Jennifer’s research interests focus on the intersections of social science and social policy. Her work in the domain of educational and social program evaluation seeks to advance the theory and practice of alternative forms of evaluation, including qualitative, democratic, and mixed methods evaluation approaches. Current work emphasizes evaluation as a venue for democratizing dialogue about critical social and educational issues, with a focus on conceptualizing evaluation as a "public good."

Key Professional Appointments

ProfessorEducational Psychology, University of Illinois at Urbana-Champaign, 1999 - present

Assistant, Associate, Full ProfessorDepartment of Policy Analysis and Management, Cornell University, 1983 - 1999

Assistant, Associate ProfessorDepartment of Education, University of Rhode Island, 1977 - 1983


Ph.D., Educational Psychology, Stanford University, 1976

M.A., Education, Stanford University, 1972

B.A., Psychology, Wellesley College, 1971

Awards, Honors, Associations

Distinguished ScholarAalborg University, 2011 - 2013

Distinguished Fellow Award, School of Critical Studies in EducationAuckland University, 2012 - present

Distinguished Fellow AwardCritical Studies in EducationUniversity of Auckland, 2012 - 2012

Fellow of the American Educational Research AssociationAmerican Educational Research Association, 2010 - 2010

FellowAmerican Educational Research Association, 2010 - 2010

Alva Myrdal Guest Professor, Department of Education and CultureEskilstuna SwedenMalardalen University, 2008 - 2009

R. Stewart Jones Award for the Outstanding Teacher in Educational PsychologyDepartment of Educational Psychology, 2006 - 2006

Paul F. Lazarsfeld Awardfor contributions to evaluation theoryAmerican Evaluation Association, 2003 - 2003

Distinguished Senior ScholarCollege of Education, 2003 - 2003

Research & Service

My research interests focus on the intersections of social science and social policy. I work in the domain of educational and social program evaluation, and I seek to advance the theory and practice of alternative forms of evaluation, including qualitative, democratic, and mixed methods evaluation approaches. My current work emphasizes evaluation as a venue for democratizing dialogue about critical social and educational issues, with a focus on conceptualizing evaluation as a "public good."


Greene, J. (2014) Culture and evaluation: From a transcultural belvedere.. Continuing the journey to reposition culture and cultural context in evaluation theory and practice Information Age Publishing: Charlotte, NC, USA

Greene, J. (2014) Final reflection. Feminist social inquiry: Relevance, relationships, and responsibility.. Feminist evaluation and research: Theory and practice Guilford Press: New York, NY

Johnson, J., Hall, J., Greene, J., & Ahn, J. (2013) Exploring alternative approaches for presenting evaluation results American Journal of Evaluation 34 (4), 486-503

Greene, J. (2013) Consumers, curmudgeons, and courage: Traveling evaluation's byways with Michael Scriven. The future of evaluation in society: A tribute to Michael Scriven Information Age Publishing: Greenwich CT

Greene, J. (2012) Engaging critical issues in social inquiry by mixing methods American Behavioral Scientist 56 (Special issue on mixing methods), 755-773

Greene, J. (2012) La contribution des données probantes au processus de crédibilisation d’une évaluation. [How evidence earns credibility in evaluation]. L’évaluation de programme axée sur le jugement crédible Les Presses de l’Université du Québec

Greene, J. (2012) Values-engaged evaluation. Evaluation for equitable development results UNICEF: New York link >

Hall, J., Greene, J., & Ahn, J. (2012) Values-engagement in evaluation: Ideas, implications, and illlustrations American Journal of Evaluation 33 (2), 195-207

Greene, J. (2011) The construct(ion) of validity as argument. In H.T. Chen, S.I. Donaldson, & M.M. Mark (eds.), Advancing validity in outcome evaluation: Theory and practice. New Directions for Evaluation 130, (pp. 81- Wiley: San Francisco

Greene, J., Boyce, A., & Ahn, J. (2011) A values-engaged educative approach for evaluating education programs: A guidebook for practice University of Illinois at Urbana-Champaign: Champaign, IL link >

Greene, J., Kreider, H., & Mayer, E. (2011) Combining qualitative and quantitative methods in social inquiry. Theory and methods in social research, second edition Sage: London

