Cheryl Hunter

EFR REGULAR ASSIGNMENTS

University of North Dakota

Graduate courses taught: EFR 500 Foundations of Educational Thought; EFR 505 Sociological Foundations of Education; EFR 506 Multicultural Education; EFR 510 Qualitative Research Methods; EFR 520 Advanced Qualitative Research Methods; EFR 525 Comparative and International Education; EFR 590 Special Topics: Translational Research

qualitative research methods

critical ethnography research methods

ethnographic research methods

narative research methods

pheneomenology research methods

education policy

gender equity in schooling

teaching and learning curriculum and design

PEER-REFEREED JOURNALS (23)

Felege, C., Hunter, C. & Felege, S. (in press). 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.

FELLOWSHIPS

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. Education Leadership and Policy Studies (2007)

School of Education, Indiana University, Bloomington, IN

Concentration: International and Comparative Education

Minor: Sociology

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-current ), College of Education and Human Development (CEHD)

Chair (elected 2018-2021; re-elected 2021-current), 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

CLICK HERE to visit the Qual Research Student Lab

SAMPLE EFR 520 Qualitative Syllabus *this is only a sample and does not represent the final approved course syllabus

Contact Information

Name: Dr. Cheryl Hunter

Phone: 701-777-3431

Email: Cheryl.hunter@und.edu

Course Description

EFR 520: This course will engage students in more in-depth and complex theoretical and practical issues associated with a range of different qualitative methodologies. Students will collaboratively construct knowledge of essential theoretical perspectives and qualitative genres. Students will explore research design and conceptual frameworks as they apply to qualitative research and examine qualitative studies conducted by others. Knowledge about IRB requirements will also be addressed.

Course Goals:

This course offers students interested in qualitative inquiry an opportunity to engage in an interdisciplinary approach to research design. Translational and pluralistic designs are interdisciplinary approaches to constructing qualitative research with the intent to produce relevant inquires with individuals and communities and not upon them. This course assumes students will be using participatory qualitative methods and have an understanding that inquires will be constructed with participants and not upon them. Students build a foundation of common qualitative approaches including phenomenology, grounded theory, narrative, and ethnographic design. Students will learn how to blend components of different designs to ensure research is relevant to the participants. Student-produced research designs must demonstrate practical applications for research participants and relevant dissemination practices.

Materials – Text, Readings, Supplementary Readings

• Maxwell, J. Qualitative Research Design, Sage. 
• Esposito & Evans-Winters. Introduction to Intersectional Qualitative Research

 Any additional readings that may be added will be posted in Blackboard (Bb).

Learning Objectives

1. Students will gain foundational knowledge in phenomenology, grounded theory, narrative, and ethnographic designs.
2. Students will learn how to blend components of different designs to ensure research is relevant to the participants.
3. Students will demonstrate how their design demonstrates practical application and relevant dissemination practices.
4. Students will demonstrate and understanding of the ethics involved in researching with human participants.

The qualitative research courses at UND strive to train researchers capable of doing large scale, high-quality projects for dissemination to the larger scholarly community. In general, we follow the “Standards for Reporting on Empirical Social Science Research in AERA Publications” developed by the American Educational Research Association. These can be found online (http://aera.net/opportunities/?id=1850)

For all qualitative coursework, the purpose is to prepare you with theoretical foundational knowledge of qualitative methodologies and prepare you to plan, implement and write up a research project. You will engage in a range of methodologies as an example of how to theoretically inform, design, analyze and report qualitative research. You will also be constructing the basic foundations for a research design, specifically exploring methods, trustworthiness, theoretical and conceptual frameworks. While we will cover these essential ingredients for a qualitative study, please be aware that your particular dissertation research planning, implementing, and writing are not executed within this particular coursework; those elements happen with your adviser and within your dissertation credits.

Course Assignments & GradingRequired Assessments:

• Research Communities (10%)
• Book Study: (re)centering the participants & community (20%)
• Methodology Web-based Learning course and Class Session: phenomenology, grounded theory, narrative, and ethnographic design (30% course and 10% class session)
• Human Subjects modules and documentation of completed CITI training (required)
• 5 Design Component Sketches (30%)