See these dots? The birds do, too

Lakeshore Campus Dean Jesus Ruiz tells everyone the new Student Center has the best view in Waukegan. You can see it for yourself by gazing through an important feature of the Student Center: bird-friendly windows.

Because of the Student Center’s location along Lake Michigan, building architects had to consider the implications for wildlife. is shoreline serves as an important route for migratory birds, guiding birds north for the summers and south for the winters.

When Chris Geiselhart, secretary of the Lake County Audubon Society, heard about the building construction at the lakefront, she recommended the use of special birdfriendly glass for the windows. Using fritted glass with small white dots of ceramic material baked into it makes the building visible to birds ying nearby.

“We think the use of the fritted glass in the Student Center is a very important design feature that is not only a model for other buildings in the area, but an important way to protect local and migrating birds from mistaking expansive glass for safe passage,” said Geiselhart. “Bird glass collisions are a leading cause of bird death.”

Chris and her husband Paul Geiselhart are familiar with birds and Waukegan. ey have been active with the Audubon Society and also the Waukegan Harbor Citizens’ Advisory Group. e Lake County Audubon Society is responsible for helping Waukegan to become the rst recognized Bird City in Illinois. Partnering with CLC sta , they helped the Village of Grayslake become a Bird City last summer.

College of Lake County works with community partners to lead the way, demonstrating innovative, sustainable, building construction and operations.

If you’re interested in learning more about what you can do to help the environment, listen to Season 2 Episode 6 of CLC Connects Podcast, with Sustainability Manager David Husemoller at www.clcillinois.edu/podcast

CLC: Your local college, your national leader in student success

ere are many reasons why students succeed on their college journey. Learning essential skills like reading, writing and mathematics is crucial. Building students’ self-con dence, feeling supported and having basic needs met are equally important.

At CLC, faculty are dedicated to helping every student achieve their goals. CLC is also committed to improving student outcomes and addressing inequities. As a result of the work accomplished over the last three years, CLC received national recognition as an Achieving the Dream (ATD) Leader College.

English and math are two of the rst classes CLC students usually encounter. Due to the e orts of CLC math and English faculty, students taking these core classes can have a more meaningful experience than simply learning academic content. At CLC, the goal is for students to gain knowledge and skills to succeed in college and in the future by providing the wrap-around support they need in a way that is meaningful to them.

Here are some stories of student success at CLC:

BUILDING CONFIDENCE: Kody’s story

Kody Gutierrez is a Waukegan High School graduate currently in his second year at CLC. In his journey to become a high school teacher, the rst class he took at CLC was math with instructor Natalia Casper. Gutierrez wasn’t the biggest fan of math when he started college.

“I felt nervous because math was not my strongest subject in high school,” Gutierrez said. “I didn’t really want to take a math class, but I knew it was something I had to do.”

He said having a supportive teacher helped him get through it. He described Casper as the type of teacher who would never leave someone behind. She was always there early before class so students like him could ask questions.

“We started slow at rst,” he describes. “She observed the pace we could learn at and went through things one step at a time to make sure we really understood the concept before we moved forward.”

Gutierrez took away more than a passing math grade from the class. He faced his anxieties with the help of his instructor, built con dence that he would excel at college and developed self-advocacy skills. He learned it was okay to seek support.

“Before, I was really nervous with math,” Gutierrez said. “A er the class, I had a huge increase in self-con dence when it comes to my schoolwork. I was ready to take on challenges and this experience gave me the skills I needed in later classes to not be afraid to ask for help.”

PROVIDING SUPPORT: Luzbeth’s story

Luzbeth Perez has seen a lot of growth in herself since becoming a CLC student. In the past, she was nervous to do things that weren’t familiar to her, but when she started taking classes at CLC, she had to emerge from her comfort zone.

When she began her required English class, Perez didn’t like writing.

“I struggled with writing, so it was one of my least favorite things to do,” she said. “I thought I was going to fail.”

Many students might relate to feeling this way as they start their college careers with familiar but challenging classes. Nerves and anxiety can take over, but Perez said English instructor Tessa Aquino (pictured above) supported her on each step of her journey.

“ e teacher was there for me, for all her students,” said Perez, who learned it was smart to reach out when she needed something. “My professor was always willing to listen and help me push through.” is was the rst experience Perez had working closely with a faculty member, and it changed her perspective as she continued other classes. Highly supportive faculty in students’ rst classes at CLC help set up students for long-term success.

“I accomplished goals I never thought I could in my time at CLC,” Perez said. “I earned straight A’s and became part of the honor society. I started drawing art! I didn’t think I had these things in me.”

REMAINING FLEXIBLE: Jeg’s story

Like most CLC students, Jeg Morales balances work and school. He’s studying to earn his associate degree and wants to transfer to get a bachelor’s degree. He started taking collegelevel courses a er completing his GED at CLC in 2020.

Because Morales recognized he could use extra instruction as an English-as-a-second-language student, he enrolled in an English support class alongside his college-level English class. At CLC, students needing this type of support can take it while still earning credit toward a credential in their college-level English class, saving them time and money. Morales felt more comfortable asking questions in the smaller group.

“I think students are naturally nervous to reach out. I used to be afraid to ask questions, but now I know it’s okay,” he said. “I have a full-time job so if I don’t have enough time to meet an assignment by the due date, I reach out and explain to ask for an extension. Teachers are understanding.”

Overcoming his anxiety about talking to instructors was pivotal in Morales’ success as he took the next steps toward his degree. He described his English instructor Cathy Colton as a remarkably patient person who was there to understand and help.

Although dread had built up in his mind when Morales thought about nding time to read “one of those really thick books” for class, he didn’t have anything to worry about. He did have to write a 1,600-word essay for his last assignment, but he gained the con dence he needed to overcome the language barrier he faced by taking the English support class.

He used to feel frustrated with his inability to communicate with others in English, but he now feels so con dent in his writing that he is o en the rst to correct others. Even better, Morales found exibility at CLC that allowed him to succeed while juggling multiple responsibilities.

“ is was the best class I’ve ever had,” Morales describes. “It helped me achieve the level of reading, writing and speaking skills I need to be successful in school and my job.”