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The Board of Trustees unanimously elected Dr. William M. Griffin to a second term as chair and cited his effective work as chair over the last year. Under Dr. Griffin’s leadership over the past year, the board’s most notable accomplishments were various building renovations and upgrades and the approval of several resolutions that funded MAP, Adult Education and Perkins grants to support CLC students who were impacted by the state’s budget impasse. The election was held at the April 26 board meeting.
“I am honored by this unanimous support from the Board of Trustees and look forward to a successful year in support of the College of Lake County,” Dr. Griffin said. He was first elected to the CLC board in 1995. He also serves as an associate member of the finance and audit committee of the Association for Community College Trustees.
In addition to Dr. Griffin being re-elected as board chair, Dr. Philip Carrigan was unanimously elected vice chair and Richard Anderson was unanimously elected secretary. Kenneth Gotsch, vice president for administrative affairs, was appointed treasurer.
Bernard Kondenar was seated as the 2016-17 student trustee, succeeding Yesenia Mata of Round Lake. Mata, who recently received the Gigi Campbell Student Trustee Excellence Award from the Illinois Community College Trustees Association, is the second CLC student trustee to win the prestigious award. Mata thanked the board, administration and CLC students for their support throughout her term. She plans a career in accounting after transferring to a four-year college in the Chicago area.
Kondenar, a graduate of Lake Park High School in Roselle, Ill., is pursuing degrees in horticulture production and sustainable agriculture and an A.S. with a concentration in plant science. He is active in CLC’s Phi Theta Kappa chapter, has a 4.0 GPA, is president of the Horticulture Club and was a Student Government Association senator in 2015-16. Kondenar has owned and operated a small general contracting business for the past 12 years, which led to his original enrollment at CLC for renewable energy technologies.
The trustees voted to establish a new department in the Workforce and Professional Development Institute (WPDI). This department will develop innovative training programs to enhance the workforce skills of Lake County’s unemployed and underemployed residents.
The Workforce Ecosystem is composed of CLC, Lake County Partners (LCP), the county’s economic development organization, the Lake County Workforce Development Department (WDD) and the private sector. The trustees authorized transferring $275,000 from the operations and maintenance fund (restricted) to the auxiliary fund to provide funding.
“This collaboration will strengthen CLC’s partnerships with Lake County Partners and the Lake County WDD, promote economic growth and increase CLC’s job skill training offerings to better align our training programs with current market and workforce needs,” said President Jerry Weber.
Kenneth Gotsch, vice president for administrative affairs, presented a report on revenues and expenditures for Fiscal Year 2016. Gotsch said at the end of the third quarter the college had received $58.3 million in revenues and expended $62.8 million out of a $102.8 million budget.
The college has received $25.8 million in tuition and fees revenue, compared to an expected $26.3 million, which is due to lower than expected enrollment. The college has received $31.7 million, or 49.5 percent of its local tax revenue budget of $65.3 million. In the operating fund budget, CLC has received 56.7 percent of its revenue, which was budgeted at $102.8 million.
The college has not received any credit hour reimbursements from the Illinois Community College Board this year due to the continuing state budget stalemate. The college had budgeted to receive $6.1 million from the ICCB by March 31.
In the past week, Governor Bruce Rauner signed a $600 million emergency education aid bill. CLC’s portion for Fiscal Year 2016 is expected to be $2.18 million plus $350,000 for CLC’s Monetary Assistance Program (MAP) grants, according to President Jerry Weber.
“Although this measure will provide some relief, it only represents a quarter of the state funding CLC anticipated this year. We frequently communicate with our elected officials concerning the critical funding needs for both this year and the upcoming fiscal year and will attend Lobby Day in Springfield next week to continue this outreach,” Dr. Weber said.
Fresh Ideas Management, LLC, of Columbia, Mo., was selected to manage the college’s new Café Willow and catering/food service. The three-year agreement begins July 1, 2016 and has a possible two-year extension. Fresh Ideas will pay the college a commission based on sales and was selected for its expertise in providing a high quality, affordable college restaurant that sources healthy and locally grown food. The college will receive a portion of revenues, expected to be $2,964 in year one, $36,720 in year two and $45,192 in year three.
