Teresa NovinskaInstructor, Hospitality and Culinary ManagementT208847firstname.lastname@example.org
Specialties: Baking and pastry arts, cake decorating.
Teaching full time at CLC since: 2010; previously taught part time at Elgin Community College, Harper College and the College of DuPage; also has taught wine and cheese tasting and conducted chef demonstrations at hotels.
Subjects taught at CLC: Patisserie (pastries and sweets), yeast breads, special diets, healthful baking, culinary internship for baking and pastry arts.
Other professional experience: Teresa has worked in the hospitality industry for 30 years. She started working in family-owned restaurants and in a country club as a dishwasher, busser, server, cook and bartender, and then became a line cook during college. After graduation, she began a 17-year career at Marriott International, eventually becoming a banquet chef and pastry chef. Later, she worked in research and development, oversaw the retail store and cake decorators for a wholesale and retail bakery. Teresa is a member of International Food Service Executives Association, the Pastry Alliance and the American Culinary Federation.
Education: B.S., University of Wisconsin-Stout; baking certificate from Elgin Community College; continuing education classes at the Culinary Institute of America; currently working on a master’s degree from the University of Nebraska-Lincoln.
Main goal in teaching: I strive to share my passion, skills and experiences to help students develop skills, learn techniques, concepts and teamwork so they are prepared – not only to graduate, but to work in the hospitality field.
William VenaInstructor, Hospitality and Culinary ManagementT208847email@example.com
Specialties: Culinary arts and regional cuisine.
Teaching full time at CLC since: 2012; previously taught for one year as an adjunct.
Subjects taught at CLC: Culinary principles, cold food preparation, American regional cuisine, Italian regional cuisine and restaurant operations.
Other professional experience: William’s 28 years in the culinary and hospitality field includes, hotels, restaurants and private country clubs, including the Westmoreland Country Club in Wilmette, which was named one of the top country clubs in the United States during his tenure.
Education: A.S., California Culinary Academy, B.F.A., College of Santa Fe.
Main goal in teaching: I strive to train our students to become successful chefs, and I hope they become as excited every day about cooking as I am!
Rob WygantInstructor, Hospitality and Culinary ManagementT206847firstname.lastname@example.org
Specialties: Culinary arts, regional cuisines, culinary internships.
Teaching full time at CLC since: 2010; previously taught for two years as a CLC adjunct; also has taught many “informal” cooking classes in the country clubs, restaurants and hotels where he has worked.
Education: A.S., California Culinary Academy; presently working on a bachelor’s degree from Johnson & Wales University.
Most memorable teaching experience: In my first semester at CLC, we were scheduled to study baking and pastry – specifically, cookies. Two of the items that were ordered were milk and sugar, and without them, the cookies couldn’t be made. But the ingredients were not delivered. So we had to raid the Lancers’ cafeteria for sugar packets and coffee creamers (sorry, Lancers!) in order to continue cooking. I remember standing around a table, opening packets and teaching students that thinking on your feet is one of the necessary traits a good chef needs to possess.
Lynn DestryPT Faculty - Credit Courses847/543-2000 email@example.com
Teaching part time at CLC since: 2009.
Professional background: Chef Lynn has more than 25 years of food industry experience. She is a catering manager for Roundy’s Supermarkets, and her culinary background includes corporate, contract, hotel and university food service. Lynn also was regional executive chef for Au Bon Pain, which operates 50 restaurants in five states. Her duties included training employees, teaching food safety and conducting restaurant quality audits and coaching. She also taught culinary principles to both crew members and managers.
Education: A.O.S, B.S., The Culinary Institute of America: B.S., Purdue University. She is a Registered Dietician.
Thomas GourleyPT Faculty - Credit Courses847/543-2000 firstname.lastname@example.org
Specialty: Hospitality supervision.
Teaching part time at CLC since: 2010.
Professional background: Professor Gourley’s career in food service and hospitality management includes six years at Hospira and 21 years at Abbott Laboratories. At each company, he was a consultant for Caribbean, Central American and domestic manufacturing facilities in the areas of food service operations and facility design and construction. Professor Gourley also spent four years as foodservice director at ARAMARK. A Registered Organization Development Professional with The International Society for Organization Development and Change, he focuses on appreciative inquiry, behavioral economics and adult learning.
Education: B.S., St. Procopius College; M.S., Benedictine University.
Teaching part time at CLC since: 2007.
Professional background: Chef Herr’s career in foodservice management spans 24 years, in which he has spent the last six as general manager for Sodexo Foodservice. Previously, he worked as a chef for eight years.
Education: B.A.Sc., Concordia University-Wisconsin.
Colleen KarstedPT Faculty - Credit Courses847/543-2000 email@example.com
Teaching part time at CLC since: 2014; previously, she taught at the Illinois Institute of Art-Chicago, Le Cordon Bleu College of Culinary Arts-Chicago, the New England Culinary Institute and the Calphalon Culinary Center in Chicago.
Professional background: Chef Karsted has been a chef at restaurants in Sonoma, Calif., as well as a Hyatt Regency hotel and a mountainside club in the Vail area of Colorado.
Education: B.A., Kendall College; M.Ed., National Louis University.
Jeanne KrausPT Faculty - Credit Courses847/543-2000 firstname.lastname@example.org
Specialties: Baking and pastry arts.
Teaching part time at CLC since: 2014; previously, she has taught at the Illinois Institute of Art-Chicago, Kendall College and Le Cordon Bleu College of Culinary Arts-Chicago.
