This course will cover Occupational Safety and Health Administration (OSHA) safety standards, industrial hazards, personal protective equipment, fire and emergency response, Lockout/Tagout (LOTO), and ergonomics.
Prerequisite: ELI Accuplacer score of 221 or higher, APT score of 80 or higher, ELI 103 (C or better), ELI 104 (C or better), ELI 110 (C or better), or College Reading and Writing Readiness AND Basic Algebra Readiness.
Typically Offered: Offered summer, fall & spring.
Offered Spring 2019: Yes
This course will cover basic manufacturing and production, basic measurement devices, manufacturing efficiency techniques and industrial supply chain systems.
Corequisite: ARM 111 (C or better) or consent of department
This course will cover simple machines, basic electrical and fluid power systems, basic troubleshooting and problem solving techniques, and basic preventive and total productive maintenance.
Corequisite: ARM 112 (C or better) or consent of department
This course covers the role of technical drawings in industry, examples of different types of technical drawings, measurements using rulers, calipers and micrometers, and introduction to sketching techniques and to 3-view drawings.
Offered Spring 2019: No
This course continues coverage of 3-view visualization and sketching techniques. It also covers introduction to special views, dimensioning techniques and drawing layout.
Corequisite: ARM 116 (C or better) or consent of department
This course will cover tolerancing, Computer Aided Design (CAD) terminology and basic object drawing, modification of existing CAD drawings and CAD dimensioning.
Corequisite: ARM 117 (C or better) or consent of department
This course will cover the history and development of robots, types of robots, robot components, and basic robot physics. The course will also touch on technical sketching as applied to robot design.
This course will cover spur, bevel and worm gears, gear trains, mobile chassis design, wheel configurations, DC and AC motors, servo and stepper motors, and power supplies as applied to mobile robots.
Corequisite: ARM 131 (C or better) or consent of department
This course will cover microcontrollers, digital and analog signals, sensors, friction and bearings as applied to mobile robots along with the design and construction of robotic arms.
Corequisite: ARM 132 (C or better) or consent of department
This course covers basic safety protocol, the role of mechanical components in complex mechatronic systems, the flow of energy in a mechatronic system, calculation of force, accelerations, speed, torque, etc. and basic maintenance and systems-level troubleshooting.
This course covers gears and gear drives, chain and sprocket systems, power transmission, pulley drives, synchronous drives, lubrication requirements of mechanical components, analyzing technical data sheets, and basic troubleshooting.
Corequisite: ARM 151 (C or better) or consent of department
This course will cover mechanical shafts, couplings and bearings, lubrication, preventative and predictive maintenance of shafts, couplings, bushings, seals and bearings, alignment and troubleshooting.
Corequisite: ARM 152 (C or better) or consent of department
This course introduces students to principles of professional behavior in the industrial workplace. It covers the individual attitude and behavioral skills that are important to a person's success in an industrial environment. Students are typically enrolled in STEM technical career areas such as mechatronics, environmental technology, machine tool trades and other similar career areas.
This course will cover the basic electrical components in a mechatronic system. Topics covered will include electrical safety; current, voltage, resistance and power in AC and DC circuits; principles of resistance, inductance, capacitance, impedance, frequency, magnetism and transformers; basic function of AC/DC power supplies; operation of multimeters, oscilloscopes, frequency counters, wiggys, logic probes and amp clamps.
This course will cover fundamentals of parallel circuits, balancing bridges, reed switches, current dividers, voltage dividers, relays, indicators, solenoids and troubleshooting.
Corequisite: ARM 156 (C or better) or consent of department
This course will cover electromagnetism; switches; photoelectric, capacitive, and inductive sensors; DC motor and generator introduction; AC motor and circuitry introduction; waveforms; instrumentation, and troubleshooting techniques.
Corequisite: ARM 157 (C or better) or consent of department
This course will cover electrical safety, fundamentals of DC motor operations, starting methods for DC motors, speed control, and troubleshooting DC motors, introduction to Programmable Logic Controllers (PLCs) and PLC terminology, hardware components and general classification of PLCs.
