Guaranteed admission agreements provide CLC students seamless transfer to earn their bachelor's degree to several partner colleges and universities.
Transfer to Paris and earn a Bachelor Degree of Business Administration. CLC students who complete an Associate in Arts in Business Administration or and Associate in Applied Science in Business Administration with a cumulative GPA of 2.75 or higher are guaranteed admission to the Bachelor of Business degree program at the American Business School of Paris. For more information and an overview of course requirements review the ABS A.A. Agreement (PDF) and the ABS A.A.S. agreement (PDF). Interested students may contact Liliana Ware at (847) 543-2563 or email@example.com.
ASU, ranked as one of the top public universities in the nation and the world, is also a top choice for Illinois college students who transfer out of state to complete their undergraduate degrees. Designed for community college students, the Guaranteed Program for Admission helps you stay focused on earning your undergraduate degree and planning for a smooth transfer to ASU. To participate in this program or to learn more, visit the ASU website.
Founded in 1847, Carthage College is a four-year, private college of the liberal arts and sciences. The guaranteed admission agreement is open to domestic and international students. CLC students who maintain a minimum cumulative GPA of 2.5 on all transferable course work and who plan to earn their bachelor's degree from Carthage are encouraged to participate. Interested students are encouraged to speak to a transfer advisor and submit the Carthage College participation form (PDF) at least one year in advance of their first semester at Carthage. The Carthage Guaranteed Admission Agreement (PDF) outlines the requirements that must be met in order to guarantee admission to Carthage College.
Founded in 1851, Columbia College is a private, nonprofit, liberal arts and sciences college that takes pride in its small classes, experienced faculty and quality educational programs. Columbia College of Missouri offers degree programs on 36 campuses nationwide, with one campus conveniently located in Gurnee, IL where evening and online classes are offered. CLC students who maintain a minimum cumulative GPA of 2.0 on all transferable course work will be guaranteed admission into all undergraduate degree programs (with the exception of the Bachelor of Nursing Programs which have a separate application process). Interested students should speak to a transfer advisor and submit the Columbia College of Missouri participation form (PDF) early in order to ensure accurate course selection for the student’s desired program at CCMO. The Columbia College of Missouri Guaranteed Admission Agreement (PDF) outlines the requirements that must be met in order to guarantee admission.
Joining this program is a great option if you plan to earn a bachelor’s degree from DePaul. Joining DAPP allows you to lock in DePaul degree requirements for 3 years, meet regularly with DePaul transfer admission counselors, qualify for DAPP scholarships, and be eligible for DePaul Accelerated Transfer Admission process. To participate, you must have graduated from high school and have fewer than 30 semester hours of college level credit. See the DAPP brochure (PDF) or visit www.depaul.edu/DAPP for more information on how to apply to DePaul and join DAPP. This agreement is also available to International students who may view the International DAPP brochure (PDF).
Eastern Illinois University has a rich tradition of preparing students to accomplish their life goals through a great combination of quality academics and personal relationships. Consistently ranked in the top third of Midwest universities in its class by U.S. News and World Report, Eastern has earned its reputation by offering a wide variety of undergraduate and graduate programs. Interested students are encouraged to speak to a transfer advisor and submit the Eastern Illinois University participation form (PDF) at least one year in advance of their first semester at Eastern. The Eastern Illinois University Guaranteed Admission Agreement (PDF) outlines a clear path for students interested in attending Eastern Illinois University.
A private college in the heart of the Chicago metropolitan area, Elmhurst College is committed to helping students reach their potential–in college and in the world beyond. Each year, Elmhurst College welcomes more than 300 transfer students to their friendly campus community. Interested students are encouraged to speak to a transfer advisor and submit the Elmhurst College participation form (PDF) at least one year in advance of their first semester at Elmhurst. For more information, view the Elmhurst College Guaranteed Admission Agreement (PDF).
With DEGREE UP through Herzing University, you can maximize your credits by starting your education at the College of Lake County and finishing your bachelor’s degree from Herzing University. Once you earn your associate degree at CLC, stay at CLC and take additional specified courses that count toward your bachelor’s degree with Herzing. Complete the required Herzing University bachelor’s degree courses at a local campus like Herzing's Kenosha campus or through Herzing Online. For a list of available programs, view the program offerings by campus (PDF).
Interested students are encouraged to speak to a transfer advisor and submit the Herzing University participation form (PDF) at least one year in advance of their first semester at Herzing. For more information, visit Herzing's DEGREE UP website or view the Herzing Guaranteed Admission Agreement (PDF).
