Explore all CLC has to offer and see if a course is scheduled for a particular term.
Study of basic methods and quantitative tools of Business Finance. Short and long term investment decision making for businesses and individuals.
Prerequisite: College Reading and Writing Readiness AND ACC 110 or higher ACC course
Typically Offered: Offered fall only
Offered Spring 2019: No
This course provides a broad overview of relevant human resource management concepts, incorporating legal and ethical issues. Topics include staffing, hiring, training and development, performance evaluation, employee terminations, compensation and benefits, union versus non-union workforces, and workforce diversity issues. BUS 113 and RMC 113 are cross-listed.
Prerequisite: College Reading and Writing Readiness
Typically Offered: Offered spring only.
Offered Spring 2019: Yes
This course introduces the role of the supervisor and how it fits in the overall management of an organization. Emphasis is on how the supervisor can impact a department's productivity. Topics will include: supervisory planning, time management, organizing and delegating tasks, training and coaching employees, Equal Employment Opportunity guidelines, labor relations, managing conflict and stress in the work environment, creating a safe and healthy work environment, and productivity improvement.BUS 115 and RMC 115 are cross-listed.
This course covers the basics of financial planning, including budgeting, managing expenses, investments, insurance, estate planning, retirement planning and tax planning. Basic investment principles, such as forms of risk, historical returns, and risk/return tradeoff are explored. The major investment alternatives, stocks, bonds, mutual funds, and real estate, are examined.
Typically Offered: Offered summer, fall & spring.
This course provides a broad overview of the principles, functions and careers in business. Topics included are: economics, global business, ethics, business structures, entrepreneurship, management, marketing, accounting, finance and operations management.
Introduction to marketing fundamentals, nature of competition, basic marketing problems, policies of business enterprises, and marketing operation planning.
NOTE: Prior or concurrent enrollment in BUS 121 is strongly recommended.
Prerequisite: College Reading and Writing Readiness AND Basic Algebra Readiness
This course focuses on the entrepreneurial process and prepares students for developing a mindset for thinking creatively. The course examines the concepts and tools related to the development of new entrepreneurial ventures, including developing an idea, starting a new venture, growing the venture, successfully harvesting (selling) it and starting again. In a pragmatic way, students are engaged to discover critical aspects of entrepreneurship and what level of competencies, experience, attitudes, resources, and networks are required to pursue entrepreneurial opportunities.
Prerequisite: College Reading and Writing Readiness
Recommended: BUS 121
This course introduces students to the principal ethical theories and concepts of human conduct and character and will provide a critical evaluation of these theories and concepts as they apply to particular moral problems and business decision making and policy. The class will evaluate the principles, values and standards that guide behavior in the business world. Students will study and analyze various business scenarios to determine ethical and non-ethical behavior. This course will include a large amount of case study work to aid students in identifying ethical behavior in the current business environment and provide opportunities to practice sound ethical decision making.
An efficient, skilled sales force can positively impact every organization. Principles of Professional Selling provides students with the skills to efficiently and effectively communicate value and develop long-term relationships with customers and prospects. Students will see how a win-win customer relationship develops. They will learn to recognize a problem, develop solutions, and provide the important post-sale service and support.
Prerequisite: BUS 121
This course provides an understanding of advertising within the integrated marketing communications of the firm. Principles and practical applications of promotional research, consumer behavior, media identification and selection, creative strategy, copywrighting, layout, budgeting and legal aspects of advertising and promotion will be covered. Students will develop an advertising campaign for a single product, service or small business.
This class will give students a broad, practical perspective towards the field of Operations Management, a core business function. Students will examine concepts and problems encountered in planning, operating and controlling the production of goods and services. Topics include scheduling, inventory management, logistics, quality assurance, supply chain management, facility location and the use of state of the art computer systems to better manage operations.BUS 215 and SCM 215 are cross-listed.
