Hui Soo Chae

Educational leader committed to empowering students, teachers, and communities through inclusive digital ecosystems and meaningful learning opportunities

About Me

I am Clinical Professor of Education and Technology in the Division of Applied Undergraduate Studies (DAUS) at the New York University School of Professional Studies. My pedagogy is inclusive, experiential, critical, and learner-centric. My research interests include teaching and learning in online, hybrid, and face-to-face environments; AI-enabled learning (AIEL); computational thinking for educators; learning analytics; self-directed learning; and educational innovation and entrepreneurship. I am also Founder and Executive Director of the Learning and Teaching Nexus (NEXUS), a research, development, and design unit exploring the future of professional education in an increasingly digital and connected world.

Previously, I was Co-Founder of EdLab and Senior Director of Research, Development, and Strategy at the Gottesman Libraries. In these roles, I led an interdisciplinary team of software engineers, product managers, UI/UX designers, researchers, and librarians to create an online ecosystem of tools and resources to advance learning and teaching in formal and informal learning contexts. I also taught courses on networked learning experiences, online pedagogy, curriculum design, data ethics, design thinking, urban schooling, evaluation, and education policy in the Department of Curriculum & Teaching and the Department of Human Development at Teachers College Columbia University. I was also an affiliated member of the Columbia University Data Science Institute Education Working Group.

To learn more about my work, please refer to the products and publications listed below.


Intersectionality Lab (I-Lab) - Services and resources to advance inclusion, diversity, belonging, equity, and access in teaching and research. (2020-present)

Building Your Online Course Site - A faculty guide to developing learner-centered course sites. (2020-2023)

Teaching in the Blended Classroom - Resources to support the design of hybrid flexible (HyFlex) learning environments. (2020-2023)

Vialogues - An award-winning video discussion platform that enables students and teachers to hold meaningful, dynamic, time-stamped discussions around media. (2009-2022)

Rhizr - An online workspace for individuals and groups to organize, curate, document, and share their learning journeys. (2014-2020)

PocketKnowledge - An online social archive containing over 150,000 resources developed for Columbia University and the education research community. (2006-2023)

The Gottesman Libraries App - A mobile application to search e-resources, reserve space, renew books, and contact librarians for one-on-one assistance. (2017-2022)

New Learning Times - A mobile-first, daily publication reporting on innovative people, products, organizations, and research in the education sector. (2012-2019)

ResearchBroker - An online tool to connect educational companies and startups to researchers in the Columbia University community. (2012-2017)

Teaching the Levees - A global curriculum project focused on democratic dialogue and civic engagement based on Spike Lee's When the Levees Broke: A Requiem in Four Acts. (2007-2017)

Understanding Fiscal Responsibility - A national curriculum to teach about the U.S. federal budget, national debt, and the budget deficit. (2009-2017)

Let Freedom Swing - A study guide that explores the relationships between two great American traditions: jazz and democracy. A collaboration with Jazz at Lincoln Center and The Documentary Group. (2009-2017)

Pursuing Your Passion: Lessons from YoungArts' Masterclass - A study guide for exploring artistic potential through creativity, collaboration, and critical thinking. (2010-2017)

HBO Watch It and Learn - A collaboration between HBO and EdLab to produce lesson plans and educational materials around HBO Documentaries such as Sand and Sorrow and HBO Films such as Recount. (2008-2009)

TeachRock - An interdisciplinary curriculum to engage students using Rock & Roll and online experiences. (2011-2012)

EdNode (formerly NetPosse) - An online tool that matched students, faculty, staff, and alumni in the Columbia University community based on their academic, personal, and professional interests. (2009-2017)

Pundit - A course search and recommendation tool that utilized data from course management systems, the library e-reserve platform, and user profiles. (2009-2017)

Survey Sidekick - An online survey creation tool that provided just-in-time instruction for good survey research practices. (2009-2017)

Automated Author Feedback Tool (AAFT) - Real-time, machine-generated feedback to authors submitting papers to Teachers College Record. (2009-2012)

Math Maze - An adaptive math game for young children developed for the iPhone. (2009-2010)

The Networked Education Database (NED) - An automated, classroom-level data collection system containing anonymous student and teacher data from multiple school databases. NED was a highly scalable source of open-access data with minimal cost to schools and researchers. (2005-2007)

DocDel - A cloud-based document delivery service and electronic reserves system for the Columbia University community. (2002-2020)


Natriello, G., & Chae, H. (2023). Loose parts: Creating learning opportunities beyond the LMS. In D. Guralnick, M. E. Auer, & A. Poce (Eds.). Creative Approaches to Technology-Enhanced Learning for the Workplace and Higher Education. TLIC 2023. Lecture Notes in Networks and Systems, (Vol. 767). (pp. 393-404). Cham, Switzerland: Springer Nature.

