New Britain, CT, United States
New Britain, CT, United States

Central Connecticut State University is a regional, comprehensive public university in New Britain, Connecticut. Founded in 1849 as Connecticut Normal School, CCSU is Connecticut's oldest publicly funded university. CCSU is made up of four schools: the Ammon School of Arts & Science, the School of Business, the School of Education & Professional Studies, and the School of Engineering & Technology. Attended by over 11,000 students, 9,200 are undergraduates, and 2,000 are graduate students. It is part of the Connecticut State University System , which also oversees Eastern, Western, and Southern Connecticut State Universities. Together they have a student body of over 34,000. As a commuter school, more than half of students live off campus and ninety percent are in-state students. Wikipedia.

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News Article | April 17, 2017
Site:, a leading resource provider for higher education and career information, has released its list of Connecticut’s best colleges and universities for 2017. Of the 19 four-year schools that made the list, Yale University, Fairfield University, Quinnipiac University, University of Hartford and University of Connecticut scored highest. Of the 12 two-year schools that were also included, Capital Community College, Manchester Community College, Naugatuck Valley Community College, Three Rivers Community College and Gateway Community College were the top five schools. A full list of the 31 schools is included below. “As Connecticut’s job market fluctuates, many people consider earning a certificate or degree to help change or bolster their career,” said Wes Ricketts, senior vice president of “These Connecticut schools have proven themselves with solid educational programs, but have also taken extra steps to provide resources that translate into career success for students.” To be included on Connecticut’s “Best Colleges” list, schools must be regionally accredited, not-for-profit institutions. Each college is also scored on additional metrics such as employment resources, academic counseling, financial aid availability, annual alumni earnings 10 years after entering college, student/teacher ratios and graduation rates. Complete details on each college, their individual scores and the data and methodology used to determine the “Best Colleges in Connecticut” list, visit: The Best Four-Year Colleges in Connecticut for 2017 include: Albertus Magnus College Central Connecticut State University Connecticut College Eastern Connecticut State University Fairfield University Goodwin College Mitchell College Quinnipiac University Sacred Heart University Southern Connecticut State University Trinity College University of Bridgeport University of Connecticut University of Hartford University of New Haven University of Saint Joseph Wesleyan University Western Connecticut State University Yale University The Best Two-Year Colleges in Connecticut for 2017 include: Asnuntuck Community College Capital Community College Gateway Community College Housatonic Community College Manchester Community College Middlesex Community College Naugatuck Valley Community College Northwestern Connecticut Community College Norwalk Community College Quinebaug Valley Community College Three Rivers Community College Tunxis Community College ### About Us: was founded in 2013 to provide data and expert driven information about employment opportunities and the education needed to land the perfect career. Our materials cover a wide range of professions, industries and degree programs, and are designed for people who want to choose, change or advance their careers. We also provide helpful resources and guides that address social issues, financial aid and other special interest in higher education. Information from has proudly been featured by more than 700 educational institutions.

