At CLC, you will hear a lot of academic terminology. Some may be familiar to you; others not. Here are some basics to get you started:
This is an academic program of 60 credits, mostly consisting of liberal arts and science courses. This program is designed to satisfy the first two years of a four-year, baccalaureate degree and is most commonly taken by students who plan to transfer from a two-year college to a four-year university.
This is an academic program of 60 or more credits in a career field meant to lead directly to a career. Typically, courses do not transfer to a four-year degree.
This is an academic program of 60 credits consisting mostly of liberal arts and science courses. This program is designed to satisfy the first two years of a four-year, baccalaureate degree and is most commonly taken by students who plan to transfer from a two-year college to a four-year university.
At CLC, academic advisors help students with less than 20 credits attempted/earned. The Academic Advising Office is the point of entry at CLC. Therefore, academic advisors frame a student’s educational career at CLC regarding their academic aspirations, their goals and their abilities.
Such as what is required to be a student in good standing. (Refer to the Academic Information and Regulations section of the current college catalog for details.)
CLC’s academic year consists of a 16-week fall semester, 16-week spring semester, three-week intersession and an eight-week summer session.
This is an academic program offered by a four-year college or university lasting four to five years, or approximately 120 credits, including general education, a major and electives leading to degrees like a Bachelor of Arts (B.A.) or a Bachelor of Science (B.S.).
This means you are prepared at the level of basic algebra. To demonstrate basic algebra readiness, you will need a high school transcript showing top 1/3 rank or a score of 17 or higher in the Math portion of the ACT, or an appropriate score on CLC’s Math Placement test. If you demonstrate basic algebra readiness, you are eligible for Math 102 (a developmental course). If you do not demonstrate basic algebra readiness, you may be eligible for Math 101 or 114 (for specific career programs). Certain scores on the ACT/SAT or CLC’s Math Placement Test can place students directly into a college-level math course. See the CLC catalog for more information.
A specific number of classes in a vocational or technical area to prepare for a job in a specific career.
Lists class meeting times, locations and prerequisites; accurate for the semester indicated. The schedule is available in paper copy or online, with the online version being the most accurate and up-to-date.
The national College-Level Examination Program (CLEP) offers credit by exam for subjects often taken during the first two college years. Many colleges accept CLEP credits.
Identifies the academic policies, student services information, programs of study (transfer and career) and course descriptions in effect for the year indicated. It is available as a paper copy or online. When you become a College of Lake County student, the catalog you are given represents your contract with the school.
The Counseling, Advising and Transfer Center encompasses the Academic Advising Office and the Counseling Office. Advising and counseling services are available through the center via one-on-one meetings, groups, workshops and classes. The center houses college and career directories, college transfer guides, printed and online career information, scholarship directories, admission applications and more. Visit the respective websites
College of Lake County counselors provide career and personal counseling services for all students and academic advising for designated student populations. They also teach Personal Development Seminar courses.
Full Time 12 or more credit hours during the fall/spring semesters; 6 or more credit hours in summer. Part time: 11 credit hours or less during the fall/spring semesters; 5 credit hours or less in summer
One credit represents one hour spent in the classroom per week. So a 3 credit hour class equals 3 hours spent in class per week, usually for 16 weeks. Courses generally range from 1-5 credits, with a full-time load of courses being anywhere from 12-18 credits per semester. Successful completion of each course will earn a student the designated number of credits. The term credit hour is interchangeable with hours, semester hours and credits.
Courses that prepare students for college-level courses in the transfer and career categories. They have a zero in the center (ex: ENG 108), they do not count toward your CLC GPA and they do not transfer to another college.
Courses that are not required in the basic core of your major, but are taken as additional credits that apply to your overall total of courses/credits necessary for graduation. See your advisor/counselor for assistance in selecting courses applicable to your degree.
Financial aid applications may ask questions about a student’s family’s earnings, savings and assets. These numbers help calculate the Expected Family Contribution, which is the amount the student’s family is expected to pay for college expenses.
