Saturday, Oct. 1, 2016, 11 a.m. – 5:15 p.m. CDT
For more info, go to: www.clclancers.com
Mainstage Theatre - P107 Sunday, Oct. 2, 2016, 2 – 4 p.m. CDT
Atrium - L104 Monday, Oct. 3, 2016, 10 a.m. – 1 p.m. CDT
Interested in Transferring? Come speak to an Indiana Wesleyan University representative to talk about your transfer options.
Monday, Oct. 3, 2016, 2:30 – 5:30 p.m. CDT
Intercollegiate Soccer Field - SOC1 Monday, Oct. 3, 2016, 4 – 6 p.m. CDT
Atrium - L104 Tuesday, Oct. 4, 2016, 10 a.m. – 1 p.m. CDT
Interested in transferring? Come visit a representative from Purdue University Northwest to discuss your transfer options.
Tuesday, Oct. 4, 2016, 4 – 6 p.m. CDT
Tuesday, Oct. 4, 2016, 4 – 8 p.m. CDT
Tuesday, Oct. 4, 2016, 6 – 8 p.m. CDT
Intake, Testing & Registration - 1NG203 Wednesday, Oct. 5, 2016, 9 a.m. – 9 p.m. CDT
Intake and registration are done every Wednesdays and Thursdays, for new and returning GED and ESL students. Please bring a picture I.D and proof of residency.
Location: 1 North Genesee Street, room 1NG-203
Date: Wednesdays and Thursdays
Time: 9 a.m. to 9 p.m.
Atrium - L104 Wednesday, Oct. 5, 2016, 10 a.m. – 1 p.m. CDT
Come speak to a representative from Columbia College Chicago about your transfer admission opportunities.
Library - V106 Wednesday, Oct. 5, 2016, 12:30 – 1:20 p.m. CDT
Books. Primary sources. Scholarly articles. College research can be confusing, and it can be unclear what your professor wants or what you should be looking for. In this seminar, learn to recognize, effectively select and use a variety of source types that best meet your unique research needs.
Baseball Field - BFLD Wednesday, Oct. 5, 2016, 3 – 6 p.m. CDT
Intercollegiate Soccer Field - SOC1 Wednesday, Oct. 5, 2016, 4 – 6 p.m. CDT
Intake, Testing & Registration - 1NG203 Thursday, Oct. 6, 2016, 9 a.m. – 9 p.m. CDT
Thursday, Oct. 6, 2016, 10 a.m. – 7 p.m. CDT
Smart Room - 0424 Thursday, Oct. 6, 2016, 1 – 3 p.m. CDT
Are you ready to start you IT career? If you want to obtain the skills needed to become an IT Professional as a PC Service Technician and you want to start now, we can help. Attend a free information session to learn about the CompTIA A+ Certification course
Register for the October 6th IT Info Session. https://www.eventbrite.com/e/comptia-a-certification-information-session-tickets-27614575940
Technology Building Lawn - North - LAWN N Thursday, Oct. 6, 2016, 3 – 5:30 p.m. CDT
Come visit CLC's Farm Market for fresh seasonal vegetables and herbs, grown right here on campus! Support students and educational opportunities in CLC's horticulture program.
Thursdays, 3:00 to 5:30 pm
Technology Lawn, between Building 4 and the PE Center
North of Parking Lots 2 and 3
Thursday, Oct. 6, 2016, 6 – 8 p.m. CDT
Smart Room - T333 Thursday, Oct. 6, 2016, 6 – 7 p.m. CDT
This 160-hour basic training course will provide students with the knowledge and skills to prepare for the state-issued Commercial Drivers License (CDL-A) exams.
Register for October 6 Truck Driver Training Information Session
Auditorium - C005, Auditorium Lobby - C006 Thursday, Oct. 6, 2016, 6:30 – 7:30 p.m. CDT
Congressional Candidate Brad Schneider will be come to CLC's C005 Auditorium for a Town Hall meeting to answer questions from from the Environmental Club, Latino Alliance, other students, and community members about his stands on issues.
Another Town Hall meeting has been scheduled with Congressman Bob Dold on Tuesday Oct. 4 at 11:00 am.
Friday, Oct. 7, 2016, 10 a.m. – 7 p.m. CDT
Aerobics Room - 0706, Gym - GYMB Friday, Oct. 7, 2016, 11 a.m. – 12 p.m. CDT
FREE for current students & staff
Exciting, fast-paced, Latin-based aerobic classes. No sign-up required, just show up & bring an ID.
For more info, call (847) 543-2483 or firstname.lastname@example.org
Aerobics Room - 0706 Friday, Oct. 7, 2016, 12 – 1 p.m. CDT
Revitalize & invigorate your day! Yoga mats available or bring your own. No sign-up required, just show up & bring an ID.
