501 Cian L. Brown, Anthony J. Vajda, David D. Christian Preparing Counselor Education and Supervision Doctoral Students Through an HLT Lens: The Importance of Research and Scholarship We examined the publication trends of faculty in 396 CACREP-accredited counselor education and supervision (CES) programs based on Carnegie classification by exploring 5,250 publications over the last decade in 21 American Counseling Association and American Counseling Association division journals. Using Bayesian statistics, this study expounded upon existing literature and differences that exist between institution classifications and total publications. The results of this study can be used to inform the training and preparation of doctoral students in CES programs through a Happenstance Learning Theory framework, specifically regarding their role as scholars and researchers. We present implications and argue for the importance of programs and faculty providing research experience for doctoral students in order to promote career success and satisfaction. Keywords: doctoral counselor education and supervision, Carnegie classification, Happenstance Learning Theory, publication trends, Bayesian statistics Pursuing a doctoral degree in counselor education and supervision (CES) can be a daunting task. Although there are some levels of certainty, there is also a great degree of uncertainty, especially with regard to recognizing the valuable experiences that will inevitably lead to career opportunities, satisfaction, and success (Baker & Moore, 2015; Del Rio & Mieling, 2012; Dollarhide et al., 2013; Dunn & Kniess, 2019; Hinkle et al., 2014; Zeligman et al., 2015). CES doctoral students enrolled in programs accredited by the Council for Accreditation of Counseling and Related Educational Programs (CACREP) can expect to develop core areas of practice such as counseling, supervision, teaching, leadership and advocacy, and research and scholarship. Happenstance Learning Theory (HLT) provides a framework through which those planned and unplanned experiences—and the degrees of certainty and uncertainty—of doctoral students can be understood. For example, mentorship and career development throughout the course of the doctoral program impact students’ experiences (Kuo et al., 2017; Perera-Diltz & Duba Sauerheber, 2017; Protivnak & Foss, 2009; Purgason et al., 2016; Sackett et al., 2015). Previous research indicates that research and scholarship are highly emphasized factors for impacting career opportunities and success for potential and current CES faculty (Barrio Minton et al., 2008; Newhart et al., 2020). However, the exact requirements for publications and scholarship in CES remain unclear and often vary by institution and program (Davis et al., 2006; Lambie et al., 2014; Ramsey et al., 2002; Shropshire et al., 2015; Wester et al., 2013). In order to better understand potential implications for faculty, programs, and doctoral students looking to enter academia, researchers must continue exploring CES publication and scholarship trends. Research and Scholarship in CES Research and scholarly activity are a responsibility and priority among faculty in higher education in order to further inform the profession and promote productivity. Thus, “developing doctoral Cian L. Brown, MS, NCC, LPC, BCN, is a doctoral candidate at the University of Arkansas. Anthony J. Vajda, PhD, NCC, is an assistant professor at the University of Arkansas. David D. Christian, PhD, LPC, is an assistant professor at the University of Arkansas. Correspondence may be addressed to Cian Brown, University of Arkansas, 751 W. Maple St., GRAD 117, Fayetteville, AR 72701, The Professional Counselor™ Volume 10, Issue 4, Pages 501–516 © 2020 NBCC, Inc. and Affiliates doi:10.15241/clb.10.4.501