Quest is a four-day program for adults and is offered during the summer. A new topic is explored each year through presentations, discussions and field trips.
Lunch will be provided on the field trip. Otherwise food and beverages are on your own.
Recommended reading:"In the Mecca," by Gwendolyn Brooks
Instructor: Dave Groeninger
At the end of World War II, Chicago, then the fourth largest city in the world, was an industrial colossus that stood at the heart of what promised to be “The American Century.” This session will focus on the promise and problems of those years, as Chicagoans transformed their physical city and created some of the lasting cultural innovations that defined 20th century American architecture, literature, music, entertainment and more.
About the Instructor
David Groeninger, PhD, is chair of the History Department at the College of Lake County. In addition to teaching the United States History surveys, Dr. Groeninger teaches the History of Chicago, United States History since 1945, and American Popular Culture courses. He is a two-time recipient of the Outstanding Faculty Member of the Year Award presented by students.
Instructor: Robin Kacel
“A poem doesn’t do everything for you,” said Gwendolyn Brooks. “You are supposed to go on with your thinking.”
She was the first African-American to win the Pulitzer Prize in 1950 and the Illinois Poet Laureate for 32 years. Arriving in Chicago at a time when Saul Bellow and Carl Sandburg were thriving, she offered the compelling voice of African American writers living in Chicago at the turn of the century. From her second story apartment window, she observed the human struggles of inner-city life and captured them in "A Street in Bronzeville," her first collection of poetry. Brooks’ courage, honesty, and ability to convey what Richard Wright called, “the whimpers of the wounded” will astound and inspire you.
Robin Kacel teaches literature and creative writing courses at the College of Lake County. She earned a B.A. in English from the University of Illinois, an M.A. in English from the University of Chicago and an M.F.A. in Creative Nonfiction from Vermont College of Fine Arts. Robin has published creative nonfiction, essays and articles in English Journal, Writing Magazine and the Chicago Tribune, including interviews with poet Nikki Giovanni and Nobel Peace Prize Winner, Elie Wiesel.
Instructors: In collaboration with Michelangelo Sabatino, Dean, College of Architecture, IIT and Kevin Harrington, Professor Emeritus of Architectural History, Department of Humanities, IIT
Ludwig Mies van der Rohe's design for the new campus of the Illinois Institute of Technology marked the beginning of his successful and highly influential American career, following two decades of critical esteem in his native Germany. In addition he transformed the curriculum of the school's school of architecture. Beginning with a morning presentation in S R Crown Hall, followed by a box lunch, the day will conclude with a comprehensive walking tour of Mies's campus and buildings, as well as more recent buildings by Skidmore, Owings and Merrill, Helmut Jahn, the Office of Metropolitan Architecture and John Ronan. (There will be up to 1.5 miles of walking).
About the Instructors:
Kevin Harrington, Professor Emeritus of Architectural History, Department of Humanities, IIT. Kevin has also been a visiting professor at the University of Illinois Chicago, the Brandenburg Technological University in Germany, the University of Texas Austin, and the Escola da Cidade in Sao Paulo, Brazil. Born in Rochester, NY, he majored in history at Colgate University (BA) and studied the History of Architecture & Urban Development at Cornell University (MA, PhD). Between college and graduate school he served as an officer in the United States Air Force. His publications include Changing Ideas on Architecture in the Encyclopedie, 1750-1776, Mies van der Rohe: Architect as Educator, Chicago’s Famous Buildings, and Lake Point Tower: A Design History. His research focuses on Chicago's architectural and urban development in relation to modern architecture and the modern city, especially considering the ways Chicago is typical or unique.
We would like to thank Michelangelo Sabatino for collaborating with us on this program.
Michelangelo Sabatino, Dean, College of Architecture, IIT, is an architect and historian whose research broadly addresses intersections between culture, technology, and design in the built environment. From his research on preindustrial vernacular traditions and their influence on modern architectures of the Mediterranean region, to his current project, which looks at the transnational forces that have shaped the architecture, infrastructure, and landscape of the Americas over the course of the 19th and 20th centuries, he has trained new light on larger patterns of architectural discourse and production.