Professional background: Chef Kraus has nearly 20 years of experience working in fine-dining restaurants, bakeries and catering. She was the pastry chef at the Chicago restaurants Marché and Hudson Club as well the Winnetka Grill and Blind Faith Café in the North Shore area. She also co-owned and operated The Bakeshoppe of Hubbard Woods, developing skills in custom-decorated wedding and specialty cakes and cookies. Through continuing education and professional development classes, Chef Kraus has further advanced her skills in sugar artistry and chocolate work and makes gingerbread houses for sale and charity donations as a hobby.
Education: B.A.S., Illinois Institute of Art-Chicago; B.S., Southern Illinois University-Carbondale; certificate in baking and pastry arts, Le Cordon Bleu College of Culinary Arts-Chicago.
David MarinoPT Faculty - Credit Courses847/543-2000 email@example.com
Professional background: Chef Marino has been an executive chef in the health care industry for 20 years. He is currently executive chef and director of dining services at the Summit of Uptown retirement home in Park Ridge. Previously, he worked with the Morrison division of Compass Group USA at various hospitals and retirement homes. Chef Marino also operated a small catering business called Applauze Catering.
Education: A.A.S., College of DuPage; B.A., Art Institute of Pittsburgh; M.S.E., Kaplan University.
Christine RadulescuPT Faculty - Credit Courses847/543-2000 firstname.lastname@example.org
Specialty: Baking and pastry arts.
Professional background: Chef Radulescu has 13 years’ experience working at restaurants, hotels and resorts. She currently is pastry chef for the Signature Room at 95th in Chicago’s Hancock Tower, where she oversees a small, all-electric pastry kitchen serving more than 800,000 guests each year. Previously, she was pastry chef at Grand Geneva Resort in Lake Geneva, Wis., where she executed production for three restaurants, a café and private dining. Chef Radulescu’s experience also includes the Hotel Sofitel Rosemount and five years at Chicago’s Sofitel Water Tower, where she helped open the pastry department.
Education: A.A.S., Kendall College; class certificates from the French Pastry School in Chicago.
Teaching part time at CLC since: 2008.
Professional background: Chef Sheahan’s 27-year career began when he served as lead chef for The Palace Arms Dining Room within the Brown Palace Hotel in Denver. He also has worked as executive chef for Compass Group, Inc. and was chef/manager and front-line supervisor for Sodexo, Inc., where he additionally served in the capacity of production chef for the Chicago Bears’ headquarters in Lake Forest. As a corporate chef for Kraft Foods and a development chef/quality assurance inspector for Culinary Foods Inc., Chef Sheahan gained experience in culinary research and development and large-scale food manufacturing. He also has managed multi-unit, front-of-house and back-of-house operations within the casual theme restaurant segment for Carlson Restaurants Worldwide. Chef Sheahan has managed and owned several independent quick-serve properties in the Chicago area. He also owns and operates The Flexible Chef, an off-premise catering company and personal chef service.
Education: A.O.S, The Culinary Institute of America.
Carolyn ElbertPT Faculty - Credit Courses847/543-2000 email@example.com
Teaching part time at CLC since: 2011; she also teaches at Iowa State University.
Professional background: Professor Elbert has logged more than a decade in hotel and restaurant management in Illinois, Iowa, Michigan and Kentucky. Her range of experience includes hotel operations, food and beverage operations, club management and special event management. She is also a certified ServSafe® instructor and proctor from the National Restaurant Association. An active member of the Club Managers Association of America, Professor Elbert is continuing her education to become a Certified Hospitality Professional Educator.
Education: B.S., Iowa State University; M.S., University of Nebraska-Lincoln.
Sarah GraefPT Faculty - Credit Courses847/543-2000 firstname.lastname@example.org
Teaching part time at CLC since: 2013.
Specialty: Nutrition, especially decreasing the impact of chronic disease with dietary modification.
Professional background: Professor Graef, teaches nutrition and is a licensed dietitian and chiropractic physician. She is the owner of Natural Solutions, a Vernon Hills-based chiropractic office and nutritional consulting firm. Previously, she worked as a chiropractic physician in the Chicago area.
Education: B.S., Bradley University; Doctor of Chiropractic (D.C.), National University of Health Sciences.
Andrew MeyerPT Faculty - Credit Courses847/543-2000 email@example.com
Teaching part time at CLC since: 2009; previously, he taught at Kendall College for six years; he also has taught full time at the Lake County High Schools Technology Campus since 2004.
Professional background: After starting at the Chicago Hilton and Towers, Professor Meyer later became the food service manager for Marriott Educational Services at Northwestern University.
Education: A.A.S., Kendall College.
Lisa SimonPT Faculty - Credit Courses847/543-2000 firstname.lastname@example.org
Professional background: Professor Bartsch is food and beverage director at the Hawthorn Woods Country Club. Her career includes an internship at Walt Disney World, where she worked in the fine-dining King Stephan’s Banquet Hall (currently Cinderella’s Royal Table) in Cinderella Castle. She also interned at The Muttontown Club in Long Island, where she found her niche in the golf and country club business.
Education: B.S., University of Wisconsin-Stout.
Tiffany TenninPT Faculty - Credit Courses847/543-2000 email@example.com
Teaching full time at CLC since: 2005.
Professional background: Professor Tennin is a registered and licensed dietitian nutritionist who is certified in adult and pediatric weight management as well as in breastfeeding education. She has worked in all three fields of nutrition and wellness (clinical, community and food service).
Education: B.S. and M.S., Illinois State University; completed a dietetic internship and registration requirements at the University of Oklahoma Health Science Center.
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“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.”
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“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.”
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“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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