Lancers Keep Learning Fund
Student Technology Needs Survey
Have a question? Contact us
Join the conversation using #LancersKeepLearning
Go back to Coronavirus information and resources page
CLC students: faculty and staff will support you and your learning during the alternative delivery model. Please use the resources below and let us know how we can help you succeed. Keep learning, Lancers!
Former CLC Student Trustee and now CLC Alumna Alexa Waheed has an important message for you. CLC is here for you and we will all make it through this together.
Your instructors will let you know the best way to communicate with them. Stay in contact with your instructors and don’t hesitate to ask questions.
You will use Canvas as the hub for your online learning this summer. Your instructors will let you know what other technology tools will support your classwork. Faculty and staff are here to help you.
Complete the Student Technology Needs Student Survey to let CLC know about your alternative delivery model needs such as a laptop or internet access.
Any computer or mobile device with an internet browser can be used to access many learning resources. If you are using a computer or device off-campus, use a secure wi-fi connection with a strong signal. Here are options for computer and internet access:
Internet information is shared as a courtesy, and CLC does not manage these offers or endorse providers.
CLC has transitioned to a new Learning Management System (LMS) called Canvas. Canvas is robust and easy-to-use and delivers course content online:
Learn more about Canvas
Instructors may use Zoom, a video conference tool, for class discussions and office hours. College departments may also use Zoom for appointments.
Check out the student guide for using Zoom (PDF).
Learn how to add Zoom backgrounds.
Current CLC students have free access to Microsoft Office 365: Word, Excel, PowerPoint, Outlook, Access and OneNote.
Check with your instructor about access to course materials such as textbooks and access codes.
The CLC Bookstore ships books and course materials weekday mornings. Visit https://www.clcbkst.com to place your order and choose a UPS shipping option at checkout.
Rental textbooks may be returned to the CLC Bookstore remotely by dropping the rental textbook in the CLC Library Book Drop located at the Grayslake Campus main entrance. Look for the large box near the bus stop outside of the P Wing. Please write your CLC student ID number and name on a piece of paper (or sticky note) and include a copy inside each book that you return. Check the bookstore website for updates.
Get important updates about Spring semester rental returns, Buyback, Curbside Pickup and Ship to Home option for intercession and summer textbooks.
The Help Desk is here to help you with any questions, login issues, or
Faculty and staff are available to help you with the transition to online and flexible learning. This can be a big adjustment, so please use the following resources.
The library on-campus facilities are closed, but here’s how to stay connected with librarians and academic resources:
Books can be returned to the CLC Library Book Drop located at the Grayslake Campus main entrance. Look for the large box near the bus stop outside of the P Wing. Write your CLC ID number and name on a piece of paper (or sticky note) and include a copy inside each book.
Laptops and hotspots should be returned to the CLC Police Department (24/7). Place your equipment in a bag and write your name on the bag. Be sure to include power adapters, cables and cases. Go to the E Building at the Grayslake campus, door E1 B, and open the red CLC Police call box to notify the police that you are returning student technology. Enter the building and carefully deposit the bag in the large bin labeled student technology.
Online tutoring is a critical part of alternative learning. Tutoring is available for writing assignments in any class and most math, chemistry, biology, physics, accounting, MCS, and computer application courses. Visit the Tutoring Center webpage and begin meeting with a tutor.
The Counseling, Advising and Transfer Center (CATC) is currently providing phone, Zoom, and email services to students. To request an appointment with an advisor or student development counselor, please call (847) 543-2060. If leaving a message, please provide your name, CLC student ID number, and call back number, and we will get back to you as soon as possible. The call you receive may be coming from a "private" or "blocked" number, so please make sure your phone is set to accept those types of calls. To contact us via email, please reach out to email@example.com from your CLC student email address.
With our shift to the alternative delivery model, faculty and staff are here to support you and provide access to necessary resources.
With our shift to the alternative delivery model, faculty and staff are ready to support your learning and provide access to necessary resources. Please refer to our Frequently Asked Questions webpage to help you transition to online and flexible learning.
Academic coaches can help you with resource questions, tips for success, and encouragement during this time of transition.
Text, call, Zoom or email a coach for assistance:
You can access a free online service, StudentLingo, for interactive on-demand success workshops. Topics include time management, test anxiety, test taking, and motivation.
For technical support with the workshops, email firstname.lastname@example.org.
The Testing Centers are currently closed. However, math and English placement assessment is available:
Visit the Testing Centers webpage for more information.
Your health and emotional well-being are top priority for CLC faculty and staff. Alternative learning is a big adjustment. Stay healthy and get adequate rest, nutrition, and exercise. Keep a growth mindset during your alternative learning experience. Use these resources to support your learning and health.