Kendall College is a private institution of higher learning that offers students undergraduate degrees in business, culinary arts, early childhood education, and hospitality management. The curriculum at Kendall College provides strong academic education combined with transformative practical experience to effectively prepare students to become leaders in their professions. Interested students are encouraged to speak to a transfer advisor and submit the Kendall College participation form (PDF) at least one year in advance of their first semester. For more information, view the Kendall College Guaranteed Admission Agreement (PDF).
North Central College is a comprehensive liberal arts college affiliated with the United Methodist Church. It has nearly 70 areas of study, including majors, minors, pre-professional and graduate programs, weaving together the arts and sciences. The guaranteed admission agreement is open to domestic and international students. Interested students are encouraged to speak to a transfer advisor and submit the North Central College participation form (PDF) at least one year in advance of their first semester at North Central College. For more information, view the North Central College Guaranteed Admission Agreement (PDF).
Northeastern Illinois University (NEIU) is a fully accredited public university serving the Chicago metropolitan area offering programs in the arts, sciences, business, and education. Interested students are encouraged to contact a transfer advisor at (773) 442-4076 or firstname.lastname@example.org and submit an NEIU participation form (PDF) any time prior to completing 45 credit hours at College of Lake County. Participating early ensures accurate course selection for the student’s desired program at Northeastern Illinois University. The NEIU Guaranteed Admission Agreement (PDF) outlines the requirements that must be met in order to guarantee admission to Northeastern Illinois University.
Northern Illinois University is a world-class, research-focused public institution. Through internships, research, study abroad, 220 student organizations and more, the faculty and staff of NIU work hard to provide life-changing opportunities. An NIU education is nationally recognized in quality, nationally ranked in value and aimed at providing personal, career and life success for students. Interested students are encouraged to speak to a transfer advisor and submit the Northern Illinois University participation form (PDF) at least one year in advance of their first semester. For more information, visit NIU's official Guaranteed Admission website or view the Northern Illinois University Guaranteed Admission Agreement (PDF).
The Pursue ONU initiative gives students the opportunity to be simultaneously admitted to Olivet Nazarene University and CLC. The goal is to create a seamless and successful transition to transfer students intending to complete their baccalaureate degree at ONU. Interested students are encouraged to speak to a transfer advisor and submit the Olivet Nazarene University participation form (PDF) at least one year in advance of their first semester at Olivet. Choose from programs in Nursing, Business, Criminal Justice and Applied Science. For more information, visit the Olivet Nazarene University website or view the Olivet Guaranteed Admission Agreement (PDF).
A leader in educating artists, designers, and scholars since 1866, the School of the Art Institute of Chicago (SAIC) offers nationally accredited undergraduate, graduate, and post-baccalaureate programs to more than 3,500 students from around the globe. CLC students who maintain a minimum cumulative GPA of 3.0 with a C or higher in academic coursework and have completed a minimum of 2 studio art courses with a grade of a C or higher are encouraged to apply. Interested students should speak to a transfer advisor and submit the SAIC participation form (PDF) early in order to ensure accurate course selection for the student’s desired program at SAIC. The SAIC Guaranteed Admission Agreement (PDF) outlines the requirements that must be met in order to guarantee admission.
SIU embraces a unique tradition of access and opportunity, inclusive excellence, innovation in research and creativity, and outstanding teaching focused on nurturing student success. As a nationally ranked public research university and regional economic catalyst, we create and exchange knowledge to shape future leaders, improve our communities, and transform lives. Interested students are encouraged to speak to a transfer advisor and submit the Southern Illinois participation form at least one year in advance of their first semester. For more information, view the Southern Illinois University Guaranteed Admission Agreement (PDF).
Trinity International University (TIU) is composed of a liberal arts college (which offers over 30 majors and 23 prescribed minors), a divinity school, a graduate school, and a law school in California. Trinity is the educational ministry of the Evangelical Free Church of America. Students interested in transferring to Trinity are encouraged to speak to a transfer advisor and submit the TIU participation form (PDF) at least one year in advance of their first semester at TIU. CLC students matriculating to Trinity through the Guaranteed Admission program with a 3.0 cumulative GPA or higher are also guaranteed Trinity grant assistance totaling $14,000 annually. The TIU Guaranteed Admission Agreement (PDF) outlines a clear path for students interested in attending TIU.
The University of Illinois at Chicago is an acclaimed research institution with 15 colleges dedicated to the discovery and distribution of knowledge. The TAG program (PDF) guarantees admission in participating UIC baccalaureate degree program for CLC students who successfully transfer under the terms of the agreement. CLC students who maintain a minimum cumulative GPA of 3.0 on all transferable course work and who plan to earn their bachelor's degree from UIC are encouraged to participate. Interested students are encouraged to speak to a transfer advisor and submit the UIC TAG participation form (PDF) no later than September 15 for a transfer to be effective for the following fall semester or February 1 for a transfer to be effective for the following spring semester. For more information please visit the UIC TAG website.
