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This course will explore the variety of hardware and software now used to produce digital media, from simple audience-oriented presentations to highly interactive applications. Through lectures, demonstrations, and hands-on laboratory experience, we will examine the production techniques, application uses, trends, business and legal concerns, design elements, and the product evaluation standards currently used in the digital media industry. Students will develop the design, storyboards, and prototype for a project.
Typically Offered: Offered summer, fall & spring.
Offered Spring 2019: Yes
This course is a general survey of the history of graphic design from its origins to contemporary practice. The goals of this course are to provide the following: the visual vocabulary of the development of signs and symbols, insight into the continuity of design thinking, understanding the social/political context of the practice, foundation for pursuit of research in the field of design.
Prerequisite: College Reading and Writing Readiness
Typically Offered: Offered fall and spring only.
Offered Spring 2019: No
This course addresses in detail everything students need to know to access, explore, and use the world's richest information resource: the Internet. The course examines software, online provider options, costs, the telecommunication process, E-mail, FTP, Chat, Usenet, the World Wide Web and Web 2.0. Students will get step by step instructions on how to access, research, and retrieve academic, personal, and professional information.
This course is an introduction to Web page design and creation using industry standard Web design software. Students will learn to use graphics, sound, video, animation, scripts, and Cascading Style Sheets (CSS) to enhance Web pages. The course will cover the basic concepts of Web design and color with an emphasis on designing for visual appeal and user-friendly navigation. Students will also gain a fundamental knowledge of HTML/XHTML and the skills to publish and maintain Web sites.
NOTE: Recommended DMD 111 or DMD 115 or student must possess basic computer/Internet skills which include creating, saving, and editing files in the Windows or MAC operating systems; performing basic editing (copy/paste); copying files; using folders and subfolders to organize and manage files; downloading files off the Internet; opening Web sites; and using search engines.
This course is an introductory evaluation of the critical concepts of new media, and their impact on our society and culture. Through readings, lectures, group discussions and hands-on experience, students will study the technical, economic, political, legal, aesthetic, and cultural implications of new media.
Printing Production focuses on current procedures that prepare designers and creative thinkers for real world situations in the printing industry. Sending a job to the print vendor can be a mysterious and expensive process of trial and error. Understanding print processes is an essential part of design that can assure a predictable outcome of deliverables. To manage a print job effectively, you must understand how print shops work, how to communicate with them, and how to identify the best design solution for your budget. Topics include print media software, apps and specifications; and various types of presses, substrates, bindings, and/or finishings.
Prerequisite: DMD 111 C or better or DMD 121 C or better
This course will introduce students to 2D animation using state-of-the-art industry relevant software and hardware. Students will explore various animation concepts and techniques including history, drawing, rotoscoping, basic movement, timing, soundtrack/dialogue synchronization, and editing. Through lectures, discussions, demonstrations and screenings students will view and discuss animation that is currently used in television, film, interactive media and the Internet.
This course introduces students to the exploration of digital sound for multimedia. Students will learn how to manipulate wave files, understand various sound file formats, compressions, history of digital sound, and the difference between analog and digital sound editing. Students will write and develop sound scripts and sound projects for multimedia. Students will explore the different job functions of audio production and learn to work together in a team environment. The course will also introduce students to the basics of producing audio for the Web and interactive applications.
This course introduces students to the use of typography within the design process. Major topics to cover include anatomy of letterforms, type history, classification systems, methods of typographic communication, critical comparisons of type styles, contemporary trends and typography as image. Students will learn both technical and creative ways type can be used through lectures, discussion, critiques, and hands-on projects. The course explores 2D communication and design solutions using typography.
Prerequisite: DMD 113 or ART 122
This course is designed for digital media designers who need to integrate advanced control management and interactivity into their media applications. Students will gain a fundamental knowledge of a popular scripting language for making media applications that users can interact with. The focus of the course is on using pre-designed models and functions in industry-standard software that embed the scripting language to create interactivity involving graphics, audio, video, animation and other media elements. Students will use creative and logical thinking while completing three major projects concerning animation, game, and Web site design. The concepts, principles, and steps of interaction design will be introduced and applied to the projects.
Prerequisite: DMD 116 or Consent of Instructor.
