STUDENT COMMONS - B102 Tuesday, June 27, 2017, 9 a.m. – 4 p.m. CDT
Interested in transferring? Come speak to a representative from Herzing University about your transfer options.
Community Conference Room - 1NG008 Tuesday, June 27, 2017, 9 a.m. – 5 p.m. CDT
Amazon Hiring Event -- Open to the Public.
Lakeshore Campus, Waukegan
STUDENT COMMONS - B102 Tuesday, June 27, 2017, 10 a.m. – 1 p.m. CDT
Interested in transferring? Come speak to a representative from National Louis University about your transfer options.
Interested in transferring? Come speak to a Northern Illinois University representative about your transfer options.
Gym - GYMB Tuesday, June 27, 2017, 5 – 6:30 p.m. CDT
~Open to all current & prospective students. Please bring an I.D.
Conference Center: Conference Room - A022B, Conference Center: Conference Room - A013 Tuesday, June 27, 2017, 6 – 10 p.m. CDT
STUDENT COMMONS - B102 Wednesday, June 28, 2017, 10 a.m. – 1 p.m. CDT
Interested in an accelerated MSN program? Come speak to a representative from Marquette's College of Nursing about your options.
STUDENT COMMONS - B102 Thursday, June 29, 2017, 10 a.m. – 1 p.m. CDT
Interested in transferring? Come speak to a representative from the Univeristy of South Alabama about your transfer options.
STUDENT COMMONS - B102 Thursday, July 6, 2017, 10 a.m. – 1 p.m. CDT
Community Conference Room - 1NG008 Thursday, July 6, 2017, 1 – 4 p.m. CDT
Congressman Schneider's Forum and Small Business Resource Fair
Forum: 1 p.m.
Resource Fair: 2:30 - 4 p.m.
Where: Lakeshore Campus
Community Conference Room - 1NG008 Tuesday, July 11, 2017, 9 a.m. – 5 p.m. CDT
Aerobics Room - 0706 Tuesday, July 11, 2017, 5:30 – 6:30 p.m. CDT
If you are interested in the CLC Intercollegiate Women's Soccer Team, please attend this meeting. For more info, go to CLCLANCERS.COM
Community Conference Room - 1NG008 Thursday, July 13, 2017, 9 a.m. – 5 p.m. CDT
STUDENT COMMONS - B102 Thursday, July 13, 2017, 10 a.m. – 1 p.m. CDT
Interested in transferring? Come speak to a representative from Columbia College of Missouri - Gurnee Campus about your transfer options.
Studio Theatre - P119 Friday, July 14, 2017, 7:30 – 9:30 p.m. CDT
Conceived for the stage by Frank Wildhorn and Steve Cuden
Book and lyrics by Leslie Bricusse
Music by Frank Wildhorn
Based on the story by Robert Louis Stevenson
Directed by Thomas B. Mitchell
The epic struggle between good and evil comes to life in this thrilling musical phenomenon. Dr. Henry Jekyll is a devoted man of science, driven to solve mankind’s most challenging medical dilemmas. But when he makes himself the subject of his own experiments, he accidentally unleashes his own inner demon, the man the world comes to know as Mr. Hyde. Featuring a sweeping score of pop rock hits, Jekyll and Hyde has mesmerized audiences the world over.
BUY ONE TICKET, GET ONE FREE: July 14 and 20
General Public $17*
CLC Students/Teen/Seniors $14*
*Prices include $2 JLC facility fee. CLC student tickets not available via the Internet.
Studio Theatre - P119 Saturday, July 15, 2017, 7:30 – 9:30 p.m. CDT
Studio Theatre - P119 Sunday, July 16, 2017, 2 – 4 p.m. CDT
Community Conference Room - 1NG008 Tuesday, July 18, 2017, 9 a.m. – 5 p.m. CDT
STUDENT COMMONS - B102 Tuesday, July 18, 2017, 10 a.m. – 1 p.m. CDT
Conference Center: Conference Room - A013 Wednesday, July 19, 2017, 9 a.m. – 3 p.m. CDT
Conference Center: Auditorium - A011, Conference Center: Lobby - A010 Wednesday, July 19, 2017, 6 – 7:30 p.m. CDT
All student-athletes or any students interested in participating in athletics at CLC are required to attend the CLC Student-Athlete Orientation. The Athletics Department staff will be presenting important information on department policies, processes, eligibility guidelines, academic resources and more. For more information, call 847-543-2046, email firstname.lastname@example.org or go to www.clclancers.com
Community Conference Room - 1NG008 Thursday, July 20, 2017, 9 a.m. – 5 p.m. CDT
STUDENT COMMONS - B102 Thursday, July 20, 2017, 10 a.m. – 1 p.m. CDT
Interested in transferring? Come speak to a representative from Columbia College of Missouri in Gurnee about your transfer options.