Two representatives of the 13-member vendor selection committee spoke during the public comment section of the meeting. Rory Klick (horticulture professor) and Jacob Cushing (international education center advisor), praised the thoroughness of the selection process and the innovative services and quality food service provided by Fresh Ideas Management.
“The company has a high commitment to food quality, sustainable practices and using the produce grown on our Campus Learning Farm,” Klick said. Cushing said the company’s proposal was the most “student centered,” and includes a mobile phone app that can be used to pre-order and pay for food online. The new Café Willow is twice the size of the current Lancers Café. Scheduled to open in early August, it will feature healthy menu items with nutritional information, food stations that feature international foods, fresh greens, grilled items, deli items, a coffee bar and more. Fresh Ideas will also provide catering services to the college as part of the contract.
Dorothy McCarty, project manager from Cotter Consulting, Inc., provided an update on progress of the Sustainable Campus Master Plan.
The café addition, Welcome and One Stop Center and core remodeling project is on schedule and set for completion in late July. Café Willow will have a soft opening during the first two weeks of August before the Fall Semester begins Aug. 22.
The geothermal plant and loop project, which will provide low-cost heating and cooling for major portions of the campus, came in under budget due to changing its redesign from a “loop” to a “spoke,” which requires far less underground piping, McCarty explained.
The Science Building, a State of Illinois Capitol Development Board project currently under construction, is scheduled for substantial completion by Aug. 2. The college is waiting for the release of state funding of $17.5 million to finance the project. Interior renovations in current science classrooms and labs is scheduled for August 2016 through July 2017.
Prior to the meeting, board members toured some of the construction areas with representatives from Legat Architects, Cotter Consulting and Mortenson Construction.
A report on Take Four Years of Math, a campaign to encourage middle and high school students to take four years of math while in high school, was presented by Donna Carlson, mathematics instructor, and Sarah Stashkiw, manager of College Readiness and Dual Credit. They described outreach efforts to math faculty and counselors at CLC’s High School Alliance member school and showed a new fast-paced video created to encourage students to take four years of math in high school.
The appointment of two academic deans was approved by the board. Maureen Robinson was promoted from associate dean to dean of the Biological and Health Sciences division. Arlene Santos-George was promoted from assistant director, Educational Affairs, to dean of the Adult Basic Education, GED and ESL division. Both had recently served in interim roles.
Four faculty members were granted sabbatical leaves during the 2016-17 academic year: Michael Cullen II, Rory Klick, Scott Palumbo and Rob Twardock.
Cullen (human services) will focus on relocating the Lancer Radio station, seek sponsorship and grant opportunities, research an FCC FM license, standardize operating procedures and training for student DJs, expand and update the music library and integrate more college-related information into programming.
Rory Klick (horticulture) will create low-cost teaching resources for two new courses, improve the arboretum and Campus Learning Farm and develop a tree policy and management plan to qualify CLC for Tree Campus USA status.
Scott Palumbo (anthropology) will complete an archaeological project in Costa Rica, publish the results and restructure two archaeology and anthropology courses. Samples of stone chips he collects in Costa Rica will create student research opportunities at the Field Museum of Natural History in Chicago.
Rob Twardock (engineering) will create a CLC fabrication (fab) lab and develop a “clean room.” The fab lab will allow students to design, build and test engineering projects and serve as a K-12 STEM outreach resource.
The board approved employee benefit plans and premiums for several benefits for FY 2017, which begins July 1, 2016.
For employee medical coverage, the overall premium will increase 12.9 percent. A Network-Only HMO Illinois plan and a standard PPO Plan will continue.
A four-tier structure under the Dental PPO Plan will go into effect, each with higher premiums except for the Dental HMO. The cost to renew the dental plan went up 13.2 percent.
Vision insurance premium rates will not change. Standard Insurance Company will issue and administer the group life and voluntary long-term disability policies instead of using two carriers. All college insurance benefits will be administered under one broker consultant, Mesirow Financial Services.
Nyhart will continue as plan administrator for the Section 125 cafeteria plan at a monthly cost of $3.75 per participant.
