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)

• The iSTEM Rope Model: Defining Integrated Early Childhood STEM Education and its Pedagogical Linkages to the Reggio Emilia-Inspired Approach, Journal of Research in Innovative Teaching & Learning (2024), Alyse C. Hachey, Pratimaben J. Mehta.
• Life stressors as predictors of Community College student’s course outcomes: The COVID-19 pandemic as a Focusing Event Teachers College Record 126 2 (2024), Claire Wladis, Catherina A. Manly, Alyse C. Hachey, Katherine M. Conway.
• Wladis, C.W., Hachey, A.C. & Conway, K.M. (2024). It’s About Time: The Inequitable Distribution of Time as a Resource for College, by Gender and Race/Ethnicity. Research in Higher Education 65 7 (2024), Claire Wladis, Alyse Hachey, Katherine M. Conway.
• Wladis, C.W., Fay, M. & Hachey, A.C. (2024). The Holistic Capital Model: Time and Body Capital Sources of Inequity. AERA Open 10 (2024), Claire Wladis, Maggie P. Fay, Alyse C. Hachey.
• It’s About Time, Part II: Does Time Poverty Contribute to Inequitable College Outcomes by Gender and Race/Ethnicity AERA Open 10 1 (2024), Claire Wladis, Alyse C. Hachey, Katherine M. Conway.

• 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