Hachey, Alyse C. (ach48) | Teachers College Columbia University

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Hachey, Alyse
Adjunct Assistant Professor of Psychology and Education
Human Development

Office:
453 GDodge

Educational Background

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

Scholarly Interests

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

Selected Publications

Wladis, C.W., Conway, K.M. & Hachey, A.C. (In Press).  Assessing Readiness for Online Education –Research Models for Identifying Students at Risk.  Accepted for publication in OLC Online Learning Journal. [peer-reviewed]

 

Wladis, C.W., Hachey, A.C. & Conway, K.M. (2015).Which STEM majors enroll in online courses and why should we care? The impact of ethnicity, gender, and non-traditional student characteristics. Computers & Education, 87, 285-308. [peer-reviewed]

 

Wladis, C. W., Hachey, A. C. & Conway, K. M.  (2015). The online STEM classroom – Who succeeds? An exploration of the impact of ethnicity, gender and non-traditional student characteristics in the community college context.  Community College Review, 43(2), 142-164. [peer-reviewed]

 

Wladis, C.W., Hachey, A.C. & Conway, K.M.  (2015). The representation of minority, female, and non-traditional STEM majors in the online environment at community colleges: A nationally representative study.  Community College Review, 43(1), 89-114. [peer-reviewed]

 

Wladis, C.W., Conway, K.M. & Hachey, A.C. (2015). Using course-level factors as predictors of online course outcomes: A multilevel analysis at an urban community college. Studies in Higher Education. [peer-reviewed]

 

Krenn, J.L. & Hachey, A. C. (2015). Cooking with attitude: How to help promote positive life-long skills in the kitchen.  Texas Child Care Quarterly, 38(4). http://www.childcarequarterly.com/pdf/spring15_cooking.pdf [peer-reviewed]

 

Hachey, A.C. (2015).  Introduction to the special issue on Early Childhood Mathematics Education.  Early Education and Development, 26(3), 1-4. [peer-reviewed]

 

Conway, K.M., Hachey, A.C. & Wladis, C.W. (2014). A New Disapora: Latino(a)s in the Online Environment.  In Y. Medina and A. D. Macaya (Eds.), pp. 123-141. Latinos on the East Coast: A critical reader. NY, NY: Peter Lang.

 

Wladis, C.W., Conway, K.M. & Hachey, A.C. (2014). The role of enrollment choice in online education: Course selection rationale and course difficulty as factors affecting retention. Journal of Asynchronous Learning Networks, 18(3). [peer-reviewed]

 

Wladis, C.W., Hachey, A.C. & Conway, K.M. (2014). An investigation of course-level factors as predictors of online STEM course outcomes.  Computers & Education, 77, 145-150. [peer-reviewed]

 

Hachey, A.C., Wladis, C. W., & Conway, K. M. (2014) Prior online course experience and G.P.A. as predictors of subsequent online STEM course outcomes. The Internet and Higher Education, 25, 11-17. [peer-reviewed]

 

Hachey, A.C., Wladis, C.W. & Conway, K.M. (2014). Do prior online course outcomes provide more information than G.P.A. alone in predicting subsequent online course grades and retention? An observational study at an urban community college. Computers & Education, 72, March, 59-67. [peer-reviewed]

 

Hachey, A.C. & Medina, Y. (2014).  Critically Examining Gender Roles: Deconstructing the Myth of

“Boys will be Boys, Girls will be Girls”.  In K. Kushner and J. Dowdy (Eds.). From the Margins toward the Mainstream:  Activities to Enhance Social Justice Awareness in the Social Studies Classroom.  Lanham, MD: Rowman Littlefield Publishers.

 

Medina, Y. & Hachey, A.C. (2014). When I Grow up, I’ll Work in the Factory Just Like My Daddy:

Examining Teaching Practices that Perpetuate the Social Class Status Quo.  In K. Kushner and J. Dowdy (Eds.). From the Margins toward the Mainstream:  Activities to Enhance Social Justice Awareness in the Social Studies Classroom.  Lanham, MD: Rowman Littlefield Publishers.