Greene, J. (2010) Evaluation in service of the public good: The views of one US American evaluator. Zeitschrift fur Evaluation [the journal of the German Evaluation Society] 9 (2), 199-210

Greene, J., & Hall, J. (2010) Dialectics and pragmatism: Being of consequence. Sage handbook of mixed methods in social and behavioral research Sage: Thousand Oaks, CA

Greene, J., Sommerfeld, P., & Haight, W. (2010) Mixing methods in social work research. The SAGE handbook of social work research Sage: London

Benjamin, L., & Greene, J. (2009) From program to network: The evaluator’s role in today’s public problem-solving environment American Journal of Evaluation 30 (3), 296-309

Greene, J. (2009) Evidence as “proof” and evidence as “inkling.”. What counts as credible evidence in applied research and evaluation practice? Sage: Thousand Oaks, CA

Greene, J. (2009) Meaningfully engaging with difference through mixed methods educational evaluation. The sage international handbook of educational evaluation Sage: Thousand Oaks, CA

Greene, J. (2008) Is mixed methods social inquiry a distinctive methodology? Journal of Mixed Methods Research 2 (1), 7-21

Greene, J. (2006) Toward a methodology of mixed methods social inquiry. Research in the Schools Special Issue: New Directions in Mixed Methods Research 13 (1), 93-99

Greene, J., DeStefano, L., Burgon, H., & Hall, J. (2006) An educative, values-engaged approach to evaluating STEM educational programs. Critical issues in STEM evaluation New directions for evaluation: San Francisco

Shaw, I., Greene, J., & Mark, M. (2006) Handbook of evaluation.. Sage: London

Greene, J. (2005) A value-engaged approach for evaluating the Bunche-Da Vinci Learning Academy. Theorists' models in action: New directions for Evaluation, 106 Jossey-Bass: San Francisco

Greene, J. (2005) Evaluators as stewards of the public good. The role of culture and cultural context: A mandate for inclusion, truth, and understanding in evaluation theory and practice. Evaluation and Society Series Evaluation and Society Series: Greenwich, CT

Greene, J. (2005) Synthesis: A reprise on mixing methods. Discovering successful pathways in childrens development: Mixed methods in the study of childhood and family life University Press: Chicago

Greene, J. (2005) The generative potential of mixed methods inquiry International Journal of Research and Method in Education 28 (2), 207-211

Greene, J. (2005) Various entries. Encyclopedia of evaluation Sage: Thousand Oaks, CA

Greene, J., Kreider, H., & Mayer, E. (2005) Combining qualitative and quantitative methods in social inquiry. Research methods in the social sciences Sage: London

Greene, J., Millet, R., & Hopson, R. (2004) Evaluation as a democratizing practice. Foundations and evaluation: Contexts and practices for effective philanthropy Jossey-Bass: San Francisco

Costantino, T., & Greene, J. (2003) Reflections on the use of narrative in evaluation The American Journal of Evaluation 24 (1), 35-49

Greene, J. (2003) Commentary: Margaret Mead, the Salzburg Seminar, and a historical evaluation report The American Journal of Evaluation 24 (1), 115-121

Greene, J. (2002) Mixed-method evaluation: A way of democratically engaging with difference Evaluation Journal of Australasia 2 (2), 23-29

DeStefano, L., Greene, J., & Anderson, J.. The external evaluation of the AERA/IES postdoctoral fellows and grants program, year 2 report.. American Educational Research: Washington, DC

Greene, J. (2001) Mixing social inquiry methodologies. In V. Richardson (Ed.), Handbook of research on teaching, 4th ed. dbo. (pp. 251-258).. American Educational Research Association: Washington, DC

Greene, J., & others, .. The learning in community (LINC) program, evaluation summary report. Prepared for the Low Income Networking and Communications Program Staff.. College of Engineering, University of Illinois at Urbana-Champaign: Champaign

Greene, J.. Advancing equity: Cultivating an evaluation habit.. Evaluation for an equitable society Information Age Publishing: Charlotte, NC, USA

Greene, J.. How evidence earns credibility in evaluation. Credible and actionable evidence. The foundations for rigorous and influential evaluations, second edition.. Sage: Thousand Oaks, CA, USA

