Students are responsible for being officially registered in classes they attend. Registration must be completed before or during the term of enrollment (see late registration policy, below).
Students may register on line at myStudentCenter or in-person in the Welcome and One Stop Center on the Grayslake Campus, or the Student Services Office at the Lakeshore Campus in Waukegan, or the Southlake Educational Center in Vernon Hills. If you experience difficulty registering, or receive an 'error' message when registering, please call the Office of Student Records. We encourage all students to manage their enrollment activity directly, but will be happy to assist you if needed.
The College of Lake County strictly enforces its policy that students may not register for a class after it has begun. The policy states that the final day to enroll is midnight of the first day of each class. After that first day, late enrollment will only be allowed under extraordinary circumstances if approved by the dean of the division for the class. Students must request permission from the instructor of the class or contact the academic division. Students who are approved for late registration must meet all other enrollment requirements and prerequisites before their request will be approved. NO late registration will be allowed after the midterm date of the class.
Students who do not plan to complete an enrolled class are responsible for officially dropping the class online.
The official deadlines for dropping or for withdrawing are defined individually for each class. Official deadlines can be found in your myStudentCenter course schedule or your course syllabus.
Tuition and fee refunds will be issued to eligible students based upon the effective date of withdrawal, which is recorded in the system at the time the student drops the class. View withdrawal and refund information.
The college may administratively withdraw students who have never attended class, who stopped attending class without officially dropping or whose attendance is so sporadic that they would not be able to complete the course requirements. Students who are withdrawn by the institution will be assigned an appropriate withdrawal grade and remain responsible for all tuition and fees charged for the class. View withdrawal and refund information.
Students who never attend class or who stop attending class, but do not officially drop, remain responsible for all tuition and fees for the class. You may drop a class online or in the Office of Student Records. It is not sufficient to tell an instructor or counselor that you want to drop a class, you must complete the drop/withdrawal action yourself.
Veterans and military personnel who are deployed (including training at U.S. or overseas locations) or called to active duty may withdraw anytime during the semester in which they are enrolled and called to active duty. The date of the official notice of orders for deployment will serve as the date of withdrawal, and the withdrawal request must be submitted to the college by the end of the semester in which the withdrawal occurs. If the effective date occurs after the 75 percent point between the start and end of the class, a grade of W will be recorded. This policy also applies to the spouses of veterans and military personnel. Visit Veteran Student Services for more information.
Students who do not pay (or make appropriate arrangements to pay) tuition and fees by their due date are subject to being dropped from all classes for non-payment. The dates for the 'Drop for Non-Payment' are publicized in the Schedule of Classes. The College will attempt to notify students who were dropped by this process, but it remains the responsibility of the student to check enrollment status if they fail to pay by the due date.
Students who are dropped by the process before the term starts are eligible to re-enroll in the same classes if seats are available. They must pay before the new due date assigned. Students may not attend classes if they are not officially enrolled.
Students who voluntarily withdraw from classes and subsequently request to be re-enrolled must present compelling reasons for reinstatement. Consult the Office of Student Records for procedures.
Students who wish to change sections after the classes have started must contact the academic division of the course. If approved by the instructor and dean, the Office of Student Records will process the change. It is important that the student follow this procedure. Simply dropping one class section and then attending a different section without being officially enrolled will not guarantee the late enrollment will be approved.
College policy strictly limits the release of student information. For this reason, not all services are available via e-mail or by phone.
Changes to your program of study can be made by filling out a Change of Program of Study (PDF) form and submitting it to the Office of Student Records. Any changes to your program of study should be planned with your counselor or advisor. If you are unsure of your program of study or degree objective, contact the Counseling Office for assistance. The deadlines for changing a program of study are: Fall -December 1; Spring - May 1; Summer - July 15. Any change request received after the deadline will take effect beginning with the start of the next academic term.
In order to graduate, a student must submit a Petition for Graduation to the Office of Student Records. The form can be completed online or picked up from the Office of Student Records, Grayslake Campus. The student's records are reviewed and the student is notified of his or her eligibility to obtain a degree. Working in conjunction with the College's Graduation Committee, the Office coordinates commencement which is held once each year in May. Refer to graduation and commencement information for more details.
The maximum number of credit hours a student in good standing may take is 18 hours in Fall/Spring or 10 in summer (including intersession). Under certain circumstances a student may receive permission to carry a heavier load. You must speak with a Counselor if you wish to take an overload.
A student who has previously attended another college and who intends to earn a degree or certificate from the College of Lake County must have an official transcript from each college sent directly to the Office of Student Records and submit a Request for Evaluation of Transfer Credit form. Students who have earned credit at non-regionally accredited institutions must complete the Appeal of Evaluation of College Transcript and follow the steps on the form.
Transfer evaluations are based on the student’s program of study indicated on the Evaluation form. Credit will be granted for acceptable work completed at other approved colleges and universities for courses in which a student has earned a grade of C or better. Credit will also be awarded for courses in which a D has been earned provided a student’s overall average is C or better for the credits transferred. Transfer credits accepted from other collegiate institutions will be entered on the student’s permanent record at the College of Lake County, but the grades earned in these courses will not be used to compute the student’s cumulative grade point average.
International transcripts will not be evaluated; you must contact a NACES approved evaluator for evaluation for foreign coursework, and have the official evaluation sent to Student Records. The evaluation must be a Catalog Match evaluation in order to be considered for transfer credit. Contact a counselor or advisor for a list of approved companies that provide Catalog Match services.
All documents and transcripts submitted to the College of Lake County become part of CLC’s permanent record. Copies of documents and transcripts will not be released to the student or third parties unless required by law.
The policies on this website are accurate as of the time of publication. Changes may be made from time to time and this site will be updated as expeditiously as possible. Students are responsible for abiding by all policies and deadlines published in the College Catalog and the Class Schedule.
“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.”
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“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.”
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“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.”
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“I try to relate course concepts directly to real life. For example, there are real-time weather discussions in my meteorology classes, where students see how the course material applies directly to the weather that affects their lives.”
“Teaching is not just about sharing knowledge, but - most importantly - inspiring students and helping them become life-long learners.”
“My main goal is to help students gain a deep understanding of the underlying concepts we are learning and move beyond the memorization of formulas.”
“My main goal is to reduce the number of people who say, 'I'm not good at math.'”
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“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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