 

Wladis, C.W., Hachey, A.C., & Conway, K.M. (2013).  Are online students in STEM (Science, Technology, Engineering and Mathematics) courses at greater risk of non-success? American Journal of Educational Studies, 6(1), 65-84. [peer-reviewed]

 

Hachey, A.C., Wladis, C.W. & Conway, K.M. (2013). Balancing retention and access in online courses: Restricting enrollment… Is it worth the cost? Journal of College Student Retention: Research, Theory & Practice, 15(1), 9-36.  [peer-reviewed]

 

Hachey, A.C. (2013). Teachers’ Beliefs Count: A Study of Teacher Beliefs and Practices in Early Childhood Mathematics Education (ECME).  NHSA Dialog: A Research-to-Practice Journal for the Early Childhood Field, 16(3), August, 77-85. [peer-reviewed]

 

Hachey, A.C. (2013). Research to Practice: In Early Childhood Mathematics Education (ECME), Teachers’ Beliefs Count.  NHSA Dialog: A Research-to-Practice Journal for the Early Childhood Field, 16(3), August, 1-7. [peer-reviewed]

 

Hachey, A.C. (2013). The Early Childhood Education Mathematics Revolution. Early Education and Development, May- June, 419-430. [peer-reviewed]

 

Hachey, A.C. (2013).  ECME: The Critical Issue is Change. Early Education and Development, May –June, 443-445. [peer-reviewed]

 

Hachey, A.C. & Butler, D.L. (2013). Science education through gardening and nature-based play.  In Shillady, A. (ed.) Spotlight on Young Children: Exploring Science

 

Hachey, A.C., Conway, K.M. & Wladis, C.W. (2013).  Community Colleges and Underappreciated Assets: Using Institutional Data to Promote Success in Online Learning. Online Journal of Distance Learning Administration, 16(1), Spring. [peer-reviewed]

 

Hachey, A.C. & Butler, D.L. (2012). Creatures in your gardening curriculum.  Teaching Young Children/Preschool, 5(5), June/July, 8-11. [invited feature]

 

Hachey, A.C. (2012).Study Guide for Creatures your gardening curriculum. NEXT for TYC: NAEYC Professional Development Resource (online), 5(5), June/July, 3-4.

 

Hachey, A.C. (2012).  Care from a cognitive perspective.  Knowledge Quest: Journal of the Association of School Librarians, 40(4), May/June, 39-44. [invited feature]

 

Hachey, A.C. and Butler, D.L. (2012). Creatures in the classroom: Including small animals in your gardening curriculum.  Young Children, March, 38-43. [peer-reviewed]

 

Wladis, C.W, Hachey, A.C. & Conway, K.M. (2012). An Analysis of the Effect of the Online Environment on STEM Student Success.  In S. Brown, S. Larsen, K. Marrongelle, and M. Oehrtman (Eds.), Proceedings of the 15th Annual Conference on Research in Undergraduate Mathematics Education, (Vol. 2). Portland, Oregon, 291-300. [peer-reviewed]

 

Hachey, A.C., Wladis, C.W. & Conway, K.M. (2012) Is the second time the charm?  Investigating trends in online re-enrollment, retention and success. Journal of Online Educators, 9(1), January, 1-25. [peer-reviewed]

 

Conway, K.M., Wladis, C.W. & Hachey, A.C. (2011). Minority student access in the online environment.  HETs (Hispanic Educational Technologies Services) Online Journal, 2(1), October.  http://www.hets.org/journal/articles/68-minority-student-access-in-the-online-environment.  [peer-reviewed]

 

Conway, K.M., Hachey, A.C. & Wladis, C.W. (2011). Growth of online education in a community college.  ACADEMIC EXCHANGE QUARTERLY, 15(3), Fall 2011. [peer-reviewed]

 

Plaisir, Y-E, Hachey, A.C. & Theilheimer, R. (2011).  Their portfolios, our role: Examining a community college teacher education digital portfolio program from the students’ perspective. Journal of Early Childhood Teacher Education, 32, May, 159-175.  [peer-reviewed]

 

Hachey, A.C. & Butler, D.L. (2010). Seeds in the window, soil in the sensory table: Science education through gardening and nature-based play with Study Guide.  In Koralek, D. (ed.) Spotlight on Teaching Preschoolers 2: Supporting Children, Families and Yourself, 43-49.

