TPC Journal-Vol 10- Issue 1

70 The Professional Counselor | Volume 10, Issue 1 A primary benefit of online discussions is that the discussion can also be preserved in an organized fashion for retrieval by students and faculty members (the discussions can be copied and pasted and stored electronically), thus chronicling and capturing the essence of the discussion, reinforcing what students said to their peers (the expression of their own perspectives), highlighting specific and targeted feedback related to the particular topic, and preserving essential references that might be useful for follow-up. Faculty can indirectly assess the efficacy of their responses to determine the degree to which their contributions are adding value or are simply facilitative in getting students to engage in the discussions with each other. This can include the instructor copying and pasting verbatim “chat” in the chat functions of live, synchronous video interactions where students can share insights, suggestions, websites, and other resources for student follow-up and review. Prompt and Direct Follow-Up with Students . Perhaps the most effective and often time-consuming manifestation of faculty engagement is following up with students with live chats, phone calls, video interactions (e.g., Zoom, Skype, Adobe Connect technology), or face-to-face in real time for a variety of reasons. Often, students get the message from faculty, “If you need me, please reach out to me,” which translates to email interactions to address logistic concerns in the classroom. Students assume that because they need to be resourceful and proactive in their distance program, they will need to take care of themselves, by themselves, without seeking faculty interaction or intervention. Faculty advising and mentoring in residential programs appears clear cut; a student can drop into a faculty member’s office and address a concern or have a chat about professional or personal matters. This function may be more nebulous in a distance education environment unless the faculty makes explicit how they will follow up with students and interact with them personally. Faculty can address questions or concerns and also engage students in important advising regarding professional, ethical, academic, credentialing, and licensure issues; consult about clients they may encounter (if students are in their field experience); and have dedicated focused consultation on these important matters. Helping students feel valued means that faculty give uninterrupted time and resist multitasking, which can sometimes become a default for people who are part of a distance learning community. Faculty can engage students in skills practice and can record these practice sessions for students to retrieve and review as needed. Skills practice and mastery in distance counselor education has been identified as a central function for faculty in their work with students (Fominykh et al., 2018; Shafer et al., 2004; Trepal et al., 2007) and has been identified in helping strengthen self-efficacy beliefs in students (Watson, 2012). Faculty can initiate a student outreach in cases where they might feel concern over a student’s performance or change in classroom behavior. In these ways, the faculty lessens the distance, hold students closer to areas of support, and reassures students that they are practically cared for in their graduate work. Student Retention and Gatekeeping Student retention and gatekeeping functions are foundational to ensuring a broad access policy and maintaining quality control of program graduates. Students who struggle with academic and personal concerns need to have direct support from program faculty and administration in times in which they feel most challenged (Kampfe et al., 2006). Counselor educators and supervisors are ethically charged as gatekeepers for the counseling profession (ACA, 2014; Bryant et al., 2013; Dougherty et al., 2015; Dufrene & Henderson, 2009; Gaubatz & Vera, 2002; Homrich et al., 2014) and the implementation of gatekeeping is systemic and dependent on institutional and program leadership and program faculty to execute successfully. Leadership and faculty have separate but related functions in successful gatekeeping and in student retention. The identification of students who struggle will almost always be within the oversight of individual faculty members. As noted previously, students can enter a distance counselor education