410 The Professional Counselor | Volume 10, Issue 4 to work with diverse students to address multicultural and social justice issues at the institution and in the profession. If the principles derived from this article are sincerely applied, they will likely go a long way to promoting a more culturally sensitive academic culture. Many doctoral programs are under-resourced, and funding to increase diversity is often hard to come by. Branco and Davis (2020) provide insight on a significant financial and mentoring support program for diverse students funded by the Substance Abuse and Mental Health Services Administration and administered by the National Board for Certified Counselors in their article, “The Minority Fellowship Program: Promoting Representation Within Counselor Education and Supervision.” Their study found that although the scholarship funds were helpful, students also appreciated the program’s networking, cohort model, and mentorship. This program has successfully aided in the graduation of 158 doctoral students to date who will go on to serve their diverse communities. Supporting Dissertation Success The sixth theme is grounded in helping students complete their dissertation and avoid becoming an “all but dissertation” (ABD) statistic. This concern is critical, as the doctoral completion rate across all disciplines is only 57% (Neale-McFall & Ward, 2015). It is unclear if CES doctoral programs do any better or worse than other disciplines, and up until now, there has been a dearth of research on how to improve the odds of a student finishing their doctoral program (Purgason et al., 2016). Ghoston et al. (2020) provide informed guidance in their article “Faculty Perspectives on Strategies for Successful Navigation of the Dissertation Process in Counselor Education.” Five principles for how to support dissertation completion effectively emerged from their research: (a) program mechanics with structured curriculum and processes with a dissertation focus from the outset; (b) a supportive environment with solid mentoring and feedback tailored to the style and needs of the individual student; (c) selecting and working with cooperative, helpful, and productive dissertation committee members; (d) intentionality in developing a scholar identity to include a research and methodological focus; and (e) regular accountability and contact in supporting a student’s steady progress toward the final dissertation writing and defense. Programs attentive to all five factors cannot guarantee dissertation completion on time, but they can certainly increase the probability of student success. Gaining University Administrator Support It is critical to have the support of university administrators who set priorities, allocate resources, and ultimately determine if a new degree program proposal lives or dies. Administrators who give their stamp of approval and invest resources will want to see evidence of success to commit to ongoing support. The seventh and final theme entails how to collaborate with administrators in supporting our doctoral programs. Scherer et al. (2020) provide keen analysis and insights into this issue in “Gaining Administrative Support for Doctoral Programs in Counselor Education.” They caution faculty that before embarking down the path of program development, there are many issues involved that faculty generally are not accustomed to considering. First, higher education administration has a certain amount of politics involved, and faculty need to remain aware of the political minefields they may be entering. Understanding and navigating university organizational dynamics and cultivating buy-in from the broader university constituency is a critical skill. Second, the payoff for such an endeavor may not be self-evident, so faculty must demonstrate how a new doctoral program fits the university's mission, helps local communities and the profession, and ultimately raises the university’s prestige and reputation. Third, program leadership must establish credibility and gain the administration’s confidence that counseling faculty
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