News Article | February 27, 2017

NEW HAVEN, Conn., Feb. 27, 2017 (GLOBE NEWSWIRE) -- The Board of Directors of Continuity, a leading provider of compliance management and regulatory technology, today announced that Howard Pitkin, the former Commissioner of Banking for the State of Connecticut, has been elected to the company’s board of directors. The addition of Mr. Pitkin to the company’s board was announced by Chief Executive Officer and Director Michael Nicastro. “We are thrilled and honored to have a such a well-recognized and experienced regulator as Howard Pitkin join our board,” stated Nicastro. “Howard has been involved with and has managed many different facets of compliance over his 40-year career in banking oversight. This level of expertise along with his relationships with the 49 other state regulators as well as federal agencies will be integral to Continuity as we continue to build compliance solutions on our compliance platform for financial institutions.” Mr. Pitkin, who served with the Connecticut Department of Banking for 40 years, was appointed in 2006 to Banking Commissioner by then Governor M. Jodi Rell and again in 2010 by Governor Dannel Malloy. Pitkin is a 1985 graduate of the ABA Stonier Graduate School of Banking at Rutgers University. Since his retirement as Banking Commissioner in January of 2015, Mr. Pitkin has been the American Saving Foundation Banking Fellow at Central Connecticut State University School of Business, an AA-CSB accredited school of business. Acknowledging his election, Mr. Pitkin commented, “I’m very happy and excited to be joining the governance team at Continuity, knowing first-hand the challenges that financial institutions face every day. The ever-growing complexity of rules and regulations makes it crucial to have a platform such as Continuity’s to help simplify the burden.” In addition to Mr. Nicastro, Mr. Pitkin joins Continuity board members Andy Greenawalt, Continuity Founder and Principal of Gnostic Ventures, Rik Vandevenne, Managing Director of River Cities Capital Funds, and Peter Longo, Senior Managing Director - Investments at Connecticut Innovations. About Continuity Continuity is a leading provider of Regulatory Technology (RegTech) solutions that automate compliance management for financial institutions of all sizes. By combining regulatory expertise and cloud technology, Continuity provides a proven way to reduce regulatory burden and mitigate compliance risk at a fraction of the cost. Our solutions are designed to automate all aspects of compliance management, from interpretation of regulatory issuances through intuitive task delegation, vendor management, and board reporting. Continuity serves hundreds of institutions across the US and its territories. For more information about Continuity, visit

Unique resource benefiting practitioners and researchers in clinical psychology is one of five new psychology books published by Elsevier CAMBRIDGE, MA--(Marketwired - February 13, 2017) - Elsevier, a world-leading provider of scientific, technical and medical information products and services, today announced the publication of Explaining Suicide: Patterns, Motivations, and What Notes Reveal by Cheryl Meyer, Taronish Irani, Katherine Hermes and Betty Yung. It is the first large-scale analysis of suicide motivation across multiple ages in the same time period, made possible via a unique dataset of all suicide notes collected by the coroner's office in southwestern Ohio from 2000 through 2009. At the same time, Elsevier announced publication of four additional psychology books. Based on an analysis of the Ohio dataset and those from other European and Oceanic studies, Explaining Suicide identifies top motivations for suicide, how these differ between note leavers and non-note leavers, and how that information relates to better suicide prevention. The book reveals the extent to which suicide is motivated by interpersonal violence, substance abuse, physical pain, grief, feelings of failure and mental illness. It also discusses other risk factors, what differentiates suicide attempters from suicide completers, and what might serve as protective factors toward resilience. Learn more about The Complexity of Suicide Motivation in this sample chapter. Cheryl Meyer, a professor at Ohio's Wright State University School of Professional Psychology, has a unique combination of degrees including a Master's degree in Clinical Psychology, a Ph.D. in Social Psychology and a law degree. Her research has an interdisciplinary focus incorporating legal, educational, psychological and sociological perspectives. Dr. Meyer's research interests focus on forensic psychology, specifically intrafamilial violence, and program evaluation. Taronish Irani, a licensed clinical psychologist working at The Counseling Center at SUNY Buffalo State College, received her Master's degree in Clinical Psychology from University of Mumbai, India and a Psy.D. degree in Clinical Psychology from Wright State University. Some of her clinical and research areas include trauma informed care, diversity issues, consultation, psychology education and training, violence and suicide prevention, forensic psychology, and international psychology. Katherine Hermes is chair of the History Department at Central Connecticut State University, where she has taught since 1997. She was co-coordinator of the Women, Gender and Sexuality Studies Program at CCSU from 2006-2008. Dr. Hermes received her law degree from Duke University School of Law and her Ph.D. in History from Yale University. Her fields of specialty are Early American history, the Atlantic World, legal history and Native American history. Betty Yung led this project but died before it was completed. She served as officer of grants, research, evaluation and accreditation for five years at Wright State University, and in 1988, joined the School of Professional Psychology as a grants and proposals writer. Dr. Yung's areas of specialty included violence prevention and health disparities for minority populations. She also was a grant reviewer for the Centers for Disease Control and Prevention on family violence initiatives. The five new psychology titles are: In order to meet content needs in psychology, Elsevier uses proprietary tools to identify the gaps in coverage of the topics. Editorial teams strategically fill those gaps with content written by key influencers in the field, giving students, faculty and researchers the content they need to answer challenging questions and improve outcomes. These new books, which will educate the next generation of psychologists, and provide critical foundational content for information professionals, are key examples of how Elsevier is enabling science to drive innovation. Note for Editors E-book review copies of the new books are available to credentialed journalists upon request. Contact Jelena Baras at About Elsevier Elsevier is a world-leading provider of information solutions that enhance the performance of science, health, and technology professionals, empowering them to make better decisions, deliver better care, and sometimes make groundbreaking discoveries that advance the boundaries of knowledge and human progress. Elsevier provides web-based, digital solutions -- among them ScienceDirect, Scopus, Research Intelligence and ClinicalKey -- and publishes over 2,500 journals, including The Lancet and Cell, and more than 35,000 book titles, including a number of iconic reference works. Elsevier is part of RELX Group, a world-leading provider of information and analytics for professional and business customers across industries.

