Robin S. Grenier
Academic Director, Graduate Certificate in College Instruction
Neag School of Education
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.
Areas of Expertise:
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
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.