Instructor: Ed Torrez, AIA, LEED AP
This presentation will share some insights and discuss the music history of Chicago during the 1950’s and 1960’s which was a major influence in the development of rock and roll, R&B and soul music. Moving from S. Cottage Grove, Chicago’s Record Row was relocated to S. Michigan where as many as 17 record distributors and half a dozen independent recording companies were located. The presentation will also discuss other early independent recording studios and record distributors and share some of the stories on how they influenced the music industry and in some ways provided an avenue and resources for Black professionals to emerge within the industry and a segregated society.
Ed Torrez, AIA, LEED AP, is an architect and president at Bauer Latoza Studio Ltd., located in Chicago. He has been specializing in historic preservation, adaptive reuse, rehabilitation and urban planning projects in Indiana, Texas, Massachusetts, Pennsylvania and Illinois for over 25 years. He served on the Commission on Chicago Landmarks and is a current advisor for the National Trust of Historic Preservation. He serves as a member of the Illinois Historical Sites Advisory Council (IHSAC), member of the executive board of Latinos in Heritage Conservation (LHC) and a member of Landmark Illinois’ Reinvestment Committee.
Coincidently, his firm restored the site of Chess Records (now Blues Heaven Foundation) more than twenty years ago and is currently working on restoring the original recording studio back to its 1950’s condition along with the infamous “echo chamber” and adding a permanent stage to the adjacent Blues Garden.
Edward also studied music and is a professional musician having toured and performed in numerous venues throughout the region and the U.S.
Instructor: Barry Bradford
From 1955-1976 Richard J. Daley was Mayor of Chicago. This multimedia presentation covers the years of Daley – from his roots on the South Side and involvement in the 1919 race riots in Chicago through his methodical climb through the Democratic Party until he reached the pinnacle of total and unchallenged power for two decades. We will look at how he used building programs to reshape the city and consolidate power, how he dealt with the emerging civil rights revolution and his slow loss of power after the Democratic Convention of 1968.
About the instructor:
Barry Bradford is a Presidential and Congressional Award winning historian and speaker. He has won numerous awards including being selected as the National Teacher of the Year, Illinois Teacher of the Year and a recipient of the Golden Apple Award. He has appeared on national and international television, been featured in almost every major American newspaper and offers presentations on over 350 topics.
Instructor: Gary Midkiff
"What happens to a dream deferred?
Does it dry up like a raisin in the sun?
Or fester like a sore and then run?
Maybe it just sags like a heavy load?
Or does it explode?"
Chicago's promise of greatness was subverted by housing segregation, declining quality in public education, a scandal infested police force and excessive attention to the lake front rather than the west side. Chicago may have been the city that worked, but it was also the city of bureaucratic myopia. It is important to understand what went wrong.
About the instructor
Gary Midkiff’s interest in political science and foreign policy began at the University of Chicago. Although his business pursuits led him along many paths, including manufacturing management, international strategy consulting and launching a company, his interest in politics, history and foreign policy formulation has always been a key component of who he is. He has reached a place in his career where he can focus his energies on researching, lecturing and writing about these important subjects.
Instructor: John Kupetz
What happens to a dream deferred? With "A Raisin in the Sun," Chicago-born Lorraine Hansberry gave an answer to Langston Hughes’ question. When her play opened in 1959, she also became the first African-American woman to have a play produced on Broadway. We’ll look at the 1961 film version with her adapted screenplay and the original Broadway cast -- including Sidney Poitier. Participants will then discuss how Hansberry’s play still speaks more than 50 years later and addresses issues of race, gender and class in a nation that is still deferring the dreams of some of its people.
John Kupetz is an English and journalism instructor at the College of Lake County and teaches classic cinema classes for the Discovery program.
Morning sessions are 9:30-11:30 a.m. and afternoon sessions are 1-3 p.m. unless otherwise noted.
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“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.”
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“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.”
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“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.”
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“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.”
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“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.”
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“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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