During CLC's COVID-19-related campus closing, CAPS provides individual psychotherapy, consultation, identification of alternative resources, and initial assessment services to CLC students over the phone. To request a phone appointment, please leave a message at 847-543-2032. CAPS staff will get back to you within 24 hours. The call may be coming from a “private” or “blocked” number, so please make sure your phone is set to accept those types of calls. If you are experiencing an emergency, please call 911 or go to the closest emergency room.
The CLC Health Center oversees the COVID-19 Concerns Team, a group of health professionals dedicated to responding to student, staff, and faculty questions and concerns related to the COVID-19 coronavirus. The team also verifies reported information, notifying the appropriate local and state officials in cases of possible or known exposure to the COVID-19 virus. If you have questions or need assistance, contact a CLC Health Center nurse by leaving a voicemail at 847-543-2064 or email email@example.com. A nurse will contact you within 12 hours.
For concerns related to your health and COVID-19, email the COVID-19 Concerns Team at
CLC, the CLC Foundation, and the U.S. Government CARES Act are providing emergency cash grants to help eligible students. This can be used for needs such as food, housing, utilities, transportation, academic materials, technology costs, healthcare and childcare, and unexpected expenses. Learn more about Lancers Keep Learning Fund.
Although the SHARE Market is closed, there are still resources available. There are many other food pantries around Lake County (PDF) that may be able to assist you.
211 Lake County is a 24-hour free information and referral helpline. It’s designed to reduce time and frustration by acting as a central access point to the health and human services in Lake County. Choose one of these options for help:
Many resources are available to help finance your education and provide additional support.
In addition to offering federal and state financial aid programs, CLC also awards hundreds of scholarships. CLC Scholarships are based on academic achievement, financial need, and field of study. Learn more and start your application.
The emergency Lancers Keep Learning Fund helps CLC students continue their education through economic challenges related to COVID-19. Through this fund, eligible students can be provided with financial assistance to cover critical basic needs such as food, housing and utilities such as rent and cell phone bills, course materials, technology costs and tools to continue to learn from home, and assistance with healthcare and/or childcare. Financial assistance is provided by the U.S. government through the CARES Act and through funds from the CLC Foundation and the College of Lake County. Learn more and apply.
CLC offers a payment plan option to pay your tuition and fees in monthly installments rather than in a full amount. No interest or finance charges are assessed, and there is no credit check. A enrollment fee of $25 is charged and you can pay with an automatic bank payment or credit card. Learn more about the installment payment plan.
We've created some fun activities for you or your kids to enjoy during your time at home. Get creative with CLC-themed coloring pages or do a word search challenge. We'll add more fun activities soon, so keep checking this section out.
Lancer Coloring Pages (PDF)
Lancer Word Search (PDF)
CLC Crossword (PDF)
Answer Key (PDF)
CLC Zoom Backgrounds
Former CLC Student Trustee and now CLC Alumna Alexa Waheed has an important message for you about taking care of your physical and mental health during this time.
Get a free copy of Adobe Reader.
“CLC offers so much more than cost savings. I’ve received an excellent education that’s a good stepping stone to my goal of becoming a marriage counselor.”
“CLC is such a welcoming environment for international students. Within my first year here, I was helping other international students as a student ambassador.”
“I rediscovered my love of chemistry at CLC. My professor was such a great teacher and passionate about chemistry that it was easy to go to class and learn.”
“CLC has absolutely played a role in changing my educational and career goals. I had space to explore different fields and talk to many knowledgeable people about careers and opportunities.”
“I loved my education courses. The professors bring a lot of experiences into their classrooms, and everything we learn builds from class to class.”
“The nursing skills lab at the Grayslake Campus is great because the equipment is similar to what nurses use on the job. The clinicals were also great hands-on learning experiences, and the CLC instructors have a great relationship with area hospitals and clinics.”
“I have enjoyed all the instructors in the horticulture department, especially their expertise and practical work experiences. All the classes that I have taken are pertinent to my career choice.”
“CLC's field school in Belize was my first official exposure to anthropology in general and archaeology in specific. The college's field study trips are a great way to gain in-depth exposure on a field one might be considering.”
“Really get to know your professors; they are the ones who will write you a letter of recommendation in a few years, so keep in touch with them.”
“The business expertise and management advice from my small business advisor has been extremely helpful from our first meeting and to this day. He has helped me create a clear vision for the future of my company and a detailed action plan to execute it.”
“The automotive technology program has smaller class sizes than at competing schools. That's really important, because it allows more hands-on experience and a better-quality education.”
“College is the best decision I ever made. As a senior at Zion-Benton High School, I received a scholarship to CLC. I thought, “This is an opportunity.””
“The entire Illinois SBDC International Trade Center staff is an invaluable resource – always available, honest and thorough. If there is a subject outside their realm, they have a network of referrals who are experienced in that field.”
