Lynn HarperInstructor, CommunicationB283847firstname.lastname@example.org
Professor Lynn Harper started as a full-time instructor at CLC in 2007, teaching Public speaking, honors public speaking, dynamics of small group communication and interviewing. Having a competitive background in Public Speaking and Oral Interpretation, naturally she specializes in both. She has conducted multiple workshops on and off campus focusing in areas of leadership skills, how to effectively communicate with your professor and how to improve public speaking skills.
Her greatest passion is Forensics, better known as the Speech and Debate team. Professor Harper began as the assistant director in 2007, then became the director in 2010. In 2016 she stepped down to pursue other avenues in higher education. During her tenure as director of forensics, she was honored with the National Phi Rho Pi Collie-Taylor award for Coach of the year in 2012 and 2013.
Professor Harper attended a community college receiving her A.A.S. before acquiring both her B.A. & M.A. in Communication Studies from Eastern Illinois University. Her B.A. focuses on Corporate Communication while her M.A. focuses on Community College Pedagogy. Prior to teaching at CLC, she taught at Eastern Illinois University and Danville Area Community College.
“It is important on the first day of class to establish an atmosphere that will allow students to feel safe and comfortable. I want them to share their ideas, opinions and beliefs without being judged. We share messages daily. What will you do with your messages? Create, share and change the world.”
Rick SollerInstructor, CommunicationB281847email@example.com
Professor Rick Soller serves as Chair of the Communication Department and recently completed one of several terms as past President of the Faculty Union. He earned a Bachelor of Science degree in Business from The Ohio State University, and a Master’s degree in Communication Studies from Northern Illinois University. He took four years of doctoral coursework in Communication at The Ohio State University and is currently finishing a doctoral program in Education at Northern Illinois University. Previously Mr. Soller taught at Northern Illinois University as a graduate assistant and at the University of Wisconsin-Oshkosh as a full-time instructor. He has also taught at Columbus State Community College as an adjunct faculty member and at The Ohio State University as a graduate student.
Professor Soller gained extensive debate experience over the years. He successfully debated in high school, competed on the intercollegiate team at The Ohio State University, coached debate as a Graduate Assistant at Northern Illinois University, coached debate as an assistant at the University of Wisconsin-Oshkosh, and directed the CLC program for one year. He has also participated in debates with international teams including a team from Russia and a team from New Zealand.
Professor Soller has taught a variety of courses since his hire at CLC. These include Interpersonal Communication, Fundamentals of Communication, Small Group Communication, Interviewing Practices, and Mass Media Communication. He recently added an Argumentation and Debate course to the curriculum that he looks forward to teaching. Currently, he primarily teaches Interviewing Practices, covering the latest interviewing technology such as Survey Monkey, Internet job sites, and chatbots, plus he works to make the course affordable by making all the course material available on Blackboard so students do not have to purchase a textbook.
Nedra Adams-SollerInstructor, CommunicationB281847firstname.lastname@example.org
Nedra Adams-Soller has taught in the Communication Department since 1991. She earned a Bachelor’s and Master’s degree in Communication from Eastern Michigan University, and completed four years of doctoral coursework in Communication at The Ohio State University. Currently she is pursuing a doctoral degree in Adult and Higher Education at Northern Illinois University. Her first teaching position was at Jackson Community College, which she also attended, and she gained additional teaching experience at Eastern Michigan University, The Ohio State University, Columbus State Community College and Honda of America.
Professor Adams-Soller teaches Public Speaking, Communication Skills and Communication and Gender courses at CLC. She has also taught Communication Theory, and Business and Professional Speaking. Her research interests include exploring how public speaking anxiety affects a student’s ability to persist and intervention strategies to reduce public speaking anxiety, as well as how faculty achieve consistency in evaluating public speaking across multiple sections of the course. She has taught at all three CLC campuses, but has a special affection for the diverse students at the Lakeshore campus where she teaches every semester.
