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This course provides an introduction to the paralegal profession. It includes the roles and professional responsibilities of the paralegal and outlines the fields and specializations within the practice of law. It provides an overview of the functions of the legal system and an introduction to legal research, writing, ethics, and the law library.
Prerequisite: College Reading and Writing Readiness
Typically Offered: Offered summer, fall & spring.
Offered Summer 2019: Yes
This course provides an integrated introduction to legal research and writing. Students will learn to use a law library, perform legal research, analyze legal problems, and communicate research findings in the proper written format. Students will learn to locate and use both primary and secondary legal research sources, including federal and state cases, digests, statutes, regulations, treatises, encyclopedias, law reviews, citators, and practice works. Students will be introduced to computer-based legal research tools.
Prerequisite: PLS 110 (C or better) OR ENG 121 or equivalent (C or better) and concurrent enrollment in PLS 110 OR department consent
Typically Offered: Offered fall and spring only.
Offered Summer 2019: No
This course provides students with the knowledge and skills needed to effectively and ethically assist an attorney in litigation practice and procedure. Students will learn the principles of civil litigation in federal and state courts and will be introduced to the rules of procedure and discovery. The course addresses pre-trial practice, pretrial motions, trial preparations, basics of a civil trial, post-trial motions and appeals. The role of the paralegal during trials will also be addressed.
Prerequisite: PLS 110 (C or better)
This course provides students with the knowledge and skills to define and evaluate contract law for application to specific situations. It includes an analysis of the law pertaining to contract formation, resolution of contract disputes and the impact of the Uniform Commercial Code on traditional contract theory. The course examines the types of contracts and discusses offer, acceptance and consideration. Guidelines for drafting a contract will be presented, and students will draft contracts.
Typically Offered: Offered spring and summer only
This course provides an introduction to Real Estate law and practice. Topics include property rights, types of land ownership, purchases and sales of real property, land use regulations, and issues in the landlord-tenant relationship. The course examines the role of the paralegal in relation to the supervising attorney and prepares the student to draft deeds, contracts, and leases.
Typically Offered: Offered fall and summer only.
This course provides an introduction to the broad area of civil wrongs and their appropriate remedies as well as tort law principles in the traditional areas of intentional torts, negligence, absolute liability, product liability, nuisance and commonly employed defenses. Students will acquire the knowledge and skills to define and evaluate tort law for application to specific situations.
Typically Offered: Offered fall only
This course provides an in-depth, hands on training in practical legal writing with a special focus on document preparation, transactional documents, use of form books and everyday law office writing, including the preparation, research, and drafting of pleadings, forms, and motions. This course will draw from many areas of law.
Prerequisite: PLS 110 (C or better) and PLS 112 (C or better)
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
This course presents basic concepts of administrative law and procedure in federal and state agencies, with emphasis on the paralegal role in the administrative process. Students will learn both formal and informal advocacy techniques, including representing clients before administrative bodies. Substantive topics will include administrative delegation of power, rule making, agency discretionary powers, remedies, and judicial review. Procedural topics include agency operation, adjudication, preparation for hearings, and administrative and judicial review.
Typically Offered: Offered spring only.
This course provides students with the necessary knowledge and skills to function as effective and ethical immigration paralegals. Students will learn about the immigration system - who can come to the United States, who can stay, and who must leave - including a brief history of immigration law. This course also trains paralegals to work with clients to seek specific visas, including how to gather and present information and complete documentation required for the various visas. This course introduces and explores all significant aspects of the immigration and naturalization process.
This course provides an overview of intellectual property law in the United States. The student will learn what is necessary to obtain a patent, a copyright, and a trademark, and what constitutes a trade secret. The student will learn to prepare applications for patent, copyright, and trademark protections with federal and state governments. The role of the paralegal in preparing for litigation involving intellectual property law will be covered.
Typically Offered: Offered fall, odd years only.
This course provides an overview of Bankruptcy law and procedures. It covers commencement of a case, preparation of schedules, operating and liquidating procedures, adversary matters and litigation in bankruptcy court, debtors' and creditors' rights and obligations, and technical terminology. Proceedings under Chapters 7, 11, and 13 of the United States Bankruptcy Code are covered. The student will learn to draft the schedules needed for Chapter 7, 11, and 13 filings.
This course provides an introduction to fundamental common law and statutory concepts of family law with emphasis on the paralegal role in this area. Topics include formal and informal marriages, premarital agreements, separation, divorce, annulment, marital property, the parent-child relationship, child custody and support, adoption, guardianship, legal issues in alternative families, domestic relations court procedures, public records research, and the paralegal role in alternative dispute resolution/mediation processes.
This course provides an overview of post-mortem estate administration and the role of the probate paralegal. The course examines the entire process of administering a decedent's estate, from opening the estate and appointment of a fiduciary to filing of final account and distribution of assets. The differences between the use of a will (testate succession) to ensure the orderly transfer of a decedent's property and the failure to have a will (intestate succession) are highlighted. The student will learn how to gather information and prepare documents for testate and intestate estates.
This course provides students the opportunity to explore a wide range of elder law issues from a paralegal perspective. Students will learn the paralegal role, moral, and ethical considerations involved in assisting attorneys in areas of estate planning, trusts, housing, guardianship, health care and disability law, administrative rules and regulations regarding Medicare and Social Security, elder abuse, and age discrimination. Topics of discussion will also include guardianships, insurances, senior living facilities, and funeral planning. This course will also review elder law related forms such as Power of Attorney for Health Care and Power of Attorney for Property. Hands-on projects will be used to facilitate learning the paralegal role in this area of law.
This course is designed to sample computer software applications used within the law office and requires students to produce routine law office documents such as pleadings and correspondence. Students will gain practical experience with legal timekeeping and billing software, case management and docket control software, and litigation support software that includes E-filing and electronic discovery.
Prerequisite: PLS 110 (C or better) AND AOS 112 or CIT 119 or CIT 120
This course provides students with an opportunity to gain practical work experience under the supervision of an attorney or experienced paralegal in day-to-day, on-site law office work. The student must complete 120 hours of work at the internship site, which may be a private or public law office, corporate or government legal department, or other appropriate law-related setting. In addition to on-site work, the student will attend a one-hour/week internship seminar.
Prerequisites: PLS 110 and PLS 112 and PLS 114 (all C or better) and Consent of Instructor
Corequisite: PLS 251
This capstone course provides students with the opportunity to integrate the theoretical knowledge and practical skills they have acquired through the program and apply them in a real-world setting. Students will complete activities and projects in preparation for seeking professional employment such as a job market presentation, informational interview of a paralegal, mock interviews, cover letters, resumes and using social media for professional networking. Students will complete a minimum of 24 hours of service learning activities in an instructor-approved setting relating to the practice of law or complete a project consistent with the goals of the course.
Prerequisite: PLS 112 (C or better) and PLS 114 (C or better) and completion of a minimum of two additional PLS courses.
This course is an exit requirement for all students completing the Paralegal Studies (PLS) Associate in Applied Science (A.A.S.) degree and certificate program. Students will be assessed as to the knowledge and entry level skills they have attained in the paralegal studies program. Basic skills, thinking skills and personal qualities will be evaluated as they relate to the paralegal career by way of portfolio and quizzes. This course will further prepare students to successfully complete national competency exams for special certifications and designations while providing an opportunity for consistent assessment of program goals. A comprehensive final exam is required.
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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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