Twitter at @LaGuardiaLIC.
January 29, 2018
Mare Nostrum Elements, in collaboration with LaGuardia Performing Arts Center, is proud to announce the fifth annual Emerging Choreographer Series, a program that celebrates new dances ranging from modern dance to hip-hop, created by nine talented young choreographers, February 26 & 27 at 7:30 PM in The Little Theater at LaGuardia Performing Arts Center, LaGuardia Community College, 31-10 Thomson Avenue, Long Island City, 11101.
Read full article: Emerging Choreographer Series Comes to LaGuardia Performing Arts Center
November 30, 2017
LaGuardia Community College President Gail O. Mellow served on the Commission on the Future of Undergraduate Education (CFUE) convened by the American Academy of Arts and Sciences. Over a two-year time, 26 Commissioners, leaders with higher education, business, government and technology background developed a study of the current state of undergraduate education and offered a comprehensive strategy to move the nation forward. The report outlined three national priorities: improving education quality, completion & increasing affordability. The final section of the report addressed an importance of promoting social cohesion, sustainable economic development, intercultural dialogue, democracy and peace.
Read the full report: The Commission on the Future of Undergraduate Education.
November 25, 2017
This week, Soledad O’Brien takes a look at what works. First, a [City University of New York or CUNY] community college program [called ASAP or Accelerated Study in Associate Programs] in New York doubling graduation rates and keeping students out of debt. Ex. of ASAP Program at LaGuardia Community College. See why other colleges have implemented similar plans and what makes the biggest difference.