Interim Dean / Professor, Education & Human Development
- Qualitative methods; Field-based research design; Critical ethnography; Curriculum & instruction; Non-formal education; Experiential education; Gender equity; Community-based, participatory research methods
Hello, I am Cheryl Hunter, a Full Professor in EFR (Educational Foundations and Research).
I am a field-based education researcher and my interests include qualitative methods and design, critical ethnography, curriculum and instruction, gender equity, and experiential education in non-formal education settings. Field-based methods, to me, are inherently community-based, participatory, action-oriented and work for social justice.Students interested in these areas are welcome to contact me for research opportunties.
I developed an an open-access platform, In the Field (https://www.qualitativemethods.org) for learning about field-based qualitative research methods that are experiential, embodied, and interpretive The purpose of creating this open-access learning space is to share content and support a deeper understanding of qualitative methodology generally, and more specifically, field-based research design and methods. In the Field reflects the relational, collaborative, and participatory nature of field-based research methods as they are used to engage in collaborative, community-based work towards social equity goals.
In collaboration with my partner, Joshua Hunter, we established GRO Learning Gardens (https://www.learninggardens.org) on the campus of UND to develop ecological literacy and a sense of place in our schools and communities through sustainable garden education. Learning gardens and place-based practices create a vehicle for community engaged stewardship and sustainability while addressing the social, economic and ecological needs of our community.
Students interested in pursuing doctoral studies in the areas of: experiential education, immersive education, and/or embodied knowledge; gender education, equity and the environment; and/or curriculum and instruction in non-formal or informal learning environments can contact me directly to learn about PhD studies in Educational Foundations and Research.
I received my PhD in History, Philosophy and Policy Studies at Indiana University with a concentration in International and Comparative Education and a focus on qualitative research methodologies. As a Spencer Foundation Fellow at Indiana University, I worked closely with Sociology faculty exploring education policy as well as the use of narrative methodologies. I was a Post-Doctoral Research Fellow at Cleveland Clinic College of Medicine where I focused on the areas of curriculum design and instruction, research design, and the use qualitative assessment within the framework of medical education. My background in education policy, non-formal education settings, and critical qualitative methodology have produced scholarly works in the areas of gender and equity, experiential education, and curriculum and instruction in non-formal education settings and the teaching of field-based and community-based, participatory qualitative research methods.
EFR REGULAR ASSIGNMENTS
University of North Dakota
Graduate courses taught: EFR 507 Gender, Education and the Environment; EFR 505 Sociological Foundations of Education; EFR 506 Multicultural Education; EFR 510 Participatory Qualitative Research Methods; EFR 520 Translational and pluralistic designs in qualitative research; EFR 525 Comparative and International Education; EFR 500 Foundations of Educational Thought;; EFR 590 Special Topics: Experiential Education
field-based qualitative research methods
qualitative research designs
narrative research methods
non-formal education settings
curriculum design and instruction
PEER-REFEREED JOURNALS (23)
Felege, C., Hunter, C. & Felege, S. (2022). Personal impacts of the undergraduate teaching assistant experience. Journal of the Scholarship of Teaching and Learning.
Romsdahl, R., Felege, C., Hunter, J., Hunter, C. & Ellis-Felege, S. (2021) Americans support for renewable energy is disconnected from their understanding of powerline infrastructure as a mechanism to mitigate climate change. Energy and Environment Research 11(1) pp.12-36 DOI https://doi.org/10.5539/eer.v11n1p12
de Silva, R., Gleditsch, R., Jesme, S., Job, C., Torgerson, M. & Hunter, C. (2019) Championing equity and social justice-based pedagogies: Appreciating Paul Gorski. Multicultural Education 26(2), pp. 23-29
Parson, L & Hunter, C. (2019) Exploring differences in principal experiences according to rurality: A mixed-methods study. Planning and Changing 49(1/2) pp. 37-61
de Silva, R., & Hunter, C. (2019). Art and the Voices Within: Exploring K?naka Women’s Storytelling in the Visual Medium Through Portraiture and K?naka ‘?iwi Methodologies. Te Kaharoa, 12(1) https://www.tekaharoa.com/index.php/tekaharoa/article/view/278
Felege, C., Romsdahl, R., Hunter, J.E., Hunter, C., & Ellis-Felege, S. (2019). Immersive field experiences lead to higher level learning and more translational impact on students. Journal of Environmental Studies and Sciences 9(3), 286-296.
