Robin S. Grenier

Professor

Expertise: adult learning beyond the classroom, informal and experiential learning, expertise redevelopment, qualitative methodologies

Educational Leadership

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Titles:

Professor

Academic Director, Graduate Certificate in College Instruction

Academic Degrees:

Ph.D., Adult Education, University of Georgia, 2005
Certificate in Qualitative Inquiry, University of Georgia, 2005
M.A. Adult Education, University of South Florida, 2001
B.S. English Education, Florida State University, 1995

Areas of Expertise:

Adult Learning

Informal Learning

Qualitative Research

Expertise Development

Museum Education

Biography:

Robin S. Grenier, Ph.D. is a Professor of Adult Learning in the Department of Educational Leadership and the Academic Director of the Graduate Certificate in College Instruction. She is a graduate of the University of Georgia and has worked as a high school English teacher and a training and educational consultant for school districts and non-profit organizations. Her research interests include: informal and experiential learning, museums as places of learning, expertise development, and qualitative inquiry. Away from UCONN Robin enjoys spending time exploring the wonders of New England and cheering on her daughter at hockey.

Selected Publications/Presentations:

Grenier, R. S., Callahan, J. L., Kaeppel, K., and Elliott, C. (pre-press, 2021). Advancing book clubs as non-formal learning to facilitate critical public pedagogy in organizations. Management Learning.
Grenier, R. S. (2021). Cabin fever learning: Escaping the pandemic when there’s no place to go. New Horizons in Adult Education and Human Resource Development, 33(2), 4-15.
Grenier, R. S. (2021). Chapter 32: Cultural institutions. In L. Merriweather and T. Rocco (Eds.), The Handbook of Adult and Continuing Education.
Germain, M. L., & Grenier, R. S. (Eds.) (2021). Expertise at Work: Current and Emerging Trends. Palgrave.
Kaeppel, K., Grenier, R. S., Björngard-Basayne, E. (2020). The F word: The role of women’s friendships in navigating the gendered workplace of academia. Human Resource Development Review, 19(4), 362-383.
Merriam, S. B., & Grenier, R.S. (Eds.) (2019). Qualitative Research in Practice: Examples for discussion and analysis (2nd edition). Josey-Bass.
Grenier, R. S. (2019). Speaking truth to power through social movements and learning. Advances in Developing Human Resources, 21(2), 143-149.
Grenier, R. S., & Collins, J. C. (2016). “Man, have I got a story for you…”: Facilitated autoethnography as a potential methodology in HRD research. Human Resource Development Review, 15(3), 359-376.
Grenier, R. S., & Hafsteinsson, S. B. (2016). A case of public pedagogy in Icelandic museums. Studies in the Education of Adults, 4(2), 142-154.
Grenier, R. S. (2016). A sojourn experience in the land of fire and ice: Examining cultural competence and employee well‐being through an autoethnographic exploration. New Horizons in Adult Education and Human Resource Development, 28(1), 8-22.
Grenier, R. S. (2015). Autoethnography as a legitimate approach to HRD research: A methodological conversation at 30,000 feet. Human Resource Development Review, 14(3), 332-350.

Associations/Committees/Outreach:

AHRD

AAACE

Teachers for a New Era (TNE)

In the News:

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Neag Professor Shares Her Transformative Fulbright Experience in Iceland