Engineering Pathways offers qualifying CLC students guaranteed admission to the College of Engineering at the University of Illinois at Urbana-Champaign. High school seniors planning on enrolling for the first time to College of Lake County are eligible to apply. Eligible students will complete a specified list of equivalent courses at CLC, maintain a 3.3 GPA in those courses and a 3.2 cumulative GPA for all classes taken at CLC, and enroll full-time. It is recommended that students complete the College of Lake County Associate in Engineering Science (AES) degree. For more information, visit the CLC Engineering Pathways page.
The College of ACES is a global leader in the most promising areas of scholarship in the agricultural, consumer, and environmental sciences. ACES is known for their globally competitive students, their first-class discovery research, and the innovative knowledge they share. Any student who has completed the prescribed transfer agreement program at CLC (with the required program GPA) and submits required application and supporting documentation will be admitted to the College of ACES at the junior level in a relevant field of study. Interested students should speak to a transfer advisor early and submit a Statement of Intent (PDF) in order to ensure accurate course selection for the student’s desired program. The ACES Guaranteed Admissions Agreement (PDF) includes a transfer guide that outlines the requirements that must be met in order to guarantee admission.
With over 31,000 students, the University of Iowa is one of the nation's top public research universities and a member of the Big Ten conference since 1899. Illinois community college students who maintain a minimum cumulative GPA of 2.5 on all transferable course work will be guaranteed admission to the UI College of Liberal Arts and Sciences (some exceptions apply to majors that have higher GPA requirements, prerequisite courses, and competitive admission requirements). Interested students should review University of Iowa's Brochure (PDF) and speak to a transfer advisor early in order to ensure accurate course selection for the student’s desired program at University of Iowa.
The University of Iowa Agreement (PDF) outlines the requirements that must be met in order to guarantee admission.
UW-Parkside is a proud member of the University of Wisconsin System offering a dynamic learning community grounded in academic excellence and focused on student success, diversity, inclusion and community engagement. CLC students who maintain a minimum cumulative GPA of 2.0 on all transferable course work will be guaranteed admission to more than 35 undergraduate degree programs (some programs may require a higher GPA to declare once student is admitted). Interested students should speak to a transfer advisor and submit the UWP participation form (PDF) early in order to ensure accurate course selection for the student’s desired program at UWP. The University of Wisconsin-Parkside Guaranteed Admission Agreement (PDF) outlines the requirements that must be met in order to guarantee admission.
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“CLC offers so much more than cost savings. I’ve received an excellent education that’s a good stepping stone to my goal of becoming a marriage counselor.”
“CLC is such a welcoming environment for international students. Within my first year here, I was helping other international students as a student ambassador.”
“I rediscovered my love of chemistry at CLC. My professor was such a great teacher and passionate about chemistry that it was easy to go to class and learn.”
“CLC has absolutely played a role in changing my educational and career goals. I had space to explore different fields and talk to many knowledgeable people about careers and opportunities.”
“I loved my education courses. The professors bring a lot of experiences into their classrooms, and everything we learn builds from class to class.”
“The nursing skills lab at the Grayslake Campus is great because the equipment is similar to what nurses use on the job. The clinicals were also great hands-on learning experiences, and the CLC instructors have a great relationship with area hospitals and clinics.”
“I have enjoyed all the instructors in the horticulture department, especially their expertise and practical work experiences. All the classes that I have taken are pertinent to my career choice.”
“CLC's field school in Belize was my first official exposure to anthropology in general and archaeology in specific. The college's field study trips are a great way to gain in-depth exposure on a field one might be considering.”
“Really get to know your professors; they are the ones who will write you a letter of recommendation in a few years, so keep in touch with them.”
“The business expertise and management advice from my small business advisor has been extremely helpful from our first meeting and to this day. He has helped me create a clear vision for the future of my company and a detailed action plan to execute it.”
“The automotive technology program has smaller class sizes than at competing schools. That's really important, because it allows more hands-on experience and a better-quality education.”
“College is the best decision I ever made. As a senior at Zion-Benton High School, I received a scholarship to CLC. I thought, “This is an opportunity.””
“The entire Illinois SBDC International Trade Center staff is an invaluable resource – always available, honest and thorough. If there is a subject outside their realm, they have a network of referrals who are experienced in that field.”
“The Truck Driver Training course built my confidence and really prepared me well for a successful career in this field.”