Johansen, L., Evanson, T., Ralph, J., Hunter, C., & Hart, G. (2018) Experiences of rural health nurses who commute to larger communities. Journal of Rural Health Nursing 18(2) pp. 224-264
de Silva, R., Gleditsch, R., Job, C., Jesme, S., Urness, B., & Hunter, C. (2018) Igniting student learning through teacher engagement in Culturally Relevant Pedagogy. Multicultural Education 25(3&4), pp. 23-28
Felege, C., Hunter, C., Hunter, J., & Felege, S. (2018) Pedagogy and practice in STEM field experiences: intersections of student and mentor identity and impacts upon student outcomes. Journal of Education for Teaching 44 (4) DOI: 10.1080/02607476.1450818
Jesme, S., Tamukong, D., deSilva, R., Gleditsch, R. Job, C., & Hunter, C. (2017). Narrating the life of a multiculturalist: Marybeth Gasman’s refrain of resilience. Multicultural Education 25 (1), pp. 16-20
Morrisette, V., Jesme, S., & Hunter, C.A. (2017). Teacher and Administrator Perceptions of Gender in the Classroom. Educational Studies p.1-18 DOI: 10.1080/03055698.2017.1373631
Felege, C., Hahn, E., Hunter, C., & Gleditsch, R. (2016). Bench, bedside, curbside, and home: Translational research to include transformative change using education research. Journal of Research Practice 12(2), pp.1-11
Gleditsch, R., Hahn, E., Molapo, T. & Hunter, C.A. (2016). Intercultural Competency in Social Studies Education Methods. Journal of Natural Inquiry and Reflective Practice 29:2, pp.105-120
Parson, L., Hunter, C. A., & Kallio, B. (2016) Exploring educational leadership in rural schools. Planning and Changing: An Educational Leadership and Policy Journal 47:1/2, pp.63-81
Molapo, T., Parson, L., Hunter, C., & Butz, J. (2016). Changes in principal evaluation standards: A case study of North Dakota. School Leadership Review 11:1, pp. 18-25
Hunter, C.A., Winkle-Wagner, R., & Ortloff, D. (2014). Out of our Comfort Zones: Teaching Qualitative Research at a Distance. The Qualitative Report 19:45, pp. 1-24
Kartoshkina, Y. & Hunter, C.A. (2014). Applying cognitive task analysis methodology in educational research. Journal of Research & Method in Education 4:5, pp. 51-57
Hunter, C.A. & Gutierrez, A.R. (2013). Learning language is ‘hard work’: Pre-service teacher reflections upon second language acquisition through cultural immersion. Journal of Pedagogy, Pluralism, and Practice 5:1, pp.1-23
Diwadkar, G.B., Hunter, C.A., & Jelovsek, J.E. (2012). Critical decision method: Eliciting principles of teaching and learning vaginal hysterectomy. Journal of Reproductive Medicine 57:6, pp. 463-469
Gutierrez, A.R. & Hunter, C.A. (2012). Learning about literacy outside the classroom: Pre-service teachers reflect on learning a second language through cultural immersion. Journal of Education for Teaching 38:5, pp. 629–632
Hunter, C.A. (2012). Intimate space within institutionalized birth: women’s experiences birthing with doulas. Anthropology and Medicine 19:3, pp. 315–326
Hunter, C. & Eder, D. (2010). The Role of Storytelling in Understanding Children's Moral/Ethic Decision-Making, Multicultural Perspectives, 12: 4, pp. 223 — 228
Hunter, C. A. (2007) On the Outskirts of Education: The Liminal Space of Rural Teen Pregnancy. Ethnography and Education, 2(1), pp.75-92
EDITED JOURNALS (1)
Hunter, C.A., & Pearson, D. (Eds) (2016). Interculturalization and Current Applications in Teacher Education. Journal of Natural Inquiry and Reflective Practice 29:2 pp. 45-132
BOOKS (1 edited and 2 original manuscript)
Hunter, C., & Kallio, A. (2016). Understanding Doulas and Childbirth: Women, Love, and Advocacy. New York: Palgrave Macmillan.
Hunter, C., Pearson, D., & Gutierrez, A.R. (2014). Interculturalization and Teacher Education: From Theory to Practice. New York: Routledge / Taylor & Francis Group.
Winkle-Wagner, R., Hunter, C.A., & Ortloff, J.D. (Eds) (paperback 2013, 2009). Bridging the Gap between Theory and Practice in Educational Research: Methods at the Margins. New York, NY: Palgrave MacMillan
BOOK CHAPTERS (5)
Hunter, C., Hoffer, T., Hunter, J.E. (2022). Using Intentionality and Interactivity to frame how we teach research methods online. In Nind, Melanie (editor), Handbook of Teaching and Learning Social Research Methods. University of Southampton, National Center for Research Methods, UK
Hunter, C.A. & Molapo, T. (2014). Current Challenges and Future Trends for Teacher Training in Sub-Saharan Africa: A Focused Look at Botswana and Lesotho. In Annual Review of Comparative and International Education 2014, Volume 25 in the International Perspectives on Education and Society Series. London UK: Emerald Publishing, pp. 295-328
Hunter, C.A. (2009). Breaking the Hymen and Re-Claiming the Cherry: Adolescent Language Use in the Sexual Education Classroom. In Winkle-Wagner, R., Hunter, C.A., and Ortloff, J.D. Bridging the Gap between Theory and Practice in Educational Research: Methods at the Margins. New York, NY: Palgrave MacMillan, pp. 185-197.
