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.
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]
· 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.