Robin S Grenier

Associate Professor

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

Educational Leadership

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Titles:

Associate 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 an Associate 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.

Funded Research:

The role of museum summer institutes in the personal and professional learning of educators.

Using principles of adult learning to improve Environmental Health and Safety

Selected Publications/Presentations:

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.

Germain, M. L., & Grenier, R. S. (2015). Facilitating workplace learning and change: Lessons learned from the lectores         in pre-war cigar factories. Journal of Workplace Learning, 27(5), 366 – 386.

Grenier, R. S., & Dudzinska-Przesmitzki, D. (2015). A conceptual model for eliciting mental models using a composite         methodology. Human Resource Development Review, 14(2), 163-184.

Mayer, A. P., Grenier, R. S., Warhol, L. & Donaldson, M. (2013). Making a Change: The Role of External Coaches in              School-Based Communities of Practice. Human Resource Development Quarterly, 24, 337–363.

Grenier, R. S. (2013). Finding the abstract from the concrete: considering the use of popular culture artefacts to                    examine the Model of Expertise Redevelopment. Human Resource Development International, 16,(3) 357-365.

Marcus, A. S., Levine, T. H.,  & Grenier, R. S. (2012). How secondary history teachers use and  think about museums:            Current practices and untapped promise for promoting historical understanding, Theory & Research in Social                  Education, 40, (1), 66-97.

Grenier, R. S. (2011). Taking the lead: A qualitative study of expert docent characteristics. Museum Management                    and Curatorship, 26, (4), 338-353.

Grenier, R. S. (2010). “All work and no play makes for a dull museum visitor.” New Directions for Adult and       Continuing Education, Adult Education in Cultural Institutions, 127, 77-85.

Grenier, R. S. (2010). “Now this is what I call learning! A museum summer institute for teachers” Adult Education Quarterly, 60, (5), 499-516.

Grenier, R. S. (2010). “Moments of discomfort and conflict: Holocaust museums as agents of change.” Advances in Human Resource Development, 12, (5), 573-587.

Associations/Committees/Outreach:

AHRD

AAACE

Teachers for a New Era (TNE)

In the News:

Eliciting Experts’ Mental Models

Neag Professor Shares Her Transformative Fulbright Experience in Iceland