Covers the advanced features of spreadsheet use and design. File building techniques, the creation of high-quality graphics, database features including query and table handling are also covered. Use of financial, date, and time functions will be included. Use of macros will cover automating operations, building and customizing spreadsheets with interactive macros, and improving macro performance including Visual Basic macros.
Prerequisite: College Reading and Writing Readiness AND Basic Algebra Readiness
Typically Offered: Offered summer, fall & spring.
Offered Summer 2018: Yes
This course introduces the concepts and features of a PC-based relational database using Microsoft™ Access. Students will learn to create and modify tables, customized queries, forms and reports. Other topics include: embedding objects, creating macros, using Visual Basic for Applications (VBA), and database administrative tasks. Students will need to have basic knowledge of Windows and familiarity of basic application software functions to be successful in this course.
Prerequisite: College Reading and Writing Readiness
This course will cover the essential concepts of relational databases using SQL (Structured Query Language). Students will develop skills necessary to effectively interact with an SQL database. Emphasis is on the SQL commands required for designing, accessing and manipulating databases. Students will gain practical hands-on experience using lab exercises and lab experiences.
Prerequisite: CIT 112 (Previously CIS 230) - AND - a CIT programming course or a passing score on the Programming Placement Test
Typically Offered: Offered fall and spring only.
Offered Summer 2018: No
This course is a hands-on course for students wanting to learn the basics of productivity software including: word processing, spreadsheets, databases, and presentation software. Basic operating system tasks will also be presented. Software used for this class includes a current version of Windows, Word, Excel, Access, and PowerPoint.
NOTE: This course is not intended for CIT majors and does not apply towards any CIT degree or certificate.
Prerequisite: College Reading and Writing Readiness or concurrent enrollment in ENG 109 or ELI 109 or ELI 110 AND Basic Algebra Readiness or concurrent enrollment in MTH 114
In this course students will learn about the significant role of computers in business and society. Students will be introduced to concepts addressing computer hardware and software, networking, multimedia, telecommunications, careers in the Information Technology field, and current computer-related issues. This course has a computer lab component where students get hands-on experience using a current integrated software package (Microsoft™ Office®) to better understand how computers are used in a business environment.
This course covers the essential elements of Operating Systems. Specific features along with general concepts of the selected operating system will be addressed. System optimization, memory management, identity management, installation, and software/hardware management will be an integral part of this course. This course covers the objectives for the latest A+ Operating System technologies test.
This course covers the essential elements of the latest Client Windows Operating System. Specific features along with general concepts of the Windows operating system will be addressed. System optimization, memory management, installation, and software/hardware management will be an integral part of this course. The course prepares a student for Microsoft Certified Professional (MCP) test.
This course introduces students to the Linux operating system and the skills they need to effectively use and administer the Linux operating system. The course includes Linux installation and configuration, shell commands and scripts, Linux file system and processes management, and basic system administration tasks. By the end of the course, students will be familiar with the Linux command-line environment, utilities, applications, as well as the graphical X Window environment.
This course introduces students to basic shell scripting concepts used in automating administrative tasks in the Windows and Linux operating systems. Students will learn how to run commands in the command-line interface, write and debug scripts, handle errors, employ script parameters, and establish script security.
Prerequisite: CIT 130 or CIT 131
Corequisite: CIT 132
This course introduces students to programming logic constructs used in structured programming. Problem solving and structure types (sequence, decision, and repetition) will be presented. Other programming concepts presented in this course include: numeric and string variables, data input and output techniques, functions and procedures, arrays, and processing sequential files.
NOTE: This course is a CIT core prerequisite and is required before taking a second level programming course.
Corequisite: CIT 120 or passing score on the Introduction to Computers Placement Test
This course introduces students to the C# programming language. Students will create console-based and Graphical User Interfaces (GUI) applications. For the GUI applications, the student will build window-based and web-based forms, adding controls and setting properties for these controls. Design ideas for menus and the use of graphics, color, and layout will be explored. Classes and objects are introduced along with encapsulation, implementation and interface inheritance, and polymorphism as implemented in C#. The classes and objects of the .NET framework will be integrated into the building of the students' C# applications. A number of simple application examples will be used to gain debugging experience in addition to developing original applications.
