Jeffrey AndrewsInstructor, MathematicsT326firstname.lastname@example.org
Teaching full time at CLC since: 2006; also taught part time at Parkland College and served as a graduate assistant at Eastern Illinois University.
Subjects taught at CLC: Algebra, pre-calculus, calculus, discrete mathematics and general education mathematics.
Education: B.A., Augustana College; M.A., Eastern Illinois University; M.A., University of Illinois at Urbana-Champaign.
Main goal in teaching: 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. I also hope my students know that I care about them and their success, both inside and outside of the classroom.
Mark BeintemaInstructor, MathematicsT326email@example.com
Teaching full time at CLC since: 2004; previously taught at the Keller Graduate School of Management, the University of Wisconsin, Lawrence University and Southern Illinois University.
Education: B.S., University of Wyoming; M.S., University of Wyoming; Ph.D., University of South Carolina.
Kimberly BoykeInstructor, MathematicsL135847firstname.lastname@example.org
Teaching full time at CLC since: 1996; also taught as a teaching assistant at Kansas State University; authored a geometry textbook and an open-source mathematics course for heating, ventilating and air conditioning students.
Education: A.A., University of Maryland; B.S., University of Maryland; B.S., Kansas State University; M.S., Kansas State University.
Main goal in teaching: To reduce the number of people who say “I’m not good at math.”
Donna CarlsonInstructor, MathematicsT326email@example.com
Teaching full time at CLC since: 1989; previously taught at two Illinois high schools; received the 2011-12 Teaching Excellence Award from the Austin, Tex.-based National Institute for Staff and Organizational Development; current board member of the Illinois Mathematics Association of Community Colleges.
Subjects taught at CLC: Elementary mathematical concepts, algebra, geometry, mathematics for elementary teaching, trigonometry, finite mathematics, pre-calculus, statistics, calculus and analytic geometry.
Education: B.S. and M.S., University of Illinois at Urbana-Champaign.
Main goal in teaching: To change students’ perceptions that mathematics is a collection of processes that must be memorized. Mathematics is so much easier to understand when you concentrate on learning concepts, not memorizing procedures. I try to build classroom activities to foster conceptual learning. In my classes, we ask and seek answers to a lot of questions like, “What does this mean?” and “Why does this make sense?”
Natalia CasperInstructor, MathematicsT326firstname.lastname@example.org
Education: B.S. and M.S., Marquette University.
Teaching full time at CLC since: 2003; also served as a teaching assistant at the University of Illinois; received the 2014-15 Teaching Excellence award from the National Institute for Organizational and Staff Development.
Subjects taught at CLC: Algebra, statistics, mathematics for elementary teaching, technical mathematics, calculus and analytic geometry.
Education: B.S., Texas Christian University; two master of science degrees from the University of Illinois at Urbana-Champaign.
What I do to engage students: 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. The guided notes provide definitions, theorems and examples with plenty of space for us to work though the material together, so that the class can focus on problem solving and discussion, rather than just copying down what has been written on the board. I use Camtasia with my tablet PC and the same guided notes to present the material to my online students.
Anni GossmannInstructor, MathematicsT326email@example.com
Education: B.S., Loyola University, Chicago; M.S., University of Wisconsin-Milwaukee.
Jason HasbrouckInstructor, MathematicsT326firstname.lastname@example.org
Teaching full time at CLC since: 2005; previously taught high school mathematics and computer science for two years in Pennsylvania. He also was a teaching assistant for college-level mathematics at Bowling Green State University and was a fulltime instructor at Prairie State College.
Education: B.S., Allegheny College; M.A., Bowling Green State University.
Main goal in teaching: To change students’ negative perceptions about mathematics and help them to see the beauty of math, but at a minimum, at least help them to have a positive math experience. Helping students is very rewarding and makes teaching a wonderful career.
Kim HasbrouckInstructor, MathematicsT326email@example.com
Teaching full time at CLC since: 2004; previously taught as a graduate assistant at Bowling Green State University in Bowling Green, Ohio.
Education: M.S., University of Pittsburgh; M.A., Bowling Green State University.
Laura HobartInstructor, MathematicsT326firstname.lastname@example.org
Teaching full time at CLC since: 2011; previously taught as a CLC adjunct for 10 years. She also taught high school and college math in Mississippi; served as an adjunct at two Mississippi colleges as well as National-Louis University and Roosevelt University.
Education: B.A., Luther College; M.S., Iowa State University.
Most memorable teaching experience: I once taught a quantitative literacy class, and one particular student was not successful on the testing portion of the class. But she wrote incredible papers, which were enough to put her on the passing bubble as we went into the final exam. She needed a 70 on the final to pass the class but had never scored above a 60 on any previous tests. She was the last one done and asked me to grade it before she left, as she had family coming in for graduation and if she failed the class she was going to tell them not to come. I didn’t want to grade it in front of her because I didn’t want to have to tell her if she failed—but I did it anyway. She sat silently with her head bowed while I graded. When I told her she got a 75 on the test, she and I both cried. It was a good day to be a teacher.