This course takes DMD 116 Web Design and Development to another level and has a two-fold focus. A state-of-the-art Web design program will be used to explore advanced Web production skills such as layers and table-free layouts, templates, re-usable elements, external Cascading Style Sheets, XML, automation of dynamic HTML, and site management. Through projects, the course will also cover more advanced design concepts in Web site creation, such as efficient navigation design, designing for portability and accessibility, separating content from presentation for easy site updating and maintenance, planning interactivity, and search engine optimization. Throughout the course, students will also review how to adapt the basic principles of design to the Web environment, particular how to use color and typography creatively in Web design, and how to achieve effective Web page layout.
Prerequisite: DMD 116 -OR- CIT 170
This course introduces students to the basics of postproduction non-linear digital video editing for multimedia, video and web capabilities. Students will produce, edit, and optimize video using industry relevant editing software. Upon completion of the course students will be able to create and produce digital videos and incorporated compressed and rendered projects into CD ROMs, DVD and Web technologies. In addition to learning the technical capabilities of the software, students will discuss digital video theory, concepts of video art and design, and the role digital video plays in the world of film, animation, animation and Web interactivity.
This course is designed as an advanced modeling course for students who are experienced with basic 3D modeling concepts and technical practice. The course introduces more sophisticated concepts and techniques such as polygon modeling, texture mapping, lighting and rendering. Through hands-on practice students will focus on modeling concepts and development relating to character, environmental, materials and lighting design.
Prerequisite: ART 264
This course is designed as an advanced animation course for students who are experienced with basic 3D animation concepts and technical practice. The course introduces more sophisticated concepts and techniques with an emphasis on animation development through hands-on practice. The course will focus on animation concepts and creative animation design expanding students' knowledge of topics, tools and techniques.
This project-based, advanced course is developed for digital media designers who will be creating Web sites with dynamic content and secure data transfer. Students will learn to use industry-standard software/applications to set up Web sites with dynamic content and professional-quality customizable pages. Emphasis will be on how to use the built-in features of the software/applications to complete desired tasks, such as form processing, retrieving data from a database and updating the database from a Web interface, and giving the user password-secured access to Web sites. Students will learn the basic syntax of a popular server-side language for dynamic page generation. The database query language SQL will also be introduced.
Prerequisite: DMD 116 with a grade of C or better.
This course is an overview of developing and designing interactive presentations, animations and Web sites using an industry relevant, vector-based interactive animation program. Topics covered include storyboarding, 2D animation, scripting, navigational mapping and motion graphics. Upon completion of the course students should be able to design and create interactive presentations utilizing animations, audio, video, and navigational components incorporated into CD ROM, DVD and Web technologies. In addition to learning the technical capabilities of the software, students will discuss Multimedia theory, concepts of interactive art and design, and the role interactive animation plays in the world of Web interactivity.
This course is designed as an advanced level computer course using state-of-the-art industry-relevant special effects 3D software. In conjunction with 3D modeling and animation, students will learn to create and produce special effects including: atmospheric effects, natural effects, smoke, explosions, motion blurs, and advanced texture and material generation. Concepts, theories and terms relating to special effects used in films, games, interactive media and the Internet will be discussed.
Prerequisite: DMD 251 and DMD 253
This course is designed as an advanced study of two dimensional design principles for creating page layout. The course will provide students the opportunity to develop a complete print identity design system in support of a marketing strategy including strategies of consumer decision-making. Students will develop all aspects including a fully functioning prototype for a variety of different client needs. The course will look into the mass production issues as well as specialty types of print packages.
Prerequisite: ART 271 and Basic Algebra Readiness
This course is designed as an overview of two dimensional design principles for creating three-dimensional packaging. The history of design packaging and strategies of consumer decision-making will be explored. The course will provide students the opportunity to develop a complete package identity design system in support of a marketing strategy. Students will develop all aspects including a fully functioning prototype for a variety of different client needs. The course will look into the mass production issues as well as specialty types of packaging.
Prerequisite: Basic Algebra Readiness, DMD 174, and DMD 273
This course addresses the in-depth study of special topics in digital media and design that explore cutting-edge knowledge, concepts and techniques, and new developments in the industry. Course content will vary depending on the topic being studied.
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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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