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Pima Community College
Pima Community College
Pima Community College
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Pima Community College (PCC) is a public community college in Tucson, Arizona, United States. It serves the Tucson metropolitan area with a community college district consisting of five campuses, four education centers, and several adult education learning centers. It provides traditional and online instruction for over 144 programs.[2] The college also offers workforce training, non-credit personal interest classes and post-baccalaureate certificates. PCC is one of the largest multi-campus community colleges in the United States, with a relative ranking varying between fourth and tenth largest.[3] PCC is accredited by the Higher Learning Commission.[4]

Key Information

History

[edit]

Voters in Pima County approved the creation of a junior college district in 1966 and the first classes were held in 1969 at a temporary campus in an airplane hangar at the Tucson International Airport, Tucson Medical Center, Villa Maria, and Marana. The college was originally named Pima College, but the name was changed to Pima Community College in 1972 to better reflect the mission of the college.[5]

In 2008, PCC's board of governors began receiving anonymous complaints of sexual harassment by PCC chancellor Roy Flores. The board took no formal action until 2011 and Flores resigned in 2012 citing health problems.[6] The search for his replacement had been troubled. In February 2013, PCC discovered that the search consultant failed to disclose an issue with a finalist for the job; the consultant was fired and the job search extended.[7]

One month after the chancellor search was extended, the interim chancellor resigned in the wake of a scathing report issued by PCC's regional accreditor, the Higher Learning Commission (HLC).[8] The report documented not only the ignored complaints of sexual harassment but also a hostile work environment and numerous administrative and financial problems. The report discussed problems with admissions standards which PCC changed in 2011, problems the college has admitted.[9] As a result of the problems Pima had been on probation with the HLC; however, on February 26, 2015, the probation was rescinded. Pima was placed "On Notice" for deficiencies.[10] That was removed in February 2017 and the college has been fully accredited since then.[11]

PCC also received media attention in early 2011 for being the former school of 2011 Tucson shooting perpetrator Jared Lee Loughner. While he was at PCC, some of his teachers complained to the administration about his disruptions and bizarre behavior, as they thought them a sign of mental illness and feared what he might do. The college suspended Loughner.[12]

Campuses and learning centers

[edit]

The original campus for Pima College was located at the site which is now the West Campus. Before the campus opened, classes were taught at a variety of locations around Tucson. From 1971 to the present, the college district has expanded to meet the growing educational needs of the Tucson area. The campuses and learning center provides traditional classroom, distance learning, and hands-on learning opportunities. There are six campuses in the Tucson metropolitan area:

  • Community campus (closed in 2019)[13]
  • Desert Vista campus
  • Downtown campus
  • East campus
  • Northwest campus
  • West campus

Additionally, there are four Learning/Education Centers:

  • Davis-Monthan Air Force Base Education Center
  • Green Valley Community Learning Center
  • Northeast Education Center (closed in 2011)
  • Southeast Education Center

Community campus

[edit]

The Pima Community College Community campus was opened in 1975 to meet non-traditional educational needs, including distance learning, non-degree activity classes, and adult education. In 1997, the campus moved to Bonita Avenue and Commerce Park Loop, near St. Mary's Road and Interstate 10. The campus was home to the teacher education program. Many of its services were moved to the Northwest, West, and Downtown campuses when the PCC Community campus was closed in 2019.[13]

Desert Vista campus

[edit]

First established as the South Education Center in 1986, the Desert Vista campus moved to its present location in 1993. The campus is located at Valencia Viejo, a site once occupied by the Hohokam people, between Irvington Road and Valencia Road on Calle Santa Cruz, west of Interstate 19. The campus supports the nearby Aviation Technology Center at Tucson International Airport and supplies workforce training to the business community at the Center for Training and Development.

Downtown campus

[edit]

Opened in 1974, the Downtown Campus is situated between Speedway Blvd. and Drachman Street on Stone Avenue, close to downtown Tucson and east of Interstate 10. It has traditional academic, occupational, technical, and trade programs. In 2018, the historic Tucson Inn was purchased by the district and added to the campus.[14]

East campus

[edit]

In 1976, the college established the East Learning Center, which became East campus in 1981 with the construction of a new facility located on 58 acres (23 ha) of land at Irvington Road and Fred Enke Drive, near Davis-Monthan Air Force Base. Its programs include veterinary technology and emergency medical technology.

The College East Campus Observatory was established in 1989 by Professor David G. Iadevaia. It includes the Pima College – East Campus observatory and teaching planetarium. After many years in temporary, makeshift facilities, the observatory has a permanent home which was designed by Iadevaia. The observatory is an important part of astronomy education, not only for registered students but also for the public.[15]

Northwest campus

[edit]

In 2003, the Northwest Community Learning Center (established in 1998) became the Northwest campus, the newest PCC campus. The 50-acre (20 ha) campus is located on Shannon Road, between Ina and Magee roads in north Tucson. The campus is home to the hotel/restaurant management and therapeutic massage programs.

West campus

[edit]

The oldest Pima Community College campus, West campus is located on 267 acres (108.1 ha) of land between Anklam Road and Speedway Blvd., west of Interstate 10. The campus was opened in 1970. Facilities located at West Campus include the Center for Archaeological Field Training, the Center for the Arts in addition to the offices of The Pima Post newspaper and Cababi literary magazine. The campus is home to the college's programs in health-related professions. West Campus is home to Sand Script, a student literary magazine.

Learning centers

[edit]

The learning centers provide administrative functions and teach classes and these centers are:

  • Davis-Monthan Air Force Base Education Center, meeting the needs of active duty military at Davis-Monthan Air Force Base and members of the general public.
  • Green Valley Community Learning Center, south of Tucson along Interstate 19, serving the community in Green Valley, Arizona.