Studio Theatre - P119 Thursday, July 20, 2017, 7:30 – 9:30 p.m. CDT
Murder and chaos are pitted against love and virtue in the sweeping gothic musical, “Jekyll and Hyde,” being presented in July by the departments of theatre, music and dance. Seven performances will take place in the Studio Theatre of the James Lumber Center for the Performing Arts over two weekends: July 14 and 15 at 7:30 p.m.; July 16 at 2 p.m.; July 20, 21 and July 22 at 7:30 p.m.; and July 23 at 2 p.m.
Character Matters in Lake County, a committee of the YES (Youth Empowerment for Success) Coalition and the Lake County Regional Office of Education, announce the recipients of the 12th annual Excellence in Character Award. This year, 32 students and 20 staff members from Pre-K-12 educational institutions across Lake County received this distinguished award.
CLC's farm market will sell CLC-grown fresh produce, honey and cut flowers Thursdays from 3-5:30 p.m. beginning June 22. The market operates in a tent on the north side of the Technology Building, or T Wing, on the Grayslake Campus.
Dr. William M. Griffin, a member of the Board of Trustees, has received the 2017 ICCTA Gary W. Davis Ethical Leadership Award from the Illinois Community College Trustees Association.
CLC's Illinois Small Business Development and International Trade Center hosted a federal and state trade delegation national pilot program, the “Illinois Listening Tour” May 23, which engaged our small business community in a dialogue on international trade
CLC's new Science Building received an Emerald Award for Building Innovation from the Illinois chapter of the U.S. Green Building Council.
Thanks to funding provided by Baxter International Inc., CLC will create the Baxter Innovation Lab, a space where students, teachers and industry professionals can design life-changing products, create and test prototypes and exchange their ideas with others around the globe.
Seven automotive collision repair students competed at the SkillsUSA Illinois State Conference April 27-29 in Springfield, and four earned medals. They competed in automotive refinishing technology and collision repair.
The Board of Trustees named Dr. Rich Haney as interim president at its May 23 meeting in Grayslake. Haney will serve in the role until a national search is completed and a board-appointed replacement assumes the role of president to replace Dr. Jerry Weber. In March, Weber announced his resignation effective June 30 to become president of Bellevue College, Bellevue, Wash.
During May, 50 CLC students and faculty members will venture overseas on four different international field study courses. “From learning to cook in Peru to exploring the culture of Japan, from playing jazz music in China to discovering the art, architecture and history of northern Italy and Croatia, these four CLC field study trips are designed to offer amazing and life-changing learning experiences,” said Liliana Ware of the CLC Center for International Education.
CLC recognized 16 organizations participating in its new Employer Partnership program at two April appreciation events held in Grayslake. Launched in 2016, the program allows employers to participate at three different levels: gold, silver and bronze. Participation can range from serving on career advisory committees to providing tax-deductible donations of equipment to offering internships.
Looking for the ultimate learning experience for your children this summer? Send them to college! Explore Camps at CLC combine imagination and play to shape your child’s future. Programs are offered for children in grades 1-12 from June 12 through July 27, Monday through Thursday.
CLC’s new Guaranteed Transfer Admission agreement with the School of the Art Institute of Chicago has yielded its first accepted student, who also received a prestigious scholarship. The two institutions signed the agreement during Fall Semester 2016, and the partnership provides CLC students the opportunity to receive guaranteed admission to the respected art school.
CLC is among 12 community colleges across the country chosen to participate in the League for Innovation in the Community College's $2.9 million grant to develop a credentialing program for retail workers. Brighter Futures 3.0 will build on the success of the Western Association of Food Chains’ (WAFC) Retail Management Certificate (RMC).
The College of Lake County Board of Trustees approved an intergovernmental agreement with the City of Waukegan at the CLC board’s Dec. 20 meeting. The agreement authorizes the college to provide improved police protection, maintenance and landscaping services for the city’s Madison Street Mall and alley properties located within the college’s Lakeshore Campus boundaries.
The College of Lake County has received the Charles Kennedy Equity Award from the Association of Community College Trustees (ACCT) for its work advancing student success and diversity among students, faculty and staff. Dr. William M. Griffin, chair of the CLC Board of Trustees, accepted the award Oct. 7 at the 47th Annual ACCT Leadership Congress in New Orleans. It is the college’s first ACCT national award.
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.
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 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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