“In my first semester at the U of I, I attained a GPA of 3.8. CLC did a great job of preparing me for classes at one of the top engineering schools in the world.”
“I chose CLC’s Small Business Development Center for guidance and help meeting people who have already gone through the process of starting a business. They are a great team of experts to have on my side.”
“I became the first community college student accepted as an intern at a newsroom in Erie, Penn., thanks to my experiences on The CLC Chronicle and working with Professor Kupetz. That first internship opened many doors for me.”
“I am currently working part-time as a paralegal while enrolled as a full-time student in Roosevelt University’s Paralegal Studies program. If I had not received the education I had from CLC, I would not have the part-time job.”
“What I like especially about the mechatronics classes is the hands-on learning and the helpful instructors who want you to succeed. We also went on field trips to companies, where we got a chance to see practical, real-world examples of ideas such as building and maintaining assembly lines.”
“CLC is super well-rounded and excels at pretty much everything it does. It's really cool to know that no matter what you want, you have a strong chance at success at CLC.”
“The course prepared me for a veterinary assistant job and the externship was a great part of the reason I felt prepared.”
“CLC is a melting pot; a microcosm of America. The students come from so many different backgrounds and contexts, that you learn almost as much from your classmates as you do from your courses.”
“Margie Porter, who is chair of the mechatronics technology program, understands the challenge of juggling a job, college courses and raising a family. She helps you build your self-confidence in learning the material.”
“One great part of CLC's hospitality and culinary management program is the opportunity to put together a portfolio of your work. It teaches you how to be organized and professional, and it's a great thing to carry into a job interview.”
“I believe that everyone in a classroom serves as a teacher and a student. I take pride in knowing that all of our communication courses have the potential to be life-changing experiences for our students.”
“To create the 'a-ha' moment in my public speaking classes, I set the pace from day one, creating an environment in which my students will feel safe and comfortable.”
“I use many different teaching methods, including: journaling, readings, oral quizzes, in-class and out-of-class activities, role plays, group discussion, media, group work and providing many examples.”
“Whether teaching online or onsite, I encourage active discussions in which students interact with each other as well as the course material.”
“When assigning papers, I encourage my students to choose their subjects carefully. If students can write about a subject about which they are passionate, they will write better papers.”
“Looking back, I had instructors who helped me to see and appreciate the joy, wonder and mystery that exists in the world all around me-whether it is in nature, science and people, or in stories, essays and poetry. I try to do the same thing for my students.”
“I teach because I want to help students imagine a better life for themselves. When they do that, they will be able to imagine a better world for all of us. And that is pretty cool.”
“I knew that I wanted to be a college instructor when I was an undergrad student at UCLA. I would come out of my English classes thrilled with the possibilities that language and literature created.”
“I find it gratifying when I stimulate the students' minds and to see how they go beyond what we do in class; some decide to pursue the subject as a future career. It is very rewarding to know that I can make a difference in students' lives.”
“I enjoy seeing my students learn and grow in their skills, knowledge, confidence, dedication and their passion for making a difference in the lives of young children and their families.”
“I assess myself by the quality of the engineer that I turn out. Often, I am contacted by students who say that that their job requires all of those things they complained about having to learn during the program, and that they appreciate me for not backing down.”
“I maintain an open, questioning environment that encourages all reasonable experiments. In addition, I interweave real-world experiences and practical life skills with the subject material.”
“My main goal is to connect with students in a way that motivates them to learn the material deeply, not just to pass a test. And I really enjoy getting to know students on a personal basis and helping them along the path to being an engineer.”
“As an engineering educator, I am in a unique position: I'm educating individuals who will create and use technology that does not exist today.”
“I want to pass to my students my clinical knowledge and abilities to help them to be the best clinician they can be. My goal is to change their lives for the better.”
“My goal is not only to teach the necessary skills involved in treating patients, but to create meaningful experiences where students can grow and develop into true professionals.”
“I want to prepare graduates to be compassionate, critical-thinking professionals who are committed to life-long learning and promote health and the prevention of disease.”
“Teaching is more than transferring knowledge. I truly want students to succeed in life and in our profession.”
“I incorporate an assortment of teaching methods, including multimedia technology, problem-based learning and hands-on/experiential activities.”
“I emphasize that professional nursing education is a continuous, life-long learning process.”
“I love the chance to create special places that people enjoy, and leaving behind work that will grow and evolve with time.”
“I try to share my passion, skills and experiences to help students learn skills, techniques, concepts and teamwork so they are prepared - not only to graduate, but to work in the hospitality field.”
“Helping put students in a position to make a difference in others' lives - that's what makes my job so rewarding.”
