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The Not-Center: The Margins and Educational Research.
Methods and the Margins: Realigning the Center, A Postscript.
The medical education fellowship provided the opportunity to hone my skills as a qualitative methodologist by consulting on multiple research projects with faculty. Education Leadership and Policy Studies (2007) School of Education, Indiana University, Bloomington, IN Concentration: International and Comparative Education Minor: Sociology M. Elementary Education (1999) Indiana University, Bloomington License Awarded 1997 B. Sociology (with Honors) (1995) Butler University, Indianapolis, INFaculty Special Appointment (2017), Indiana University, Office of Graduate Education. David Daleke, Associate Dean of Graduate Education and Vice Provost for Health Sciences. Associate Professor (2016- current), Assistant Professor (2011-2016), University of North Dakota, Educational Foundations and Research 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.
April 11, 2011 Cleveland Clinic Scholarship in Teaching Award (2010). 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.
Bridging the Gap between Theory and Practice in Educational Research: Methods at the Margins. In Annual Review of Comparative and International Education 2014, Volume 25 in the International Perspectives on Education and Society Series.
Current Challenges and Future Trends for Teacher Training in Sub-Saharan Africa: A Focused Look at Botswana and Lesotho.
37th Annual Meeting of the Society of Gynecologic Surgeon's, San Antonio, TX.
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. (2011) Using cognitive task analysis to understand the critical components of performing vaginal hysterectomy.
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Joshua Hunter has worked in the field of outdoor and environmental education for over twenty years, across multiple educational settings, both formal and nonformal, and with diverse populations and multigenerational groups. Hunter has taught environmental education in pre K-12 schools tailoring lessons to state standards, worked as a park interpretive naturalist, led wilderness experiences for young adults as a wilderness guide, and has taught university courses on ecological literacy and conservation biology. Hunter spent several years in Cleveland developing and building learning gardens and outdoor natural areas for elementary schools to foster outdoor experiences for children. Hunter’s work at the University of North Dakota includes teaching graduate level courses in Ecological Foundations of Education and undergraduate classes in outdoor learning. Hunter’s research concerns outdoor experiences and play for children, wilderness experiences for young adults in remote, wilderness settings, and he continues to work with regional nonprofit organizations dedicated to outdoor education for children and adults and conservation oriented projects. Pedagogy and practice in STEM field experiences: Intersections of student and mentor identity and impacts upon student outcomes. Selected Presentations: 2018 Graves, C., Syversen, K., Hunter, J. Engagement and risk: A study of one Outdoor classroom and early childhood experiences learning in nature.
Selected Publications: Felege, C., Hunter, C., Hunter, J.