Professor Conway is a native New Yorker, the daughter of immigrant parents and the first in her family to attend college. Prof. Conway has taught business courses at BMCC since 1996. After graduating from New York University (NYU) with a B.S. in Marketing, she worked in banking for more than a dozen years, and during that time she simultaneously earned her M.B.A. in Finance at NYU.A Later, after transitioning to an academic career at BMCC, she earned a Ph.D. in Administration, Leadership and Technology, also from NYU. A An active member of the college and university community, Prof. Conway is currently the Chair of the CUNY University Faculty Senate, and a member of the CUNY Board of Trustees.
Distance Learning, Community Colleges, Business Methods, Access to Education
- B.S. NEW YORK UNIVERSITY Stern School of Business , Marketing,1982
- M.B.A. NEW YORK UNIVERSITY Stern School of Business , Finance,1987
- Ph.D. NEW YORK UNIVERSITY Steinhardt School of Culture, Education and Human Development. , Administration, Leadership and Technology,2007
- This course surveys business and industry in the United States with global growth strategy. Emphasis is placed on building Communication and Quantitative skills, including Excel spreadsheets, and an Ethical Foundation. The course introduces students to concepts in Management, Organizational Structure, Human Resources, Marketing, International Business, Finance, Computer Information Systems, Accounting, and Economics, and encourages students to explore career paths. Required of all Business majors.
Corequisite: CIS 100 or passing CIS 100 exemption exam
- A survey of the fundamental quantitative concepts and tools used in the field of business is presented in this course. Topics in the course include annuities, present value, compound interest, markup and markdown, graphing, equations, inventory, depreciation, breakeven cost, revenue, elasticity, inequalities, and certain aspects of linear-programming.
Prerequisite: MAT 150, MAT 200 or MAT 206 (for Business students only)
- This course focuses on the three general areas of 1) money and financial institutions, 2) business financial management, and 3) investments. These areas are surveyed by covering such topics as value and creation of money, the Federal Reserve System, commercial banks, short and medium term financing, and the behavior of securities markets in relation to financing the business enterprise.
Prerequisites: MAT 051 or exemption from Elementary Algebra.
- This course is an analysis of the organization and operation of our financial system, including money and capital markets, commercial banking, and other financial institutions such as commercial finance companies. The relationship between financial and economic activity including monetary and fiscal policy is demonstrated.
Prerequisite: FNB 100 or ECO 100 or ECO 201 or ECO 202
- The principles and practices of investments are analyzed during this course. Students learn to recognize the quantitative and qualitative tests used in judging security values. Attention is given to the legal and financial characteristics of various types of investment securities. Personal portfolio problems and policies are considered in terms of objectives and investment decisions.Prerequisites: FNB 100, ACC 122
- This course examines the building blocks of entrepreneurship, including an analysis of the entrepreneur and exploration of business opportunities. The course includes the investigation and practice of products and service creation. The emphasis will be on applying entrepreneurship concepts to a business idea and developing an entrepreneurial mindset.
Corequisite: BUS104 only for business majors.
Research and Projects
- Community College Access and Success
Various studies focusing on student success in community colleges, in particular minority and immigrant students, online learners and student athletes.
- Conway, K.M. (2009). Exploring Persistence of Immigrant and Native Students in an Urban Community College. The Review of Higher Education, Spring2009, 32, (3), pp. 321-352,Review of Higher Education, John Hopkins Press
- Conway, K.M. (2010). Educational Aspirations of Students in an Urban Community College: Differences between Native and Immigrant Students.Community College Review, 37 (3) pp. 209-242.,Community College Review, Sage Publications
- Hachey, A.C., Wladis, C.W. and Conway, K.M. (2012). Balancing Retention and Access in Online Courses: Restricting Enrollment. Is It Worth the Cost? 14(3), November 2012 ,Journal of College Student Retention: Research, Theory & Practice.
