Doctoral Research Training of Counselor Education Faculty

Research education at the bachelor’s and master’s levels has attempted to address concerns related to students’ purported lack of interest in research courses and graduates’ failure to conduct research as practitioners. Research education at the doctoral level has benefitted from a significant increase in the number of faculty members with federally funded research grants, although the quality of doctoral research training across programs is uneven. A continuum of specific objectives for research curricula at the baccalaureate, master’s, and doctoral levels is needed to lead to clearer specifications of research knowledge and skills that should be taught in all schools of social work.

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Balancing Teaching and Research Experiences in Doctoral Training Programs: Lessons for the Future Educator

Cell Biology Education ◽

10.1187/cbe.03-03-0016 ◽

2003 ◽

Vol 2 (4) ◽

pp. 228-232 ◽

Cited By ~ 2

Author(s):

Michael J. Wolyniak

Keyword(s):

Cell Biology ◽

Training Programs ◽

Research Training ◽

Doctoral Training ◽

Business Law ◽

Career Experiences ◽

Research Experiences ◽

Doctoral Research ◽

The Past ◽

Future Education

While a variety of alternative careers has emerged for Ph.D. life scientists in industry, business, law, and education in the past two decades, the structure of doctoral training programs in many cases does not provide the flexibility necessary to pursue career experiences not directly related to a research emphasis. Here I describe my efforts to supplement my traditional doctoral research training with independent teaching experiences that have allowed me to prepare myself for a career that combines both into a combined educational program. I describe the issues I have come across in finding and taking part in these endeavors, how these issues have affected my work in pursuing my Ph.D., and how my experiences translate into my hopes for a future education-based career in molecular and cell biology.

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Recruitment, Retention, and Mentoring for Diversity Among Rehabilitation Counselor Educators

Rehabilitation Research Policy and Education ◽

10.1891/2168-6653.31.2.105 ◽

2017 ◽

Vol 31 (2) ◽

pp. 105-120 ◽

Cited By ~ 1

Author(s):

Tameika D. Minor ◽

Dalia Chowdhury ◽

Carl R. Flowers

Keyword(s):

Counselor Education ◽

Faculty Of Color ◽

Future Research ◽

Education Faculty ◽

Education Programs ◽

Retention Strategies ◽

International Faculty ◽

Rehabilitation Counselor ◽

Recruitment And Retention ◽

Rehabilitation Counselor Education

Purpose:In this article, the authors discuss best strategies for recruitment and retention among faculty of color, international faculty, and women to diversify rehabilitation counselor education faculty.Method:Based on a comprehensive literature review, we have provided the reader with a brief review of the status of faculty of color, international faculty, and women in academia, issues in recruitment and retention, and strategies that may be beneficial in diversifying rehabilitation counselor education faculty.Results:Researchers in higher education have shown that a diverse faculty is not only beneficial to academia, but to communities as well. The authors have provided recruitment and retention strategies that have been used in other disciplines. Coupled with a sincere commitment by university administrators, faculty, students, and communities, these strategies may be beneficial in increasing diversity among the faculty ranks in rehabilitation counselor education programs.Conclusion:In order to increase diversity in our training and education programs, it is imperative that recruitment and retention plans are created and implemented. Various recruitment and retention strategies were discussed in this article that have been shown to be effective in other disciplines. Future research should explore the presence and use of recruitment and retention plans in rehabilitation counselor education programs. In addition, qualitative research is warranted to explore the experiences of faculty of color, international faculty, and women.

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Pilot Course: A Teaching Practicum Course as an Integral Component of an Accounting Doctoral Program

Issues in Accounting Education ◽

10.2308/iace-51260 ◽

2015 ◽

Vol 31 (2) ◽

pp. 191-210 ◽

Cited By ~ 3

Author(s):

Carolyn M. Callahan ◽

Charlene P. Spiceland ◽

J. David Spiceland ◽

Stephanie Hairston

Keyword(s):

Doctoral Students ◽

Academic Career ◽

Research Training ◽

Doctoral Program ◽

Teaching Experience ◽

Teaching Practicum ◽

First Semester ◽

Doctoral Research ◽

Faculty Mentors ◽

Insight Into

ABSTRACT This article presents one university's approach to supplementing traditional doctoral research training with a two-semester teaching practicum. The practicum is designed to help students develop and hone pedagogical and other teaching skills, while gaining insight into academic career acumen. It consists of two, one-hour courses taken by students during each of the first two semesters of their doctoral program. In the first semester, weekly teaching seminars are accompanied by an apprenticeship activity in which the students attend classes of faculty mentors throughout the term, teaching one of those classes toward the end of the term. In the second semester, the doctoral students are mentored through their first whole-semester teaching experience, sharing issues from that experience and sharpening skills in the weekly seminar discussions. The article provides details of the practicum and implementation guidance intended to encourage other Ph.D. programs to embrace the general approach we describe, adapting the specifics to reflect the resources and aspirations of their programs.

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The Impact of EngD—Dynamics of Collaborative Relationships Through Employer Engagement in Doctoral Research Training

Engineering and Enterprise ◽

10.1007/978-3-319-27825-4_5 ◽

2016 ◽

pp. 55-64

Author(s):

Fumi Kitagawa

Keyword(s):

Research Training ◽

Collaborative Relationships ◽

Doctoral Research ◽

Employer Engagement ◽

The Impact

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Doctoral Counselor Education Students' Levels of Research Self-Efficacy, Perceptions of the Research Training Environment, and Interest in Research

Counselor Education and Supervision ◽

10.1002/j.1556-6978.2011.tb00122.x ◽

2011 ◽

Vol 50 (4) ◽

pp. 243-258 ◽

Cited By ~ 32

Author(s):

Glenn W. Lambie ◽

Nicole Vaccaro

Keyword(s):

Counselor Education ◽

Self Efficacy ◽

Research Training ◽

Education Students ◽

Training Environment ◽

Counselor Education Students ◽

Research Training Environment ◽

Interest In Research

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Counseling Students' Attribution of Diagnostic Credibility to Clinical Supervisors

Psychological Reports ◽

10.2466/pr0.1998.82.3.727 ◽

1998 ◽

Vol 82 (3) ◽

pp. 727-734

Author(s):

Jane J. Carroll

Keyword(s):

Clinical Practice ◽

Counselor Education ◽

Doctoral Students ◽

Clinical Diagnosis ◽

Counseling Students ◽

Point Scale ◽

Education Faculty ◽

Master's Degrees ◽

Clinical Supervisors ◽

Factors Influencing

Research on factors influencing diagnostic credibility has not been widespread. In this study, agreement ratings for a clinical diagnosis were compared for two groups of students receiving supervision from differently credentialed hypothetical supervisors. Implications of these findings are discussed relative to preparation practices and improving clinical practice. As 190 students who had completed either less than one-half ( n = 112) or more than one-half ( n = 78) of their programs in 9 institutions gave mean ratings of about 5 on a 10-point scale, they did not differentially rate diagnostic credibility of the hypothetical supervisors having credentials as psychiatrists, doctorate-holding counselor education faculty, doctorate-holding psychologists, and doctoral students holding master's degrees in counselor education.

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