Rates for Magellan Healthcare’s employee assistance program will continue at $1.85 per employee per month during the second year of the contract.
Wageworks/Conexis was approved as plan administrator for the COBRA administration services at $.33 per month per eligible employee.
The trustees approved revisions to seven board policies that affect college employees, part of an ongoing effort to streamline and update human resource policies and eliminate duplication. The revised policies were Policy 403, student rights and responsibilities; Policy 611, employment practices and procedures - specialists; Policy 651, dismissal; Policy 928, classification of employees; Policy 936, work week, work day and overtime; portions of Policy 939, non-bargaining unit employment compensation and benefits; and Policy 211, status of employment.
The board approved the award for the purchase and installation of furniture for the Master Plan projects that will include phase 1 of the Grayslake Campus, the Science Building and the chemistry lab addition at the Southlake Campus in Vernon Hills. Out of a $915,063 budgeted, the bids total $743,819.73.
Awarded contracts are as follows:
Under non-biddables, the board approved an increase of $62,480 to the contract with Blackbaud, Inc. of Charleston, S.C. for data enrichment services supporting the CLC Foundation. Budget transfers will fund the contract.
“CLC offers so much more than cost savings. I’ve received an excellent education that’s a good stepping stone to my goal of becoming a marriage counselor.”
“CLC is such a welcoming environment for international students. Within my first year here, I was helping other international students as a student ambassador.”
“I rediscovered my love of chemistry at CLC. My professor was such a great teacher and passionate about chemistry that it was easy to go to class and learn.”
“CLC has absolutely played a role in changing my educational and career goals. I had space to explore different fields and talk to many knowledgeable people about careers and opportunities.”
“I loved my education courses. The professors bring a lot of experiences into their classrooms, and everything we learn builds from class to class.”
“The nursing skills lab at the Grayslake Campus is great because the equipment is similar to what nurses use on the job. The clinicals were also great hands-on learning experiences, and the CLC instructors have a great relationship with area hospitals and clinics.”
“I have enjoyed all the instructors in the horticulture department, especially their expertise and practical work experiences. All the classes that I have taken are pertinent to my career choice.”
“CLC's field school in Belize was my first official exposure to anthropology in general and archaeology in specific. The college's field study trips are a great way to gain in-depth exposure on a field one might be considering.”
“Really get to know your professors; they are the ones who will write you a letter of recommendation in a few years, so keep in touch with them.”
“The business expertise and management advice from my small business advisor has been extremely helpful from our first meeting and to this day. He has helped me create a clear vision for the future of my company and a detailed action plan to execute it.”
“The automotive technology program has smaller class sizes than at competing schools. That's really important, because it allows more hands-on experience and a better-quality education.”
“College is the best decision I ever made. As a senior at Zion-Benton High School, I received a scholarship to CLC. I thought, “This is an opportunity.””
“The entire Illinois SBDC International Trade Center staff is an invaluable resource – always available, honest and thorough. If there is a subject outside their realm, they have a network of referrals who are experienced in that field.”
“The Truck Driver Training course built my confidence and really prepared me well for a successful career in this field.”
“In my first semester at the U of I, I attained a GPA of 3.8. CLC did a great job of preparing me for classes at one of the top engineering schools in the world.”
“I chose CLC’s Small Business Development Center for guidance and help meeting people who have already gone through the process of starting a business. They are a great team of experts to have on my side.”
“I became the first community college student accepted as an intern at a newsroom in Erie, Penn., thanks to my experiences on The CLC Chronicle and working with Professor Kupetz. That first internship opened many doors for me.”
“I am currently working part-time as a paralegal while enrolled as a full-time student in Roosevelt University’s Paralegal Studies program. If I had not received the education I had from CLC, I would not have the part-time job.”
“What I like especially about the mechatronics classes is the hands-on learning and the helpful instructors who want you to succeed. We also went on field trips to companies, where we got a chance to see practical, real-world examples of ideas such as building and maintaining assembly lines.”
“CLC is super well-rounded and excels at pretty much everything it does. It's really cool to know that no matter what you want, you have a strong chance at success at CLC.”