Adult learning centers for basic education, ESOL instruction, citizenship classes, and GED preparation are at these locations:

  • Eastside Learning Center on south Alvernon Way
  • El Pueblo Liberty Learning Center on Irvington Road, east of Interstate 19
  • El Rio Learning Center on west Speedway Boulevard
  • Lindsey Center on south Third Avenue

Partnership with the Catholic University of America

[edit]

In 2019, a partnership with the Catholic University of America in Washington, D.C. was announced whereby students could earn an associate degree from Pima and a bachelor's degree in business management from CUA.[16][17] The program is administered by CUA's Metropolitan School of Professional Studies and taught by professors at CUA's Busch School of Business.[16]

Under the program, first year students enter Pima and take a blend of courses from the two institutions, including foundational courses in philosophy and theology.[16] Over the course of the program, two-thirds of courses will be taken remotely and one-third will be taken in dedicated space on the Pima campus.[17][16][18] Between 20 and 25 students will initially be admitted to the program, which has a total four year cost of $32,000,[17][18][19] far less than the cost of in-state tuition at a four-year Arizona public college.[20] At the time of launch, it was hoped to grow the program to include 100 students per cohort in three years.[21] Financial aid is available through both institutions.[21] Local businesses in Tucson are involved in fundraising to support the program.[21][20]

The Catholic University of America's officials recognized that most Hispanics in the United States are Catholics but historically have not had access to Catholic higher education in their areas.[19] An analysis by CUA found that of "the 25 U.S. cities with the largest total increases in the Hispanic population, nine have no Catholic college or university in close proximity."[21] In 2017, CUA began exploring partnerships with existing institutions in the Southwest instead of opening a new campus.[19][18] Several cities with large populations of Hispanics and Catholics were considered when then-Tucson Mayor Jonathan Rothschild heard of CUA's desire to open a satellite campus.[19] He called the university's provost and then connected the provost with the bishop and over 300 local business leaders and other members of the community.[19][20]

The two colleges worked with local business leaders[19] and with Education Design Lab and Extension Engine[20] to develop the curriculum for the program. Local business leaders serve as adjunct professors.[19] The program is for first generation Americans and other under-represented socio-economic groups.[22]

Organization and administration

[edit]

PCC is governed by a five-member board of governors, whose members serve six-year elected terms. Board members are elected based on county electoral district.

Governance and leadership

[edit]

The governing board of the Pima County Community College District has five members elected by the voters from geographical districts within Pima County. The chancellor of PCC serves as its chief executive officer with each campus led by a president and each administrative area run by a vice chancellor.

Academics

[edit]

PCC offers many community-related programs to support the needs of the Tucson metropolitan area. It provides GED and adult literacy classes, art and theater, senior facilities, and summer camps. PCC has an extensive small-business development center.[23]

PCC is accredited by the Higher Learning Commission of the North Central Association of Colleges and Schools.[24] Additionally, many medical programs including nursing or veterinary technology have additional specialized accreditation by the Arizona and United States Departments of Education. PCC's Aviation Technology Program, through Davis-Monthan Air Force Base, is approved by the Federal Aviation Administration.

Pima Community College hosts the Aztec Middle College, a program operated by the Tucson Unified School District; it offers credit recovery and concurrent earning of high school and college credits to older students on four Pima College campuses.[25]

Degrees and certificates

[edit]

PCC awards these degrees:

  • Associate of Arts (AA)
  • Associate of Business (AB)
  • Associate of Science (AS)
  • Associate of Fine Arts (AFA)
  • Associate of Applied Arts (AAA)
  • Associate of General Studies (AGS)

It also awards certificates in many disciplines.

AGEC

[edit]

In 1999, Arizona approved the Arizona General Education Curriculum (AGEC) for students transferring from an Arizona community college to one of the three state universities. A 35-credit block of general education courses, the AGEC transfers to the state universities (and some other baccalaureate degree granting institutions) to meet their lower division general education requirements.[26] PCC awards the AGEC-A, AGEC-B, and AGEC-S certificates.

Student life

[edit]

Student publications

[edit]
Pima Post
TypeStudent news media
FormatDigital
PublisherPima Community College, Journalism Program
Staff writersStudents at Pima Community College
Founded1973
LanguageEnglish
HeadquartersWest Campus, Pima Community College
Tucson, Arizona
Websitewww.pimapost.com

The Pima Post is the student newspaper of Pima Community College. It was created in the 1970s as the Campus News (1973 to 1977), then named the Aztec Campus News (1977–1978), the Aztec News (1978–1981), and the Aztec Press (1982–2021), before becoming the Pima Post in 2021.[27]

The Pima Post is now a student-run online news service. It covers all six campuses of Pima Community College with its news service. Print circulation was 5,000 copies of bi-weekly editions until 2020, when the publication moved to online-only media distribution.

The Post was named a national finalist by the Society of Professional Journalists for best all-around two-year college newspaper.[when?]

SandScript is a literary magazine. The publication has won the Best Overall Publication, Southwest Division, from the Community College Humanities Association, most recently in 2013.[28]

Other programs

[edit]
  • Army ROTC
  • Performing arts (theater, music, and art)
  • Student government
  • Honors program
  • Phi Theta Kappa honors society

Athletics

[edit]

PCC sponsors fifteen intercollegiate sports teams for men and women. Pima's teams are nicknamed the Aztecs.

Fall sports

[edit]
  • Men's cross country
  • Women's cross country
  • Men's soccer
  • Women's soccer
  • Women's volleyball

Winter sports

[edit]
  • Men's basketball
  • Women's basketball

Spring sports

[edit]
  • Baseball
  • Men's golf
  • Women's golf
  • Softball
  • Men's tennis
  • Women's tennis
  • Men's track and field
  • Women's track and field

Notable people

[edit]

Athletes

[edit]

Mixed martial artists

[edit]

References

[edit]
[edit]
Revisions and contributorsEdit on WikipediaRead on Wikipedia

Pima Community College

View on Grokipedia
from Grokipedia
Pima Community College is a public two-year open-admissions institution established in 1966 to provide affordable higher education and primarily to residents of , through associate degrees, certificates, and university transfer programs across multiple campuses in the Tucson metropolitan area. The college serves approximately 17,000 students annually in credit-bearing courses, with nearly half participating in online instruction during recent semesters, reflecting sustained enrollment growth for ten consecutive terms as of 2025. Accredited by the , PCC emphasizes flexible aligned with local economic needs, including programs in business, healthcare, and . The institution has garnered recognition for its online offerings, ranking as Arizona's top online community college and fifth nationally among similar schools by Forbes, based on student satisfaction surveys. However, PCC has encountered significant internal challenges, including allegations of dysfunctional governance, an environment fostering fear among staff, and leadership misconduct, which prompted Higher Learning Commission probation in late 2023; accreditation was subsequently reaffirmed following remedial actions in early 2025. These issues, compounded by past sexual harassment settlements and lawsuits against former administrators, underscore persistent administrative vulnerabilities despite the college's educational contributions to regional workforce development.

