TPC Journal-Vol 10- Issue 1

60 The Professional Counselor | Volume 10, Issue 1 Andragogy and the Distance Learner Students in distance learning programs need flexibility, hands-on laboratory experiences, in-depth orientation to technology, greater access to instructors, competency assessment and remediation designed to refresh skills and knowledge, and opportunities for self-reflection and support (Minichiello, 2016) in order to be successful. These needs are aligned with what we understand about the learning principle called andragogy , which is “the art and science of helping adults learn” (Teaching Excellence in Adult Literacy Center, 2011, p. 1). According to Knowles (1973), adults learn best in situations that allow them to apply information and problem-solving techniques to experiences and situations that are relevant to their own lives. In addition, adults look for opportunities to immediately apply newly acquired knowledge (Yarbrough, 2018). Consistent with this need, instructors in an andragogical learning environment see the learner’s experience as valuable and are willing, in the process of acting as subject matter experts, to allow the learner to guide and customize the learning process (Palmer, 2007; Salazar-M á rquez, 2017). Adult learning theory should be the foundation of the online learning experience, and the online learning environment should be reflective of a partnership between subject matter expert and facilitator and the adult learner, who is a personal life expert and leader in the learning experience (Clardy, 2005). The teacher as facilitator helps the learner apply the knowledge and skills to situations relevant to the learner’s experiences and evaluates the application of that newly acquired knowledge. In distance counselor education, faculty members also enact the roles of supervisor, mentor, and gatekeeper, which adds to the complex nature of orienting students to what these roles mean and how they are related to the teaching role. Faculty members also need to consider how they enact these roles throughout the learning process in meeting the needs of distance students. In distance counselor education programs, program faculty and administrators have discovered that student success is rooted in providing students with support throughout the program, finding ways to engage them and giving them the opportunity to benefit from their faculty and peers’ experiences and expertise, getting them connected to university support services early, and, consistent with andragogical learning principles, identifying opportunities to affirm or support them in developing their own sense of self-efficacy and sense of agency (Clardy, 2005). There are significant opportunities to incorporate these elements in the selection, development, and retention activities of the program. Selecting and Retaining Distance Learning Students The goal of the entire educational process in counselor education centers on offering students experiences, education, and skill development that provide a firm orientation to the profession and the expectations of the counseling profession. Each step, from admissions to graduation and even alumni relationships, should be designed to inform students’ understanding of the profession. Although programs demonstrate flexibility in the way they meet professional standards with the admissions process, the processes must reflect professional standards like those described by CACREP (2015, Standards 1.K–L and 6.A.3–4). Supporting counselor education students at a distance begins with the selection or admissions process. Admissions Policies Historically, graduate admissions policies have focused on undergraduate grade point average, standardized test scores, personal interviews, and personal statements (Bryant et al., 2013). However, there are criticisms of these practices in that, although they are perceived to be race-neutral and objective, they do not account for the fact that there is differential access to quality pre-college education based on race and socioeconomic status (Park et al., 2019). Traditionally, low-income