A faculty member who assists the student with academic and strategic planning for certificate and degree completion as it pertains to a specific career program.
The Family Educational Rights and Privacy Act (FERPA) is a federal law that protects the privacy of student education records. Educational institutions must provide students with access to their education records, an opportunity to seek to have the records amended and some control over the disclosure of information from the records.
The need analysis form that must be completed by all students applying for federal and state student aid.
Money that can come from state and federal governments, schools, private organizations, foundations, associations and companies to help pay the costs of a college education or technical training. A financial aid package may consist of several types of aid, including grants, scholarships, loans, work-study and other aid. The student's financial need, availability of funds, school aid policies and the number of students who need financial assistance all influence the financial aid package.
To be officially registered in 12 or more credit/semester hours per term.
A program of courses in the arts and sciences that provides students with a broad educational experience. Courses typically are introductory in nature and provide students with fundamental skills and knowledge in mathematics, English/communication, fine arts, humanities and physical, life and social sciences. Transfer students often take these classes while attending a community college. Completion of a general education program is required for a baccalaureate degree.
The average of all grades received per term. GPA is figured out by calculating an average of grades, using 4 for an A, 3 for B, 2 for a C, 1 for a D and 0 for an F. A minimum GPA of a 2.0 is required to be awarded a degree or certificate.
The College of Lake County requires students who are pursuing an associate degree to complete an I/M requirement. One course used to fulfill a social science, humanities, fine arts or elective must be selected from the approved list in the catalog.
College of Lake County offers an Installment Payment Plan as a convenient budget plan to pay your tuition and fees. This is not a loan program. There are no interest or finance charges assessed and there is no credit check. The cost to budget your interest-free monthly payment plan is a $25 per semester nonrefundable enrollment fee.
The term designation for classes offered during the three weeks between the spring semester and summer session.
This means you are prepared at the level of college English. To demonstrate language proficiency you will need a high school transcript showing top 1/3 rank or a score of 17 or higher in the reading and English portions of the ACT, or an appropriate score on CLC's Academic Proficiency test. If you demonstrate proficiency you are eligible for English 121 and most college level courses. Depending on your level of preparation, you may need developmental courses in Language (English 108 or 109), and if so, you should take these courses early. See the CLC catalog for more information on language proficiency.
A specialized field of study that you choose to pursue in seeking a degree. (Majors can be changed throughout your educational career, though doing so may require additional course work. See your advisor for more information.)
The secondary field of study chosen by a college student.
myCLC is the main web page containing links where you can search for classes, enroll (add or drop classes), pay your bill, view your schedule or transcript, view your grades, plan which course to take in future terms and many other activities. It displays your schedule for the current term, your account summary and contact information we have on file for you.
To be registered in 11 credit hours or less during the fall/spring semesters; 5 credit hours or less during summer session.
A specific requirement or course that must be successfully completed before enrolling in another class. English 121 is a prerequisite for English 122, for example. Prerequisites will be listed as part of the course description.
The official procedure in which you sign up for classes and pay tuition and fees.
A financial aid award to help pay for college. It does not have to be repaid and is generally based on skill, ability, talent and/or achievement.
The term designation for a class. The fall and spring semesters at CLC last 16 weeks and the summer session lasts eight weeks.
Picture identification card for CLC students, which they can use at the library, bookstore, Box Office and at various CLC events.
Like other colleges and universities, CLC has policies that govern student rights and responsibilities. Details concerning student rights and responsibilities can be found in the Student Development section of the current college catalog.
The course work outline given to students by the instructor that lists the content of the course based on assignments, homework, quizzes, mid-terms, term projects, class participation and the final examination. You will receive a syllabus for each credit course by the end of the first week of classes in which you are enrolled each term.
An academic record that lists the courses taken, grades received and credits or credit hours received.
Refers to the process of continuing your education at another institution. A transfer requires following all admission’s procedures mandated by the institution you intend to attend after CLC. (See your academic advisor for details on transferring.)
The amount that schools charge for instruction and for the use of certain school facilities such as libraries.
Dropping or withdrawing from a class.
“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 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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