Hammad K.J.,Central Connecticut State University
Journal of Fluids Engineering, Transactions of the ASME | Year: 2014

Velocity and momentum decay characteristics of a submerged viscoplastic non-Newtonian jet are studied within the steady laminar flow regime. The governing mass and momentum conservation equations along with the Bingham rheological model are solved numerically using a finite-difference scheme. A parametric study is performed to reveal the influence of the initial velocity profile, flow inertia, and yield stress presence on the flow field characteristics. Two initial velocity profiles are considered, a top-hat and fully developed pipe jets. The centerline velocity decay is found to be more rapid for the pipe jet than the top-hat one when the fluid is Newtonian while the opposite trend is observed for yield stress Bingham fluids. The decay in the momentum flux of the pipe jet is always less than that of the top-hat jet. Momentum and velocity based jet depths of penetration are introduced and used to analyze the obtained flow field information for a wide range of Reynolds and yield numbers. Depths of penetration are found to linearly increase with the Reynolds number and substantially decrease with the yield number. The presence of yield stress significantly reduces the momentum and velocity penetration depths of submerged top-hat and pipe jets. Penetration depths of yield stress fluids are shown to be more than an order of magnitude smaller than the ones corresponding to Newtonian fluids. © 2014 by ASME.

Powell Sears K.,Central Connecticut State University
Medical Education | Year: 2012

Context Most US medical schools have instituted cultural competence education in the undergraduate curriculum. This training is intended to improve the quality of care that doctors, the majority of whom are White, deliver to ethnic and racial minority patients. Research into the outcomes of cultural competence training programmes reveals that they have been largely ineffective in improving doctors' skills. In varied curricular formats, programmes tend to teach group-specific cultural knowledge, despite the vast heterogeneity of racial and ethnic groups. This cultural essentialism diminishes training effectiveness. Methods This paper proposes key curriculum content changes and suggests the inclusion of an intersectional framework in the cultural competence curriculum. This framework maintains that racial and ethnic minority groups hold multiple social statuses, called social locations, which interact with one another to uniquely shape the health views, needs and experiences of the individuals within the groups. Social locations include those defined by race, ethnicity, gender, social class and sexuality, which are experienced multiplicatively, not additively, within a particular social context. Cultural competence education must go beyond simplified cultural understandings to explore these more complex meanings. Doctors' ability to understand, communicate with and treat diverse groups can be vastly improved by applying an intersectional framework in academic research, self-awareness exercises and clinical training. Results Integrating an intersectional framework into cultural competency education can better prepare doctors for caring for racial and ethnic minority patients. This paper recommends curriculum elements for the classroom and clinical training that can improve doctor knowledge and skills for caring for diverse groups. Medical schools can use the proposed model to facilitate the development of new educational strategies and learning experiences. These improvements can lead to more equitable care and ultimately diminish disparities in health care. Although these recommendations are designed with US schools in mind, they may improve doctor understanding and care of marginal populations across the world. © Blackwell Publishing Ltd 2012.

