Document Type

Article

Publication Date

2020

Originally Published In

The Professional Counselor

Volume Number

10

Issue Number

1

Page Numbers

57-77

Abstract

This article reviews relevant research that provides context for a commentary by two long-time distance counselor educators and supervisors with over 35 years of combined professional experience. The authors explore factors that support successful outcomes for graduate students within distance counselor education programs, which include how students are selected, supported in their development, and retained in the program. Discussion targets how distance learning promotes open access to students who historically have been marginalized, who are living in rural areas, and who have not had the same access to educational opportunities. We focus on the roles and responsibilities of institutional and program leadership and program faculty in the areas of building and sustaining a learning community, faculty engagement in and out of the classroom, and retention and gatekeeping of students. Finally, we discuss considerations for building and sustaining credibility within the university culture, supporting the specialized needs of a CACREP-accredited program, and managing the student–program relationship.

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