Charter Oak State College
  • New Britain, CT, United States
Recent publications
Northwestern Connecticut Community College is a small rural community college that quickly pivoted to offering almost all classes and services over video conferencing and other online means because of the COVID pandemic. The college offered faculty training in online pedagogy and offered students a variety of resources such as laptops, food, and Wi-Fi-hotspots, to keep them progressing in classes. These efforts worked as enrollment was the strongest in Connecticut, the online courses did not exacerbate underlying racial gaps, and course pass rates had minimal decrease. Frequent communication from college leadership assisted in successful roll out of all innovations. The implications of this study could be used to highlight the new needs of community college students in a post-COVID world.
Our objective was to identify the influencing factors associated with the implementation of the INTERACT (Interventions to Reduce Acute Care Transfers) Quality Improvement program within a national healthcare system. INTERACT focuses on early identification and management of changes in residents’ condition leading to a reduction in potentially preventable hospital transfers. The Consolidated Framework was used to evaluate implementation data from eight VA Community Living Centers. Qualitative implementation data suggest two influencing Consolidated Framework domains had a strong influence: 1) key attributes of the intervention (e.g., adaptability or complexity) and 2) internal organizational factors (e.g., culture or compatibility). Using the Consolidated Framework can assist future adaptations to this and other complex quality improvement initiatives.
This article reports on the initial analysis of a database constructed to track the educational advancement of graduates’ of a public associate degree nursing (ADN) consortium in the northeast United States. This study offers a valid, reliable, and replicable method for ADN programs to determine the frequency and rate of the educational advancement of graduates to demonstrate a critical program outcome measure and to show that these programs are contributing to the educational progression of the nation's nursing workforce. In addition, this research represents a contribution to the body of evidence for a new paradigm of nursing education that demonstrates the ADN as a clear pathway to the BSN, essential to reach 80% BSN by 2020. The alignment of demographic and academic variables with educational advancement is a recommendation for further study.
This chapter presents an action-oriented understanding of second language (L2) learning, occurring in play associated with massively multiplayer online games (MMOG), such as World of Warcraft (WoW) or EverQuest, and multiuser virtual environments, such as Second Life or Active World. In particular, we focus on research that represents what we term an ecological, dialogical, and distributed (EDD) perspective on language learning. The chapter emphasizes research that views language learning as embodied, situated, dynamic, and values-realizing, and is organized around the following questions: (1) how do studies of L2 learning with games and virtual environments treat context?, i.e., as input versus as sites with affordances for a range of action potentials; (2) what is the unit of analysis?, i.e., individual perception versus perception and action cycles or turn-by-turn utterances versus coacted communicative projects; (3) how is language theorized?, i.e., language seen as a code versus differentiation between real-time languaging (accounting for both language and actions) and prescriptive lexicogrammars and discourse-semantic regularities; (4) how is interactivity analyzed?, i.e., using transcription of utterances or text chat versus using transcriptions of language and actions from dynamic multimodal texts. We conclude with a discussion of future directions in EDD research.
The focus of this study was to develop an orientation program that would assist adjunct faculty to gain specific competencies to facilitate an online course. The orientation curriculum employed a set of guiding questions that focused on the intellectual, cognitive, and applicable skills adjunct faculty would need to facilitate an online course. To evaluate the effectiveness of the orientation curriculum design, a critical incident questionnaire (CIQ) was employed. The data indicated that adjunct faculty members (a) had problems navigating the learning management system (LMS) and other technologies used in the orientation, (b) were surprised by the depth and extent of the interactions that took place between instructor–student and student–student, and (c) were also surprised by the similarities between distance online education and traditional face-to-face facilitation processes. Faculty members also made a recommendation for higher education institutions to routinely provide orientation programs and provide ongoing professional development for all faculty types.
This article demonstrates the expansion of the assessment program at Charter Oak State College in measuring and improving student learning. The strength of the Charter Oak assessment process and, indeed, the quality of its educational programs is largely the result of Charter Oak's unique faculty structure. The “core faculty,” recruited from the full-time faculties at two- and four-year higher education institutions in Connecticut, recommend policy and program enhancements, advise and mentor students, and serve as members of the assessment committee. Charter Oak's online teaching faculty members are selected based on their academic and practical expertise. Most teach at colleges and universities throughout the United States. While Charter Oak does not itself employ full-time faculty, both the core faculty and the online faculty participate actively in the assessment process.