 

Hachey, A.C. & Butler, D.L. (2009). Seeds in the window, soil in the sensory table: Science education through gardening and nature-based play.  Young Children, 64(6), 42-48. [peer-reviewed]

 

Hachey, A.C.  (2009). I hate math: What we want young children NOT to learn. Texas Child Care Quarterly, Fall 2009, 2-7[peer-reviewed]

 

Hachey, A.C. (2005) An Inquiry into the Ontogeny of Mental Models and the Etiology of Phenomenological Inferencing. Dissertation Abstracts International, 66/05, 1636.

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.

  • 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.

·       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)

Wladis, C.W., Hachey, A.C., Conway, K.M. (In Press).  Are online students in STEM (Science, Technology, Engineering and Mathematics) courses at greater risk of non-success? American Journal of Educational Studies. [peer-reviewed]

Hachey, A.C., Wladis, C.W. and Conway, K.M. (In Press- 2012). Balancing retention and access in online courses: Restricting enrollment… Is it worth the cost? Journal of College Student Retention: Research, Theory & Practice, 14(3), November.  [peer-reviewed]

Hachey, A.C. and Butler, D.L. (2012). Creatures in your gardening curriculum.  Teaching Young Children/Preschool, 5(5), June/July, 8-11. [invited feature]

Hachey, A.C. (2012).Study Guide for Creatures your gardening curriculum. NEXT for TYC: NAEYC Professional Development Resource (online), 5(5), June/July, 3-4.

Hachey, A.C. (2012).  Care from a cognitive perspective.  Knowledge Quest: Journal of the Association of School Librarians, 40(4), May/June, 39-44. [invited feature]

Hachey, A.C. and Butler, D.L. (2012). Creatures in the classroom: Including small animals in your gardening curriculum.  Young Children, March, 38-43. [peer-reviewed]

Wladis, C.W, Hachey, A.C. and Conway, K.M. (2012). An Analysis of the Effect of the Online Environment on STEM Student Success.  In S. Brown, S. Larsen, K. Marrongelle, and M. Oehrtman (Eds.), Proceedings of the 15th Annual Conference on Research in Undergraduate Mathematics Education, (Vol. 2). Portland, Oregon, 291-300. [peer-reviewed]

Hachey, A.C., Wladis, C.W. and Conway, K.M. (2012) Is the second time the charm?  Investigating trends in online re-enrollment, retention and success. Journal of Online Educators, 9(1), January. [peer-reviewed]

Conway, K.M., Wladis, C.W. and Hachey, A.C. (2011). Minority student access in the online environment.  HETs (Hispanic Educational Technologies Services) Online Journal, 2(1), October.  [peer-reviewed]

Conway, K.M., Hachey, A.C. and Wladis, C.W. (2011). Growth of online education in a community college.  ACADEMIC EXCHANGE QUARTERLY, 15(3), Fall 2011. [peer-reviewed]

Plaisir, Y-E, Hachey, A.C. and Theilheimer, R. (2011).  Their portfolios, our role: Examining a community college teacher education digital portfolio program from the students’ perspective. Journal of Early Childhood Teacher Education, 32, May, 159-175[peer-reviewed]

Hachey, A.C. and Butler, D.L. (2010). Seeds in the window, soil in the sensory table: Science education through gardening and nature-based play with Study Guide.  In Koralek, D. (ed.) Spotlight on Teaching Preschoolers 2: Supporting Children, Families and Yourself, 43-49.

Hachey, A.C. and Butler, D.L. (2009). Seeds in the window, soil in the sensory table: Science education through gardening and nature-based play.  Young Children, 64(6),42-48. [peer-reviewed] Hachey, A.C.  (2009). I hate math: What we want young children NOT to learn. Texas Child Care Quarterly, Fall 2009, 2-7[peer-reviewed]

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.

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