The goal of this project is to investigate the role that crustal fluids have played in deformational processes that created the classic Wyoming salient of the Cordilleran fold and thrust belt of the western United States. The Cordilleran orogenic belt is a major tectonic feature consisting of folds and faults that resulted from convergent margin tectonic activity due to subduction of the Farallon plate beneath the North American plate about 140 to 50 million years ago during the Sevier Orogeny. The Wyoming salient is considered to be an ideal place for this study given that it has been extensively studied and is of the best characterized fold and thrust belts in the world. The results of the project will provide insights into how fluids contribute to large-scale deformation associated with mountain building events, fault zone processes, and the results will have implications for a variety of disciplines that have societal relevance, including mineral exploration, hydrocarbon exploration, hydrology. In addition to the research goals of the project, the project will contribute to training of graduate and undergraduate students in a STEM discipline; collaboration between three universities; contributions to research infrastructure at at Ph.D. granting and primary undergraduate institutions; incorporation of research results into classroom curricula; and dissemination of research results via peer-reviewed publications, presentations at professional geoscience meetings, and by web accessible digital data sets.

This project will innovatively integrate detailed structural, fluid inclusion, stable isotope, and geochronologic studies along transects across the curved Wyoming salient into the foreland and along traverses of key large-scale folds and major fault zones, providing extensive new regional data sets that relate fluid flow with progressive deformation. Although previous laboratory studies have provided insights into deformation micromechanisms and previous field and modeling studies of thrust belts have revealed the importance of fault zones and evolving topography on fluid flow systems, quantitative interrelations between regional to local fluid flow and progressive deformation within propagating fold-thrust wedges remains poorly understood. This project will build on previous structural studies in the Wyoming salient, with results synthesized to improve our understanding of feedbacks between fluid flow and thrust wedge mechanics. The project will test models of fluid-flow systems within curved fold-thrust belts, including nature of micro-, meso-, and megascopic fluid pathways; changing contributions of meteoric-, formation-, and metamorphic-waters during progressive wedge propagation and development of topography; evolving stratigraphic and structural compartmentalization of fluid flow as deformation changes style from distributed layer-parallel shortening to concentrated thrust slip; and propagation of detachment faults and early layer-parallel shortening in front of the fold-thrust wedge related to enhanced fluid flow and burial. This project will build on previous structural studies in the Wyoming salient, with results synthesized to improve our understanding of feedbacks between fluid flow and wedge mechanics. The project will combine a variety of methodologies, including mesoscopic structural analysis and sampling of veins/fracture sets, cleavage, and minor faults that provided fluid pathways,

Agency: NSF | Branch: Standard Grant | Program: | Phase: | Award Amount: 49.98K | Year: 2013

The 47th Annual Spring Topology and Dynamical Systems Conference will be hosted by the Mathematical Sciences Department at Central Connecticut State University from Saturday March 23 through Monday March 25, 2013. The conference will offer special sessions in Continuum Theory, Dynamical Systems, General/Set-Theoretic Topology, Geometric Group Theory, and Geometric Topology/Low Dimensional Topology, as well as six plenary talks and 12 semi-plenary talks covering the breadth of the special sessions. The conference is organized by the special session organizing committees, the conference steering committee, the local organizing committee and the principal investigator on the grant. The grant provides funds to support travel for graduate students and young researchers, in addition to the invited speakers.

The Annual Spring Topology and Dynamical Systems Conference Series is one of the longest running in mathematics. In the spring of 1967, the first conference was held at Arizona State University, and it was primarily a conference on general topology and continuum theory. In the past 45 years, the conference has grown in size and scope. It has continued to be the most important conference of the year in set-theoretic topology and continuum theory, while expanding to include the areas of dynamical systems, geometric group theory, and geometric topology. Over the years, the conference has made special efforts to broaden participation by women, underrepresented groups, graduate students, and young researchers, while expanding to cover a broader section of topology. Many of the most famous results of the last 45 years have been first announced at this conference. The conference proceedings will be published in the refereed journal Topology Proceedings.

