Online Degrees

CHarles Kelly, Ed.D.
Academic Program Manager, MHS

Contact info:

Phone: 203.596.4644
Email: ckelly@post.edu
Office: North Hall 207

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Biography

Academic Background:

• Doctor of Education in Educational Leadership University of Hartford
• Master of Social Work, Southern Connecticut State University
• Master of Business Administration, University of New Haven
• Master in Sociology, Southern Connecticut State University
• Master in Psychology, Central Connecticut State University
• Master in Urban Studies, Southern Connecticut State University
• BS in Education, Central Connecticut State University

Professional Background:

Professor Kelly has more than 25 years of both administrative and clinical professional human service practice experience in a wide-variety of community-based organizations. The client populations that he has worked with include: the homeless, the chronically mentally ill, victims of sexual assault and domestic violence, substance abusers, suicidal individuals, the developmentally challenged and disabled, juvenile delinquents, and prison inmates.

Professor Kelly has been a management consultant for several community-based human service agencies including the Bristol ARC and the Bristol Community Organization. In addition, he was a trainer and consultant for Co-Opportunity, a developer of low-income cooperative housing projects in Connecticut. Kelly is also the former Chair of Education & Training for the Connecticut Certification Board.

He currently serves as the President of the New England Organization for Human Services (NEOHS) and is an Executive Board Member on the National Organization for Human Services (NOHS). He holds the certification of Human Service-Board Certified Practitioner (HS-BCP).

Teaching Philosophy:

John Dewey defined education as preparation for life, and part of Professor Kelly’s teaching philosophy is pragmatic and vocational in nature. One of his major goals as an educator is to work to develop in students the knowledge and skills required for them to be successful in their chosen profession and to achieve their career aspirations. But effective education is much more than career preparation. Higher education has the potential to also be an intellectually liberating experience for students. It contains the possibility to open students to new paradigms, new visions, and different theoretical lenses from which they can view the world. Education can be a force for liberation and positive social change. Paulo Freire sees education as a form of consciousness raising, and Kelly agrees. Part of his educational philosophy is to develop critical thinking skills and a social awareness in students so that students will be able to work towards egalitarian principles, increased social justice making this a better world.

Hobbies/Interests:

Professor Kelly is a self proclaimed health club enthusiast and Post University Athletic fan. He is also an ambitious recreational reader, especially detective novels by James Lee Burke, Ed McBain, or Tony Hillerman. Kelly loves to travel, as well as attend films and plays.

Research/Academic Interests:

Welfare reform, the working poor, college retention programs for at risk and first-generation college students, homelessness, and educational leadership.

Professional Memberships:

• President of the New England Organization for Human Services (NEOHS)
• Executive Board Member, National Organization for Human Services (NOHS)
• Phi Alpha National Social Work Honor Society
• Kappa Delta Pi International Education Honor Society
• National Organization of Human Service Educators
• Who’s Who Among American Educators
• American Association of University Professors
• American Civil Liberties Union
• Habitat for Humanity

Publications:

• The Emergence and Development of White-Collar Crime in America (Graduate Dissertation, 1982).
• The Ecology of Homelessness and the Viability of Cooperative Housing Models (Graduate Dissertation, 1994).
• Program Evaluation of a Bi-cultural Community Corrections Program for Latino(a) Youth (Graduate Dissertation, 1998).
• The Applicability of the Tinto Model of Student Departure to At Risk College Students