The COVID-19 pandemic made a resounding impact worldwide, forcing brick-and-mortar higher education institutions to move online. During this transition, students had to adjust while attempting to construct meaning amidst myriad of pandemic related challenges. At the same time, educators had to transition from in-person to online course delivery, while navigating their own uncertain circumstances. All the while, learning continued. This article describes experiential education and outlines how educators can use a model that integrates the adventure wave and experiential learning cycle to guide online instruction. The proposed model is useful for enhancing the learning process and promoting wellbeing by providing students the needed time to construct new knowledge about course content within the context of the pandemic. Case examples demonstrating the application of experiential education using the proposed model in a counseling theories course and basic skills course are included. Emphasis is placed on ensuring student welfare so that learning can continue during the disruption of COVID-19.
We examined the publication trends of faculty in 396 CACREP-accredited counselor education and supervision (CES) programs based on Carnegie classification by exploring 5,250 publications over the last decade in 21 American Counseling Association and American Counseling Association division journals. Using Bayesian statistics, this study expounded upon existing literature and differences that exist between institution classifications and total publications. The results of this study can be used to inform the training and preparation of doctoral students in CES programs through a Happenstance Learning Theory framework, specifically regarding their role as scholars and researchers. We present implications and argue for the importance of programs and faculty providing research experience for doctoral students in order to promote career success and satisfaction.
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