The College of Lake County Board of Trustees received good news at its Aug. 23 meeting about progress on Campus Master Plan projects.
“We started and funded this plan in 2012, so it is great to see the first major projects being completed and students and staff using the new spaces,” Board Chair Dr. William M. Griffin said.
Facilities Director Mike Welch gave an update on 12 Master Plan construction projects that have been completed or will be finished by the end of 2017.
The new science building on the Grayslake Campus, an Illinois Capital Development Board-funded project, is expected to be ready later this fall (right).
“The college is planning a ribbon cutting for the science building in October, where we will thank our legislators for their support in helping to release the state funding for this project,” said President Jerry Weber.
Grayslake projects completed this summer include a geothermal heating and cooling system, Café Willow addition, LancerZone Campus Store, Welcome and One Stop Center, parking lot 6 repairs and parking lot 7 construction. The Southlake Campus chemistry lab addition in Vernon Hills was completed in March 2016, and lighting, merchandising and paint updates were made to the campus bookstore.
B Wing renovations are expected to be complete in December 2016. Renovations planned for the E Building to house the CLC Police Department are scheduled for completion in December 2016. A Wing renovations will be completed in fall 2017.
In addition to these Master Plan projects, the college is in the process of updating and beautifying exteriors at the Lakeshore Campus in Waukegan, according to Vice President for Administrative Affairs Ken Gotsch.
The projects include signage, streetscape beautification and security enhancements to the college-owned parking garage on Sheridan Road such as fencing, a garage door, security cameras and enhanced lighting. The CLC Police will have a presence in a remodeled storefront at 128 Madison St. The Madison Street courtyard between two CLC buildings on Genesee Street is undergoing landscaping renovations, updates to the second floor connecting bridge and increased lighting to improve safety and visibility. These projects are expected to be complete by this November.
Work on a new building for the Lakeshore Campus in Waukegan, a Capital Development Board-funded project, is currently on hold due to state funding issues. Gotsch thanked the board for putting on hold $17 million worth of Master Plan-approved projects at the June board meeting in order to continue funding the science building project. He will ask the board at its Sept. 27 meeting to transfer back the money from the Lakeshore Campus expansion project to restart the architectural planning with Legat Architects.
Board Chair Dr. William M. Griffin reported that eight students from Xi’an International University in China spent three weeks at CLC this summer, taking classes and visiting sites in the Chicago area and Wisconsin. He and Vice Chair Dr. Philip Carrigan participated in a graduation reception for the students on Aug. 4 along with President Jerry Weber and Provost Rich Haney.
“We have been sending CLC students to Xi’an for eight years, so it was exciting to welcome their students here for the first time,” Dr. Griffin said. “Four CLC students, along with four students from Oakton and Parkland community colleges and one CLC faculty member, Dr. Tim Murphy, left Tuesday for a semester-long exchange to Xi’an, so all the students will be able to re-connect. The eight outbound students will take a full load of classes at Xi’an International University, participate in several excursions and serve as ambassadors at the American Culture Center throughout the Fall Semester.”
In addition, nine students and one staff member from Ehime University in Japan will participate in an exchange program at CLC from Sept. 4-24, according to Dr. Griffin.
The board accepted three major grants that provide funding for college preparation services, adult education and career/technical education.
Bernard Kondenar, student trustee, reported that up to 15 students, faculty and staff will be trained as deputy registrars for the November election. They will participate in events sponsored by the Student Government Association and various clubs and can register voters on campus.
The board approved a change to Disadvantaged Business Enterprises section of Procurement Policy 712 that strengthens the college’s commitment to promote the economic development of businesses owned by minorities, females and persons with disabilities and complies with the Business Enterprise for Minorities, Females and Persons with Disabilities Act, 30 ILCS 575/0.01 and the Business Enterprise Council for Minorities, Females and Persons with Disabilities. The college will increase its outreach, including targeted advertising of contracts and supplies to media focused on the needs of businesses owned by minorities, females, veterans and persons with disabilities; increase training for key staff; file an annual compliance plan with the Council; appoint a liaison to the council and comply with the law’s other provisions.
The board approved revisions to Policy 909, Responsible Use of Technology. The revised policy clarifies that when faculty and staff use CLC-provided information technology they will abide by all applicable federal, state and college policies.
The board approved the contracts and compensation for five administrative, three professional and 15 specialist full time staff members for Fiscal Year 2017 who received promotions, were part of grant renewals or received pay adjustments.
Mike Welch was promoted from project manager, construction management, to director of facilities. In a reorganization in educational affairs, Tanya Woltmann assumed additional responsibility, and her new title of dean of library, testing and academic success reflects this reorganization. Eric Tammes was promoted from manager of coaching for academic success to director of academic success.
Dr. Griffin and President Jerry Weber introduced Anne O’Connell, APR to the board as director of public relations and marketing, a position she started July 5. O’Connell has held similar positions at Woodlands Academy in Lake Forest, Lake Forest Hospital and Lake County government. Eric Tammes served as interim director since January 2016 after the retirement of Evelyn Schiele.
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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.”
“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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