Alyse Christine Hachey
COLUMBIA UNIVERSITY, New York, New York
Ph.D., Educational Psychology, 2005
· Specialization: Cognitive Psychology/Human Development
· Doctoral Dissertation: An Inquiry into the Ontogeny of Mental Models and the Etiology of Phenomenological Inferencing. Published at Dissertation Abstracts International, 66/05, 1636.
· Awarded “Dissertation Distinction” from Teacher College-Columbia University -2005
TEACHERS COLLEGE COLUMBIA UNIVERSITY, New York, New York
M.Ed., Instructional Technology and Media, 2006
· Thesis: Initial Misconceptions of Novice Online Learners and the Implications for Supportive Instructional Design.
M.A., Computers and Education, 2003
· Project: Mars 2030 Webquest/ Webquests as Instructional Tools in the Classroom
UNIVERSITY OF MICHIGAN, Dearborn, Michigan
M.A., Education, 1998
EASTERN MICHIGAN UNIVERSITY, Ypsilanti, Michigan
B.S., Elementary Education, 1994
· With MI Elementary Teaching Certification and Early Childhood Education Certificate
Cognitive Development and Early Childhood Curriculum, particularly related to early Mathematics and Science
SoTL (the Scholarship of Teaching and Learning) in Early Chilldhood Teacher Education
The Retention and Success of Community College Students in Online Learning
- The effect of the teacher educator on the educational philosophy of beginning teacher education students
Along with two department colleagues at BMCC, I am working on a research project related to SoTL (the Scholarship of Teaching and Learning) in early childhood teacher education. We are currently investigating the influence of teacher educators' philosophy of teaching and learning on the development of educational philosophies of early teacher education students.
- Building a model of retention and success in community college online learning
Along with two colleagues from the Business and Math departments at BMCC, I am conducting research in eLearning. The goal of this investigation is to identify the factors effecting high attrition rates in online learning at the community college level and to build a model of student retention and success that can be used by higher education institutions to identify and support students at risk of dropout.
Member of the New York City Association for the Education of Young Children (NYSAEYC) -2008 to Present
Member of the National Association for the Education of Young Children (NAEYC)- 2008 to Present
Member of the American Association of University Professors (AAUP)- 2011 to Present
I have always been fascinated with young children… particularly their ability to see the world as a new and exciting adventure. I am consistently amazed at the creative ways that they come up with in order to deepen their understanding of our complex world. I love that to them, life is play.
I am in awe of the tremendous biological and cognitive development that happens in the first eight years of life. This has created for me a strong interest in cognition, both early on and across the life span. In particular, as an educational psychologist, I have focused on the ends of the educational spectrum...the cognition of young children and college students, and the creation of curriculum to enhance learning for both of these groups based on what we know (and continue to find out) about the human mind.
I am originally from Michigan. Early in my career, I worked with preschoolers (admittedly my favorite age range) as a Lead Teacher and Center Administrator for Head Start in Detroit. After moving to New York, I served as a research assistant for the preschool T.V. show Blues Clues and I have conducted educational research for other children’s television shows. In addition, I have a background in Instructional Design and I was a coordinator of Distance Learning at Teachers College. I also taught undergraduate psychology at John Jay College.
Currently, as a professor and deputy chair in the Teacher Education Department at BMCC-CUNY, I teach curriculum classes to prospective teachers. My goal is to help develop early childhood professionals that are advocates for teaching practices that respect young children as capable, curious and creative learners. At TC, I have been teaching for the Human Development Department for over 10 years and I am also faculty at the Klingenstein Center.
Conway, K.M., Wladis, C.M., & Hachey, A.C. (2012). Minority Enrollments and Success Rates in Online Mathematics and STEM Courses. Paper presented at the Annual Meeting of the Metropolitan New York Section of the Mathematical Association of America, May 2012, New York, NY.
Conway, K.M., Wladis, C.M., & Hachey, A.C. (2012). Black and Hispanic Males in the Online STEM Environment. Paper presented at the Sixth Annual Black, Brown and College Bound Conference, February/March, 2012, Tampa, FL.
Wladis, C.W., Hachey, A.C. Conway, K.M. (2012). Are Online Students in STEM Courses at Greater Risk of Non-Success? Paper presented at the Special Interest Group of the Mathematical Association of America on Research in Undergraduate Mathematics Education Annual Conference, February, 2012, Portland, OR.
Hachey, A.C. (2012). Movement Education in the Early Childhood Classroom. Paper presented at the New York City Association for the Education of Young Children Conference, February 2012, New York, NY.
Wladis, C., Conway, K. and Hachey, A.C. (2011). STEM Courses in the Online Environment: Which Courses are at Greatest Risk of Higher Attrition? Paper presented at the New York State Mathematics Association of Two-Year Colleges Regional Fall Conference, Region 4, November, 2011, Suffolk, NY.