Prerequisite: Basic Algebra Readiness and BUS 121
This course is focused on the role of small business in our society, the problems and opportunities connected with starting a new venture, and the management skills required to successfully operate the on-going business. Students will explore the strategic and organizational factors that lead to profitability and growth. The course is intended to meet the needs of those now managing a small business, those considering the possibilities of entrepreneurship and those who wish to learn more about how small businesses operate.
Prerequisite: BUS 121 (C or better) or Department Consent
Typically Offered: Offered fall and spring only.
This course introduces principles of American law governing business and personal transactions. Areas covered include contracts, torts, agency, employment, and business structures. The course also introduces the American legal environment: the court system, the lawmaking process, and government regulation.
Prerequisite: PLS 110 (C or better) or BUS 121 (C or better) or Department Consent
This course provides an overview of various forms of business structures; including sole proprietorships, partnerships and corporations as well as other forms of business. Additional topics covered include the Uniform Commercial Code (UCC), leases, secured transactions and the laws administered by the Securities and Exchange Commission. The student will learn how to draft documents that are important to these fields of law.
BUS 222 and PLS 212 are cross-listed.
Prerequisite: PLS 110 (C or better) or BUS 221
Typically Offered: Offered spring and summer only
This course is a study of management theories, emphasizing the management functions of planning, decision-making, organizing, leading and controlling which are relevant in a variety of organizations. Emphasis is on theories, concepts, and models related to these key management functions with the intent to better understand the manager's role in contributing to an organization's desired objectives.
This course focuses on the actions of managers as they perform their planning/leading/organizing/controlling responsibilities. Students in this course will both study and practice critical management competencies. These competencies include problem-solving, relationship building, motivating, leading teams, performance management, conflict resolution, delegating, and change management.
AOS 233 and BUS 233 are cross-listed.
Prerequisite: BUS 121 or AOS 214 or Department Consent.
This course is focused on the world of retailing from a managerial viewpoint. Students will explore the different types of retailers, multichannel retailing, consumer buying behavior, retail marketing strategies, selecting retail site locations, supply chain management, effective merchandising, pricing, store layout/design, store management and customer service. The course is intended to meet the needs of those now working in a retail environment and those wishing to learn more about how retail businesses operate.BUS 234 and RMC 234 are cross-listed.
This course will guide students in developing the communication skills needed to be successful as a manager. The course is organized in a workshop format, in which students develop, refine and practice communication skills used by successful managers. The course includes a focus on both oral and written skills used in business at a management level. The content of the course will also include a focus on organization, non-verbal (both delivery and listening) and presentation skills. At the conclusion of the course, students will be able to prepare written business documents such as proposals, memos, and emails; organize and conduct meetings and write meeting minutes; and make formal and informal business presentations. Students will have developed communication skills that effectively inform and persuade their audience in addition to enhancing their credibility as managers.AOS 237, BUS 237 and RMC 237 are cross-listed.
Prerequisite: AOS 111 or ENG 121
This course will focus on the concepts and tools related to the management of projects within organizations. Students will examine all phases of project management including planning, scheduling, control, and termination. Topics include writing project plans, developing work breakdown structures, project scheduling, resource management, earned value analysis, and project risk management.
Prerequisite: College Reading and Writing Readiness AND Basic Algebra Readiness
Recommended: BUS 121
This course provides an introduction to the use of social media and social networking within a business context. The course provides an overview of the role of social media and networking in building and managing customer relationships as a component of the marketing program. Students will develop the tools to communicate with customers using the major social network platforms such as Facebook, LinkedIn, Twitter and blogs.
AOS 239 and BUS 239 are cross-listed.
This course will focus on the elements and concepts related to leadership. Various levels of leadership concepts will be examined including self-leadership, entrepreneurial leadership, team leadership, strategic leadership, and organizational leadership. Topics include leadership vision, culture and values, and strategy development and execution. Personal leadership competencies such as emotional intelligence, cross-cultural competencies, and leveraging via delegation and talent development will also be covered.
AOS 253 and BUS 253 are cross-listed.
Prerequisite: BUS 121 or Department Consent.
Recommended: BUS 223 or BUS 233 or AOS 233
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“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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