“The Truck Driver Training course built my confidence and really prepared me well for a successful career in this field.”
“In my first semester at the U of I, I attained a GPA of 3.8. CLC did a great job of preparing me for classes at one of the top engineering schools in the world.”
“I chose CLC’s Small Business Development Center for guidance and help meeting people who have already gone through the process of starting a business. They are a great team of experts to have on my side.”
“I became the first community college student accepted as an intern at a newsroom in Erie, Penn., thanks to my experiences on The CLC Chronicle and working with Professor Kupetz. That first internship opened many doors for me.”
“I am currently working part-time as a paralegal while enrolled as a full-time student in Roosevelt University’s Paralegal Studies program. If I had not received the education I had from CLC, I would not have the part-time job.”
“What I like especially about the mechatronics classes is the hands-on learning and the helpful instructors who want you to succeed. We also went on field trips to companies, where we got a chance to see practical, real-world examples of ideas such as building and maintaining assembly lines.”
“CLC is super well-rounded and excels at pretty much everything it does. It's really cool to know that no matter what you want, you have a strong chance at success at CLC.”
“The course prepared me for a veterinary assistant job and the externship was a great part of the reason I felt prepared.”
“CLC is a melting pot; a microcosm of America. The students come from so many different backgrounds and contexts, that you learn almost as much from your classmates as you do from your courses.”
“Margie Porter, who is chair of the mechatronics technology program, understands the challenge of juggling a job, college courses and raising a family. She helps you build your self-confidence in learning the material.”
“One great part of CLC's hospitality and culinary management program is the opportunity to put together a portfolio of your work. It teaches you how to be organized and professional, and it's a great thing to carry into a job interview.”
“I believe that everyone in a classroom serves as a teacher and a student. I take pride in knowing that all of our communication courses have the potential to be life-changing experiences for our students.”
“To create the 'a-ha' moment in my public speaking classes, I set the pace from day one, creating an environment in which my students will feel safe and comfortable.”
“I use many different teaching methods, including: journaling, readings, oral quizzes, in-class and out-of-class activities, role plays, group discussion, media, group work and providing many examples.”
“Whether teaching online or onsite, I encourage active discussions in which students interact with each other as well as the course material.”
“When assigning papers, I encourage my students to choose their subjects carefully. If students can write about a subject about which they are passionate, they will write better papers.”
“Looking back, I had instructors who helped me to see and appreciate the joy, wonder and mystery that exists in the world all around me-whether it is in nature, science and people, or in stories, essays and poetry. I try to do the same thing for my students.”
“I teach because I want to help students imagine a better life for themselves. When they do that, they will be able to imagine a better world for all of us. And that is pretty cool.”
“I knew that I wanted to be a college instructor when I was an undergrad student at UCLA. I would come out of my English classes thrilled with the possibilities that language and literature created.”
“I find it gratifying when I stimulate the students' minds and to see how they go beyond what we do in class; some decide to pursue the subject as a future career. It is very rewarding to know that I can make a difference in students' lives.”
“I enjoy seeing my students learn and grow in their skills, knowledge, confidence, dedication and their passion for making a difference in the lives of young children and their families.”
“I assess myself by the quality of the engineer that I turn out. Often, I am contacted by students who say that their job requires all of those things they complained about having to learn during the program, and that they appreciate me for not backing down.”
“I maintain an open, questioning environment that encourages all reasonable experiments. In addition, I interweave real-world experiences and practical life skills with the subject material.”
“My main goal is to connect with students in a way that motivates them to learn the material deeply, not just to pass a test. And I really enjoy getting to know students on a personal basis and helping them along the path to being an engineer.”
“As an engineering educator, I am in a unique position: I'm educating individuals who will create and use technology that does not exist today.”
“I want to pass to my students my clinical knowledge and abilities to help them to be the best clinician they can be. My goal is to change their lives for the better.”
“My goal is not only to teach the necessary skills involved in treating patients, but to create meaningful experiences where students can grow and develop into true professionals.”
“I want to prepare graduates to be compassionate, critical-thinking professionals who are committed to life-long learning and promote health and the prevention of disease.”
“Teaching is more than transferring knowledge. I truly want students to succeed in life and in our profession.”
“I incorporate an assortment of teaching methods, including multimedia technology, problem-based learning and hands-on/experiential activities.”
“I emphasize that professional nursing education is a continuous, life-long learning process.”
“I love the chance to create special places that people enjoy, and leaving behind work that will grow and evolve with time.”
“I try to share my passion, skills and experiences to help students learn skills, techniques, concepts and teamwork so they are prepared - not only to graduate, but to work in the hospitality field.”