Hachey, A.C. (2011). I LIKE TO MOVE IT: Exploring Physical Development and Movement Education in the Early Years. Paper presented at the New York State Association for the Education of Young Children Annual Conference, April, 2011, Rye, NY.
Hachey, A.C. (2010). ECE Social Studies: Learning About the Social World and My Place In It. Paper presented at the New York City Association for the Education of Young Children Conference, October 2010, New York, NY.
Hachey, A.C., Conway, K. and Wladis, C. (2010). Who Should Be Allowed to Take Online Courses?: The Pros and Cons of Restricting Online Enrollment. Paper presented at the American Association of University Professors Annual Conference on the State of Higher Education, June, 2010, Washington, DC.
Hachey, A.C. (2010). Math= Meaning Making in Everyday Life. Paper presented at the New York State Association for the Education of Young Children Annual Conference, May, 2010, Verona, NY.
Hachey, A.C. (2009). Math is Everywhere: Re-thinking Mathematics in the ECE Classroom. Paper presented at the New York City Association for the Education of Young Children Conference, October 2009, New York, NY.
Ray, K. and Hachey A.C. (2009). Connecting with Infants and Toddlers at their Developmental Level. Paper presented at the Essex/Hudson Association for the Education of Young Children Conference, October 2009, Caldwell, NJ.
Ray, K. and Hachey A.C. (2009). Linking Developmental Theory to Practice. Paper presented at the 3rd Annual Citywide Infant Toddler Conference, July 2009, New York, NY.
Hachey, A.C. (2009). Exploring the Social Sciences in ECE. Paper presented at the New York State Association for the Education of Young Children Annual Conference, May, 2009, Brooklyn, NY.
Craigo, L., Medina, J. and Hachey, A.C. (2008) Expanding the Opportunity: Promoting Transfer from Community Colleges to Four Year Colleges and Universities. Paper presented at the Southeast Philosophy of Education Conference, February, 2008 Baton Rouge, LA.
Hachey, A.C. (2005) Initial Misconceptions of Novice Online Learners and the Implications for Supportive Instructional Design. Paper presented at the 4th Annual CUNY Information Technology Conference, New York, New York.
Tsuei, L..Y., Hachey, A.C. & Black, J.B. (2003). Fostering Mechanistic Thinking through Entities-Relationship Diagrams. Paper presented at the American Educational Research Association annual conference, April, 2003 Chicago, Illinois.
Zahner, D.C., Hachey, A.C., & Black, J.B. (2002) Cognitive Flexibility Theory and the Evaluation of Re-purposable Online Learning Objects. Poster presented at the American Educational Research Association annual conference, April, 2002 New Orleans, LA.
Hachey, A.C., Tsuei, L.Y. & Black, J.B. (2001) Fostering Mental Model Thinking During Design. Paper presented at the Association for the Advancement of Computers in Education's annual Ed Media conference, June, 2001 Tampere, Finland.
· Co-PI, American Educational Research Association (AERA) Research Award, funded by the NSF: Online STEM Students At-Risk: Building a Model of Online STEM Student Retention at the Community College, 2012-2014. ($25,000)
· Co-PI, Community College Collaborative Incentive Research Grant (C3IRG) Award: An Investigation of Prior Experience and Course Type as Factors Affecting Online STEM Student Retention and Success, 2012-2013. ($15,000)
· PI, PSC CUNY Research Award: Investigating Trends in Online Attrition to Optimize Student Success, 2011-2012. ($4,512)
· PI, BMCC/CUNY eLearning Grant: Investigating Trends in Online Re-enrollment, Retention and Success, summer 2011. ($4,000)
· Co-PI, LaGuardia Making Connections ePortfoilio Grant: Examining a community college teacher education digital portfolio program from the students’ perspective, 2009-2010. ($5,000)
· PI, PSC CUNY Research Award: Intersubjectivity in the preschool classroom: The role of teachers and peers, 2008-2009. ($6,000)
HUDK 4029: Human cognition and learning
Cognitive and information-processing approaches to attention, learning, language, memory, and reasoning. Fee: $20.
ORLA 5052: Instructional leadership of independent schools
The purpose of this course is to help prepare independent school educators for their roles as instructional leaders and to encourage reflection about the craft of teaching. It will provide an overview of contemporary theories and research about how people learn and how this knowledge can inform leadership in curriculum design, teaching strategies, student assessment practices, and the design of professional development.
Centers and Projects
Full-year and Two-Summer master’s programs and funded fellowships in leadership development for independent school educators. Programs serve early career teachers, mid-career administrators and heads of schools from a broad range of schools around the world. All Klingenstein Center programs focus on instructional leadership, collaboration and teamwork, a commitment to social justice and diversity, and reflective practice.