Laura Hinson

Laura Hinson

Adjunct Lecturer
International Development

Background and Education

As a Social and Behavioral Scientist, Dr. Hinson works to identify and reduce social barriers to sexual and reproductive health for men, women, adolescents, and other marginalized populations. Dr. Hinson’s current work includes designing and implementing an impact evaluation of a child marriage intervention in Malawi, and leading ICRW’s work on the (re)solve project, which seeks to address nonuse of contraception in three low and middle-income countries (LMICs). For the last two years, Dr. Hinson has leveraged ICRW’s partnership on USAID’s YouthPower mechanism to promote measurement of positive youth development (PYD) in LMICs, leading the development of a PYD Measurement Toolkit. She is also leading ICRW’s work on developing global measures of technology-facility gender-based violence.

Dr. Hinson’s recent work includes a research study on access to sexual and reproductive health services of adolescents living in slum communities in Dhaka, Bangladesh. She also conducted formative research in Zambia on the nature of sexual relationships and how that influences uptake and continued use of family planning. She has worked with multi-lateral institutions, foundations, and international and local NGOS, including the World Bank, USAID, and the Gates Foundation. Previously, Dr. Hinson worked with the Gates Institute for Population and Reproductive Health, Advance Family Planning, and FHI360. She has a PhD from the Department of Population, Family and Reproductive Health at the Johns Hopkins Bloomberg School of Public Health, and an MPH from Department of Health Behavior (formally: Health Behavior and Health Education) at the University of North Carolina Gilings School of Global Public Health.


2017-09-28 00:00:00 
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Spring 2019 
This course wil...
This course will help students develop critical skills in applying methodologies and strategies for the evaluation of international development projects. It will provide the conceptual and theoretical framework to help students navigate decisions about the most appropriate tools for assessing project achievements and evaluating their impact through formative, process, and summative approaches. Students will learn to identify sound evaluation questions, develop logic models to assess their utility for project monitoring and evaluation (M&E), and select performance and evaluation indicators and apply these in qualitative, quantitative, and mixed-methods designs. The course will provide insight into how methodological choices influence research design, data interpretation, and the strength of evaluation results. Students will learn to critique reported program results against standards of validity, reliability, efficiency, and effectiveness and will gain skills relevant for research uptake, instructing students how to present findings in appropriate formats for diverse audiences. Students will also be challenged to navigate ethical dilemmas of evaluation in the context of international development programming and reflect on appropriate alternative designs. The course will include brief lectures, in-class exercises, plenary discussions, and small group sessions. Case studies will be used to review and compare the M&E practices of major donors (multi-laterals, bi-laterals, and private foundations) and to critically assess examples of good and bad practice. The final project will showcase students’ skills in designing a rigorous and appropriate evaluation to answer a real world development question.