History

Founding and Early Development (1968-1980)

In 1966, voters in Pima County approved the formation of Pima College by a substantial majority, following preliminary planning initiated by private citizens as early as 1964. The following year, the first Board of Governors was elected, and Dr. Oliver Lane was appointed as the inaugural president, overseeing initial organizational efforts. Voters also approved a $5.9 million bond issue to finance construction of facilities, enabling the transition from planning to operational phases. These steps established the legal and financial framework for a publicly funded two-year institution aimed at serving the educational needs of Tucson and surrounding areas, with a focus on general education, occupational training, and community accessibility. The college began offering classes in fall 1969 at temporary locations, including Tucson Medical Center, Villa Maria, and facilities in Marana, under the leadership of Dr. Kenneth Harper, who succeeded as president. Official operations commenced in fall 1970 with the opening of the West Campus, enrolling 3,543 students and awarding certificates to its first graduating class of 16 respiratory therapists. Funded mainly through county property taxes and state appropriations, the institution prioritized practical programs in fields like health sciences and technology, reflecting demand from Tucson's expanding economy and population of over 430,000 by the mid-1970s. Early development accelerated through the decade, marked by infrastructural and programmatic growth. The Downtown Campus opened in fall 1974 within a renovated former building, expanding access to urban students with offerings in general and occupational studies. The Community Campus followed in 1975, further diversifying sites to accommodate rising demand. Enrollment grew rapidly, surpassing 12,000 students by 1973–1974 and exceeding 20,000 by fall 1977, driven by initiatives in basic skills, technology training, and transfer pathways amid regional demographic shifts. Under presidents Harper (until 1972) and Dr. Irwin Spector (1972–1978), the college solidified its role as a multi-campus district spanning Pima County's 9,240 square miles, emphasizing workforce-relevant curricula without reliance on federal grants for core operations.

Expansion and Infrastructure Growth (1980s-2000s)

During the 1980s, Pima Community College expanded its physical infrastructure to accommodate growing enrollment and specialized programs. In 1981, the current East Campus facility opened east of Davis-Monthan Air Force Base, later doubling in size by 1989 with the addition of a student union and library. That same year, the college established an Education Center on Davis-Monthan Air Force Base to serve military personnel. In 1986, the South Education Center (initially the Southside Learning Center) opened near Interstate 19 and Valencia Road, providing foundational facilities that evolved into a full campus. These developments supported program expansions, such as the 1983 launch of a computer training college with 13 courses and a solar technology degree, which increased demand for dedicated spaces. The 1990s saw accelerated growth amid rising student numbers, exceeding 30,000 by fall 1992. In 1991, the PCC Center for opened at West Campus, enhancing arts education infrastructure. The college announced plans that year to construct six new campuses over 25 years in areas including Northeast Tucson, Southwest Tucson, Green Valley, Sahuarita, and Vail, reflecting for regional shifts. The South Education Center transitioned into the full Desert Vista Campus by 1993. In 1997, a permanent facility for the Community Campus opened near St. Mary’s Road and , replacing earlier temporary arrangements. The Northwest Community Learning Center followed in 1998, addressing northwestern Tucson's needs. Into the early 2000s, the college continued building out planned sites. The Northeast Community Learning Center (now Northeast Education Center) was established in 2000, followed by the Southeast Community Learning Center in 2002. In 2003, the Northwest Community Learning Center was replaced by the permanent Northwest Campus on North Shannon Road, providing expanded classrooms and facilities. Additional infrastructure included a 2004 expansion at East Campus featuring a 21-acre with soccer and fields, developed in partnership with Tucson . These initiatives aligned with a 2004 college-wide plan to support sustained enrollment and program diversity.

Modern Challenges and Adaptations (2010-Present)

In the , Pima Community College faced significant enrollment declines, dropping from approximately 33,000 students in 2009 to 22,351 by 2015, a trend mirroring broader patterns amid economic recovery and falling rates in Pima County, which decreased from 10.6% in 2010 to lower levels by mid-decade. This contraction, affecting students (FTSE) and headcount alike, stemmed from reduced demand for retraining as job markets stabilized post-recession, compounded by competition from four-year institutions and online providers. By 2023, total enrollment stabilized at 15,819, but adaptations through the 2016-2021 Strategic Enrollment Management Plan—emphasizing targeted recruitment, retention via guided pathways, and expansions—yielded reversals, with credit-hour enrollment rising 10.8% in academic year 2023-2024 and fall 2025 marking the 10th consecutive semester of growth at over 8%. Governance and accreditation challenges intensified during this period, with the (HLC) citing persistent board conflicts, a and retaliation among staff, and inadequate leadership diversity as core issues in reports dating to 2017. Historical precedents included probations in 1989 and 2013 over transparency failures, escalating to required monitoring and interim reports by 2022-2023 to address bylaws revisions, HR processes, and complaint resolutions. Adaptations involved enhancing board effectiveness, independent legal oversight, and diversity metrics in hiring, enabling continued with caveats into 2025 while pursuing bachelor's program approvals. The exacerbated disruptions, prompting rapid shifts to online instruction, support webinars, and deployment of Higher Education Emergency Relief Fund (HEERF) allocations for refugee and adult basic education aid. The 2021-2025 Strategic Plan addressed intersecting inequities, aiming to double completion rates for underrepresented groups and align with Pima County's Achieve60AZ goal of 60% postsecondary attainment by 2030 through , micro-pathways for in-demand jobs, and equity-focused retention. Concurrently, funding pressures mounted, including proposed federal cuts exceeding $10 million in 2025-2026 for grants supporting STEM, childcare, and tutoring, yet the college maintained balanced budgets without tuition or hikes, incorporating modest employee raises. These measures reflect causal adaptations to demographic shifts, like declining birth rates, prioritizing affordability and targeted outcomes over expansion.

Campuses and Facilities

Primary Campuses

Pima Community College operates five primary campuses in the Tucson metropolitan area, providing access to associate degrees, certificates, general education, and specialized vocational training. These facilities collectively serve over 20,000 students annually and emphasize workforce-relevant programs tailored to regional needs, such as health professions, technology, and culinary arts. The West Campus, located at 2202 West Anklam Rd., Tucson, AZ 85709-0001 (phone: 520-206-6600), was the college's first permanent site, with construction beginning in 1969 and operations starting in 1970. It houses the Center of Excellence for Health Professions, offering programs in nursing, radiologic technology, and respiratory care, alongside digital arts and other creative disciplines. The campus spans 304 acres adjacent to the Tucson Mountains and features Brutalist architecture. The Northwest Campus, at 7600 North Shannon Road, Tucson, AZ 85709-7200 (phone: 520-206-2200), focuses on (STEM) education with modern laboratories and high-technology classrooms. It supports transfer pathways to four-year institutions through advanced facilities for disciplines like and physics. The East Campus, situated at 8181 East Irvington Rd., Tucson, AZ 85709-4000 (phone: 520-206-7000), specializes in and veterinary technology programs, alongside general and transfer courses for students in eastern Tucson. It caters to career-oriented training in and animal health sciences. The Downtown Campus, at 1255 North Stone Ave., Tucson, AZ 85709-3000 (phone: 520-206-7171), is centrally located and hosts , industry-specific programs, and general classes, facilitating connections to urban employers and continuing . The Desert Vista Campus, found at 5901 South Calle Santa Cruz, Tucson, AZ 85709-6000 (phone: 520-206-5000), primarily serves southwestern Tucson neighborhoods and businesses, featuring award-winning programs in and hospitality management. Established in 1988, it emphasizes hands-on training for food service and sectors.