Conference website:

Agency: NSF | Branch: Standard Grant | Program: | Phase: S-STEM:SCHLR SCI TECH ENG&MATH | Award Amount: 600.00K | Year: 2011

The Central Connecticut State University (CCSU) program is attracting and retaining academically talented and under-represented students from low-income and disadvantaged families to achieve degrees in Computer Science, Mathematics and Physics (CSMP) by offering them financial support, academic support, and enrichment opportunities. The program is targeting prospective students recruited through public schools, two-year colleges and community organizations, as well as promising students enrolled in CSMP and related programs at CCSU. Scholars are being assigned faculty mentors and are receiving a wide range of support in academic and career planning, mentoring, counseling, and internships. CSMP fields are providing research-rich learning environments that offer students the opportunity to participate in a variety of ongoing research projects with an emphasis on interdisciplinary work. Student cohorts are creating a supportive environment for scholars ensuring their academic success, retention and timely graduation. An established, well-functioning student support infrastructure coupled with faculty and staff experienced in mentoring under-represented students is helping minorities, female, and first-generation students achieve their education goals. This is leading to a strong and diverse workforce for CSMP. Student research and publication experiences are building a graduate pipeline of under-represented students into the academy.

Agency: NSF | Branch: Standard Grant | Program: | Phase: IUSE | Award Amount: 161.35K | Year: 2016

Software engineering, which plays a significant role in preparing students for becoming a part of the professional workforce, requires the pairing of in-depth disciplinary knowledge with a robust set of soft skills, such as teamwork and communication abilities. Given the engineering nature of the discipline, one of the best ways to study software engineering principles is to apply them in active learning contexts, such as case studies or hands-on exercises. When teaching undergraduates, it is crucial to make a clear connection between these learning contexts and related theoretical material, while designing active learning activities in a way that students would find easy to relate to.

The goal of this project is to develop and establish the effectiveness of using kinesthetic learning modules leveraging LEGO as a tangible manipulative to improve student learning and engagement in undergraduate software engineering education. This project will demonstrate that compared to traditional classroom instructional techniques, the use of LEGO tangible manipulatives will improve student knowledge in software engineering and improve student engagement with coursework by using a framework of active learning activities. This project will develop curricular support materials for educators at universities and high schools to incorporate software engineering topics into their courses via the active learning modules. The study design will utilize a pre-post test control group design without random assignment of students to course sections. The same study design and the same instruments will be used at both participating institutions.

Agency: NSF | Branch: Standard Grant | Program: | Phase: POP & COMMUNITY ECOL PROG | Award Amount: 300.00K | Year: 2010

The combined effects of habitat disturbance and associated invasive species are perhaps the most important and pervasive threat to terrestrial biodiversity. Invasive animal species are typically associated with habitat disturbance, but the causes of this association are poorly understood. The experiments funded by this grant will use both the invasive fire ant and native U.S. ants as a model to dissect and identify the particular features of ant life history, such as habitat selection, that appear to adapt invasive ants to human-modified habitats and native ants to natural habitats. The experiments will thus determine how habitat disturbance favors the fire ant but not native ants. Because a large proportion of invasive species are favored by ecological disturbance, results will have great relevance to understanding invasive animals, will provide data necessary to model invasion dynamics, and may contribute to strategies for mitigating the negative effects of many invasive species.

This research has a significant educational component as it is ideally suited to training both undergraduate and graduate students in organismal biology and ecology. Two graduate students from underrepresented groups and numerous undergraduates will be trained and actively involved in the research. Results will also be used to increase local public awareness of the issue of invasive species and habitat disturbance, emphasizing the role, prevalence, and importance of ecological disturbance in our southeastern coastal plains forest, a national treasure of biodiversity. Research weekends will be offered to middle and high school students in which they will learn about Florida longleaf pine forest ecology and engage in the research project. An interactive exhibit will also be installed in a local natural history museum.

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