Overview
Krystal Hinerman has over 15 years of experience mentoring developing researchers and teaching quantitative, qualitative, and mixed methods courses across various disciplines. She has developed a wide range of courses, from introductory research methods to advanced topics such as multilevel modeling, multiple regression, and narrative inquiry. Additionally, she has created and taught courses on strategic planning, program evaluation, and grant writing.
As a methodologist, Dr. Hinerman’s interdisciplinary research includes evaluating international school-based interventions, exploring gendered experiences and social climates in higher education, and conducting psychometric investigations. Her recent external funding endeavors include being co-Principal Investigator on two NSF grants which incorporated interdisciplinary teams focused on establishing best practices in STEM fields. Currently, she serves as a measurement consultant and advisory board member for an NSF grant related to climate change acceptance. Beyond NSF-funded projects, she has chaired an advisory board for international university collaborations, worked as a measurement consultant for talent management companies, and has been methodologist and field supervisor on several other international evaluation efforts for funding organizations.
Research Interests
Evaluation, psychosocial, psychometrics
Selected Publications
Holt, E. A., Duke, J., Dunk, R., & Hinerman, K. (2024). Development of the inventory of biotic climate literacy (IBCL). Environmental Education Research, 1–18. https://doi.org/10.1080/13504622.2024.2314047
Fairchild, E., Sexton, J., Newman, H., Hinerman, K., McKay, J. & Riggs, E. (2023). A qualitative study of marginalized students’ academic, physical and social self-efficacy in a multiweek geoscience field program. Journal of Geoscience Education. https://doi.org/10.1080/10899995.2023.2215673
Hinerman, K. M., Hull, D. M., Naslund-Hadley, E. I., & Rafe, M. M. (2021). Social emotional learning competencies in Belize children: Psychometric validation through exploratory structural equation modeling. Frontiers in Psychology. https://www.frontiersin.org/articles/10.3389/fpsyg.2021.770501/abstract
Hull, D. M., Hinerman, K. M., Powell, M., Fagan, M., Ferguson, S., and Naslund-Hadley, E. (2021). Positive youth development in Belize: A cluster randomized trial. Educational Psychology 41 (8). DOI: 10.1080/01443410.2021.1922611.
Sexton, J., Fairchild, E., Newman, H., Riggs, E., and Hinerman, K. (2021). University Title IX requirements have chilling effect on gender discrimination research: A call for a more nuanced approach. Journal of Interpersonal Violence. DOI: 10.1177/08862605211028283
Hull, D. M., Hinerman, K. M., Ferguson, S. L., Naslund-Hadley, E. I., Chen, Q. (2018). Teacher-led math inquiry: A cluster randomized trial of instruction with manipulatives. Education Evaluation and Policy Analysis. DOI: 10.3102/0162373718768430