Education Centers and Specialized Sites

Pima Community College maintains education centers dedicated to adult basic education, offering free instruction in foundational skills such as reading, writing, , and acquisition, alongside high school equivalency preparation (e.g., GED) and integrated career training programs. These centers target underserved populations in Tucson and facilitate walk-in registration for accessibility. Key sites include the El Pueblo Liberty Center, El Rio Center, and PCC 29th Street Coalition Center, which emphasize community-based learning tailored to local workforce needs. The Davis-Monthan Air Force Base (DMAFB) Education Center provides specialized support for active-duty military, veterans, and dependents, delivering and transfer programs alongside credit-for-prior-learning options like CLEP and DSST exams. Located on-base in Tucson, it streamlines services including admissions processing, academic advising, and financial aid tailored to service members' schedules and benefits under programs like Tuition Assistance and the . PCC's Centers of Excellence represent specialized facilities for high-tech reskilling and upskilling, developed in with employers to regional economic demands in sectors like care and . The Health Professions Center of Excellence, launched in January 2025, equips students with advanced training in , surgical technology, roles, dental studies, home health aide , and respiratory , featuring state-of-the-art labs to exceed national benchmarks in credentialing and job placement. Similarly, the Hospitality Center of Excellence focuses on management and operational skills for the and , incorporating practical to prepare graduates for immediate industry roles. These centers prioritize measurable outcomes, such as high retention and employment rates, through employer-aligned curricula and facilities upgrades.

Partnerships and Off-Site Collaborations

Pima Community College has established articulation agreements with numerous four-year institutions to ensure seamless credit transfer for holders, particularly through programs aligned with the General Education Curriculum (AGEC). Key partners include (ASU) via the Pima-MyPath2ASU pathway, which guarantees admission and credit application for qualifying students completing specified s; (NAU) through the Pima2NAU program, offering priority enrollment and scholarships; and the (UA), including a dedicated pathway to a in Wellness from the Zuckerman College of Public Health established in December 2022. These agreements cover up to 64 transferable units and extend to out-of-state universities, with transfer data from 2019–2021 showing over 10 students annually moving to institutions like UA, ASU, and NAU. In workforce development, the college collaborates with local employers and organizations to address skill gaps, including advisory committees, customized training, and prior learning assessments. Partnerships include ARIZONA@WORK for job placement and tuition reimbursement programs, as well as targeted initiatives like a February 2024 agreement with Arizona Complete Health providing $500,000 for scholarships and healthcare training at the Center of Excellence for Allied Health. The Building and Construction program partners with to develop an off-campus for hands-on HVAC troubleshooting, while Tech Parks facilitates connections with businesses for tech training. Off-site collaborations extend education to non-traditional settings, such as partnerships with the Department of Corrections, Rehabilitation and Reentry (ADCRR) and facilities to deliver vocational and degree programs to incarcerated individuals. Additionally, the PimaSTART initiative, launched to provide accelerated workforce training to Tucson's unhoused , operates through community-based sites rather than traditional campuses, emphasizing rapid credentialing in high-demand fields. The City of Tucson Education Partnership enables municipal employees to access PCC courses with tuition assistance, often integrated into off-site professional development. These efforts support local while adapting to diverse learner needs beyond campus boundaries.

Governance and Administration

Governing Board and Oversight

The Pima Community College District is governed by a five-member Governing Board, with each member elected to a six-year term by voters in one of the five Pima County supervisor districts. Elections are staggered, occurring in November of designated years: District 1 in 2020 (next in 2026), District 2 in 2022 (next in 2028), District 3 in 2024 (next in 2030), District 4 in 2022 (next in 2028), and District 5 in 2024 (next in 2030). Board members assume office in December following their election. The Governing Board holds primary oversight authority, including selecting and evaluating the , defining the college's mission, establishing the model, adopting policies and strategic priorities, approving budgets, and ensuring responsibilities such as financial and compliance with legal mandates. It delegates operational implementation to the while retaining ultimate responsibility for oversight, including through advisory committees like the and Audit Committee for financial transparency and the Human Resources Advisory Committee for personnel monitoring. Board meetings, which are open to the except for executive sessions, occur regularly and can be accessed virtually, with agendas published in advance. As of December 2024, following the November 2024 elections that installed new members in Districts 1, 3, and 5 amid reported high turnover on the board, the composition is as follows:
DistrictMemberTerm Ends
1Dr. Nicole BarrazaDecember 2026
2Theresa RielDecember 2028
3Kristen Ann RandallDecember 2030
4Greg TaylorDecember 2028
5Karla Bernal MoralesDecember 2030
At the state level, the Arizona State Board for Community Colleges provides broader oversight, coordination, and planning for all Arizona community colleges, including Pima, through activities such as policy guidance, funding allocation reviews, and performance audits conducted by the Office of the Auditor General. This includes ensuring compliance with state statutes like Arizona Revised Statutes §§41-2951 through 41-2957, though primary governance remains with the local district board.

Executive Leadership

The executive leadership of Pima Community College is directed by the , who serves as the accountable to the Governing Board for overall administration, strategic direction, and policy implementation. The is supported by the Chancellor's Cabinet, a group of senior executives overseeing academic programs, finance, operations, student services, and strategic initiatives. Dr. Jeffrey P. Nasse has held the position of since August 5, 2024. Selected by the Governing Board in June 2024, Nasse holds a Ph.D. and previously served in higher education administration, including at . Upon taking office, he launched a 100-day "Listening, Learning" initiative to assess institutional needs through . Key cabinet members include the Provost and Executive Vice Chancellor for Academic Affairs and Workforce Development, Dr. Ian Roark, appointed on October 1, 2025. Roark, who previously served as Vice Chancellor of Workforce Development and Innovation at the college, holds a and brings experience in academic and . Other senior roles encompass the Executive Vice Chancellor for Finance and Administration, David Bea; Vice Chancellor for Strategy, Analytics, and Research, Dr. Nicola Richmond; Vice Chancellor of Campus Operations, Aubrey Conover; and Vice Chancellor for the Student Experience, Dr. Irene Robles-Lopez.
PositionIncumbent
Dr. Jeffrey P. Nasse
Provost and Executive Vice Chancellor for Academic Affairs and Workforce DevelopmentDr. Ian Roark
Executive Vice Chancellor for Finance and AdministrationDavid Bea
Vice Chancellor for Strategy, Analytics, and ResearchDr. Nicola Richmond
Vice Chancellor of Campus OperationsAubrey Conover
Vice Chancellor for the Student ExperienceDr. Irene Robles-Lopez

