502 The Professional Counselor | Volume 10, Issue 4 counselor education students’ research and scholarship competencies needs to be supported and nurtured in preparation programs where the faculty and systemic climate may promote these professional skills, dispositions, and behaviors” (Lambie & Vaccaro, 2011, p. 254). Although additional research is warranted, researchers have conducted several studies to better understand the landscape of publication trends among counselor educators and CES programs. To date, all prior studies have primarily relied on self-report surveys and have not examined longitudinal trends (Lambie et al., 2014; Newhart et al., 2020; Ramsey et al., 2002). Ramsey et al. (2002) conducted survey research regarding the scholarly productivity of counselor educators at CACREP-accredited programs at the various levels of Carnegie classification from 1992 to 1995. Of the 104 programs they contacted, only 113 faculty at 47 institutions responded. According to their research, faculty at research and doctorate-granting institutions (the Carnegie classifications at the time) reported spending more time publishing journal articles than faculty at comprehensive institutions, while all CES faculty, regardless of their institution’s Carnegie classification, perceived journal articles as the most important form of scholarship for tenure/promotion decisions. Although Ramsey et al.’s research provides insight into the perceived role publications play for tenure/promotion, relying on selfreported publication patterns means it is impossible to know if their results are consistent with the actual publication trends for faculty of CES programs of various Carnegie classifications. Lambie et al. (2014) accounted for this limitation by using online research platforms to identify publication trends of faculty at CACREP-accredited doctoral programs. Their research provided important information related to the publication process for counselor educators at doctoral-granting institutions but is limited in that their sample only consisted of 55 programs, whereas as of 2020, there were 85 CACREP-accredited doctoral programs. Lambie et al. (2014) emphasized the role of doctoral students and the necessity of mentorship in scholarly writing and publishing as outlined by CACREP standards. Through modeling and mentorship, counselor educators prepare doctoral students to transition into academic positions. The purpose of their study was to identify potential implications for supporting CES faculty and the career development of doctoral students (i.e., future counselor educators) by looking at the effects of faculty members’ academic rank, gender, Carnegie classification of current institution, and year doctoral degree was conferred on their rate of scholarly productivity over a 6-year time period. Between 2004 and 2009, counselor educators published a mean of 4.43 articles (Mdn = 3.0, SD = 4.77, range = 0–29 published articles) across 321 identified peer-reviewed journals. Lambie et al. (2014) further pointed out the variance in publication among CES faculty. Specifically, 20% of CES faculty published an average of 11.6 articles over the 6-year period, while 62% published an average of 3.02, and 16.1% did not publish any articles during this span of time. Their results also revealed a significant difference between the publication rates based on an institution’s Carnegie classification, where faculty at very high (R1) and high (R2) research activity institutions published significantly more than those at doctoral/professional universities. In addition, Lambie et al.’s (2014) finding that CES faculty who had more recently completed their doctoral degrees had the highest publication rates indicated programs are better preparing doctoral students to produce scholarly work. Their findings also implied that doctoral preparation programs can promote career readiness by implementing research competencies, such as scholarly writing and research mentorship, early in doctoral programs. Newhart et al. (2020) similarly assessed publication rates among 257 counselor educators using a self-report survey across CACREP-accredited programs at various Carnegie classifications and academic ranks. Their stated purpose was to expand the current literature on CES publication rates using self-reported data to include non-tenured faculty and master’s-level–only programs. Their survey yielded a 17% response rate after randomly selecting 1,500 faculty members to participate. Respondents