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Elizabeth AiossaInstructor, EnglishB254847email@example.com
Specialties: Composition, creative nonfiction, science fiction and screenwriting.
Teaching full time at CLC since: 2005; previously taught for a year as a CLC intern/adjunct.
Subjects taught at CLC: English composition, scriptwriting, creative nonfiction and fiction.
Other professional experience: Publications include scholarly and creative works in both print and online journals and several conference presentations on digital composition, screenwriting, and science fiction films and literature.
Education: B.A. and M.F.A., Roosevelt University; Ph.D. candidate, Union Institute and University.
What I do to engage students: My goal is to foster inclusive community centered around shared passions (writing, research, science fiction and screenwriting… and zombies!), in which students develop individual voices, critical thinking skills and creative processes as means for personal empowerment.
Kelly BlackInstructor, ReadingB262847firstname.lastname@example.org
Specialties: Researching how fluency is affected by the ability to decode two- and three-syllable words, especially in older students and ESL students; also researching how this all works together to influence comprehension and retention of information.
Teaching full time at CLC since: 2006; previously served as a reading teacher and coach for more than seven years in the Chicago Public Schools.
Subjects taught at CLC: Strategic reading and writing.
Education: B.A., Michigan State University; M.Ed., DePaul University.
Nathan BreenInstructor, EnglishB268847email@example.com
Specialties: Medieval literature.
Teaching full time at CLC since: 2011; previously taught at DePaul University.
Education: B.A., Boston College; M.A., Miami University in Ohio; Ph.D., University of Illinois at Urbana-Champaign.
Amanda CashInstructor, EnglishB265847firstname.lastname@example.org
Specialties: Composition, writing and technology and online teaching.
Teaching full time at CLC since: 2007; previously taught at University of Illinois at Urbana-Champaign and online composition classes at Gateway Technical College and the Center for Talented Youth at the Johns Hopkins University.
Subjects taught at CLC: First-year composition, rhetoric and college writing.
Other professional experience: Delivered presentations at several national conferences on topics ranging from online writing instruction and learning to the history adult education.
Education: B.A., Lake Forest College; M.A. and Ph.D., University of Illinois at Urbana-Champaign,
What I do to engage students: Whether teaching online or onsite, I encourage active discussions in which students interact with each other as well as the course material. In terms of writing, I try to meet my students where they are and to enthusiastically acknowledge their strengths while working to develop areas in which they are less confident and adept. I challenge students to look at problems from a variety of angles, while reassuring them that rough drafts are generally ripe with opportunity for development. With thoughtful attention to revision, seemingly scattered ideas can be transformed into sophisticated and cohesive arguments.
Nolan ChessmanInstructor, EnglishB267847email@example.com
Specialties: Composition, poetry, developmental writing, and multimodal writing.
Teaching full time at CLC since: 2015; previously taught at New York University and the City University of New York.
Subjects taught at CLC: First-year composition, poetry, and creative writing.
Education: B.A., Columbia College Chicago; M.F.A., Washington University in St. Louis; Ph.D., the Graduate Center of the City University of New York.
What I do to engage students: My instructional techniques have been informed by my dynamic research interests and teaching experiences. My time as a writing center tutor, for example, taught me that one-on-one, individualistic coaching is key to student success -- and so I incorporate such coaching styles into my classroom (and after-class) instruction. My time as an English language teacher to Japanese speakers taught me that grammatical structures cannot be gleaned through rote drilling, and so I teach my students at CLC to listen carefully to the rhythms of spoken language -- its lulls, jolts, and crescendoes--and to compose and punctuate accordingly. I also believe in the instructional powers of metaphor and analogy and am constantly seeking parallel examples to the skills I am trying to teach. We watch Seinfeld episodes to comprehend narrative structure; we write poems in order to distill research topics to their most meaningful essence; we study reality cooking shows for clues as to how we can most toothsomely marry ingredients (i.e., sources) in a dish (i.e., essay). In short, my instructional techniques are multimodal -- as are the modern lives that CLC students lead.
Cathy ColtonInstructor, EnglishB267847firstname.lastname@example.org
Specialties: Composition and rhetoric, women’s literature, Harry Potter and popular culture studies.
Teaching experience: In addition to teaching at CLC, she taught composition, introduction to literature and women’s studies at University of Illinois at Chicago as a graduate student. She also has published essays on Alice Walker’s “The Color Purple,” on abused women’s memoirs and on the “Harry Potter” series; also writes a blog on the AMC TV series “Mad Men.”
Subjects taught at CLC: Strategic Reading and Writing, English composition, women in literature and themed composition courses focused on “Harry Potter” and “The Hunger Games.”
Education: B.A., Northeastern Illinois University; M.A. and Ph.D., University of Illinois-Chicago.
Katie DublisInstructor, EnglishB268847email@example.com
Teaching full time at CLC since: 2011; previously, she had a full-time, temporary position teaching English composition at CLC and serving as a writing tutor and teacher in the Writing Center. Professor Ettlinger also spent two years teaching high-school English and speech in Indiana, and later—as a DePaul graduate student—interned at Robert Morris College, where she taught writing and humanities courses. She also has presented sessions about integrated reading and writing in developmental curriculum at national and regional conferences.
Subjects taught at CLC: Strategic reading and writing, English composition.
Education: B.A., Valparaiso University; M.A., DePaul University.