Financial Operations and Funding Sources

Pima Community College's financial operations involve an annual budgeting process that incorporates projected enrollment, revenues, and expenditures, with emphasis on sustaining long-term stability through conservative fiscal planning and Governing Board oversight. The board conducts public hearings and approves the budget, which encompasses general, auxiliary, and restricted funds. For fiscal year 2025, the adopted budget totaled $332.7 million, reflecting no increases in tuition rates or the primary property tax levy amid economic uncertainties. In fiscal year 2024, total revenues reached $236.7 million, supporting operating expenses of approximately $244.3 million, offset by nonoperating inflows. Primary property taxes form the largest revenue component, comprising 55.5% of FY2024 totals at $131.4 million, levied on assessed property values within the district at a rate of $1.2530 per $100 of net assessed value for the primary portion. Net tuition and fees contributed 10.7% or $25.3 million, with in-state rates held steady at recent levels to maintain accessibility. Federal grants, primarily for student aid and workforce programs, accounted for 17.2% or $40.8 million. State appropriations provided 4.6% or $10.9 million in FY2024, focusing on equalization aid and targeted initiatives like STEM and development, though this source has remained minimal compared to local taxes and tuition historically. Over the past decade, the relative share of revenue has risen while tuition's proportion has declined, driven by enrollment fluctuations and state funding variability. Auxiliary revenues from rentals and other operations, along with , supplement core . The college manages long-term , including $46.5 million in revenue bonds for facilities, with annual debt service under 9.5% of gross revenues. Financial indicators for FY2024 show a net position of $185.8 million, down 4.9% from prior year, with a composite index of 1.13 signaling moderate health; an unmodified opinion underscores compliant reporting practices. Strategies include enrollment-driven growth and cost controls to mitigate operating deficits.

Accreditation and Regulatory Compliance

Pima Community College holds regional accreditation from the (HLC), a body recognized by the U.S. Department of Education for accrediting degree-granting institutions in the North Central region. The college follows HLC's Standard Pathway, which involves comprehensive evaluations every 10 years, interim monitoring reports, and quality initiative reviews to ensure ongoing compliance with criteria for educational quality, governance, and resources. As of the 2024-2025 , accreditation remains in effect, with the next full reaffirmation scheduled within that period. In its most recent comprehensive review, including a fall 2024 site visit, HLC continued Pima's but identified two key areas requiring attention: inadequate centralized oversight of remote and dual-enrollment sites, which has led to fragmented program delivery, and insufficient metrics for tracking student success beyond basic completion rates. The commission mandated a corrective to address these, building on prior monitoring from a 2022 focused visit prompted by complaints over leadership stability, financial reporting, and mission alignment. Earlier, HLC had placed the college on in the early 2010s due to and fiscal issues, lifted before the 2019 reaffirmation I. Certain programs, such as , maintain specialized from bodies like the Accreditation Commission for Education in Nursing (ACEN), with the most recent action in September 2023 affirming continued status without stipulations. Regarding regulatory compliance, Pima adheres to federal mandates including the Family Educational Rights and Privacy Act (FERPA) for student data protection and for addressing sex-based discrimination and harassment, with designated coordinators and formal grievance procedures in place. The college submits annual federal compliance filings to HLC, verifying alignment with U.S. Department of Education requirements on issues like credit-hour definitions, transfer policies, and financial responsibility standards. However, audits and investigations have revealed lapses, such as a recent internal review finding non-compliance with the Clery Act's provisions for reporting and responding to incidents, and a 2018 U.S. Department of Education resolution agreement addressing disability access under Section 504 and Title II, which the college fulfilled by implementing corrective measures. State-level oversight by the State Board for Community Colleges ensures alignment with local statutes on program approval and fiscal accountability, with no major sanctions reported as of 2025.

Academics

Degree and Certificate Programs

Pima Community College provides associate degrees and certificates tailored for both university transfer and occupational preparation, with programs spanning fields such as , , health professions, sciences, and . Associate degrees typically require 60-64 credits, while certificates vary in length to meet specific skill-building or entry-level employment needs. These offerings emphasize practical training and alignment with Arizona's workforce demands, including options for online delivery in areas like and . Associate Degrees include the Associate of Arts (AA), designed for transfer to bachelor's programs in , social sciences, or , requiring completion of general education blocks like the Arizona General Education Curriculum (AGEC-A). Examples encompass liberal arts and pathways. The Associate of Business (ABUS) facilitates transfer to and related majors, incorporating AGEC-B requirements. The Associate of Fine Arts (AFA) targets creative fields such as visual and for seamless articulation. For STEM-oriented students, the Associate of (AS) supports transfer in disciplines like or chemistry via AGEC-S. Occupational-focused Associate of Applied (AAS) degrees, requiring at least 60 credits, prepare graduates for immediate workforce entry in technical roles, including , , and medical assisting. Certificates range from foundational to advanced, often integrating into degree pathways or standalone for advancement. The AGEC certificates (AGEC-A, AGEC-B, AGEC-S) fulfill 35 or more general education credits for transfer purposes across associate programs. Credit certificates, under 60 credits, target employability in areas like computer applications, , or , with many applicable toward AAS degrees. Post-degree certificates, also fewer than 60 credits, require a prior associate or and focus on specialization, such as advanced or endorsements. Specialized certificates in health professions, like coordination, and fields, including preparation for professionals, underscore PCC's emphasis on industry-aligned credentials.