Natriello, G. & Chae, H. (2022). The paradox of learning in the intelligence age: Creating a new learning ecosystem to meet the challenge. In M. Albert, L. Lin, M. Spector, & L. Dunn (Eds.).Bridging Human Intelligence and Artificial Intelligence (287-300). Cham, Switzerland: Springer.

Natriello, G. & Chae, H. (2021). Taking project-based learning online. In D. Guralnick, M. Auer, & A. Poce (Eds.). Innovations in Learning and Technology for the Workplace and Higher Education. (224-236). Cham, Switzerland: Springer.

Shapiro, B.R., Garner, B., Chae, H., & Natriello, G. (2020). Classroom Interaction Geography: A Case Study. In Proceedings of the 14th International Conference of the Learning Sciences (ICLS). International Society of the Learning Sciences (Vol. 4). (1823-1830).

Behar, P., Chae, H., Natriello, G. & Araújo da Silva, K. (2020). A Pedagogical Architecture from a Hybrid Course Focused on Digital Competencies. Educação Unisinos, 24, 1-27.

Liu, X., Yang, J., Chae, H., & Natriello, G. (2020). Power Divergence Family of Statistics for Person Parameters in IRT Models. Psychometrika, 85(2).

Chae, H. & Natriello, G. (Eds.) (2017). Adaptive Learning Opportunities – A Special Issue of the Teachers College Record, 119(3).

Nantwi, G., Chae, H., & Natriello, G. (2017). Social Media Identities of African Immigrant Youth: Implications for Educators. Multicultural Education Review, 9(3), 188-201.

Chae, H., Costello, L., & Natriello, G. (2016). The Learning Theater: A library space to be redesigned by patrons. In S. Hines and K. Crowe (Eds.) The Future of Library Space (Advances in Library Administration and Organization, 36), 235-252.

Costello, L., Chae, H., & Natriello, G. (2015). A renovation is a terrible thing to waste: Engaging an academic community in creating a new library learning space. In S. Bonnand & M.A. Hansen (Eds.), Innovative Solutions for Building Community in Academic Libraries (292-306). IGI Global.

Knight, M. G., Marciano, J. E., & Chae, H. (2013). Creating possibilities: Black males’ and Latinos (non-)successful negotiations of high-stakes testing and extracurricular activities. In M. G. Knight & J. E. Marciano, College-Ready: Preparing Black and Latina/O youth for higher education--a culturally relevant approach (pp. 63-87). New York, NY: Teachers College Press.

Asunka, S., Chae, H., & Natriello, G. (2011). Towards an understanding of the use of an institutional repository with integrated social networking tools: A case study of PocketKnowledge. Library and Information Science Research, 33, 80-88.

Crocco, M., Lan, C., Chae, H., & Natriello, G. (2011). Promoting educational reform through teaching about Katrina, Social Studies Research and Practice, 6(2), 31-46.

Natriello, G., & Chae, H. (2010). Grading. In C. Clauss-Ehlers (Ed.). Encyclopedia of Cross-Cultural School Psychology (pp. 484-487). Berlin: Springer.

Anwar, F., Chae, H., & Natriello, G. (2010). NetPosse: A tool for connecting users in virtual communities. Journal of Systems, Cybernetics, and Informatics, 8(1), 67-71.

Baid, P., Chae, H., Anwar, F. & Natriello, G. (2010) Moodle discussion forum analyzer tool (DFAT). Intelligent Tutoring Systems, Lecture Notes in Computer Science, 6095, 209-211.

Yuan, T., Crowley, J., Asunka, S., Chae, H., & Natriello, G. (2010). “Build it and they will come?” A case study of the use of a wiki in a higher education research unit. The International Journal of Advanced Corporate Learning, 3(3), 39-44. 5

Asunka, S., Chae, H., Hughes, B., & Natriello, G. (2009) Understanding academic information seeking habits through analysis of web server log files: The case of the Teachers College library website. Journal of Academic Librarianship, 35(1), 33-45.

Asunka, S. & Chae, H. (2009). Strategies for teaching online courses within the Sub-Saharan context: An instructor’s recommendations. MERLOT Journal of Online Learning and Teaching, 5(2).

Chae, H. (2004). Talking back to the Asian model minority discourse: Korean-origin youth experiences in high school. Journal of Intercultural Studies, 25(1), 59-73.

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