- Conway,K., Wladis,C. and Hachey,A.C. (2011) Minority Student Access in the Online Environment, Hispanic Educational Technologies Services (HETs) Journal,II.,Hispanic Educational Technologies Services
- Conway, K.M., Hachey, A.C. and Wladis,C. (2011). Growth of online education in a community college, 15(3),96-101. ,Academic Exchange Quarterly
- Conway, K.M., John, G. & Stage, F.K. (2011). Urban community college athletics. Academic Exchange Quarterly, 15(2), 51-57.,Academic Exchange Quarterly
- 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. The Journal of Educators Online, 9(1), January 2012.,The Journal of Educators Online
- Conway, K.M. (2012). Remediation at Downtown Community College. In Stage, F. & Hubbard, S. (Eds.), Linking Theories to Practice: Case Studies for Working with College Students. (3rd ed.). New York: Routledge.,Routledge
- Conway, K.M. (2012). Transfer problems at Southeastern Community College. In Stage, F. & Hubbard, S. (Eds.), Linking Theories to Practice: Case Studies for Working with College Students. (3rd ed.). New York: Routledge. ,Routledge
- Hachey, A.C., Conway, K.M. and Wladis, C. (2012). Community Colleges and Underappreciated Assets: Using Institutional Data to Promote Success in Online Learning. 16(1), Spring,Online Journal of Distance Learning Administration.
- Wladis, C., Hachey, A.C. & Conway, K.M. (2013). Are online students in STEM (Science, Technology, Engineering and Mathematics) courses at greater risk of non-success? 6(1), 65-84,American Journal of Educational Studies
- Wladis, C., 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. Oehrtmann (Eds.), (Vol. 2.) Portland, OR 291-300. ,Proceedings of the 15th Annual Conference on Research in Undergraduate Mathematics Education
- Conway, K.M., Hachey, A.C. & Wladis, C. (2014) A new diaspora: Latino(a)s in the online environment. In Y. Medina and A.D. Macaya (Eds.) Latinos on the East Coast. A Critical Reader.,Peter Lang, New York.
- Wladis, C., Hachey, A.C. & Conway, K.M. (2014). The role of enrollment choice in online education:Course selection rationale and course difficulty as factors affecting retention. 18(3),Journal of Asynchronous Learning Networks
- Hachey, A.C., Wladis, C.& 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. 72, 59-67.,Computers & Education
- Wladis, C. Hachey, A.C. and Conway, K.M. (2014). An investigation of course-level factors as predictors of online STEM course outcomes. 77, 145-150.,Computers & Education
- Hachey, A.C., Wladis, C. & Conway, K.M. (2014). Prior online course experience and G.P.A. as predictors of subsequent online STEM course outcomes. 25, 11-17.,The Internet and Higher Education.
- Wladis, C., Hachey, A.C. & Conway, K.M. (2014). The representation of minority, female, and non-traditional STEM majors in the online environment at community colleges: A nationally representative study. 43(1), 89-114.,Community College Review
- Wladis, C., 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. 43(2), 142-164. ,Community College Review
- Wladis, C., 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; doi: 10.1080/03075079.2015.1045478
- Wladis, C., Hachey, A. C. and Conway, K. (2015) Which STEM Majors Enroll in Online Courses, and Why Should We Care? The Impact of Ethnicity, Gender, and Non-traditional Student Characteristics.87, 285-308.,Computers & Education
- Conway, K.M. (2014) Critical Quantitative Study of Immigrant Students.In F.K. Stage & R. Wells, (Eds.), New Scholarship Using Critical Quantitative Research, Part 1: Studying Institutions and People in Context. ,New Directions for Institutional Research, Number 158. San Francisco: Jossey-Bass.
- Stage, F.K., John, G., Lundy-Wagner, V. & Conway, K.M. (2013). The Production of STEM Associate Degrees at Minority Serving Community Colleges. In R.T. Palmer & J.L. Wood (Eds.), Examining the Role of Community Colleges in STEM Production: A Focus on…,NY: Routledge.
- Assessing Readiness for Online Education – Research Models for Identifying Students at Risk (2016),OLC Online Learning Journal
Honors, Awards and Affiliations
- BMCC ELearning Grant, 2011
Access & Success: The Traditionally Underrepresented Student in Online Learning. An exploration of enrollment and completion patterns among various student groups.
- PSC Cuny Research Award, 2012
Examining Minority Student Success in Online STEM (Science, Technology, Engineering and Mathematics) Courses
- CUNY Community College Collaborative Research Incentive Grant Program, 2012
An Investigation of Prior Experience and Course Type as Factors Affecting Online STEM Student Retention and Success (with Profs. C. Wladis and Prof. A. Hachey).
- American Educational Research Association (AERA) Research Award, funded by the NSF, 2012-2014
Online STEM Students At-Risk: Building a Model of Online STEM Student Retention at the Community College (with Profs. C. Wladis and A. Hachey)
- ? Co-PI, National Science Foundation, EHR Core Research award. 2015-2018. ($719,108)
Can Student Characteristics Be Used to Identify At-Risk Online STEM Students, (with Profs. C. Wladis and A. Hachey)