Arizona General Education Curriculum (AGEC)

The General Education Curriculum (AGEC) at Pima Community College consists of a 35- to 41-credit block of lower-division courses designed to fulfill general requirements for transfer to 's public universities, including the , , and . Completion of an AGEC certificate or its integration into an ensures that students satisfy the freshman- and sophomore-level general mandates at receiving institutions without additional , facilitating seamless credit transfer. Pima offers three AGEC pathways tailored to academic interests: AGEC-A for arts and humanities majors, AGEC-B for fields, and AGEC-S for science-oriented programs. Each pathway requires across core categories, including 6 credits in English composition, 3 credits in fine arts (for AGEC-A and AGEC-B), 6 credits in social and behavioral sciences, and varying credits in mathematics, physical/biological sciences, and additional options like oral communication or computer/ for AGEC-B. AGEC special awareness areas—intensive writing/ (I), (C), and global/historical awareness (G)—must be met within one to three courses to avoid exceeding the total credit limit.
CategoryAGEC-A CreditsAGEC-B CreditsAGEC-S Credits
English Composition666
Fine Arts33-
36 (options vary)3
Social & Behavioral Sciences666
Mathematics333-5
Physical/Biological Sciences8 (with lab)8 (with lab)8 (with lab)
Additional Requirements (e.g., Areas)IntegratedIntegrated (includes )Integrated
Students pursuing multiple pathways, such as switching from AGEC-A to AGEC-S, must fulfill the distinct or components of the new track. Advisors recommend aligning AGEC selection with intended majors to optimize transfer outcomes, as arts-focused students should avoid AGEC-B or AGEC-S unless planning interdisciplinary paths. This structure supports Pima's emphasis on affordable, transferable , with AGEC completion applicable toward associate of arts, associate of , or associate of business degrees. Pima Community College's enrollment has shown a consistent upward trend since at least spring 2024, reversing prior declines observed over the preceding decade. In fall 2023, fall enrollment stood at 15,819 students, predominantly part-time at 77%. By fall 2024, first-day headcount increased to approximately 17,900, reflecting a 4.08% rise from the prior year. This growth accelerated into 2025, with spring 2025 enrollment up 5.64%, summer 2025 up 12.06%, and fall 2025 reaching a first-day headcount of 19,186—a 7.05% to 8% increase over fall 2024—marking the tenth consecutive semester of gains. For the full academic year 2023-2024, the institution reported a total unduplicated headcount of 38,693 students, a 3.61% increase from the previous year. The student body remains majority part-time, with full-time students comprising only 23% of fall 2023 enrollment. distribution in fall 2023 was 56% female and 44% male. Age demographics skew younger, with 62% of students aged 24 and under. Racial and ethnic composition reflects the region's diversity, dominated by Hispanic or Latino students at 50%, followed by students at 35%.
Demographic CategoryPercentage (Fall 2023)Approximate Number
Hispanic or Latino50%7,910
35%5,537
Black or African American5%791
Asian3%475
Two or More Races3%475
American Indian or Alaska Native2%316
Unknown/Nonresident2%316
These figures are derived from federal IPEDS data, which provides a standardized fall snapshot; full-year unduplicated counts yield higher totals due to student mobility across terms.

Instructional Methods and Support Services

Pima Community College utilizes multiple instructional delivery methods to support flexible learning options. In-person classes require attendance at campus locations for lectures and labs on scheduled days and times. Hybrid courses integrate on-site sessions with online components, featuring fewer physical meetings than traditional formats. Synchronous virtual classes occur entirely online via web platforms at predetermined times with instructors and peers present. Asynchronous online courses, offered through PimaOnline, allow students to complete coursework independently while adhering to instructor-set deadlines and without fixed meeting times. Self-paced formats include in-person options at college facilities and independent off-campus study, both governed by weekly progress requirements and semester-end completion mandates. PimaOnline encompasses 24 fully online degree and certificate programs across fields such as , , computer information systems, and the Arizona General Education Curriculum, enabling completion from any location. This platform serves roughly 9,800 students and accounted for nearly 47% of class offerings in the Spring 2025 semester. Online instruction relies on the Brightspace for course materials, assessments, and interaction, with tuition rates equivalent to in-person equivalents excluding supplemental fees. The college also accommodates workplace learning through supervised internships, , and clinical experiences, which may occur on or off campus with attendance monitoring. Support services at Pima Community College emphasize academic success and . Student Service Centers provide walk-in assistance for advising, counseling, resources, , and financial aid inquiries, supplemented by virtual options via phone, email, or for registration and general support. TRiO Student Support Services targets low-income, first-generation, and disabled students with , , , workshops, cultural events, loans, and reserved study spaces to promote retention and degree completion. resources include 24/7 MyPima Helpdesk support for technical issues, alongside guides to aid online learning proficiency. Career resources offer resume assistance, job search tools, and transfer guidance, while health and wellness services address , safety, and basic needs like through the CCAMPIS program.

Student Life

Athletics Programs

Pima Community College's intercollegiate athletics programs, branded as the , compete primarily in the (NJCAA) Division II within the Community College Athletic Conference (ACCAC). The department oversees 11 varsity teams, including men's , , cross country, soccer, and ; and women's , cross country, soccer, , , and . These programs engage approximately 538 student-athletes annually, with 288 males and 250 females participating in varsity . The Aztecs' athletic facilities, centered at the Aztec Athletics Center on the West Campus in Tucson, support training, competitions, and community outreach such as youth camps and clinics led by coaches. Established with a history of competitive success dating to the 1970s, the programs have produced multiple conference titles, regional championships, and national appearances, emphasizing both athletic and academic performance. Key achievements include the 1980 men's cross country team's NJCAA , marking the program's first title and an undefeated season with ACCAC dominance. secured NJCAA titles in 2003 (Division I, 70-8 record) and 2006 (60-10 record), while women's soccer claimed the 2021 NJCAA Division II championship via a victory. The men's team has yielded 34 individual national champions and multiple Region I titles, including in 2021, 2023, 2024, and 2025. In , the 2024-25 men's team posted a program-record 35-1 mark, earning third place at the NJCAA Division II tournament, while the women's team reached the national final before a 75-67 defeat. under coach Rich Alday (1974-1989) won five ACCAC championships and three NJCAA berths. Academic excellence complements on-field results, as evidenced by 10 of 11 teams and a record 88 individuals receiving 2024-25 NJCAA All-Academic honors, with team GPAs ranging from 3.19 () to higher marks across programs. The athletics department maintains a Hall of Fame to recognize sustained contributions, prioritizing national qualifiers and champions.