Greene, J. (2000) Understanding social programs through evaluation. Handbook of qualitative research Sage: Thousand Oaks, CA

Greene, J. (1999) Balancing philosophy and practicality in qualitative evaluation. the 1998 Robert E. Stake Symposium on Educational Evaluation University of Illinois: Urbana-Champaign, IL

Greene, J. (1999) The inequality of performance measurements Evaluation 5, 160-172

Greene, J., & Caracelli, V. (1997) Advances in mixed-method evaluation: The challenges and benefits of integrating diverse paradigms National Council for the Social Studies: San Francisco


Principal InvestigatorAdvancing the State-of-the-Art in Evaluation: Field-Testing and Disseminating an Educative, Values-Engaged Approach to Evaluating STEM Education Programs, National Science Foundation, 2006 - 2011

Co-Principal Investigator12-Step Participation After Adolescent Treatment, National Institutes of Health, 2005 - 2008

Co-Principal InvestigatorCenter Evaluation, Center on Democracy in a Multiracial Society, 2005 - 2006

Principal InvestigatorInternal Evaluation: Spring 2005, Center for African Studies, 2005 - 2005

Co-Principal InvestigatorIllinois Project for Democratic Accountability, Campus Research Board, 2004 - 2005

Principal InvestigatorAn Evaluation Plan for the 2003 Annual Conference of the American Evaluation Association, U.S. Department of Education (American Evaluation Association), 2003 - 2004

Principal InvestigatorAn Evaluation of the EPICS K-12 Program at UIUC, National Science Foundation (College of Engineering), 2003 - 2004

Co-Principal InvestigatorEvaluation of the APPEALS Training, U.S. Department Veterans Administration (Leads Corporation), 1998 - 2002


Member of the BoardAmerican Evaluation Association, 2012 - 2012

ReviewerAmerican Educational Research Journal, 2010 - present

Series Editor, Evaluation and SocietyEvaluation and Society, 2010 - present

Member of Evaluation TeamUniversity of Illinois, Education Justice Project, 2009 - present


Intro to Evaluation Theory Introduction to the major conceptual constructs and theories of evaluation; emphasis on the critical defining components of evaluation, particularly its role in program and policy development, and on critical distinctions among evaluation theories; provides grounding for further study of both evaluation theory and methods. Course Information: 4 undergraduate hours. 4 graduate hours.

Intro to Evaluation Methods Introduces the methodology of educational and social program evaluation, including the design of an evaluation, the data collection and analysis, and reporting; emphasis on negotiating the unique facets of evaluative practice, notably evaluator role, working with clients and other stakeholders, the political dynamics of evaluation contexts, and utilization of evaluative results. Students collectively conduct a field-based evaluation project. Course Information: 4 undergraduate hours. 4 graduate hours. Prerequisite: EPSY 480.

Adv Theories of Ed Evaluation This topical seminar is designed for advanced graduate students with a significant interest in the evaluation of educational and social policies and programs. The seminar will engage in some depth an issue of contemporary currency and controversy in evaluation theory and practice. Readings, discussions, guest speakers, and the occasional field trip will frame the seminar. Each student in this seminar will be expected to develop a scholarly paper for conference presentation and/or publication. Course Information: Prerequisite: EPSY 470, EPSY 471, and coursework in research methods.

Mixed Method Inquiry This advanced course addresses the theory and practice of mixing inquiry methodologies in program evaluation and applied research. Topics include selected roots of mixed inquiry, various stances on mixing philosophical traditions while mixing methods, conceptualizations of mixed method design and analysis, and challenges of mixed method practice. Students should have basic familiarity with experimental or survey (quantitative) with and constructivist or interpretivist (qualitative) social science. Familiarity with other social science frameworks (e.g., critical theory, feminism, action science) is also highly desirable. Course Information: Approved for letter and S/U grading. Prerequisite: EPSY 574 or EPSY 580; EPSY 577 or EPSY 578; or equivalents; or consent of instructor.

Jennifer Greene

Professor, Quantitative and Evaluative Research Methodologies



230C Education Building
1310 S. Sixth St.
Champaign, IL 61820

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