Adult Education Academy

Dr. Joellen Coryell

What excites you about adult learning and education?  
"The field of adult and continuing education is fascinating given its incredible scope and ability to bring different disciplines, institutions, cultures, stakeholders, learners and leaders together toward progressive human and community advances for improved lives, work, development, equity and social justice."



Joellen E. Coryell, PhD, is Associate Dean for Educational Partnerships and Enrollment for the College of Education and Professor of Adult, Professional, and Community Education in the Department of Counseling, Leadership, Adult Education, and School Psychology at Texas State University. She holds a B.A. in international economics from the University of Illinois), an M.Ed. in curriculum and instruction from Texas State University, and a PhD in educational human resource development and adult education from Texas A&M University. Joellen has worked across her career in executive business management and corporate training, in faculty development for learning and teaching, and as program director for master’s and doctoral programs in two universities. In her current role as Associate Dean, she provides direction for creating and sustaining educational partnerships in the public and private sectors related to the 24 undergraduate and 26 graduate programs in the College, for strategic planning, for facilitating new student and alumni outreach, and for utilizing equity and inclusion data to support student recruitment and retention initiatives.

  • Faculty development in higher education
  • Adult and higher education internationalization processes
  • Active learning and teaching methodologies
  • Adult and professional education study abroad
  • Capacity building and community involvement in international education aid programs
  • Service-learning in international education
  • Graduate student development

CG1: Trajectories of women’s career in Higher Education

Co-Moderator: Prof. Monica Fedeli & Dr. Concetta Tino

The representation of women in the workforce has increased in the last fifty years, but in positions of power it is still limited because of gender stereotypes and gender inequity (Slaughter 2012; Volti, 2008). The phenomenon reflects the occupational gender segregation and the different distribution of women across academic departments in academia. Gender discrimination is explained as a “glass ceiling effect” to illustrate invisible blocks restricting women’s entry into higher echelons (Haslam & Ryan, 2008, p. 530).

There seem to be different variables that affect women’s career advancement in academia:

  • the number of service years for career advancement opportunities. Males have a faster career;
  • females face strong discrimination when trying to obtain a high position in male-dominated fields: the “glass elevator” works only for males (Turkmen & Eskin Bacaksiz, 2021);
  • underrepresentation and stereotypes, lack of supportive social networks, and chilly academic climates (Casad et al., 2020, p.2) seem to be factors that contribute to gender inequality in STEM fields;
  • the leaky pipeline phenomenon promotes the progressive loss of competent women faculty members in male-dominated fields (Sin-Ning C. Liu et al., 2019).

After the CGW the participants will know the state of the art in career advancement for women faculty and the challenges that women faculty have been facing to gain a recognised position in academia. They will explore gender equity in career advancement controlling for work-related and family-related factors and learn how to compare women’s career progression factors in the academia of different countries.

CORYELL, J. E., BAUMGARTNER, L., & BOHONOS, J. (Forthcoming in 2024). Methods for facilitating adult learning: Strategies for enhancing instruction and instructor effectiveness. Routledge.

HAYDEN, B., & CORYELL, J. E. (Accepted). “Mirroring yourself”: Peer mentors circle support for international graduate student transitions. Journal of International Students. DOI: https://doi.org/10.32674/jis.v13i4.4746

CORYELL, J. E., CINQUE, M., FEDELI, M., LAPINA-SALAZAR, A., & TINO, C. (2022). University teaching in global times: Research on the perspectives of Italian university faculty about teaching international graduate students. Journal of Studies in International Education, 26(3), 369-389.

STEPHENS, M., & CORYELL, J. E. (2021). Faculty perspectives on context, benefits, and challenges in fully online graduate adult education programs. Adult Learning, 32(2), 79-88. https://doi.org/10.1177/1045159520959468

CORYELL, J. E., & SALCEDO, A. (2021). Values and attitudes for teaching international graduate student populations: European insights for instructional professional development during European higher education internationalization. In K. Bista & C. Glass (Eds.). Routledge Studies in Global Student Mobility (pp. 101-117). Routledge. [refereed].

CORYELL, J. E., FEDELI, M., & LAPINA SALAZAR, A. (2019). Survey of faculty instructional professional development for teaching international graduate students: The case of the Università degli Studi di Padova. Excellence and Innovation in Learning and Teaching, 2, 22-41. DOI:10.3280/EXI2019-002002

DAVIS, B., FEDELI, M., & CORYELL, J. E. (2019). International experiences to increase employability for education doctoral students. A comparative study. New Directions for Adult and Continuing Education, 147-161. DOI: 10.1002/ace.20348

CORYELL, J. E., SEHIN, O., & PEÑA, C. (2018). Adult education through a cosmopolitan lens: A review of the research literature. Adult Education Quarterly, 68(3), 179-196. DOI: 10.1177/0741713618761092

CORYELL, J. E. (2018). Learning to teach: Adult learning theory and methodologies for creating effective learning environments and promoting students’ active learning. In E. Felisatti & A. Serbati (Eds.), Sviluppare la professionalità docente e innovare la didattica universitaria (pp. 53-66).  Milano: Franco Angeli. [refereed].

CORYELL, J. E., STEWART, P., WUBBENA, Z., SPENCER, B. J., & VALVERDE, C. (2016). International service-learning, study abroad, and global citizenship development in a post-disaster locale. In D. Velliaris (Ed.), Handbook of research on study abroad programs and outbound mobility (pp. 420-445). Hershey, PA: IGI Global. [refereed].

SEHIN, O., & CORYELL, J. E., & STEWART, P. (2017). Engendering hope: Women’s community (dis)engagement in Afghanistan. Adult Learning, 28(3), 91-98. DOI: 10.1177/1045159516679357

CORYELL, J. E., SAILORS, M., NELSON, R., & SEHIN, O. (2016). Capacity building at mid-programme: An international education development programme in Malawi. Development in Practice, 26(3), 272–284. DOI: 10.1080/09614524.2016.1150416

CORYELL, J. E. (2016). Creating and sustaining teaching and learning centers: Models of resources and support, lessons learned, and building a culture of teaching and learning excellence. Excellence and Innovation in Teaching and Learning. Research and Practices, 1(1), 71-83.

DENTITH, A., WRIGHT, R. R., & CORYELL, J. E. (2015). Those “mean girls and their friends”: Bullies and mob rule in the academy. Adult Learning, 26(1) 28-34. DOI: 10.1177/1045159514558409

CORYELL, J. E., & MURRAY, K. (2014). Adult learning and doctoral student research forum participation: Insights into the nature of professional participatory experience. International Journal of Doctoral Studies, 9, 309-327. Retrieved from http://ijds.org/Volume9/IJDSv9p309-327Coryell0643.pdf