Tracey HoyInstructor, MathematicsT326email@example.com
Specialties: Professor Hoy is one of the math faculty members in charge of the Math Centers at all three campuses.
Teaching full time at CLC since: 1989; also taught at two high schools, two community colleges and two four-year colleges.
Subjects taught at CLC: Most math courses offered at CLC; past winner of the Teaching Excellence Award from the National Institute for Staff and Organizational Development; current member of the Illinois Mathematics Association of Community Colleges.
Education: B.S., Elmhurst College; M.S., Northern Illinois University.
Main goal in teaching: My philosophy of teaching can be summed up by, “Meet students where they are. Help them move forward.” I believe in supporting students as they work to achieve their goals and in helping them understand what their responsibilities are if they wish to succeed.
Byron HunterInstructor, MathematicsL137847firstname.lastname@example.org
Education: B.S., Carroll College; M.S., University of Wisconsin-Milwaukee.
Saehan HwangInstructor, MathematicsT326email@example.com
Teaching full time at CLC since: 2014; previously taught at New York City’s Hunter College and Queensborough Community College.
Education: B.A., Queens College of the City University of New York; M.Phil., Graduate Center of the City University of New York.
Shyam KurupInstructor, MathematicsL136847firstname.lastname@example.org
Education: B.S., University of Illinois at Urbana-Champaign; M.S., DePaul University; M.S., Roosevelt University.
Jeff MudrockInstructor, MathematicsT326email@example.com
Specialties: Discrete mathematics and graph theory.
Teaching full time at CLC since: 2012; previously taught as a CLC adjunct; also taught at Elgin and Kankakee Community Colleges and was a teaching assistant at the University of Illinois.
Education: B.S. and M.S., University of Illinois at Urbana-Champaign; currently is working on a Ph.D. from the Illinois Institute of Technology.
Annette NehringInstructor, MathematicsL135847firstname.lastname@example.org
Teaching full time at CLC since: 2009; as a National Science Foundation fellow, Professor Nehring worked at a northern Minnesota middle school, encouraging Native Americans to pursue careers in mathematics.
Education: B.S. and M.S., University of Minnesota-Duluth.
Main goal in teaching: Math is more than just arithmetic, algebra and geometry. There is a vast array of topics within the field, which is what makes it interesting to me. I want to expose students to these other topics so they can see that there is something for everyone! I hope to build my students’ skills, so they can move forward with strong confidence in their mathematical abilities.
Scott ReedInstructor, MathematicsT326email@example.com
Education: B.S. and M.A., Truman State University.
William RolliInstructor, MathematicsT326firstname.lastname@example.org
Specialties: Functional analysis and linear algebra.
Teaching full time at CLC since: 2006; previously taught as an adjunct at Marquette University. He also taught seven years at Bowling Green State University as a graduate teaching assistant.
Subjects taught at CLC: Basic algebra, calculus and analytic geometry, linear algebra and more. Professor Rolli has published in the Journal of Mathematical Analysis and Applications.
Education: B.S., Trine University; M.A. and Ph.D., Bowling Green State University.
What I do to engage students: I try to develop a rapport with my students by talking with them inside and outside the classroom to figure out their mathematical background, their academic goals and concerns and their personal interests. Academically, I set high expectations for students; expecting them to be responsible for their own attendance, actions and work. 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. It makes teaching a rewarding job when I see students growing both intellectually and personally.
Mark SmithInstructor, MathematicsT326email@example.com
Education: B.A., Bradley University; M.S., Purdue University.
Jon SpragueInstructor, MathematicsA137847firstname.lastname@example.org
Teaching full time at CLC since: 2014; previously taught for four years as a CLC adjunct. He also was math instructor and department chair at Wauconda High School from 2002 to 2014.
Education: B.A., Trinity International University; M.S., Northeastern Illinois University.
John ThomasInstructor, MathematicsT326email@example.com
Education: B.A., Northwestern University; M.S., Northern Illinois University; Ph.D., University of Illinois-Chicago.
Stewart ThornburghInstructor, MathematicsT326firstname.lastname@example.org
Teaching full time at CLC since: 2002
Education: B.S., University of Illinois; M.A., Eastern Illinois University.
Chris WyniawskyjInstructor, MathematicsT326email@example.com
Teaching full time at CLC since: 2012; previously taught at the University of Wisconsin-Milwaukee.
Subjects taught at CLC: Algebra, quantitative literacy, pre-calculus, calculus and analytic geometry, ordinary differential equations. Professor Wyniawskyj is a member of Project ACCCESS, a professional development program offered through the American Mathematical Association of Two-Year Colleges.
Education: A.A., North Central Michigan College, B.S., Northern Michigan University, M.S., University of Wisconsin-Milwaukee.
What I do to engage students: I always have lots of energy and try to not get lost in the typical lecture style in a lot of mathematics classes. I use varying styles of instruction and activities, and I use humor so that no one gets bored!
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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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“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.”
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“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.”
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“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.”
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“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.”
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“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.”
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“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.”
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“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.”
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“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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