“The course prepared me for a veterinary assistant job and the externship was a great part of the reason I felt prepared.”
“CLC is a melting pot; a microcosm of America. The students come from so many different backgrounds and contexts, that you learn almost as much from your classmates as you do from your courses.”
“Margie Porter, who is chair of the mechatronics technology program, understands the challenge of juggling a job, college courses and raising a family. She helps you build your self-confidence in learning the material.”
“One great part of CLC's hospitality and culinary management program is the opportunity to put together a portfolio of your work. It teaches you how to be organized and professional, and it's a great thing to carry into a job interview.”
“I believe that everyone in a classroom serves as a teacher and a student. I take pride in knowing that all of our communication courses have the potential to be life-changing experiences for our students.”
“To create the 'a-ha' moment in my public speaking classes, I set the pace from day one, creating an environment in which my students will feel safe and comfortable.”
“I use many different teaching methods, including: journaling, readings, oral quizzes, in-class and out-of-class activities, role plays, group discussion, media, group work and providing many examples.”
“Whether teaching online or onsite, I encourage active discussions in which students interact with each other as well as the course material.”
“When assigning papers, I encourage my students to choose their subjects carefully. If students can write about a subject about which they are passionate, they will write better papers.”
“Looking back, I had instructors who helped me to see and appreciate the joy, wonder and mystery that exists in the world all around me-whether it is in nature, science and people, or in stories, essays and poetry. I try to do the same thing for my students.”
“I teach because I want to help students imagine a better life for themselves. When they do that, they will be able to imagine a better world for all of us. And that is pretty cool.”
“I knew that I wanted to be a college instructor when I was an undergrad student at UCLA. I would come out of my English classes thrilled with the possibilities that language and literature created.”
“I find it gratifying when I stimulate the students' minds and to see how they go beyond what we do in class; some decide to pursue the subject as a future career. It is very rewarding to know that I can make a difference in students' lives.”
“I enjoy seeing my students learn and grow in their skills, knowledge, confidence, dedication and their passion for making a difference in the lives of young children and their families.”
“I assess myself by the quality of the engineer that I turn out. Often, I am contacted by students who say that their job requires all of those things they complained about having to learn during the program, and that they appreciate me for not backing down.”
“I maintain an open, questioning environment that encourages all reasonable experiments. In addition, I interweave real-world experiences and practical life skills with the subject material.”
“My main goal is to connect with students in a way that motivates them to learn the material deeply, not just to pass a test. And I really enjoy getting to know students on a personal basis and helping them along the path to being an engineer.”
“As an engineering educator, I am in a unique position: I'm educating individuals who will create and use technology that does not exist today.”
“I want to pass to my students my clinical knowledge and abilities to help them to be the best clinician they can be. My goal is to change their lives for the better.”
“My goal is not only to teach the necessary skills involved in treating patients, but to create meaningful experiences where students can grow and develop into true professionals.”
“I want to prepare graduates to be compassionate, critical-thinking professionals who are committed to life-long learning and promote health and the prevention of disease.”
“Teaching is more than transferring knowledge. I truly want students to succeed in life and in our profession.”
“I incorporate an assortment of teaching methods, including multimedia technology, problem-based learning and hands-on/experiential activities.”
“I emphasize that professional nursing education is a continuous, life-long learning process.”
“I love the chance to create special places that people enjoy, and leaving behind work that will grow and evolve with time.”
“I try to share my passion, skills and experiences to help students learn skills, techniques, concepts and teamwork so they are prepared - not only to graduate, but to work in the hospitality field.”
“Helping put students in a position to make a difference in others' lives - that's what makes my job so rewarding.”
“I am passionate about inspiring new students to understand and embrace the rapidly changing knowledge base in the substance-use fields, particularly as it relates to new brain science, strength-based approaches for treatment and evidence-based practices.”
“I love seeing students' minds expand throughout the semester. The students transform through applying philosophical theories and concepts to their own lived experiences.”
“My most memorable teaching experience is to observe a student enter the program with a specific career goal in mind, and after hard work in our program, obtain a specific job working for the company of his or her dreams.”
“I want to help students become problem solvers in the computer information technology field.”
