Jennifer C. Greene is a professor of Educational Psychology at the University of Illinois at Urbana-Champaign. She received her BA in psychology from Wellesley College and her PhD in educational psychology from Stanford University. Prior to Illinois, Greene held faculty positions at the University of Rhode Island and Cornell University. Greene’s work focuses on the intersection of social science methodology and social policy and aspires to be both methodologically innovative and socially responsible. Greene’s methodological research has concentrated on advancing qualitative and mixed methods approaches to social inquiry. In the field of evaluation, she has contributed both theoretical and practical scholarship in democratic and values-engaged approaches to evaluation. Greene has held leadership positions in the American Evaluation Association and the American Educational Research Association. She has also provided editorial service to both communities, including a six-year position as co-editor-in-chief of New Directions for Evaluation, and current positions as an associate editor of the Journal of Mixed Methods Research and series co-editor for the series Evaluation and Society. Her own publication record includes a co-editorship of the Sage Handbook of Program Evaluation and authorship of Mixed Methods in Social Inquiry. Greene is the past president of the American Evaluation Association.

Key Professional Appointments

Professor Educational Psychology, University of Illinois at Urbana-Champaign, 1999 - present

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

Assistant, Associate Professor Department 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 Scholar Aalborg University, 2011 - 2013

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

Distinguished Fellow Award Critical Studies in Education, University of Auckland, 2012 - 2012

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

Fellow American Educational Research Association, 2010 - 2010

Alva Myrdal Guest Professorship Malardalens University, Eskilstuna Sweden, 2009 - 2009

Alva Myrdal Guest Professor, Department of Education and Culture Eskilstuna Sweden, Malardalen University, 2008 - 2009

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

Paul F. Lazarsfeld Award for contributions to evaluation theory, American Evaluation Association, 2003 - 2003

Distinguished Senior Scholar College of Education, 2003 - 2003

Distinguished Teaching Award College of Human Ecology, Cornell University, 1997 - 1997

Research & Service

Jennifer C. Greene's research interests focus on the intersections of social science and social policy. She works in the domain of educational and social program evaluation, and seeks to advance the theory and practice of alternative forms of evaluation, including qualitative, democratic, and mixed methods evaluation approaches. Her 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. (2016) Advancing equity: Cultivating an evaluation habit.. Evaluation for an equitable society Information Age Publishing: Charlotte, NC, USA

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

Greene, J. (2014) How evidence earns credibility in evaluation. Credible and actionable evidence. The foundations for rigorous and influential evaluations, second edition.. Sage: Thousand Oaks, CA, USA

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

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. (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

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., & 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


Against the odds but worth it: The value of democratic evaluation in contemporary society (2014). European Evaluation Society: Dublin, Ireland.

Evaluation advocacy (2013). Australasian Evaluation Society: Brisbane, Australia.

Day in Mixed Methods: Stories of mixing methods (2013). ICQI: Urbana-Champaign, IL.

Perspectives on 'Repositioning Culture in Evaluation and Assessment' (2013). Center for Culturally Responsive Evaluation and Assessment: Chicago.

Credible evidence is equitable evidence in evaluation (2012).: Helsinki, Finland.

Evaluating with and for justice (2012).: Minneapolis MN.

Evaluation in service of the public good (2012). Ireland and Trinity College: Dublin, Ireland.

Values in evaluation (2012). the United Kingdom Evaluation Society: London.

Values-engaged evaluation (2012).: Minneapolis MN.

Thinking educatively about mixing methods and evaluation (2012). the Department of Critical Studies in Education, Auckland University: Auckland, New Zealand.

Evaluation in service of the public good (2012).: Halifax CA.

Theory and practice: Partners or partisans? (2012).: Absecon NJ.

Evaluation’s contributions to effective international development (2012). Farleigh Dickinson University: NJ.

Evaluation in service of the public good (2011). Aalborg University: Aalborg Denmark.

Evaluation in service of the public good (2011). Aalborg University: Aalborg, Denmark.

To be or not to be: Culturally competent versus culturally responsive evaluator (2011).: Anaheim, CA.

Valuing evaluation's values (2011).: Anaheim, CA.

Valuing evaluation's values (2011).: Anaheim, CA.