Twenty-first Century institutional leadership involves a combination of fundraising, enrollment management, facility planning, setting discount levels and a never ending balancing act managing the needs and expectations of students, faculty, staff, the community and, of course, the Board. The skills required for effective leadership require both a broad reach and intricate, detailed knowledge in order to achieve and maintain successful operations. IT security is one more concern on the pile of the leader's responsibilities. While the requirements for successful leadership have increased, decreases in budget funding, state or federal support, and endowments are requiring innovative, budget-friendly solutions for addressing IT & data security.
The authors present a checklist designed to help preschool and kindergarten administrators and teachers build confidence in their ability to be inclusive and to increase their awareness of the needs of children with disabilities. Teachers can use the checklist to prepare for the inclusion of a child with a disability. "Identifying potential barriers to inclusion allows educators to adjust the physical environment, programming, and teaching methods as needed and to seek related supports before a child with special needs joins the program."
Purpose The purpose of this paper is to present an intentional model for moving into online learning; to show how the decision was part of the strategic planning process; and to explain the decision behind utilizing the consortium approach. The paper aims to discuss the pros and cons of the consortium model. Design/methodology/approach This paper describes the process Charter Oak State College, a non‐traditional public college, undertook to move from being an aggregator of credits to being the state's leader in providing undergraduate online learning to adult students. It also discusses how the college took a leadership role in forming a state‐wide online learning consortium that then became its online learning infrastructure. Findings The paper emphasizes the importance of the strategic planning process and the Board's buy‐in to making an online learning venture successful and candidly discusses the advantages and disadvantages of being in a consortium. The college found that the consortium approach was highly advantageous for start‐up, but has found that the consortium can hamper growth. The college also found that in certain areas, it needs to develop its own services independent from the consortium. Research limitations/implications Research could be carried out on consortium models to determine best practices and/or to categorize strengths and weaknesses. Practical implications By sharing what worked and what did not work, other colleges can learn from the study's experiences. Originality/value This paper describes one college's experience of moving into the online course delivery arena using the consortium approach. It provides those who are contemplating developing or joining a consortium for the purpose of offering online courses with a case study to examine and discuss.
Preschool and kindergarten are transition years in the U.S. educational system, and teaching four-, five- and six-year-olds means living on the margins of one educational community or another. But many preschool and kindergarten teachers like it that way. These teachers get to take ideas from the primary grades and combine them with the developmentally appropriate and child-centered teaching approaches of the early childhood community. The think-aloud is one useful technique that the author has picked up from her colleagues who teach older children, and it is easily adapted for preschool and kindergarten classrooms. In this article, the author shares how she uses think-aloud strategy in her preschool class.
A representative sample of studies drawn from the published program evaluation literature is systematically examined. Weak designs, low statistical power, ad hoc measurement, and neglect of treatment implementation and program theory characterize the state of the art in program evaluation. Program evaluation research under the experimental paradigm requires better planning and execution.
The marlowe model was extended to include a binding energy dependent on the local crystalline order: atoms are bound less strongly to lattice sites near surfaces or damage. Sputtering and cascade evolution were studied in self-ion irradiations of Cu and Au monocrystals. In cascades, the mean binding energy is reduced ∼8% in Cu with little dependence on the initial energy; in Au, it is reduced ∼9% at 1 keV and ∼15% at 100 keV. In sputtering, the mean binding energy is reduced ∼8% in Cu and ∼15% in Au with little energy dependence; the yields are increased less, averaging about half as much. Most sites from which atoms are sputtered are isolated in both metals. Small clusters of sites occur in Cu, but there are some large clusters in Au, especially in {111} targets. There are always more large clusters with damage-dependent binding than with a constant binding energy, but only a few clusters are compact enough to be regarded as pits.
The objective of this paper is to describe the Advanced Plant Experiment (APEX) test facility, which is a new integral system test facility located at Oregon State University (OSU) specifically scaled, designed, and built to simulate all of the important geometrical details of the Westinghouse AP600. The APEX facility has been designed and constructed to develop a database that can be used to validate the thermal hydraulic safety analysis codes that will be used in the AP600 design certification process. The test facility has been specifically designed and scaled to model small break loss-of-coolant and long-term cooling transients, which utilize the AP600 passive safety systems.
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413 members
Kristi Newgarden
  • Instructional Design
Mike Rightmire
  • Independent studies in Biotechnology
Richard Walker
  • Interdisciplinary Studies
Linda West
  • Liberal Arts
Teresa Smith
  • Behavioral Sciences
Information
Address
55 Paul J. Manafort Dr., 06053, New Britain, CT, United States
Website
www.charteroak.edu