Student Organizations and Publications

Pima Community College supports a range of organizations through its Student Life division, which oversees clubs focused on cultural, wellness, professional, religious, and personal interests across its campuses. Students access these groups via the PimaEngage platform, which lists active clubs, events, and opportunities, enabling involvement in activities that foster personal and professional growth as outlined in the college's Board Policy BP 3.47. The PCC Student Life Club and Organization Handbook governs formation, requiring at least five signatures and faculty or staff advising for new clubs, with operations aligned to promote intellectual, social, and cultural development. Examples of active organizations include the Native American Student Association (), which supports Indigenous students through academic aid, cultural revitalization, and advocacy on Native issues, open to all Pima students. The college maintains dozens of such clubs, covering diverse interests like career preparation and wellness, with Student Life emphasizing inclusive engagement and . Student publications at Pima Community College are primarily student-led and produced through and literary courses. The Pima Post, formerly known as the Aztec Press, serves as the primary news outlet, delivering campus and , sports coverage, arts reporting, entertainment, and opinion pieces to students, faculty, staff, and the community. Students join its staff by enrolling in relevant classes, contributing to content that includes investigative reporting and community forums. Literary and arts publications include SandScript, a student-produced magazine featuring visual arts and literature from participants in the Literary Magazine Workshop, and Cababi Magazine, which compiles artistic works from the Pima district, highlighting student talent selected by an editorial board. These outlets provide hands-on experience in editing, publishing, and creative expression, integrated into the college's extracurricular framework.

Cultural, Arts, and Extracurricular Activities

Pima Community College maintains the Center for the Arts at its West Campus, featuring a 425-seat Proscenium Theatre, Black Box Theatre, Recital Hall, and Louis Carlos Bernal Gallery, which host theater, music, and dance performances by student ensembles alongside community and professional troupes. The facility supports exhibitions and occasional contemporary outdoor sculptures displayed for public viewing. Annual seasons, such as the 2025–2026 lineup announced on August 20, 2025, emphasize bold performances, thought-provoking exhibitions, and interdisciplinary projects bridging cultural divides. Students engage in performing arts through auditions open to any enrolled PCC participant, enabling involvement in music ensembles, acting productions, or dance groups that perform at the Center for the Arts and special events. Pima Arts programs extend to theater, , , , , and , drawing inspiration from the Sonoran landscape to foster cultural expression and professional skill development. Supporting coursework spans , Digital Arts, , and Clothing, , and , allowing integration of academic study with practical application. Extracurricular opportunities include clubs accessible via the PimaEngage platform, covering cultural, wellness, personal interests, career-oriented, and religious themes to enhance involvement. Eligibility requires current enrollment in at least one credit, with clubs managed under guidelines outlined in the PCC Student Life Club and Organization Handbook. These activities complement offerings by providing avenues for creative and communal engagement beyond formal performances.

Achievements and Contributions

Institutional Awards and Recognitions

In 2020, Pima Community College received the Bellwether Award from the Bellwether Education Foundation for its initiative "Transform Developmental Education, Transform an Institution," recognizing excellence in instructional programs and redesigning developmental education to improve student outcomes. The college has consistently earned the Certificate of Achievement for Excellence in Financial Reporting from the Government Finance Officers Association, marking the 27th consecutive award in 2019 for its 2018 comprehensive annual financial report and receiving renewed recognition in 2025 for its ongoing transparency and reporting standards. In 2022, Pima was one of five global recipients of the Excellence Award from Desire2Learn Corporation, honoring its innovative use of the D2L Brightspace to advance digital education practices across its campuses. Pima's online division, PimaOnline, secured multiple Instructional Technology Council (ITC) Awards in 2023 for outstanding practices, including recognition for effective online course design and student support integration.

Economic Impact and Workforce Development

Pima Community College exerts a substantial economic influence on Tucson and , generating an annual impact of $1.1 billion through its operations, student expenditures, alumni earnings, and related multipliers, as quantified in a Lightcast study. This contribution encompasses direct institutional spending, indirect effects from supply chains, and induced impacts from household consumption, supporting job creation and regional growth in a manner aligned with labor market demands. As part of Arizona's system, which collectively added $13.0 billion in income to the state economy in 2021-22—equivalent to 2.9% of gross state product—Pima's role amplifies local sectors such as , healthcare, and . In workforce development, the college serves as the primary training provider for Pima County's business and industry sectors, offering over 144 associate degrees, certificates, and targeted programs designed in collaboration with employers to address skill gaps and enhance . Initiatives like deliver accelerated, hands-on training in high-demand fields such as healthcare, IT, and trades, enabling participants to achieve job readiness in weeks to months. Similarly, the Skills to Career pathway provides stackable certificates completable in one year or less, facilitating rapid upskilling for incumbent workers and entry into the labor market. The college's Centers of Excellence—focused on public safety, science and , and visual/—prioritize high-tech reskilling for both new entrants and existing employees, fostering partnerships with local industries to align curricula with economic priorities like and advanced . These efforts extend to customized employer solutions, including group and performance gap remediation, which bolster regional competitiveness by increasing worker productivity and retention. Overall, such programs contribute to higher job placement rates and , with institutional data emphasizing market-driven outcomes over unsubstantiated equity metrics.

Community Engagement Initiatives

Pima Community College maintains a Community Engagement Dashboard to coordinate and promote involvement in local events, allowing users to browse calendars, submit proposed activities for Governing Board review, request logistical support, register as volunteers, and submit feedback via post-event surveys. The platform also facilitates the "Be a Pima " initiative, encouraging participants to represent the college at activities, and tracks engagement through for annual planning. Volunteer programs emphasize in adult basic education, where community members assist learners in subjects such as , writing, citizenship preparation, computer skills, and acquisition; opportunities are coordinated through campus departments without formal requirements beyond orientation. The college extends access, recreational facilities, and event venue rentals to Tucson residents, supporting non-student use for public gatherings and athletic spectating. Service learning and civic engagement are embedded in co-curricular offerings, including the Pima Leadership Institute, which pairs leadership development with hands-on projects to foster student involvement in local issues. The Aztec Resource Center collaborates with organizations like Community Food Bank of for food pantry operations, hunger relief distributions, workshops, and programs. Lifelong learning initiatives provide non-credit courses in areas like writing, world languages, , and automotive , designed for members seeking personal enrichment rather than degree credits. The college acknowledges its campuses' location on ancestral homelands of , including the Tohono and others, and promotes related cultural recognition efforts.

