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Jennifer Sparrow (January 20)
Katherine M. Conway (February 25) Alyse Hachey, & Claire Wladis (February 25)
We have invited experts in online education to lead discussions with the departmental teams and with the college at large.

Read more about our speakers below. Descriptions of the three symposia open to the campus are on the Symposia page.

Jennifer Sparrow is the Academic Director for General Education and Professor of English at the CUNY School for Professional Studies. Before coming to SPS Jennifer was a Professor of English and later an administrator at Medgar Evers College. Jennifer has been teaching fully and partially online courses since 2002. At CUNY SPS in addition to the Gen Ed program, Jennifer has oversight for online undergraduate new student Orientation, General Education outcomes Assessment, ePortfolio, and Prior Learning Assessment. Both at Medgar and at CUNY SPS Jennifer has run faculty and course development programs focused on fully online and hybrid course development/revision; ePortfolio integration, and program outcomes assessment. She holds a Ph.D. in English literature from Wayne State University. 

Dr. Sparrow led a workshop with the departmental teams on January 20.

Katherine M. Conway
has a Ph.D. in Higher Education, Administration, Leadership and Technology and a Masters in Business Administration, both from New York University.  She is a Professor of Business in the Business Management Department at Borough of Manhattan Community College, City University of New York, where she has taught for almost twenty years.  Prior to joining CUNY/BMCC Dr. Conway spent more than a dozen years in banking.  

Dr. Conway’s research is focused on community college student access and persistence, with an emphasis on immigrant, minority and first-generation students. Dr. Conway’s current research focuses on distance education, and STEM students.  She has published articles in numerous journals including The Review of Higher Education, Community College Review and the Journal of College Student Retention: Research, Theory & Practice, as well as contributed a number of book chapters.  Dr. Conway has presented widely including at the Association for the Study of Higher Education, American Educational Research Association and the American Association of University Professors. Her research has resulted in invitations to serve as a reviewer and editorial board member of the Community College Journal of Research and Practice and as a reviewer for Diaspora, Indigenous and Minority Education.  

Dr. Conway is an active member of the CUNY community and serves on the Executive Board of the University Faculty Senate, and as a member of the governing council of the School of Professional Studies, home of numerous CUNY Online Baccalaureate programs.  On behalf of the UFS, she organized the Fall 2014 CUNY University Faculty Senate Conference on Online Education.

Dr. Conway will give a lecture on February 25, "What the Data Reveal: Results of Studies on Online Education".

Alyse C. Hachey, Ph.D., is a professor of Teacher Education at the Borough of Manhattan Community College-City University of New York and an adjunct associate professor in the Human Development Department at Teachers College-Columbia University. Dr. Hachey has a Ph.D. in Educational Psychology from Columbia University, a M.Ed. in Instructional Technology and Media and a MA in Computing and Education from Teachers College, a MA in Education from the University of Michigan and a B.S. in Elementary Education with Early Childhood Education specialization from Eastern Michigan University. Currently, Dr. Hachey serves as a faculty advisor for eLearning at BMCC-CUNY. Prior to coming to BMCC, she served as a coordinator of Distance Learning at Teachers College from 2000-2005. In addition to her previous research and experience in instructional design, Dr. Hachey has taught online and hybrid courses at both the graduate and under graduate level for over fifteen years. Dr. Hachey’s teaching and research interests focus on early childhood cognition and curriculum development and community college online learning and retention. She has published in numerous journals including Young Child, Early Education & Development, The Review of Higher Education, Computers & Education and Community College Review. Dr. Hachey has presented widely, including at the New York Association for the Education of Young Children and the American Educational Research Association. Jointly with her co-authors, her current research on post-secondary online education is funded by an NSF grant.

Dr. Hachey is a co-author for the lecture on February 25, "What the Data Reveal: Results of Studies on Online Education".

Claire Wladis
has a Ph.D. in Mathematics from the CUNY Graduate Center, an M.S. in Mathematical Sciences from the University of Texas at Dallas, and a B.A. in philosophy from Yale University. She is a Professor in the Mathematics Department at the Borough of Manhattan Community College and in the Urban Education Department at the CUNY Graduate Center.