As a former intercollegiate award winner in Informative and Persuasive speaking at the Phi Rho Pi National Forensics/Speech Tournament, Professor Adams-Soller desires to economically support budding orators through the scholarship she and her husband founded—The Richard Soller and Nedra Adams-Soller Forensics Scholarship
Joel ChmaraInstructor, CommunicationB283847email@example.com
Joel Chmara started teaching at the College of Lake County in 2004. He teaches Public Speaking, Small Group Communication and he developed an Oral Interpretation performance art course that runs every spring semester.Joel was the head coach of the Speech Team for 8 years and now serves as the assistant coach. He is also a performance poet who has toured throughout the U.S. and Europe. Joel has featured on HBO’s Def Poetry, been in the National Poetry Slam finals, co-wrote and co-starred in a Big 10 Basketball commercial, and was once paid not to perform for Michelle Obama (totally true). He is a member of Poetry Slam creator Marc Smith’s “Speak’Easy” ensemble, which featured at festivals in Chicago, Germany, Switzerland, and France. Joel is an alumni of Northern Arizona University and Illinois State University.
Fred GiffordInstructor, CommunicationB285847firstname.lastname@example.org
It all began when I fell off a roof. After graduating from Franklin High School in Milwaukee I obtained a certificate in carpentry from Milwaukee Area Technical College, after which I immediately became a carpenter's apprentice. Two months into the job, I was hammering nails into the roof of a house and I day-dreamed myself backwards off that roof and landed nine feet below on the grass. That crash landing inspired to work with my mind rather than my hands, thus initiated my trip through higher education. The journey led me to the acquisition of a bachelor’s degree then master’s degree in Communication from the University of Wisconsin – Milwaukee and, ultimately, to a professorship at the College of Lake County.
While my informal, then formal, education was of great value, that which I've learned from my 1000s of students during my 25 years teaching at CLC has been priceless. I believe each individual in a classroom serves as a teacher and a student; every person, whether in college or not, provides an opportunity for others to learn. Although I teach a variety of communication courses at CLC, I consider myself an Intercultural Communication specialist, but I take pride in knowing that each of our Communication Department’s courses have the potential to be a life changing experience for you.
When I received the gift of employment at CLC, I had no idea how high the incredible faculty, staff, and students would elevate me off that unforgiving ground I fell to decades ago. I hope to see you elevate yourself in one of our courses soon.
Kari ProftInstructor, CommunicationV210847email@example.com
Professor Kari Proft has a Bachelor’s degree in Public Relations and a Master’s degree in Communication from Illinois State University. Her doctorate in Higher Education and Adult Learning will be completed in 2018. Prior to her tenure at CLC, Kari worked in the non-profit sector in the Chicagoland area and ran a small web based company that developed public education web sites. In 1999, she began teaching at night for CLC as a “hobby” to get involved in community education. In fall 2008 her “hobby” became a career committed to teaching and learning as a full time tenured faculty member for CLC. She has a true passion for student success in helping them build the academic skills they need, whether the next step is a career choice or to transfer to a four year school.
Having her office at the CLC Southlake Campus in Vernon Hills, provides Professor Proft with the opportunity to teach a variety of communication courses: Public Speaking, Intercultural Communication, Interviewing Practices, and Communication Skills. In addition to teaching, Kari serves on the CLC Foundation Board and serves on various committees with the purpose to enhance the teaching and learning environment. By living in the community near the SLC, Kari enjoys the opportunities she has to promote the services and quality of education provided by CLC. When she is not at CLC, students will see her at music festivals, high school sporting events, and the local Starbuck’s.
Cindu Thomas-GeorgeInstructor, CommunicationB285847firstname.lastname@example.org
Cindu is a tenured professor of Communication Studies specializing in Public Speaking, Intercultural Communication, and Online Education. Cindu was nationally recognized for her skill, expertise, and commitment to Education in 2017 when she was awarded the NISOD Teaching Excellence Award.
In addition to her faculty role at CLC, Cindu is committed and invested in the college’s diversity initiatives. She served as the first faculty chair of CLC’s current diversity commission from 2011-2014 and is also the co-founder and Lead Trainer for the Diversity and Equity Infusion Project (DEIP), an institutionalized training program that is committed to preparing faculty and staff to work towards creating a college culture that promotes and values diversity, inclusion, and equity to better serve the increasingly diverse students, staff, and faculty at the CLC. Additionally, Cindu is the Founder and Principal Trainer of Shakti Diversity and Equity Training where she designs and facilitates professional development workshops that promote equity, cultural competence, and effective and strategic communication for organizations across a variety of industries.
Cindu began her career as an adjunct faculty member at San Francisco State University and City College of San Francisco. She holds an M.A. in Communication Studies from San Francisco State University where she learned the art of teaching, public speaking, and the importance and relevance that diversity and social justice education has in our world.
“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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