Prerequisite: CIT 134 or equivalent or a passing score on the Programming Placement Test
(Formerly CNA 111) This course covers the architecture, structure, functions, components, and models of the Internet and other computer networks. The principles and structure of Internet Protocol (IP) addressing and the fundamentals of Ethernet concepts, media, and basic network operations are introduced. Students will build simple local area networks, perform basic configurations for routers and switches, and implement IP addressing schemes.
Recommended: CIT 120
Extends the knowledge of programming by demonstrating how C++ implements the basic constructs of Object Oriented Programming (OOP). Encapsulation, inheritance and polymorphism, the three fundamental criteria for OOP, will be examined closely. Students will implement C++ programs organized as a cooperative collection of objects, each of which represents an instance of some class, and whose classes are all members of a hierarchy of classes united via different kinds of class relationships. In addition, exception handling and object persistence will be deployed in these classes.
This course covers the implementation, management, maintenance, and provisioning services essential to the administration of Windows Server across multiple network infrastructure platforms. Major topics include installing and configuring servers, configuring server roles and features, administering print, storage and network services, configuring and managing server and group policies, implementing business continuity and disaster recovery, including managing high availability server configurations. Students will develop skills to qualify for a position as a network systems administrator or a computer support specialist.
Prerequisite: CIT 131 AND CIT 139 or CIT 150 (all C or better)
Corequisite: CIT 133
Typically Offered: Offered spring only.
This course is designed for administrators who are responsible for the day-to-day administration and security of Microsoft Windows. Students should have general knowledge of networking concepts and Windows OS to be successful in this course. This course will prepare the student for Security+ certification.
Prerequisite: CIT 130 or CIT 131 AND CIT 139 or CIT 150 (all C or better)
This course is designed to introduce students to crime scene investigation and processing, forensic science and computer forensics topics. Areas addressed in this course include: crime scene procedures and documentation, collecting and preserving evidence, computer forensic science, locating digital evidence, and basic legal principles related to computer forensics. Emphasis will be placed on the role of computer forensics with the other forensic sciences.
(Formerly CNA 112) This course describes the architecture, components, and operations of routers and switches in a small network. Students learn how to configure a router and a switch for basic functionality. By the end of this course, students will be able to configure and troubleshoot routers and switches and resolve common issues with Routing Information Protocol (RIPv1), RIPv2, single-area and multi-area Open Shortest Path First (OSPF) protocol, Virtual Local Area Networks (VLANs), and Inter-VLAN routing in both IPv4 and IPv6 networks.
Prerequisite: CIT 139
Recommended: CIT 131
This course is designed as an introduction to creating dynamic interactive Web pages and sites using client-side scripting, code embedded directly into a Web page. Topics presented in this course include: beginning through advanced concepts of Web page client-side scripting, browser object model (BOM), validating and submitting user input, passing user input data between Web pages during navigation, cookies, security issues, animation, document object model (DOM), dynamic HTML (DHTML), and updating Web pages with AJAX. Debugging techniques will be covered extensively. Students will also gain the skills required to publish and maintain Web sites.
Prerequisite: CIT 170 or DMD 116
Typically Offered: Offered fall only
This course is designed as an introduction to PHP, an open source, interpretive, cross-platform, HTML embedded server-side scripting language used to create dynamic Web sites. The main objective of this course is to provide students with the knowledge and skills necessary to design and develop dynamic database-driven Web pages using PHP.
This course introduces students to the fundamentals of Adobe Dreamweaver, the industry's leading application for developing websites. Students will gain the knowledge and hands-on skills they need to plan, build, and manage commercial websites using Dreamweaver's intuitive visual interface. Topics covered in this course include Cascading Style Sheets (CSS) templates, images, links, tables, forms, frameworks, media objects, publishing, mobile websites, and accessibility. Best practices and current web standards are emphasized throughout the course.
This course provides students with skills to create their own computer games utilizing game development tools. Through hands-on work students learn how to use a typical game engine and its scripts to design, implement, and test interactive computer games. This course does not require prior computer programming skills.
Typically Offered: Not offered every term
This course provides students with skills to develop computer games utilizing 3D game development tools. Through hands-on work students apply 3D game design concepts and principles to complete deliverables for a 3D game conversion. Students will also learn and practice the process of game development while working on their projects. This course does not require prior computer programming skills.
