Alyse C. Hachey, Ph.D., is the Co-Chair of the Teacher Education Department, Division Director of BELSS (Bilingual Education, Early Childhood Education, Literacy Education and Sociocultural Studies), Associate Professor and lead faculty for Early Childhood Education at The University of Texas at El Paso. Her teaching and research interests focus on early childhood cognition and curriculum development and post-secondary online learning and retention, particularly for college populations often designated at high-risk of dropout.

• Best Research Paper - European Distance and E-Learning Network (06/01/2021-06/30/2021)

• M.Ed in Instructional Technology and Media, Teachers College Columbia University (2006)
• Ph D in Educational Psychology, Teachers College Columbia University (2005)
• MA in Computing in Education, Teachers College Columbia University (2003)
• MA in Education, University of Michigan (1998)
• BS in Elementary Education, Eastern Michigan University (1994)

• Choreographing complexity: investigation of elementary preservice teachers’ quantitative manipulation in large group formations Education Inquiry (2023), Song A. An, Alyse , Daniel A. Tillman, Karime Smith.
• Larger vs. luckier: Preservice teachers’ exploration of probabilistic reasoning through an aleatoric music activity International Journal of Mathematical Education in Science and Technology 54 3 (2023), Song A. An, Alyse Hachey, Daniel A. Tillman, .
• Preservice Teachers’ Reflections on the Use of Visual Supports to Improve Mathematics Pedagogy: The Case Study of Fraction and Ratio Journal of Mathematics Education at Teachers College 14 1 (2023), Song A. An, Daniel A. Tillman, Karime Smith, Alyse Hachey.
• When 10 ≠ ten: Teachers’ develop original stories to conceptualize numeral transition Journal of Early Childhood Teacher Education 44 1 (2023), Song A. An, Alyse Hachey, So Jung Kim, Daniel A. Tillman.
• Choreographing complexity: Investigation of elementary preservice teachers’ quantitative manipulation in large group formations. Education Inquiry (2023), Song A. An, Daniel A. Tillman, Alyse Hachey, k Smith.

• Engaging preschoolers in early critical literacy through counter-storytelling: A case study. (2021), Volume Atlanta, GA/Virtual, So Jung Kim, Alyse Hachey.
• Differences in academic resiliency when the pandemic forced courses online: Was prior online coursetaking protective? (2021), Volume Madrid, Spain, Claire Wladis, Alyse Hachey, Katherine Conway.
• Time poverty is not equitably distributed among college students. (2021), Volume Trumbull, CT, Claire Wladis, Alyse Hachey, Katherine Conway, Catherine Manly.
• Did COVID-19 exacerbate inequities? Course outcomes, on average and when considering students’ prior online experience. (2021), Volume Washington, D.C., Catherine Manly, Claire Wladis, Alyse Hachey, Katherine Conway.
• ime as a resource for college: Hidden inequities by gender and race/ethnicity. (2021), Volume San Juan, Puerto Rico, Wladis Claire, Alyse Hachey, Katherine Conway, Catherine Manly.

• Investigating Whether Online Course Offerings Support STEM Degree Progress
• YES, She Can: Closing the STEM Hispanic Gender Gap