Winkle-Wagner, R., Ortloff, J.D., & Hunter, C.A. (2009). The Not-Center: The Margins and Educational Research. In Winkle-Wagner, R., Hunter, C.A., and Ortloff, J.D. Bridging the Gap between Theory and Practice in Educational Research: Methods at the Margins. New York, NY: Palgrave MacMillan, pp.1-11.
Ortloff, J.D., Hunter, C.A., & Winkle-Wagner, R. (2009). Methods and the Margins: Realigning the Center, A Postscript. In Winkle-Wagner, R., Hunter, C.A., and Ortloff, J.D. Bridging the Gap between Theory and Practice in Educational Research: Methods at the Margins. New York, NY: Palgrave MacMillan, pp. 227-231.
AWARDS and HONORS
Recipient (2016), Thomas J. Clifford Faculty Award for Graduate or Professional Teaching Excellence, UND. This award recognizes individual graduate or professional faculty who meet the highest standards in teaching as recognized by their students and peers.
Finalist (2013),Thomas J. Clifford Faculty Award for Graduate or Professional Teaching Excellence, UND
Recipient (2011), President's Award for Outstanding Paper, The Society of Gynecologic Surgeons
Diwadkar, G. and Hunter, C. (2011) Using cognitive task analysis to understand the critical components of performing vaginal hysterectomy. 37th Annual Meeting of the Society of Gynecologic Surgeon's, San Antonio, TX. April 11, 2011
Cleveland Clinic Scholarship in Teaching Award (2010). This award was based upon collaborative research on the implications of using virtual technology for teaching communication skills to medical students.
Distinguished Educator Certificate (2009), Cleveland Clinic Academy. This award represents completion of a year-long faculty development training series and successful faculty teaching observations.
Post Doctoral Research Fellow, Cleveland Clinic Lerner College of Medicine of Case Western Reserve University (2008-2009). The medical education fellowship provided the opportunity to hone my skills as a qualitative methodologist by consulting on multiple research projects with faculty. I completed an independent research project on the assessment of portfolios in medical education, participated in faculty development projects, evaluation projects and completed the Distinguished Educator Series.
John H. Edwards, Graduate Fellowship, Indiana University (2006-2007). The John H. Edwards Fellowship is one of the University’s most prestigious academic awards at Indiana University; a university-wide committee selects fellows of superior scholastic ability, intellectual capacity, good citizenship and character as demonstrated by a strong record of voluntary public service.
Spencer Foundation, Graduate Fellowship Discipline Based Scholarship in Education (2002-2003; 2003-2004). The Spencer Fellowship offered a unique opportunity to gain direct research experience with Sociology faculty and interdisciplinary research/study opportunities in collaborations between departments.
Ph.D. History, Philosophy and Policy Studies (2007)
Dept of Education Leadership and Policy Studies
School of Education, Indiana University, Bloomington, IN
Concentration: International and Comparative Education
M.S. Elementary Education (1999)
Indiana University, Bloomington
License Awarded 1997
B.A. Sociology (with Honors) (1995)
Butler University, Indianapolis, IN
Assistant Dean for Graduate Studies (2021-2022), College of Education and Human Development (CEHD)
Chair (elected 2018-2022), Department of Teaching, Leadership, and Professional Practice is the largest department on campus with approx.900 students across Undergrad and Grad
Graduate Director (elected 2015-2017), Department of Educational Foundations and Research
Associate Professor (2016- current), Assistant Professor (2011-2016), University of North Dakota, Educational Foundations and Research
Faculty Special Appointment (2017), Indiana University, Office of Graduate Education. Supervisor: Dr. David Daleke, Associate Dean of Graduate Education and Vice Provost for Health Sciences.
Instructional Fellow (2017, 2018, 2019, 2020), U.S. Army Cadre and Faculty Development Course in the Educational Leadership, Evaluation, and Organizational Development Department (ELEOD) at the College of Education and Human Development (CEHD), University of Louisville.
Assistant Professor (2009-2010), Hiram College, Education Department
Post-Doctoral Research Fellow (2008-2009), Cleveland Clinic Lerner College of Medicine of Case Western Reserve University.
Visiting Assistant Professor (2007-2008), Indiana University, Education Leadership and Policy Studies Department