“I am passionate about inspiring new students to understand and embrace the rapidly changing knowledge base in the substance-use fields, particularly as it relates to new brain science, strength-based approaches for treatment and evidence-based practices.”
“I love seeing students' minds expand throughout the semester. The students transform through applying philosophical theories and concepts to their own lived experiences.”
“My most memorable teaching experience is to observe a student enter the program with a specific career goal in mind, and after hard work in our program, obtain a specific job working for the company of his or her dreams.”
“I want to help students become problem solvers in the computer information technology field.”
“Teaching allows me to have a profound and lasting positive effect upon the professions in the criminal justice system, especially law enforcement. I enjoyed being a police officer very much, and I strive to pass on my love for the profession through my teaching.”
“While attending high school, I joined my community's rescue squad, and I soon realized that firefighting and rescue work was my calling in life. It's been rewarding to help people who are experiencing some of the worst days of their life.”
“My main goal is to help students understand and appreciate that education is a way of life rather than a journey to a job.”
“What excites me most about teaching is that I get to witness, time and time again, the transformation from student to polished professional.”
“When I was a CLC student, it was such a great experience because the teachers really care about the students. I decided I wanted to teach biology at a community college, and I still can't believe that I am here. It truly is a dream come true.”
“I tell my students that I am successful not when they finish my class but when I hear that they have graduated from an allied health program.”
“I consider the needs of students every time I plan activities and goals for class. As a result, I utilize multiple teaching strategies, from lecture to a small-group critical thinking activity. In addition, I set and communicate high expectations and teach students how to successfully reach these goals.”
“To create the 'aha' moment in students, I always try to connect classroom topics to common life experiences and use labs and demonstrations to reinforce lectures. One learns more by doing than by hearing.”
“I try to relate course concepts directly to real life. For example, there are real-time weather discussions in my meteorology classes, where students see how the course material applies directly to the weather that affects their lives.”
“Teaching is not just about sharing knowledge, but - most importantly - inspiring students and helping them become life-long learners.”
“My main goal is to help students gain a deep understanding of the underlying concepts we are learning and move beyond the memorization of formulas.”
“My main goal is to reduce the number of people who say, 'I'm not good at math.'”
“Mathematics is so much easier to understand when you concentrate on learning concepts, not memorizing procedures. In my classes, we ask and seek answers questions like, 'What does this mean?' and 'Why does this make sense?'”
“I teach using guided notes and a tablet laptop in order to keep students engaged. Writing on a tablet instead of the chalkboard or whiteboard allows me to face my class, so I can see their reactions and more easily promote discussion.”
“My philosophy of teaching can be summed up by, 'Meet students where they are. Help them move forward.'”
“A student who transferred to Northern Illinois University and took calculus classes there emailed me to thank me for teaching her to be a more prepared student and to learn math throughout the entire semester, instead of cramming.”
“My passion for cars started when I was a young boy, holding a drop light for my dad as he worked on the family car. As time went on, I grew up and my Hot Wheels® cars just got bigger and faster.”
“CLC students are trying to be somebody, to make a difference. I want to understand their needs and help them to get the most out of their time here.”
“I'm fascinated with economics' application to everyday life. When we make decisions related to purchases, or when we make choices about what we will do with our time and resources, it relates to the field of economics.”
“In my classes, students learn that history is not a set of static facts, but a dynamic and active process of interpretation.”
“History explains the world to us. CLC offers many opportunities for faculty and students to travel widely in the world. My travels in Jordan, the Netherlands and in several other countries have broadened my experience and helped me to be a better teacher.”
“I seek to make connections between course content and students' lives and to build relationships with and among students in the classroom. Students flourish when working together toward a common goal and when they realize that they can rely on their peers and professors for support and information.”
“I cannot compete with a smartphone in terms of overall information. Consequently, my teaching objective is not just to disseminate information, which students can get from a variety of sources, but rather to assist students in applying this information in real-world situations.”
“I'm fascinated by psychology's mystery as well as its different explanations, theories and philosophical assumptions about human nature. Perhaps most important, the field has the potential to help people live better.”
“I am humbled and grateful for the opportunity to help students navigate college and make decisions that will have a lasting impact on their lives and families.”
“I want my students to be able to recognize the extent to which society influences most of what we do and think, but that we can also change the course of society. To achieve this goal, I often provide a range of different examples and activities. ”
“I believe my students should be active participants in the learning process, and the material should be directly connected to their outside experiences. At the end of the semester, I hope they leave with the belief that they can change the world!”
“Using genealogy and popular culture allows me to make connections for students to unfamiliar sociological theories, by utilizing something they know (their family history; favorite TV shows, or movies) as a starting point.”
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