Intercollegiate Softball Field - SOF1 Friday, Oct. 7, 2016, 1 – 5 p.m. CDT
For more info visit: www.clclancers.com
Completing a process underway since June, auditors gave the College of Lake County’s Fiscal Year 2016 financial statements an unmodified (“clean”) opinion. Representatives from RMS LLP US reported on the audit at the Sept. 27 CLC Board of Trustees’ meeting.
Need a laugh during election season? The Second City, Chicago’s legendary sketch and improv comedy theater, returns Oct. 15 to the James Lumber Center for the Performing Arts at College of Lake County with “Free Speech! (While Supplies Last),” an irreverent look at America’s electoral insanity.
A performance by nationally known slam poets Dan “Sully” Sullivan and Tim “Toaster” Henderson will be presented at 7 p.m. Oct. 20 in Room C005. They also will lead a workshop from 3-4:15 p.m. Oct. 20 in Room T345. Both events are free and open to the public.
Lake County high school students and their parents can learn about nearly 175 colleges and universities all in one location at the Illinois Regional College Fair, hosted by the College of Lake County from 6-8 p.m. Oct. 20. The fair will be held in the Physical Education Center, Building 7, on the CLC Grayslake Campus.
Recognizing the value of honey bees in pollinating the world’s food supply, CLC dedicated its new apiary, or bee colony, on the Grayslake Campus Sept. 20. The colony consists of 10 hives.
The College of Lake County will conduct free, confidential mental health screenings for depression problems as part of National Depression Screening Day on Thursday, Oct. 6. Screenings will be held 10 a.m. to 1 p.m. and 5-7 p.m. in Room C003, Grayslake Campus.
Nine students from Ehime University in Japan are spending three weeks at CLC to learn American culture and history, upgrade their English skills, tour Chicago-area attractions and make new friends. The group arrived Sept. 7.
Dozens of students in the College of Lake County’s health and wellness promotion program have scored an “assist” with the Stanley Cup-contending Chicago Blackhawks, helping the players assess their fitness levels in summer training camps since 2011.
High school students who have the Columbus Day holiday off can explore renovations and additions to the CLC Grayslake Campus and get a head start on their college plans.
One of the world’s most beloved children’s stories, “James and the Giant Peach” by Roald Dahl, will be staged by the College of Lake County Theatre department Sept. 29 through Oct. 2. Dahl’s fantasy adventure for children was dramatized by Richard R. George and is directed by Alicia Hall.
The Literary Arts Society will host three literary events at the Grayslake Campus this fall, and interested community members are invited to attend.
A new non-credit course, CompTIA®A+® Certification, is being offered by the College of Lake County Oct. 17 to Nov. 28 at the Grayslake Campus. In just six weeks, students will gain the essential skills to install, upgrade, repair, configure, troubleshoot and maintain personal computer and operating systems. The course also covers network connections and technologies and security.
During National Adult Education and Family Literacy Week, Sept. 26 through Oct. 1, the CLC Adult Basic Education, ESL and GED division will be raising awareness about adult education and family literacy at informational events on all three CLC campuses.
Nominating petitions for two positions on the College of Lake County board of trustees are now available. Candidates for the positions will be placed on the ballot for the April 4, 2017 election. The term of office for each position is six years.
Ever wonder what it takes to become an engineer? Curious as to what the profession entails? Come to CLC on Thursday, Sept. 29 to learn about careers in engineering and computer science and meet with representatives from area engineering schools. The event begins at 5:30 p.m. in the Lower Level C Wing on the CLC Grayslake Campus.
Four highly acclaimed international films will be presented for free on Friday nights by the College of Lake County Center for International Education. The Fall Semester films are “About Elly” on Sept. 2, “Embrace of the Serpent” on Oct. 7, “Mon Oncle” on Nov. 4 and “Office” on Dec. 2. Films begin at 7 p.m. in Room A162, Grayslake Campus.
The deadline to submit online entry forms for CLC's36th Annual Recent Works: A Juried Competition exhibit is Sept. 18. Entry forms and images can be uploaded from the entry website, www.clcillinois.edu/callforentries. The website includes detailed information on artwork specifications and deadlines. More than $1,000 in cash prizes and purchase awards will be given to artists selected for the exhibit,
The College of Lake County Board of Trustees received good news at its Aug. 23 meeting about progress on Campus Master Plan projects.
“We started and funded this plan in 2012, so it is great to see the first major projects being completed and students and staff using the new spaces,” Board Chair Dr. William M. Griffin said.
CLC Health and Wellness Promotion instructor Mike Gattone was the personal coach of Tara Nott Cunningham, a Texas native who earned the first Olympic gold for women’s weightlifting in 2000, when it became an Olympic sport at the games in Sydney, Australia.
The College of Lake County has recently signed Guaranteed Transfer Admission agreements with four new colleges and universities from Illinois and Wisconsin: Carthage College, Northern Illinois University, School of the Art Institute of Chicago, and University of Wisconsin–Parkside. CLC students can now choose from 16 transfer institutions that offer special incentives and guaranteed admission, ensuring a seamless transfer of credit to the four-year colleges and universities.
“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 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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