School of Psychology & Counseling

Residency -
Doctoral Program in Counselor Education & Supervision

Where A Global Community Becomes Local…

2014 Residency Dates:
Tuesday, August 19th - Saturday, August 23rd

The Doctoral Program in Counselor Education & Supervision includes a stimulating and instructional residency requirement. Residency is a time for the first, second, and third year cohorts to gather together at Regent University's campus in Virginia Beach, Va., for approximately one week to strengthen and continue building community.

Quality distance learning programs present both benefits and challenges for students.  A key challenge faced by students and faculty within the doctoral program is to find alternative ways to create the personal interaction and connectivity that develops more naturally in the traditional face-to-face classroom course. Residency offers an incredible opportunity for cohort members to meet and build relationships with one another, faculty and staff that may last an eternity.  In addition, residencies provide enriching in-person networking and mentoring opportunities for students with faculty and peers.  It is during residency that the faculty and students truly become colleagues; engaging in both personal and professional dialogue, establishing friendships as well becoming professional equals. A residency fee is assessed on students' accounts each fall.

What should students expect residency to look like?  The overall experience is slightly different for each cohort.  In general, students begin coursework and meet regularly during the residency with the instructor in a face-to-face classroom setting, then return home to complete the coursework in the online environment when the Fall term begins.  The specific focus for each cohort varies:

DPCES First Year Cohort

First Year Cohort – Residency is a time of orientation.  This is when the cohort comes together for the first time as enrolled students.  During this first year, students are exposed to the technology they will use throughout the program, and are assisted in the initial setup.  They are oriented to how the online program functions, and are given time with the faculty and other students to develop mentoring and professional relationships.  Cohort members are introduced to their fall courses, and are given the tools needed to embark on their journey as doctoral students.

DPCES Second Year CohortSecond Year Cohort – Residency is a time of reunion and academics.  The focus of residency shifts more to academic workshops and dissertation.  Students gather together daily for workshops and presentations that will conclude summer courses, and prepare them for the fall courses.  Second-year students are also expected to begin seriously considering their dissertation topic and committee.  Cohort members have opportunities to engage in face-to-face discussions with faculty concerning the dissertation, and are given time to identify faculty research interests which assists in selecting a faculty member as their dissertation chair.

DPCES Third Year CohortThird Year Cohort – This is the final residency required of doctoral students. Focus during this year includes dissertation, internship and comprehensive exams.  Students will have greater access to the faculty, including individual appointments, to fully discuss these topics, and will actually take their competency exams while on campus.  This is the transition from doctoral student to doctoral candidate.

Students should budget for the following residency costs: 1) transportation, 2) textbooks purchased prior to residency, 3) hotel accommodations and 4) some food costs. The residency fee will cover the cost of most breakfasts, lunches and some dinners, as well as classroom break snacks when courses are in session. Students are responsible for making their own travel, lodging and other meal arrangements.  The school assists with information on these, and helps facilitate students’ connecting to share rooms and rental cars to minimize expenses.

Some students consider bringing their families with them during residency, but this is generally discouraged. Students' daily schedules during residency are occupied with many activities that they are required to attend. The coursework is intensive and requires a considerable amount of study and preparation time, and students typically do not find the residency period conducive to being able to spend time with their families.

The program is committed to the historical foundations of the doctoral degree in which a community of scholars is created among faculty-mentors and student-scholars. Regent University mirrors this historical tradition by the utilization of student cohorts, intensive on-campus residencies and a variety of interactive discussion modes that extend beyond topical course discourse. In view of this goal, the waiving of residency requirements will not be considered.

Regent University