Prerequisite: CIT 176
Extends the students' knowledge of C++ through the study of the application of data structures and an introduction to frameworks. The student will learn the basic concepts and the application of the normal data structures of vectors, linked lists, stacks, queues, and trees. These concepts will be examined through discussion on the implementation of these data structures in The Standard Template Library components. These studies will be based on C++ templates and C++ exception handling. The course will examine searching and sorting algorithms especially in relation to the data structures studied above. The course will also study the concepts and use of frameworks emphasizing the C++ Stream I/O classes and their relationships. With this knowledge, students will be able to apply appropriate data structures to solve programming problems. The student will understand the use of frameworks as a basis to solving a class of problems. SOFTWARE: MS-Windows and a recent C++ compiler with a supporting STL.
Prerequisite: CIT 141
This course provides students with hands-on experience in hardening a variety of networking systems. Topics include Linux and Windows operating systems, routers, wireless networks, auditing and contingency planning. This is one of the courses in a two-course series to prepare students for the industry-recognized Security Certified Network Professional Certification (SCNP).
Prerequisites: CIT 151 or CIT 230 (C or better), and CIT 152 (C or better) or instructor consent.
In this capstone course students will use knowledge from previous courses to design a secure network infrastructure as a member of a project team. Topics introduced in this course will include managing and installing firewalls, implementing IPSec and VPNs, designing intrusion detection systems, routing fundamentals including the use of ACL’s, and the fundamentals of wireless network infrastructures. This capstone course provides students with the practical skills necessary to enhance their network security background and prepare for Professional Security Certifications.
Prerequisite: CIT 252 (C or better) or Consent of Instructor
This course covers the essential elements in implementing and administering Windows Active Directory security in medium to very large computing environments. This course uses the current Windows Server product and students learn how to deploy, upgrade, configure, and maintain Active Directory services. This course prepares the student for one of the exams that leads to Server Administration Certification.
Prerequisite: CIT 151 (C or better) or Consent of Instructor
This course covers the fundamentals of enterprise class server virtualization, which forms the basis for private and public cloud technologies, as well as drastically reduces the data center footprint. Students will learn to install, configure and maintain a virtualization environment, including both server virtualization (ESX / Hyper-V) and virtual desktop infrastructure (VDI). Best practices will be covered for the leading virtualization vendors.
Prerequisite: CIT 151 or CIT 230 (either C or better) or Consent of Instructor
This course provides students with the knowledge and skills needed to master Windows forensic analysis topics using industry standard forensic tools. Areas addressed in this course include the New Technology File System (NTFS), steganography, case management, data acquisition and verification, bookmarking, search methodologies, signature and hash analysis, recovering data in unallocated space, examining Windows artifacts, parsing compound files, decoding encrypted data, and case reporting.
Prerequisite: CIT 130 or CIT 131 (either C or better)
This course expands the Computer Forensics curriculum by presenting the science of forensic analysis of data commonly transmitted via modern computer networks. It extends the forensic topics presented in the computer evidence recovery courses (CIT156 and CIT256) by introducing and detailing the impact of modern networking to computer investigations. In addition to re-enforcing the knowledge of "passive" evidence collection as taught in the course's prerequisites, the course aims to introduce forensic topics related to "active" evidence collection techniques including network data tapping and safely examining malicious software. The student who satisfactorily completes this course will be ready to participate in formal evidence collection and analysis for a non-law enforcement organization. Further studies in law enforcement may be required for the student to leverage these skills as part of a criminal investigation.
Prerequisite: CIT 150 or CIT 139 AND CIT 256
This course is designed to meet the needs of students for specialized instruction in current Computer Forensics topics. Topics and course credit hours will be identified by individual section. This course is repeatable up to three times, any topic only once, for a maximum of 6 hours towards degree completion.
Prerequisite: To be determined relative to topic
This course provides students with the knowledge and skills needed to configure and manage an enterprise messaging environment. It also provides guidelines, best practices, and considerations for optimizing mail server deployment. Major topics include managing users, mailboxes, servers, and security as well as monitoring and troubleshooting the mail server.
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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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