The juried exhibition of classwork from CLC students is a celebration that includes drawing, painting, design, sculpture, ceramics, graphic design and animation from Fine Art and
Digital Media and Design majors.
Opening Reception: Apr. 8, 5:30-8 p.m.
Receptions and exhibits are free and open to the community
Hours vary during college breaks.
Visit Robert T. Wright Gallery of Art
A celebration of Women’s History Month, this exhibition features the art of established women artists from the Chicago area.
Opening Reception: Feb. 25, 5:30-8 p.m.
Spring CLC Ceramics Sale coming soon on April 19 and 20. The sale will be in the Esper A. Peterson Reading Room through the Robert T. Wright Gallery this semester. Please come and support the ceramics students!
A festival like no other, the annual Fear No Art festival is a lively celebration featuring a variety of emerging choreographers, dancers, musicians, singers, actors, photographers, artists, graphic designers, and poets. This festival plays a vital role in supporting the artistic development and work of both our college students and our community artists at large.
For more information contact Valerie Alpert at email@example.com
Winner of the International Critics Award at the 1973 Cannes film festival, Touki Bouki was immediately recognized as something special – an African film, without French funding, whose wit, innovation, and depth could compete with Art Cinemas around the world. Its universal story, of young lovers running from dull lives towards exciting futures, is energized by singular contexts: a Dakar navigating legacies of French influence, rediscovery of earlier traditions, and a new generation stumbling forward. Restored by Martin Scorsese, who called it “a cinematic poem made with a raw, wild energy”; a recent BBC article on it was simply headlined: “The greatest African film ever?”
As an unnamed West African nation descends into civil war, a headstrong woman refuses evacuation in order to maintain her family’s coffee plantation. What begins as independent business sense, however, gradually reveals itself to be madness – psychologically and ideologically. Renowned French auteur Claire Denis here continues to excavate her own African upbringing (Chocolat, Beau Travail), with trademark visceral imagery now enhanced by Isabelle Huppert’s devastating central performance.
“Though it deals with serious political themes and confronts deep personal issues, perhaps the most unexpected thing about White Material is that it never forgets to add artful beauty to the mix. (LA Times).”
Ivory Coast, 2020
In “La MACA”, a prison ruled by its criminals, a new inmate is enlisted in a peculiar storytelling ritual with life-or-death stakes: entertain the crowd until sunrise, or die. His chosen subject, a real life gangster named Zama King, soon anchors a saga that becomes comical, satirical, and mythological while also eerily echoing an unfolding power play between factions inside the prison. The ensuing amount of invention on display, in every sense, is truly astonishing. Night of the Kings is “an assured, energetic piece of epic filmmaking, one that celebrates how storytelling, oration, and folklore teach us about our past so we might change our present.” (RogerEbert.com)
WARNING: Films have adult content and are not suitable for children. Subtitled when necessary.
For information, contact Chris Cooling at firstname.lastname@example.org or (847) 543-2623.
Kaveh Akbar's poems appear in The New Yorker, Paris Review, The New York Times, Best American Poetry, and elsewhere. He is the author of two books of poetry—Pilgrim Bell (Graywolf 2021) and Calling a Wolf a Wolf (Alice James 2017)—and the editor of The Penguin Book of Spiritual Verse. Born in Tehran, Iran, Kaveh teaches at Purdue University and in the low-residency MFA programs at Randolph and Warren Wilson college. He serves as Poetry Editor for The Nation.
Free and Open to the Public. These events will be held via Zoom and prior registration is required.
No prior writing experience required—just come with an open mind and willingness to learn!
Register in advance for the Zoom workshop
Kaveh will read from his poetry collection and take audience questions.
Register in advance for the Zoom meeting
For more information, please call Esley Stahl at (847) 543-2949 or email email@example.com
“Pilgrim Bell is bracing in its honesty and noteworthy in its steadfast adherence to finding the spiritual in even the most mundane settings. Akbar’s mesmerizing dexterity with language is at its most compelling when he is relentlessly pursuing the truth―a hunt that’s present in every poem in this volume.”
“Akbar is exquisitely sensitive to how language can function as both presence and absence. . . . His practice of taking language apart, and harnessing the empty space around it, makes even the most familiar words seem eerie and unexpected.”
—The New Yorker
FREE and open to all.
The 2022 Willow review reading will be held on the Grayslake Campus, in room A013, on Thursday evening April 21, at 7 p.m., and on Zoom. Register in advance to the launch and reading. After registering, you will receive a confirmation email containing information about joining the meeting.
Contributors to CLC’s award-winning literary magazine, Willow Review, will read from their original poetry and prose. Copies of the 49th issue will be available. Reviewer D.E. Steward of Literary Magazine Review gave high praise to the CLC publication: “Willow Review is altogether a singular magazine, unlike any literary magazine in the reviewer’s experience.”
Willow Review is partially funded by a grant from the Illinois Arts Council Agency.
The 2022 Prairie Voices reading and reception will be held on the Grayslake Campus, in room A011, on Thursday April 28, starting at 6 p.m.
Student writers published in this year’s edition will read their pieces. Copies of the publication will be available.
Sun., Mar. 13 at 4 p.m.
Fri., May 6 at 7:30 p.m.
Sun. May 1 at 4 p.m.
Sun., Mar. 6 at 4 p.m.
Instrumental Concerts: $8
Children under 18: Free
Children still require
Choral Concert: $6
Choral concerts are
not appropriate for
children under 3.
Over the course of 30 years, the lives of Kayleen and Doug intersect at the most bizarre intervals, leading the two childhood friends to compare scars and the physical calamities that keep drawing them together.
“Irresistibly odd and exciting…This darkly humorous drama is Rajiv Joseph’s most satisfying work.” —NY Daily News.
(includes JLC $2 facility fee)
Buy one ticket, get one free opening night, July 15, & Thurs., July 21.
6:30 p.m., Studio Theatre (open to the community)
The James Lumber Center is ADA compliant. It is wheelchair accessible and offers assistive listening devices, Braille signage and other amenities. To arrange for other accommodations, such as a sign language interpreter, please contact the Box Office at least two to three weeks in advance at (847) 543-2300.
View Spring 2022 Events Calendar (PDF)
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“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.”
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“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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