TPC-Journal-V5-Issue4

473 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 Corrine R. Sackett, Nadine Hartig, Nancy Bodenhorn, Laura B. Farmer, Michelle R. Ghoston, Jasmine Graham, Jesse Lile Advising Master’s Students Pursuing Doctoral Study: A Survey of Counselor Educators and Supervisors This study explored what faculty members are recommending to counselor education master’s students regarding post-master’s experience when considering doctoral studies and what the current faculty hiring preferences are in reference to the amount of post-master’s experience needed. Advisors in counselor education master’s programs encounter these questions, and the authors believe the findings are beneficial in helping provide answers. Findings indicate faculty members believe post-master’s experience 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 post-master’s experience is prior to entering a doctoral program. Keywords: counselor education, faculty, supervision, post-master’s experience, doctoral study An important duty of faculty counselor educators is advising master’s-level students interested in obtaining doctoral education. A doctoral degree is designed to provide the student with advanced competencies in clinical practice, classroom instruction, supervision, research and leadership so that the student may serve as a future leader for the profession of counselor education in academic positions (Bernard, 2006; Goodrich, Shin, & Smith, 2011). While the primary focus of the counselor education doctoral degree is to prepare future leaders in the profession (Goodrich et al., 2011), counselor education has historically lacked clear professional standards regarding the amount or type of necessary counseling experience for admission into doctoral programs (Boes, Ullery, Millner, & Cobia, 1999; Schweiger, Henderson, McCaskill, Clawson, & Collins, 2012; Warnke, Bethany, & Hedstrom, 1999). When applying for and entering a doctoral-level counselor education and supervision (CES) program, it is assumed that the student has achieved the competencies of an entry-level clinician and has met the requirements of a Council for Accreditation of Counseling and Related Educational Programs (CACREP) accredited master’s program (Goodrich et al., 2011). However, few guidelines have been provided to doctoral applicants about the types or amount of post-master’s experience (PME) necessary or preferred for optimal hiring into a faculty position, for which CES graduates are uniquely qualified. Lack of guidelines can create confusion about how graduate students can best position themselves for successful academic employment (Schweiger et al., 2012; Warnke et al., 1999). The Professional Counselor Volume 5, Issue 4, Pages 473–485 http://tpcjournal.nbcc.org © 2015 NBCC, Inc. and Affiliates doi:10.15241/crs.5.4.473