Serving the public good |
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| Authors: | Jennifer C. Greene |
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| Affiliation: | 1. Department of Population Health Sciences and Policy, Icahn School of Medicine at Mount Sinai, One Gustave L. Levy Place, Box 1077, New York, NY 10029, USA;2. Center for Health Equity and Community Engaged Research, Icahn School of Medicine at Mount Sinai, One Gustave L. Levy Place, Box 1077, New York, NY, 10029, USA;3. The Charles Bronfman Institute for Personalized Medicine, Icahn School of Medicine at Mount Sinai, 1468 Madison Avenue, Annenberg Building, 18th Floor, Room 18-16, New York, NY 10029, USA;4. Department of Genetics and Genomic Sciences, Icahn School of Medicine at Mount Sinai, One Gustave L. Levy Place, Box 1022, New York, NY 10029, USA;5. Yale Institute for Network Science, Yale University, 17 Hillhouse Avenue, P.O. Box 208263, New Haven, CT 06520, USA;6. Institute for Family Health, 16 East 16th Street, New York, NY 10003, USA;7. Berlin Institute of Health, Berlin, Germany;1. Fenner School of Environment and Society, ANU College of Medicine, Biology and Environment, The Australian National University, Canberra, ACT 0200, Australia;2. Faculty of Health, The University of Canberra, Canberra, ACT 2615, Australia |
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| Abstract: | This discussion foregrounds four key issues engaged by the articles presented in this special issue: the unique challenges and opportunities of environmental education evaluation, how to think well about the evaluation approaches and purposes that best match this domain, evaluation capacity building in environmental education and action, and accountability and activist pressures on contemporary evaluation. Environmental education evaluators are encouraged to consider positioning their work in service of the public good. |
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