TPC Journal-Vol 10- Issue 1

57 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. Keywords : student selection, student development, student retention, distance education, counselor education Distance counselor education has evolved from a place of skepticism to an accepted and legitimate method of training master’s- and doctoral-level counselors and counselor educators and supervisors. Snow et al. (2018) noted that “Changing the minds of skeptical colleagues is challenging but naturally subject to improvement over time as online learning increases, matures, and becomes integrated into the fabric of counselor education” (p. 141). A foundational driver in this evolution has been the necessity of program stakeholders to be creative and innovative in using distance technology to achieve similar or sometimes better results than traditional, residence-based programs. In this article, we will address characteristics of students in distance counselor education programs, their specific needs, the concept of andragogy and adult learners, considerations for selecting and retaining distance learning students, the importance of supporting the development of digital competence, and orienting students to the distance program. Additionally, we will discuss the roles and responsibilities of institutional and program leadership and program faculty in three key areas related to optimal student development and program efficacy: community building, faculty presence and engagement in and out of the classroom, and student retention and gatekeeping. Finally, we raise considerations in building and sustaining credibility within the university culture, supporting the specialized needs of a program accredited by the Council for the Accreditation of Counseling and Related Educational Programs (CACREP), and managing the student–program relationship (Urofsky, 2013). In this article, we use the research literature on distance counselor education to support insights we have gained over 35 years of combined experience teaching and administrating online counselor education in a large for-profit institution. To avoid confusion, throughout this article we will be using the term distance counselor education as encompassing online learning, virtual learning, online counselor education, or other terms denoting distance learning in counselor education. Savitri Dixon-Saxon, Matthew R. Buckley Student Selection, Development, and Retention: A Commentary on Supporting Student Success in Distance Counselor Education Savitri Dixon-Saxon, PhD, NCC, LPC, is Vice Provost at Walden University. Matthew R. Buckley, EdD, NCC, ACS, BC-TMH, LPC, LCMHC, is Senior Core Faculty at Walden University. Correspondence can be addressed to Savitri Dixon-Saxon, 100 Washington Ave. South, Suite 900, Minneapolis, MN 55401-2511, savitri.dixon-saxon@mail.waldenu.edu. The Professional Counselor Volume 10, Issue 1, Pages 57–77 http://tpcjournal.nbcc.org © 2020 NBCC, Inc. and Affiliates doi:10.15241/sds.10.1.57