For 48 years, Counselor Education and Supervision (CES) editors have sought to publish scholarship that informed, challenged, and enlightened counselor educators and supervisors. As we begin our tenure as coeditors, we recognize the gravity and gratifying nature of the tasks ahead. We acknowledge the immeasurable contributions of previous authors, editors, and editorial board members to the success of CES. Specifically, we thank John West and Cynthia Osborn for their commitment to CES and for their assistance as we transitioned into our responsibilities.
We view CES as the intellectual heart of the counselor education and supervision profession and recognize that we are entrusted with its success. For us, the metaphor of the heart speaks to the centrality of the journal's voice, vitality, and vision to counselor educators and supervisors. Like previous editors, we are committed to publishing robust and intellectually stimulating scholarship dedicated to substantially improving the research base and practices in counselor education and supervision. CES must reflect a climate that includes rigorous and relevant scholarship, empirically supported approaches, proliferation of graduate counselor education programs, modification of accreditation standards, and competition for available education and health care dollars. CES faces a defining moment that requires unflinching reflection, evaluation, and action. SchΓΆn (1983SchΓΆn ( , 1996) ) wrote that reflective practice involved thoughtfully considering one's own experiences in applying knowledge to practice while being coached by professionals in the discipline. His concept of reflection both on action and in action led us to consider three questions related to our editorial tenure: What is the primary purpose of CES? In what manner does CES demonstrate the hallmarks of disciplined, informative, and challenging scholarship? What is the relevant contribution of CES to the diverse lives of clients, students, colleagues, and the profession?