Controversies and Criticisms

Accreditation Probation and Governance Issues (2023)

In 2023, the (HLC) mandated an interim monitoring report from Pima Community College to demonstrate compliance with Criterion 2, which evaluates the , , and autonomy of the institution's governing board. This requirement stemmed from a March 2022 focused visit triggered by a formal , highlighting deficiencies in board , transparency, conflict-of-interest , and . Specific concerns included frequent 3-2 split votes indicating lack of consensus, allegations of board member , insufficient evidence of institutional , and inadequate oversight of policy adoption and operations. These issues echoed historical governance failures that led to a prior probation sanction in 2013—lifted in 2015 after reforms under then-Chancellor Lee Lambert—but persisted as risks under Core Component 2.C. The college's Governing Board, newly constituted following elections with all five members seated by January 30, 2023, responded by revising bylaws in September 2022 to enforce unconflicted loyalty to the Pima County community, superseding personal, familial, or interests. Additional measures included a February 1, 2023, compliance plan; mandatory training via retreats on January 17 and June 1-2, 2023; attendance at the HLC Annual Conference in March 2023; and a May 2023 self-assessment that raised the board's overall effectiveness rating from 3.01 to 3.6 out of 5. The board also enhanced shared through improved communication models involving faculty, staff, and students, while appointing Interim Dolores Duran-Cerda on July 31, 2023, amid a search for a permanent leader. The September 1, 2023, interim report submission addressed HLC's October 6, 2022, directive, providing evidence of progress without triggering formal , unlike the 2013 case involving executive misconduct and board . HLC subsequently deemed the updates sufficient under Core Component 2.C, requiring no additional reports beyond the standard 2024 Assurance Argument review scheduled for December 9, 2024. Despite these steps, self-assessments revealed ongoing weaknesses in operational oversight (rated 3/5), underscoring the need for sustained reforms to prevent recurrence of past vulnerabilities. In September 2025, the U.S. Department of Education notified Pima Community College of the termination of its TRiO Upward Bound grants, effective at the end of the grant period, due to policy disagreements over (DEI) elements in the programs. The affected grants, totaling approximately $6 million annually, supported college preparatory services for low-income, first-generation high school students at the Desert Vista, East, and Northwest campuses, including academic tutoring, mentoring, and college application assistance. Program coordinators at Pima Community College, such as Carlos Romero at the Desert Vista campus, maintained that DEI concepts were absent from the grant proposals submitted for renewal, attributing the cancellation to broader federal scrutiny of institutional practices under the Trump administration. The Department of Education's decision followed an executive order signed by President Trump in March 2025 directing the reduction of federal support for education initiatives incorporating DEI frameworks, with subsequent reviews identifying non-compliance in grant administration. This termination contributed to a nearly $7 million overall reduction in federal funding for the college across multiple programs, exacerbating operational challenges amid static state appropriations. The cuts aligned with the administration's 2026 budget proposal, which sought to eliminate $1.2 billion in nationwide TRiO funding—programs serving over 875,000 disadvantaged students—prioritizing merit-based aid over what officials described as ideologically driven initiatives. Pima Community College, designated as a Hispanic-serving institution where Latino students comprise about half the enrollment, also faced risks to four Title V grants supporting minority-serving colleges, part of discretionary cuts announced in September 2025. coverage, often from outlets with progressive leanings, emphasized community impacts like program closures affecting hundreds of students, while federal statements focused on reallocating resources away from DEI-embedded activities. In response, Pima Community College's governing board approved a against the Department of Education on October 15, 2025, arguing procedural irregularities and seeking reinstatement of the $6 million in TRiO funds. The college had previously warned of over $10 million in total lost federal allocations for 2026, prompting internal discussions on tuition freezes and enrollment-driven revenue to offset deficits. Board meetings following the announcements featured public expressions of opposition to the policy shift, including calls to preserve DEI-aligned support for underserved populations. These disputes highlighted tensions between federal cost-saving measures and local institutional reliance on targeted grants, with no resolution reported by late October 2025.

Administrative and Operational Critiques

A follow-up of Pima Community College's program identified persistent deficiencies that had been flagged two years earlier, including failures to implement corrective actions that risked "significant" fines from the , potential loss of FAA program accreditation, and incidents. These operational lapses were attributed to inadequate administrative follow-through on prior recommendations, highlighting delays in addressing compliance and protocols essential to the program's functionality. An of the college's operations revealed substantial unpreparedness for a major , with deficiencies in cybersecurity and response capabilities that could compromise sensitive student and institutional . This underscored broader administrative shortcomings in prioritizing and resourcing IT resilience, as evidenced by the lack of proactive measures against evolving digital threats despite the college's role in handling federal funds and personal records. Separate findings from a 2017 state further noted weaknesses requiring staff-wide cybersecurity training by December 2018, indicating recurring vulnerabilities in operational safeguards. Compliance audits have also pointed to operational non-adherence with federal requirements under and related statutes, specifically failures to adequately protect victims of or violence through timely investigations and support processes. These issues reflect administrative inefficiencies in policy enforcement and resource allocation, contributing to critiques of inconsistent operational execution across departments.

Notable Individuals

Notable Alumni

Jon Proudstar, an actor and writer known for his roles in the FX series and films such as (2018), attended Pima Community College briefly in the 1980s, where he studied theater and developed foundational acting skills under instructor Ted Sichel. His early exposure to performance arts at the institution contributed to a career spanning over 40 film and television credits, including Indigenous-focused projects like the comic series Tribal Force. Olivia Cajero Bedford (1938–2022), who served as an Arizona State Senator from 2013 to 2019 and earlier in the House of Representatives from 2003 to 2013, graduated from Pima Community College before transferring to the University of Arizona. Her legislative focus included education and community college funding, informed by her experiences as a Pima graduate advocating for accessible higher education in Tucson. Horacio Llamas, the first Mexican-born player to appear in the NBA, played center for Pima Community College's from 1992 to 1994, earning Third-Team All-ACCAC honors as a freshman. After transferring to , he signed with the in 1996, debuting on April 16 against the and playing briefly for the . Warren Faidley, a pioneering storm chaser and photographer whose images have appeared in national media and books like , attended Pima Community College before earning a degree from the in 1989. His career began with documenting tornadoes in the 1980s, including the 1987 Saragossa, , outbreak, establishing him as a key figure in .

Notable Faculty and Administrators

George Miller (1922–2014), former of Tucson (1987–1991), taught , , and at Pima Community College for ten years after retiring from politics. David G. Iadevaia, a longtime astronomy , conducted on student mastery of basic physical science concepts and the impact of full-time versus part-time faculty on student success rates at the college. His work included analyzing placement test correlations with physics course outcomes. Among administrators, the college's Governing Board has conferred emeritus status on individuals for outstanding contributions, including Provost James E. Gibson in 1991, reflecting long-term in academic operations. Other emeriti include Edward M. Duperret (1992) and Leland H. Scott (1992). Dr. Jeffrey P. Nasse, appointed in August 2024, initiated a 100-day listening and learning initiative to assess and address community needs upon his arrival. Dr. Ian Roark was named Provost and Executive Vice for Academic Affairs and Workforce Development on October 1, 2025, bringing prior experience in higher education administration.

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