The College of Lake County Board of Trustees approved a balanced operating budget of $102.5 million for Fiscal Year 2017, which begins July 1. The action was taken following a public hearing at the regular June 28 meeting.
Board Chair Dr. William M. Griffin noted that in addition to the Grayslake Campus, this year’s FY 2017 tentative budget was made available for inspection and comment at the Lakeshore and Southlake campuses. Additionally, the Vernon Hills, Waukegan, Antioch and Wauconda libraries accepted copies for public inspection.
The proposed budget represents an overall slight decrease in expenditures of 0.3 percent over the FY 2016 budget of $102.8 million. According to Ken Gotsch, vice president for administrative affairs, the FY 2017 budget’s revenue is based on a 20 percent decline in state funding, a 1 percent increase in property taxes and a 4.7 percent increase per credit hour in tuition and fees, from $129 to $135 for in-district tuition. On the expense side, the budget contains a 1 percent increase in non-personnel expenditures, a 7.3 percent increase in health insurance costs and $5.7 million debt service for the Sustainable Campus Master Plan.
The budget focuses on student success, retention and completion including:
With the continued uncertainty in higher education funding from the state, the FY 2017 budget is based on receiving 80 percent of state funding that’s normally expected, Gotsch said. President Jerry Weber said that he has been speaking with legislators about the progress on various bills to provide funding for higher education and that the college will have a backup plan if state funding does not materialize. “We will know more in the next few days,” Dr. Weber said.
Vice President Ken Gotsch made a presentation on improvements planned for the Lakeshore Campus in downtown Waukegan that include security enhancements, adding signage at empty storefronts and murals on four buildings owned by the college and converting a parking lot into a green space for student events.
President Weber, Vice President Gotsch and Lakeshore Campus Dean Al Baldwin recently met with Waukegan Mayor Wayne Motley to propose the changes to improve the safety and appearance of the college’s properties along Sheridan Road and Genesee Street and in the city-owned Madison Street courtyard between CLC buildings before construction begins on new campus buildings in 2018.
Gotsch said most of the improvements will be done by CLC Facilities staff members and the total cost was not yet estimated, but he expects the parking structure portion to be under $500,000. Safety projects at the college’s parking garage on Sheridan Road include adding metal fencing and installing new security cameras and LED lighting.
The Madison Street courtyard will also receive new lighting and landscaping. Empty storefronts will be repurposed into spaces to possibly house a small fitness center, a café or the campus library. In addition, the Lakeshore Campus Police Department command center will relocate to a storefront at 128 Madison Street to provide better visibility and service.
Dr. Sean Hogan, executive director of Institutional Effectiveness, Planning and Research, gave a student success update that focused on graduation and transfer rates of minority students. Dr. Hogan reported that the rate of course success and retention of African American students are growing, thanks in part to increased assistance from academic coaches and staff from Multicultural Student Center as well as student involvement in organizations such as Men of Vision and Sister 2 Sister.
CLC Police Chief Tom Guenther requested that the college sign a memorandum of understanding with the Lake County Major Crimes Taskforce to provide 150 square feet of office space so that investigators on homicides in Lake County can meet and collaborate on reports in a central Lake County location. CLC has been a member of the taskforce since 2013. The memorandum of understanding will be signed by the Board Chair and the taskforce.
Matt Shipley and John George of the accounting firm RSM made a presentation on the audit process of the college’s FY 2016 financial reports. The firm’s audit work will include two separate grant reports for the Illinois Community College Board (ICCB) and an audit of the CLC Foundation’s financial statements. Board members asked RSM to include in their audit this year a comparison of how CLC financial operations compare to best practice clients. RSM will present its audit findings at the board’s Sept. 27 meeting and then file the reports with the ICCB by the Oct. 15 deadline.
Lynn Butler, chief information officer, made a presentation on the Information Technology Services department’s recent contributions as well as future plans. She said that data security will continue to be an important focus of the department.
“Our staff will continue to create awareness in people and create policies and procedures that contain best practices to reduce security threats and protect our data. This will include a disaster recovery plan that operates from a remote location,” she said. “Keeping our systems available to the college, ensuring student success by providing excellent service, increasing our staff’s knowledge and skills and supporting the use of technology and processes that are right for CLC will be our focus.”
The board appointed the law firm Robbins Schwartz, Ltd. of Chicago to serve as the college’s legal counsel in a one-year non-exclusive contract not to exceed $320,000.
The board approved submitting the college’s FY 2018 Resource Allocation Management Plan (RAMP) document to the Illinois Community College Board. The document sets the college’s priorities for requests for state funding for new buildings and capital improvements. Projects included in the list can take a decade or more to receive funding. New projects requested include a classroom building at the Southlake Campus, infrastructure repair and replacement at all three campuses and a 150,000 square foot Center for a Health and Wellness Promotion facility.
An updated joint agreement with Gateway Technical College of Elkhorn, Wis. was approved by the board. Under the agreement, CLC students may enroll in Gateway’s Physical Therapy Assistant A.A.S. degree program and pay Gateway’s tuition rate, effective Fall Semester 2016.
The trustees approved the annual prevailing wage resolution, which informs bidders on college projects that they must conform to the Prevailing Wage Act.
The board approved revisions in several policies, including: Policy 426 on addressing students’ academic concerns. Policy 502 on employment practices and procedures for classified employees. Policy 550 on resignation, Policy 551 on progressive discipline and Policy 939 on non-bargaining unit employee employment, compensation and benefits.
The board approved the following bids:
Under non-biddables, the trustees approved the following purchases:
The board approved the fulltime employment contracts of 53 administrative, 22 professional, 163 specialist staff and 223 faculty members for Fiscal Year 2017.
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“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.”
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“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.”
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“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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