This course provides an overview of fire protection and emergency services, career opportunities in fire protection and related fields. This course further address topics including the culture and history of emergency services, fire loss analysis, along with the organization and function of public and private fire protection services. Additional insight will be provided on the topics of fire departments as part of local government, laws and regulations affecting the fire service, fire service nomenclature, and specific fire protection functions. Other topics will include basic fire chemistry and physics, introduction to fire protection systems, introduction to fire strategy and tactics, and life safety initiatives.Note: Individuals with greater than one year firefighter experience are not eligible for credit.
Prerequisite: College Reading and Writing Readiness OR concurrent enrollment in ENG 109 or ELI 109 or ENG 100 -AND- Basic Algebra Readiness
Typically Offered: Offered summer, fall & spring.
Offered Spring 2019: Yes
An introduction to the basic principles and methods associated with the strategic and tactical responsibilities of the line officer on the fireground. Emphasizes size-up, fire operations, pre-fire planning, and basic engine and truck company operations. NOTE: FST 111 and/or one year active experience in the fire service is recommended.
Prerequisite: FST 111
Offered Spring 2019: No
Continuation of FST 116, with advanced principles and methods associated with fireground strategies and tactics, required of the company officer and chief officer. The course emphasizes multi-company alarm assignments, sectorization of the fireground, handling disasters and major fire incidents. Student participation of assigned fire simulation exercises will be required.
Prerequisite: FST 116
This course introduces students to the basic principles that firefighters, company officers and chief officer use when organizing and managing an emergency scene. This course will stress sectorization, scene safety, and scene management. Emergency fire, hazardous materials, underwater and medical scene management will be reviewed.
Prerequisite: FST 111 (C or better)
This course focuses on the organization and structure of a fire agency, fire behavior, building construction, safety issues in the fire service, communication procedures and practices, self-contained breathing apparatus, fire extinguishers and fire extinguishing agents, and ropes and knots. The course will include weekly lectures and lab sessions that focus on developing and enhancing practical skills. Students enrolled in this course will become active members of an assigned fire department. NOTE: This is the first of three courses that prepares students to sit for the Office of the Illinois State Fire Marshal's Basic Operations Firefighters certification examination.
Prerequisite: FST 111 (C or better)
Recommended: MTH 114 (C or better)
This course focuses on fire service ladders, hose and related appliances, nozzles and streams, water supply, forcible entry and ventilation. The course will include weekly lectures and lab sessions that focus on developing and enhancing practical skills. Students enrolled in this course will be active members of an assigned fire department. NOTE: This is the second of three courses that prepares students to sit for the Office of the Illinois State Fire Marshal's Basic Operations Firefighters certification examination.
Prerequisite: FST 130 (C or better)
This course focuses on search and rescue, fire control, loss control, protecting evidence, fire detection, alarm, and suppression systems, prevention techniques, public education, wild land and ground cover firefighting, and firefighter safety and survival. The course will include weekly lectures and lab sessions that focus on developing and enhancing practical skills. Students enrolled in this course will be active members of an assigned fire department. NOTE: This is the third of three courses that prepares students to sit for the Office of the Illinois State Fire Marshal's Basic Operations Firefighters certification examination.
Prerequisite: FST 131 (C or better)
This course is designed to meet the needs of those individuals who wish to learn the techniques of instructing in the fire service. It is structured to provide basic information about human relations in the classroom environment, methods of teaching, and the proper method of writing lesson plans. Areas covered include: Orientation and description of the instructor's job, roles and responsibilities of the fire service instructor, concepts of learning, human factors in learning, oral communications, methods of instruction, lesson plans, instructional materials, organizing the learning environment, testing and evaluation, records and reports, and practical application. Persons currently recognized by the Office of the State Fire Marshall (OSFM) as a firefighter are eligible to challenge the OSFM end-of-course exam. NOTE: FST 111 and/or one year active service experience in the fire service is recommended.
This course is a continuation of FST 173. Teaches advanced principles and techniques of instruction. This course is structured to provide information about human relationships in the teaching-learning environment, methods of lesson and course development. Materials covered will include performance objectives, instructional materials development, evaluation and references.
Prerequisite: FST 173
This course provides fundamental knowledge relating to the field of fire prevention. Topics include: history and philosophy of fire prevention; organization and operation of a fire prevention bureau; use and application of codes and standards; plans review; fire inspections; fire and life safety education; and fire investigation.
This course provides information relating to the features of design and operation of fire alarm systems, water-based fire suppression systems, special hazard fire suppression systems, water supply for fire protection and portable fire extinguishers.
This course introduces the basic principles and history related to the national firefighters life safety initiatives focusing on the need for cultural and behavioral change throughout the emergency services.
This course explores the theories and fundamentals of how and why fires start, spread, and are controlled. The use of water and other extinguishing agents are compared to determine how they extinguish different classes of fires. Major focus of this course is related to terms and concepts associated with chemistry and dynamics of fire.
This course provides the components of building construction related to firefighter and life safety. The elements of construction and design of structures are shown to be key factors when inspecting buildings, preplanning fire operations, and operating at emergencies.
This course is designed for firefighters and other persons who might encounter Hazardous Materials in the course of their occupations. This course will stress identification, site entry, isolations, evacuation, use of Hazardous Safety Data sheets, and how to obtain assistance at the hazardous materials scene. Practical applications and hands-on experiences are required for this course. The course is designed to meet the requirements of Hazardous Materials First Responder Awareness, and Hazardous Materials First Responder Operations, of the Office of the State Fire Marshal Certification, OSHA 29 CFR 1910, and NFPA 472.
This course provides a foundation of theoretical knowledge in order to understand the principles of the use of water in fire protection and to apply hydraulic principles to analyze and solve water supply problems.
(Formerly EDM 212) This course focuses on helping students understand the issues relating to modern day terrorism and how government responds to such events. This course will also introduce students to disasters which often impact our country. Emphasis will be placed on helping students understand the concept of unified response and how multiple, diverse organizations will interact to respond and mitigate such events. Additional emphasis will involve an in-depth understanding of the National Incident Management System (NIMS) and how this system is used by emergency responders. Student groups will work to plan and solve issues related to disaster events of varying complexity.
Prerequisite: College Reading and Writing Readiness
This course is intended to provide the student with advanced technical knowledge on the rule of law, fire scene analysis, fire behavior, evidence collection and preservation, scene documentation, case preparation and court testimony.
Introduction to objectives and techniques of fire company management. Acquaints the student with the role and function of the company officer. Discussion of management theories and practices; includes planning, organizing, staffing, directing and controlling.
The advanced study of management principles and techniques used by mid-level officers. These studies will include: management of resources; personnel, money, facilities, and time; principles of delegation, problem solving and motivation.
This course focuses on the management principles and techniques used by current or future chief officers in the fire service. It acquaints the student to principles of public relations, labor relations, personnel management, information management, and administrative liability, including: criminal and civil liability, disciplinary hearings, avoiding lawsuits, administrative investigations, and State and Federal Regulations.
This course will take a subject of topical interest such as rescue practices, water supply analysis or reporting systems and cover that subject in depth. Because topics will vary widely from year to year a student may seek approval to repeat this course once for credit.
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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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