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Chelsea Hunter

Title: Assistant Professor

Department: Anthropology

College: College of Liberal Arts and Social Sciences

Curriculum Vitae

Curriculum Vitae Link

Education

  • PhD, Ohio State University, 2024
    Major: Anthropology
  • MA, San Diego State University, 2017
    Major: Anthropology
  • BA, Portland State University, 2013
    Major: Anthropology

Current Scheduled Teaching

ANTH 4011.100Anthropological FieldmethodsSpring 2026 Syllabus
ANTH 5041.400Quantitative Methods in AnthropologySpring 2026
ANTH 4900.119Special ProblemsSpring 2026
Texas Education Code 51.974 (HB 2504) requires each institution of higher education to make available to the public, a syllabus for undergraduate lecture courses offered for credit by the institution.

Previous Scheduled Teaching

ANTH 3996.001Honors College Mentored Research ExperienceFall 2025
ANTH 4701.052Topics in Sociocultural AnthropologyFall 2025 Syllabus SPOT
ANTH 5700.052Topics in Sociocultural AnthropologyFall 2025 SPOT
ANTH 4011.100Anthropological FieldmethodsSpring 2025 Syllabus SPOT
Texas Education Code 51.974 (HB 2504) requires each institution of higher education to make available to the public, a syllabus for undergraduate lecture courses offered for credit by the institution.

Published Intellectual Contributions

    Book Chapter

  • Hunter, C., Lauer, M., McElwee, P., Hsu, M., Allen, K., Gould, R., He, J. (2025). Cultural Ecosystem Services Research as a Situated Practice: An Example from the South Pacific. The Handbook of Cultural Ecosystem Services. 256-269. Oxford, Routledge.
  • Moritz, M., Hunter, C., Peart, D., Hamilton, I.M., Ruth, A., Wutich, A., Bernard, H.R. Agent-Based Modeling in Mixed Methods Research. The Handbook of Teaching Qualitative and Mixed Research Methods: A Step-by-Step Guide for Instructors. Oxford, Routledge.

    • Journal Article

  • Hunter, C. (2025). Sensibilisation: The Role of Awareness Raising in Biodiversity Conservation Initiatives in Kanaky/New Caledonia. Journal of Political Ecology.
  • Hunter, C. (2025). Sovereignty and Responsibilization in Co-Management Plans: An action-verb analysis of management plans from Kanaky/New Caledonia. Ambio.
  • Moritz, M., Hunter, C., Scholte, P. (2024). Reflooding the coupled human and natural system of the Waza-Logone Floodplain, Cameroon. Frontiers in Conservation Science.
  • Moritz, M., Cross, B., Hunter, C. (2023). Artificial Pastoral Systems: A Review of Agent-Based Modeling Studies of Pastoral Systems. Pastoralism.
  • Moritz, M., Hunter, C.E., Peart, D.C., Buffington, A., Yoak, A.J., Thomas, J.R., Garabed, R., Hamilton, I.M. (2023). Dynamics of Herds and Households Constrain Livestock Population Growth in Pastoral Systems. Human Ecology.

Contracts, Grants and Sponsored Research

    Sponsored Research

  • Henry, L.R. (Principal), Hunter, C. (Co-Principal), Jiang, H. (Co-Principal), "Basic Needs in College," sponsored by ImpactLab for Applied Social Sciences, University of North Texas, $1000 Funded. (2025).
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Overall
Summative Rating		 Challenge and
Engagement Index		 Response Rate

out of 5
out of 7		 %
of
students responded
  • Overall Summative Rating (median):
    This rating represents the combined responses of students to the four global summative items and is presented to provide an overall index of the class’s quality. Overall summative statements include the following (response options include a Likert scale ranging from 5 = Excellent, 3 = Good, and 1= Very poor):
    • The course as a whole was
    • The course content was
    • The instructor’s contribution to the course was
    • The instructor’s effectiveness in teaching the subject matter was
  • Challenge and Engagement Index:
    This rating combines student responses to several SPOT items relating to how academically challenging students found the course to be and how engaged they were. Challenge and Engagement Index items include the following (response options include a Likert scale ranging from 7 = Much higher, 4 = Average, and 1 = Much lower):
    • Do you expect your grade in this course to be
    • The intellectual challenge presented was
    • The amount of effort you put into this course was
    • The amount of effort to succeed in this course was
    • Your involvement in course (doing assignments, attending classes, etc.) was
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