“Teaching allows me to have a profound and lasting positive effect upon the professions in the criminal justice system, especially law enforcement. I enjoyed being a police officer very much, and I strive to pass on my love for the profession through my teaching.”
“While attending high school, I joined my community's rescue squad, and I soon realized that firefighting and rescue work was my calling in life. It's been rewarding to help people who are experiencing some of the worst days of their life.”
“My main goal is to help students understand and appreciate that education is a way of life rather than a journey to a job.”
“What excites me most about teaching is that I get to witness, time and time again, the transformation from student to polished professional.”
“When I was a CLC student, it was such a great experience because the teachers really care about the students. I decided I wanted to teach biology at a community college, and I still can't believe that I am here. It truly is a dream come true.”
“I tell my students that I am successful not when they finish my class but when I hear that they have graduated from an allied health program.”
“I consider the needs of students every time I plan activities and goals for class. As a result, I utilize multiple teaching strategies, from lecture to a small-group critical thinking activity. In addition, I set and communicate high expectations and teach students how to successfully reach these goals.”
“To create the 'aha' moment in students, I always try to connect classroom topics to common life experiences and use labs and demonstrations to reinforce lectures. One learns more by doing than by hearing.”
“I try to relate course concepts directly to real life. For example, there are real-time weather discussions in my meteorology classes, where students see how the course material applies directly to the weather that affects their lives.”
“Teaching is not just about sharing knowledge, but - most importantly - inspiring students and helping them become life-long learners.”
“My main goal is to help students gain a deep understanding of the underlying concepts we are learning and move beyond the memorization of formulas.”
“My main goal is to reduce the number of people who say, 'I'm not good at math.'”
“Mathematics is so much easier to understand when you concentrate on learning concepts, not memorizing procedures. In my classes, we ask and seek answers questions like, 'What does this mean?' and 'Why does this make sense?'”
“I teach using guided notes and a tablet laptop in order to keep students engaged. Writing on a tablet instead of the chalkboard or whiteboard allows me to face my class, so I can see their reactions and more easily promote discussion.”
“My philosophy of teaching can be summed up by, 'Meet students where they are. Help them move forward.'”
“A student who transferred to Northern Illinois University and took calculus classes there emailed me to thank me for teaching her to be a more prepared student and to learn math throughout the entire semester, instead of cramming.”
“My passion for cars started when I was a young boy, holding a drop light for my dad as he worked on the family car. As time went on, I grew up and my Hot Wheels® cars just got bigger and faster.”
“CLC students are trying to be somebody, to make a difference. I want to understand their needs and help them to get the most out of their time here.”
“I'm fascinated with economics' application to everyday life. When we make decisions related to purchases, or when we make choices about what we will do with our time and resources, it relates to the field of economics.”
“In my classes, students learn that history is not a set of static facts, but a dynamic and active process of interpretation.”
“History explains the world to us. CLC offers many opportunities for faculty and students to travel widely in the world. My travels in Jordan, the Netherlands and in several other countries have broadened my experience and helped me to be a better teacher.”
“I seek to make connections between course content and students' lives and to build relationships with and among students in the classroom. Students flourish when working together toward a common goal and when they realize that they can rely on their peers and professors for support and information.”
“I cannot compete with a smartphone in terms of overall information. Consequently, my teaching objective is not just to disseminate information, which students can get from a variety of sources, but rather to assist students in applying this information in real-world situations.”
“I'm fascinated by psychology's mystery as well as its different explanations, theories and philosophical assumptions about human nature. Perhaps most important, the field has the potential to help people live better.”
“I am humbled and grateful for the opportunity to help students navigate college and make decisions that will have a lasting impact on their lives and families.”
“I want my students to be able to recognize the extent to which society influences most of what we do and think, but that we can also change the course of society. To achieve this goal, I often provide a range of different examples and activities. ”
“I believe my students should be active participants in the learning process, and the material should be directly connected to their outside experiences. At the end of the semester, I hope they leave with the belief that they can change the world!”
“Using genealogy and popular culture allows me to make connections for students to unfamiliar sociological theories, by utilizing something they know (their family history; favorite TV shows, or movies) as a starting point.”
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