Evaluation of consequence: Where have all the flowers gone? (2011). Swedish Evaluation Society: Stockholm, Sweden.

Serving the public good through mixed methods educational research (2011). University of Vienna: Vienna, Austria.

Consumers, curmudgeons, and courage: Traveling evaluation's byways with Michael Scriven (2011).: CA.

Evaluation and the public good: A mixed methods perspective (2011).: Auckland, NZ.

Farewell to triangulation? (2011). University of Illinois at Urbana-Champaign: IL.

Panelist, La Evaluacion de la Calidad: Is it possible to promote an educative dialogue? (2011). University of Illinois at Urban-Champaign: IL.

Calling for mixed methods studies of post-Katrina educational reform in New Orleans: Combining the emic and etic perspectives (2011).: New Orleans.

Mixed methods social inquiry and the public good (2011). Arizona State University: Tempe AZ.

Becoming an evaluator in university-based programs. What are the characteristics of quality university-based evaluation education? (2004).: Atlanta, GA.

Foundations, evaluation, and the goal of social change, part 2 (2004).: Atlanta, GA.

Translating theory in practice: Theorists' models in action (2004).: Atlanta, GA.

Reclaiming evaluation: Evaluation's response to urgent public issues (2004).: Portland, OR.

Reflections. In concluding conference session, "Governance, democracy, and evaluation: What have we learned?" (2004).: Berlin, Germany.

What kind of learning? What kind of community? (2004).: Berlin, Germany.

Evaluators as stewards of the public good, revisited (2004).: Arlington, VA.

The Technology Studies in Education Program (2004). University of Illinois at Urbana-Champaign.

Contextually responsive evaluation: Challenges for training and for practice (2004).: San Diego, CA.

The civic responsibilities of educational researchers (2004).: San Diego, CA.

The practical decisions of mixed methods practitioners: How and why (2004).: San Diego, CA.


Principal Investigator Advancing 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 Investigator 12-Step Participation After Adolescent Treatment, National Institutes of Health, 2005 - 2008

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

Principal Investigator Internal Evaluation: Spring 2005, Center for African Studies, 2005 - 2005

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

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

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

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


Advisory Board Member, Annie E. Casey Foundation Expanding the Bench Evaluation Initiative Annie E. Casey Foundation, 2015 - present

Member of the Board American Evaluation Association, 2012 - 2012

American Evaluation Association, 2010 - 2012

Reviewer American Educational Research Journal, 2010 - present

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

Member of Evaluation Team University of Illinois, Education Justice Project, 2009 - present


Jennifer C. Greene is an experienced teacher of social science methodology at the doctoral level. Her primary instructional ambitions are twofold. First, she aims to facilitate student understanding of the politics and power of method, of the premise that method importantly shapes the knowledge and understanding obtained from an empirical study. This is in contrast to an understanding of method as value-neutral and mainly a matter of technique. Greene’s second instructional ambition is to enable students to not only learn about various methodological traditions, but to begin to become wise practitioners of them. Methodological practice is ever so much more challenging than methodological theory. Greene’s own methodological expertise includes interpretivist-qualitative and mixed methods traditions.


Methods of Educational Inquiry Offers a graduate-level introduction to research in education, including quantitative, qualitative and mixed methods designs and approaches. Key concepts include: identifying a research problem, reviewing the literature, design and analysis, communicating evidence, and the ethics of research. Students should gain the ability to effectively evaluate and critique design/methods sections of research publications; plan and design research studies; and organize a presentation of research to an audience of peers. Course Information: Same as EPOL 550, EPSY 573, and SPED 550. 4 graduate hours. No professional credit.: identifying a research problem, reviewing the literature, design and analysis, communicating evidence, and the ethics of research. Students should gain the ability to effectively evaluate and critique design/methods sections of research publications; plan and design research studies; and organize a presentation of research to an audience of peers.

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.

Advanced Seminar in Educ Psyc Seminar in educational psychology; topics relate to the areas of specialization represented by the various divisions within the department. Course Information: Approved for both letter and S/U grading. May be repeated. Prerequisite: Consent of instructor required.

Jennifer Greene

Professor, Educational Psychology



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

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