Volume_5_Issue_4_Digest

6 TPC Digest Corrine R. Sackett Nadine Hartig Nancy Bodenhorn Laura B. Farmer Michelle R. Ghoston Jasmine Graham Jesse Lile involving a master’s student asking for advice about pursuing a doctoral degree and a search committee situation were also posed in the survey, with space to provide a rationale for the responses, which garnered qualitative data. The findings of this study help fill a gap in the literature about the amount of counseling experience needed prior to entering doctoral programs. Specifically, these findings shed light on what faculty members are recommending to master’s students regarding post-master’s experience prior to entering a doctoral program and faculty members’ preferences in hiring colleagues with regard to post-master’s experience. Findings indicate faculty members believe PME informs supervision, teaching, research and professional identity during the doctoral program and in faculty roles. Findings also indicate faculty members consider the characteristics and circumstances of each individual in determining how important PME is prior to entering a doctoral program. Finally, for many respondents, the amount of experience obtained during the master’s and doctoral programs is enough, especially in cases where students work in clinical positions while completing their doctoral degrees. Corrine R. Sackett is an Assistant Professor at Clemson University. Nadine Hartig is an Associate Professor at Radford University. Nancy Bodenhorn is an Associate Professor at Virginia Tech. Laura B. Farmer is an Assistant Professor at Virginia Tech. Michelle R. Ghoston is an Assistant Professor at Gonzaga University. Jasmine Graham is an Assistant Professor at Gardner-Webb University. Jesse Lile is an Assistant Professor at the University of Saint Joseph. Correspondence can be addressed to Corrine R. Sackett, Clemson University, 307 Tillman Hall, Clemson, SC 29634, csacket@clemson.edu. Researchers of this study explored what faculty members are recommending to counselor education master’s students regarding post-master’s experience (PME) when considering doctoral studies and what the current faculty hiring preferences are in reference to amount of PME needed. Though conventional wisdom may tell us that the more experience, the better, we do not have empirical data in the counselor education and supervision (CES) field on how counselor educators are advising master’s students on this issue, or of what faculty search committees prefer in terms of clinical experience level of candidates. Thus, this study broadly examines the questions: What are faculty members recommending to counselor education master’s students regarding post-master’s experience when considering doctoral studies? What are current faculty hiring preferences in reference to levels of experience needed? Faculty members, supervisors and advisors frequently encounter these questions from master’s students, and the researchers believe students, faculty and ultimately the counseling field will benefit from information clarifying the current industry standard for counselor education. The research in CES and related fields in the area of experience preferred for doctoral programs and faculty positions is dated. Further, the CES field is lacking data on how counselor educators are advising master’s students in terms of what amount, if any, of post-master’s experience would be beneficial to obtain prior to entering a doctoral program. The field also is lacking clear data on preferences of CES search committees on clinical experience gained outside of program practicum and internships. An exploration of these two questions equips counselor educators in more effectively advising master’s students who are interested in doctoral programs and faculty careers in CES. The authors used a survey with both closed and open-ended questions to gain quantitative and qualitative data about the research questions. Surveys were developed by the research team and piloted among CES colleagues with questions about serving on search committees and what priority considerations are given during a search for CES clinical and tenure-track faculty. Hypothetical situations Advising Master’s Students Pursuing Doctoral Study A Survey of Counselor Educators and Supervisors