Her initial research area was mathematics, but since 2010, her research has been focused on higher education and mathematics education. In particular, she is interested in issues of access and retention in higher education for students who have traditionally been underrepresented in higher education and in STEM (science, technology, engineering and mathematics) fields. Her current research focuses on two strands: online learning and developmental mathematics. Most of her research focuses on community college students specifically. She is currently the PI for a research grant from the NSF to explore student-level factors that predict online STEM course outcomes. She has also previously received funding from the American Educational Research Association, the German Academic Exchange Service (Deutscher Akademischer Austauschdienst), and the Association for Women in Mathematics. She has published articles in numerous journals including the Journal for Research in Mathematics Education, Studies in Higher Education, the Community College Review, and Computers & Education.

Dr. Wladis has served as a reviewer for multiple publications; she is on the executive committee of the American Mathematical Association's Research in Mathematics Education for Two-Year Colleges committee; she is an organizer of the Mathematical Association of America Working Group on Research in Mathematics Education at Community Colleges, and an organizer of the International Congress on Mathematical Education Discussion Group on Research on Non-university Tertiary Mathematics Education. She has taught both online courses and developmental mathematics courses for roughly 15 years and has served in administrative and faculty development roles for both these programs at BMCC throughout the years.

Dr. Wladis is a co-author for the lecture on February 25, "What the Data Reveal: Results of Studies on Online Education".

Anthony G. Picciano is a professor and executive officer in the Ph.D. Program in Urban Education at the Graduate Center of the City University of New York. He is also a member of the faculty in the graduate program in Education Leadership at Hunter College. His major research interests are school leadership, education policy, online teaching and learning, data-driven decision making, and multimedia instructional models. Dr. Picciano has conducted major national studies with Jeff Seaman on the extent and nature of online and blended learning in American K-12 school districts. He has authored numerous articles and frequently speaks and presents at conferences on education and technology. He has authored or edited thirteen books and is presently finishing Online Education Policy and Practice: The Past, Present, and Future of the Digital University, to be published later this year by Taylor & Francis. Dr. Picciano was elected to the Inaugural Class of the Sloan Consortium’s Fellows in 2010, in recognition of “outstanding publications that have advanced the field of online learning”. Dr. Picciano was also the 2010 recipient of the Sloan Consortium’s National Award for Outstanding Achievement in Online Education by an Individual.

Visit Dr. Picciano’s website at:; contact:

Dr. Picciano will give a lecture on March 17, "The Online Learning Landscape: Implications for Teaching and Learning".

Michelle D. Miller is Director of the First Year Learning Initiative, Professor of Psychological Sciences, and President’s Distinguished Teaching Fellow at Northern Arizona University.  Dr. Miller's academic background is in cognitive psychology; her research interests include memory, attention, psychological impacts of technology, and student success in the early college career.  Dr. Miller co-created the First Year Learning Initiative at Northern Arizona University and is active in course redesign, serving as a Redesign Scholar for the National Center for Academic Transformation. She is the author of Minds Online: Teaching Effectively with Technology (Harvard University Press, 2014), and has written about evidence-based pedagogy in scholarly as well as general-interest publications including College Teaching, Change: The Magazine of Higher Learning, and The Conversation. Dr. Miller’s current work focuses on using principles from cognitive and brain sciences to help instructors create more effective and engaging learning experiences, and to help students become more effective learners. Dr. Miller is the author of Minds Online: Teaching Effectively with Technology, Harvard University Press, 2014.

Dr. Miller will give this project's keynote lecture on April 14, "Building Learning with Technology: Connections that Matter".

Natalie B. Milman, Ph.D., is Associate Professor of Educational Technology and Director of the Educational Technology Leadership Program in the Department of Educational Leadership at The George Washington University’s Graduate School of Education and Human Development. Dr. Milman’s research interests focus on 21st century pedagogy and andragogy, including strategies and models for the effective integration of technology at all academic levels; online student support needs, engagement, and learning; issues of diversity and digital equity, and the use of digital portfolios for professional development. She serves as the co-editor of the Current Practice Section of the journal, Contemporary Issues in Technology and Teacher Education, and has published numerous journal articles, including in Computers in the Schools, Journal of Research on Technology and Education, Journal of Technology and Teacher Education, Online Learning, and the Quarterly Review of Distance Education. She presents frequently at conferences and has co-authored several book chapters and books. Her most recent book is entitled, Teaching Models: Designing Instruction for 21st Century Learners. Dr. Milman earned a doctorate in Instructional Technology from the University of Virginia's Curry School of Education with a graduate specialization designed to prepare technology leaders. She started her career in teaching as a second grade, science specialist, mentor, and technology teacher in Los Angeles County, California. She has taught at the graduate school level since 1997 and online since 2001. 

Visit Dr. Milman's website at: