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This course is intended to provide students with a preliminary, non-transfer level introduction to human anatomy and physiology. It is designed to prepare students requiring only a technical level of familiarity with human anatomy, providing the background required for fields such as surgical technology and Emergency Medical Technology - Paramedic.
Prerequisite: College Reading and Writing Readiness
Typically Offered: Offered summer, fall & spring.
Offered Spring 2019: Yes
This course focuses on the relationships between humans and the environment. Topics include ecology, population biology, modification of our environment, resource use, land use planning, pollution, and energy. The goal is to better understand the biological and social problems that human use and misuse of the environment cause. Students may not receive credit for both BIO 120 and BIO 140. NOTE: Required, local field trips are scheduled during several (approximate1/2) of the lab periods. Students are responsible for their own transportation to and from field sites. This course is recommended for non-science majors needing a one-semester lab science course.
Prerequisite: College Reading and Writing Readiness OR concurrent enrollment in ENG 109 or ELI 109 or ELI 110 or ENG 100 -AND- Basic Algebra Readiness
This course introduces basic biological principles of life processes held in common by all organisms. Topics covered include the chemical and physical basis of life, cell structure and function, concepts of heredity, population genetics, and evolution. Note: Though this course will provide a general understanding of the basics of cellular biology qualifying it as general education course it will also provide a foundation for those students potentially entering an allied health program (dental hygiene, nursing, medical images, etc.).
Prerequisites: MTH 102 or MTH 105 (both C or better) or an appropriate score on the Math Placement Test or Math ACT of 22 or higher - AND - College Reading and Writing Readiness
Introduces lab and field identification of plants of northeastern Illinois. Students use taxonomic keys and make useful collections of plants from various habitats.
Note: Field trips during scheduled class time are an essential part of this course and are, therefore, required. The cost of travel to the site of the field work will be borne by the student.
Prerequisite: College Reading and Writing Readiness AND Basic Algebra Readiness
This course examines the concept of evolution and mechanisms by which evolution proceeds. An analysis of the evidence for evolution, a section on basic genetics, and a brief treatment of challenges to evolution are included.
This non-lab course studies environmental issues that arise from the interaction of humans and the environment. Topics include ecology, population biology, modification of our environment, resource use, land use planning, and energy. The goal is to better understand both the problems brought about by human use and misuse of the environment and potential solutions for those problems. Students may not receive credit for both BIO 140 and BIO 120.
This course emphasizes scientific inquiry through selected concepts of biology, such as organization, function, heredity, evolution and ecology. Biological issues with personal and social implications will be introduced to enable students to make informed decisions. A laboratory component will reinforce concepts introduced in the lecture portion of class.
NOTE: This course is recommended for non-science majors needing a one-semester lab science course and is not intended for students wishing to enter an allied health or pre-professional field.
This laboratory course is designed for students who have taken the lecture component of a general biology course at another institution and are seeking credit for BIO 123 - Principles of Biology in order to meet a prerequisite for BIO 244 - Anatomy & Physiology or BIO 246 - Microbiology. Students will participate in labs that reinforce concepts such as scientific method, biomolecules, respiration, enzymes, and natural selection. Department consent required.
Typically Offered: Offered summer only.
Offered Spring 2019: No
This interdisciplinary course introduces students to the core principles and practices of sustainability. Content is developed from the three pillars of sustainability: economy, social equity, and the environment. Specific topics include ecological economics, life-cycle analysis, resources use, energy systems, conservation, environmental quality, social justice, human health, and food sovereignty.
Prerequisite: College Reading & Writing Readiness, Basic Algebra Readiness, and 12 credit hours of college coursework and consent of instructor
This course examines cell structure and function, the nature of the gene, cell division (mitosis vs. meiosis), Mendelian genetics, hereditary disorders, recombinant DNA technology, the genetic evidence supporting evolution, and ethical issues that arise due to our increased knowledge and technology as it relates to genetics.
This course introduces general biological principles of life processes common to all organisms. Topics covered include the nature of life, unifying themes underlying biology, chemical basis of life, cell structure and function, energetics, cell reproduction, concepts of genetics and inheritance patterns, molecular genetics, and biotechnology. This course is the first semester of a two semester sequence intended for biology majors and students seeking careers in medicine, pharmacy, dentistry, occupational therapy, physical therapy, or veterinary medicine.
NOTE: Knowledge of chemistry is helpful.
Prerequisites: MTH 108 or MTH 107 (both C or better) or appropriate score on the Math Placement Test or Math ACT of 25 or higher AND College Reading and Writing Readiness
This course examines the following areas of biology: ecology, evolution, systematics, biological diversity, and various systems. Laboratory work includes field and laboratory experiments and computer simulations. This course is the second semester of a two semester sequence intended for biology majors and students seeking careers in medicine, pharmacy, dentistry, occupational therapy, physical therapy, or veterinary medicine.
Prerequisite: BIO 161(C or better)
This course is designed for students who wish to conduct independent research in the life sciences and potentially share their results at local and regional science competitions. Students will be mentored by Biology faculty and conduct their research in a supervised environment.
Prerequisites: BIO 120, BIO 123, BIO 141, or BIO 161 (C or better in any one) or Instructor Consent
This course examines the structure, function, natural history, and phylogeny of animals. Basic principles of evolution, origins and content of major phyla, and vertebrate phylogeny are included. The evolution of the vertebrates is emphasized.
This course is a comparative study of organisms including photosynthetic protists, fungi, and plants. Morphology, both microscopic and macroscopic, and lifecycle are emphasized with a focus on evolutionary advancements within the taxa. Identification includes representative species of each taxa in addition to plant family characteristics. Ecology with an emphasis on plant conservation is included.
Prerequisite: BIO 120, BIO 123, BIO 161 or HRT 121 (C or better in any one)
This course is the first of a two semester Anatomy and Physiology sequence that begins with an introduction to homeostasis and feedback loops. The structure and function of the following body systems will be explored: the integumentary system, skeletal system, muscular system and nervous system. Within each body system, students learn the normal anatomy and physiology of the system as well as some diseases associated with each system. Human skeletons, human models, preserved sheep organs, and preserved cats are used in labs as representatives of human anatomy.
Prerequisite: BIO 123 (formerly BIO 121) or BIO 161 (all C or better)
This course is a continuation of BIO 244. It builds on the general information about homeostasis and the specific body systems covered in BIO 244. Within each body system, students learn the normal anatomy and physiology of the system as well as some diseases associated with each system. This course begins with the endocrine system, followed by the cardiovascular system, lymphatic and immune systems, respiratory system, digestive system (including metabolism), urinary system (including fluid and electrolyte regulation), and the reproductive system. Human skeletons, human models, preserved sheep organs, and preserved cats are used in labs as representatives of human anatomy.
Prerequisite: BIO 124 or BIO 244 (C or better)
This course examines microorganisms with an emphasis on the bacterial groups. Morphology, principal activities and properties of bacteria, yeasts, molds, viruses, selected algae, and protozoan will be discussed. The role of microorganisms in natural systems, infection, immunity, foods, and industry will be covered. Laboratory techniques in handling, culturing, and identifying microorganisms will be emphasized.
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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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