“Helping put students in a position to make a difference in others' lives - that's what makes my job so rewarding.”
“I am passionate about inspiring new students to understand and embrace the rapidly changing knowledge base in the substance-use fields, particularly as it relates to new brain science, strength-based approaches for treatment and evidence-based practices.”
“I love seeing students' minds expand throughout the semester. The students transform through applying philosophical theories and concepts to their own lived experiences.”
“My most memorable teaching experience is to observe a student enter the program with a specific career goal in mind, and after hard work in our program, obtain a specific job working for the company of his or her dreams.”
“I want to help students become problem solvers in the computer information technology field.”
“Teaching allows me to have a profound and lasting positive effect upon the professions in the criminal justice system, especially law enforcement. I enjoyed being a police officer very much, and I strive to pass on my love for the profession through my teaching.”
“While attending high school, I joined my community's rescue squad, and I soon realized that firefighting and rescue work was my calling in life. It's been rewarding to help people who are experiencing some of the worst days of their life.”
“My main goal is to help students understand and appreciate that education is a way of life rather than a journey to a job.”
“What excites me most about teaching is that I get to witness, time and time again, the transformation from student to polished professional.”
“When I was a CLC student, it was such a great experience because the teachers really care about the students. I decided I wanted to teach biology at a community college, and I still can't believe that I am here. It truly is a dream come true.”
“I tell my students that I am successful not when they finish my class but when I hear that they have graduated from an allied health program.”
“I consider the needs of students every time I plan activities and goals for class. As a result, I utilize multiple teaching strategies, from lecture to a small-group critical thinking activity. In addition, I set and communicate high expectations and teach students how to successfully reach these goals.”
“To create the 'aha' moment in students, I always try to connect classroom topics to common life experiences and use labs and demonstrations to reinforce lectures. One learns more by doing than by hearing.”
“I try to relate course concepts directly to real life. For example, there are real-time weather discussions in my meteorology classes, where students see how the course material applies directly to the weather that affects their lives.”
“Teaching is not just about sharing knowledge, but - most importantly - inspiring students and helping them become life-long learners.”
“My main goal is to help students gain a deep understanding of the underlying concepts we are learning and move beyond the memorization of formulas.”
“My main goal is to reduce the number of people who say, 'I'm not good at math.'”
“Mathematics is so much easier to understand when you concentrate on learning concepts, not memorizing procedures. In my classes, we ask and seek answers questions like, 'What does this mean?' and 'Why does this make sense?'”
“I teach using guided notes and a tablet laptop in order to keep students engaged. Writing on a tablet instead of the chalkboard or whiteboard allows me to face my class, so I can see their reactions and more easily promote discussion.”
“My philosophy of teaching can be summed up by, 'Meet students where they are. Help them move forward.'”
“A student who transferred to Northern Illinois University and took calculus classes there emailed me to thank me for teaching her to be a more prepared student and to learn math throughout the entire semester, instead of cramming.”
“My passion for cars started when I was a young boy, holding a drop light for my dad as he worked on the family car. As time went on, I grew up and my Hot Wheels® cars just got bigger and faster.”
“CLC students are trying to be somebody, to make a difference. I want to understand their needs and help them to get the most out of their time here.”
“I'm fascinated with economics' application to everyday life. When we make decisions related to purchases, or when we make choices about what we will do with our time and resources, it relates to the field of economics.”
“In my classes, students learn that history is not a set of static facts, but a dynamic and active process of interpretation.”
“History explains the world to us. CLC offers many opportunities for faculty and students to travel widely in the world. My travels in Jordan, the Netherlands and in several other countries have broadened my experience and helped me to be a better teacher.”
“I seek to make connections between course content and students' lives and to build relationships with and among students in the classroom. Students flourish when working together toward a common goal and when they realize that they can rely on their peers and professors for support and information.”
“I cannot compete with a smartphone in terms of overall information. Consequently, my teaching objective is not just to disseminate information, which students can get from a variety of sources, but rather to assist students in applying this information in real-world situations.”
“I'm fascinated by psychology's mystery as well as its different explanations, theories and philosophical assumptions about human nature. Perhaps most important, the field has the potential to help people live better.”
“I am humbled and grateful for the opportunity to help students navigate college and make decisions that will have a lasting impact on their lives and families.”
“I want my students to be able to recognize the extent to which society influences most of what we do and think, but that we can also change the course of society. To achieve this goal, I often provide a range of different examples and activities. ”
“I believe my students should be active participants in the learning process, and the material should be directly connected to their outside experiences. At the end of the semester, I hope they leave with the belief that they can change the world!”
“Using genealogy and popular culture allows me to make connections for students to unfamiliar sociological theories, by utilizing something they know (their family history; favorite TV shows, or movies) as a starting point.”
Connect with CLC