This course will cover fundamentals of AC motors, intro to 3-phase distribution, transformers, PLC architecture, peripheral support devices, analog and digital circuit structures, and Boolean algebra.
Corequisite: ARM 171 (C or better) or consent of department
This course covers AC induction motors, AC motor starting methods, AC motor speed control, and PLC input/output module devices and symbols.
Corequisite: ARM 172 (C or better) or consent of department
This course will cover regenerative braking, National Electrical code (NEC) standards for installation and overload protection of motors, relay logic and ladder logic diagrams, circuit diagrams, scan time, and fundamentals of PLC programming.
Corequisite: ARM 173 (C or better) or consent of department
This course will cover entering and editing a PLC program, monitoring a program, component addressing, analog to digital conversions, PLC program troubleshooting and troubleshooting codes.
Corequisite: ARM 174 or consent of department
This is course will cover PLC data manipulation instruction, closed loop systems, arithmetic functions, and technical limits in implementation and how to overcome and improve them.
Corequisite: ARM 175 (C or better) or consent of department
This course will cover basic safety rules and standards when working with mechatronic systems, introduction to fluid power, basic principles of hydraulics, fluid power components, hydraulic fluids and basic principles of pneumatics.
This course will continue coverage of basic pneumatics and will also cover power supplies, vacuum pumps, circuit diagrams and system tracing, pneumatic components, and system operation and troubleshooting.
Corequisite: ARM 191 (C or better) or consent of department
This course will cover electronic controls, hydraulic cylinders and directional control valves, technical documentation, measurements and adjustments on a fluid system, troubleshooting and predictive/preventative maintenance.
Corequisite: ARM 192 (C or better) or consent of department
This is the second module of a four module, one credit hour capstone course which will provide students with the skills and knowledge to repair, operate and troubleshoot an entire mechatronics system. The emphasis in this module will be electric and electronic systems.
Prerequisite: ARM 153, ARM 158, and ARM 173 (all C or better)
This is the third module of a four module, one credit hour capstone course which will provide students with the skills and knowledge to repair, operate and troubleshoot an entire mechatronics system. The emphasis in this module will be pneumatic and hydraulic systems.
Concurrent Enrollment: ARM 196 (C or better)
This is the fourth module of a four module, one credit hour capstone course which will provide students with the skills and knowledge to repair, operate and troubleshoot an entire mechatronics system. The emphasis in this module will be PLC and whole mechatronic system diagnostics.
Concurrent Enrollment: ARM 197 (C or better)
This course covers process management and design in the field of manufacturing and mechatronics. The primary emphasis is process design, with an emphasis on manufacturing constraints. Topics include cycle time, production time, barrier identification, first pass yield, quality, benchmarking, cost analysis, continuous improvement and training in working effectively in team environment. A critical component of this class is one or more realistic factory simulations where students are assigned a role in a design project team and are given a timeline, a budget, a “customer” and other manufacturing parameters. After completing the project, students present their results and learning outcomes.
Prerequisite: ARM 198 (C or better) AND MTH 117 (C or better) or math placement score of 55 or higher or Math ACT of 28 or higher or Math SAT of 640 or higher.
This course introduces the concept of Totally Integrated Automation by looking at the automation pyramid. Students will start at the field level with analogue sensors and actuators and go up to the control level with programming and networking PLCs. The course covers connecting analogue sensors to analogue modules, STEP 7 functions, and basics of MPI-Bus and PROFIBUS systems. Maintenance and troubleshooting of these bus systems will also be covered. This course is one of the courses required for the Siemens Level 2 certification in mechatronics.
Prerequisite: ARM 176 and ARM 266 (both C or better) or department consent AND MTH 117 (C or better) or math placement test score of 55 or higher or Math ACT of 28 or higher or Math SAT of 640 or higher.
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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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