What inspires me about my field: I was initially attracted to teaching because of the significant influence a teacher can have on the direction of a student. Simple gestures of support can take a student great lengths. Not only am I teaching my students how to write, but I am teaching them that they can write and that their voice is important.
Patrick GonderInstructor, English/HumanitiesD108847firstname.lastname@example.org
Specialties: Comic books and graphic novels as art forms and literary genres.
Other professional experience: Named CLC’s Outstanding Full-time Faculty Member in 2008.
Education: B.A. and M.A., University of Missouri-Columbia; Ph.D., University of Wisconsin-Milwaukee.
What I do to engage students: 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.
Kathy KusiakInstructor, EnglishD215847email@example.com
Teaching full time at CLC since: 2009; previously spent four years at CLC as an adjunct and writing tutor.
Education: B.A. and M.A., DePaul University.
What inspires me about my field: My interest in writing goes back to the first grade, when my teacher wrote on my report card, “Kathy is a very creative writer.” In adulthood, I knew that I wanted to be a college instructor when I graduated with my B.A. and did not want to stop learning. After entering the corporate world as a marketing communications writer, I still had a dream to teach writing. I couldn’t imagine anything better than helping others make an investment in themselves through education. The 10-plus years it took to achieve this dream make teaching at CLC even more of an honor.
Michael LatzaInstructor, EnglishB266847firstname.lastname@example.org
Specialties: Poetry, early American literature, creative writing.
Teaching full time at CLC since: Full time since 2002, previously taught at the college part time for two and a half years. Professor Latza also has served as editor of the “Willow Review,” CLC’s international creative writing journal. Each May, he co-facilitates a multi-course trip to the Appalachian Trail with Professors Bob Remedi and Shane Jones. Professor Latza spent the fall 2008 semester teaching in China with a CLC field study course. He has published several poems in literary journals. His published non-fiction essays include “Another Late Night,” a creative nonfiction piece published on Garrison Keillor’s “Prairie Home Companion” website.
Subjects taught at CLC: English composition, creative writing, introductory poetry and early American literature.
Education: B.A. and M.A. Loyola University, Chicago.
What I do to engage students: 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. If I can shepherd my students past the obvious and through the curtain of indifference and distraction, then their excitement will enable them to recognize and explore the joy, wonder and mystery that exists in their world.
Specialties: English literature from the Middle Ages to the 21st century; rhetoric and composition; Shakespeare; classical literature and history; Asian American studies.
Teaching full time at CLC since: 2012; previously taught at Northwestern University and Triton College, as well as high-school students in Chicago and Seoul, South Korea. Title IX Deputy Coordinator for Students. Recipient of 2015 and 2016 CLC Outstanding Faculty of the Year, Northwestern Outstanding Teaching Award, and Northwestern Jean H. Hagstrum Prize for Best Dissertation of the Year.
Subjects taught at CLC: English composition, British literature I and II, introductory Shakespeare, Humanities I, Asian American Studies, and Honors Scholars.
Education: B.A., University of California-Berkeley; M.A., University of Cape Town; Ph.D. Northwestern University.
Main goal in teaching: My goal is to guide students through structured investigations of literature and the arts in order to arrive at insightful new connections among the works they read, the papers they write and their everyday lives. I hope that my students translate their classroom experiences into a lifelong, passionate, intellectual journey long after the course has ended.
Vasilka MaslankaInstructor, EnglishD114847email@example.com
Specialties: Writing and rhetoric.
Teaching full time at CLC since: 2007, and as an adjunct since 2005. Previously, she taught high-school English in the Chicago area and in California.
Subjects taught at CLC: English composition in face-to-face, online and hybrid courses.
Education: M.A. Writing, DePaul University.
Main goal in teaching: I teach because I want to help students imagine a better life for themselves. When they can imagine a better life for themselves, they will be able to imagine a better world for all of us. And that is pretty cool.
Michele NelsonInstructor, EnglishB277847firstname.lastname@example.org
Teaching full time at CLC since: 2012; previously, she spent 10 years as a CLC adjunct. Professor Nelson also spent a year at the college as a writing tutor. She began teaching in 2000 as an intern at Robert Morris University.
Education: B.A., Saint Mary’s College, Notre Dame, IN; M.A., DePaul University.
Nicholas ScheveraInstructor, EnglishB265847email@example.com
Specialties: Children’s literature, mythology and fairytales, composition and American literature.
Teaching full time at CLC since: 1998; also taught as an adjunct at Westchester Community College, Bronx Community College and College of Mount St. Vincent. Also taught as a graduate assistant at New York University.
Subjects taught at CLC: Critical thinking, American literature, English composition, developmental English, humanities, children’s literature, mythology and fairytales.
Education: B.A., Colgate University; M.A., M.Ph. and Ph.D., New York University; M.B.A., Pace University.
Main goal in teaching: To connect with students and their experiences, and to make learning relevant and important to their lives.
Jennifer StabenInstructor, EnglishB266847firstname.lastname@example.org
Specialties: Literacy, writing centers and qualitative research.
Teaching full time at CLC since: 2001.
Education: B.A., Carleton College; M.A., University of Iowa.
Kathryne StarzecInstructor, EnglishB254847email@example.com
Education: B.A., Columbia College in Chicago; M.F.A., Union Institute and University.
“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.”
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