The Professional Counselor | Volume 10, Issue 4 513 Additionally, not all programs may have been accredited during the entire 10-year time frame, and an institution’s Carnegie classification possibly could have changed during that span as well. Specifically, during the 10-year time frame used for this article, Carnegie classifications were reviewed every 5 years. Currently, review and reclassification occurs every 3 years. Future research could account for this by organizing publications in 3-year clumps and including reclassification as a variable for data analysis. Future research also might consider additional counseling journals not affiliated with ACA, the quality and type of manuscripts published (e.g., conceptual, qualitative, quantitative), and the presence of doctoral student authorship in the published manuscript. Further, exploring publications by specific years will reveal particular trends over the 10-year time period. Implications Viewing the results of this study through an HLT lens, planned experiences are structured by the program in order to ensure that CACREP standards are met and that students become competent and knowledgeable CES faculty. However, faculty members are positioned to provide opportunities for doctoral students to have unplanned experiences and to support doctoral students navigating unplanned experiences beyond their control. In terms of research, the authors of this article argue for the necessity of increased opportunities for CES doctoral students to engage in unplanned experiences such as formal research teams, supervised research projects, and research collaborations through conducting studies, writing journal articles, and presenting scholarly work. Research and scholarly activity are an integral part of being a CES faculty member (CACREP, 2015). Balancing the expectations of various CES roles, such as teaching, student mentorship, research, and leadership, creates a natural pressure for faculty members contributing to challenges such as difficulties with time management and role confusion (Smith & Leppma, 2017). For faculty members expected to produce several articles per year, tenure and promotion requirements may increase this perceived pressure, as one’s job security often depends on one’s rate of publication. Tenure and promotion requirements promote the need for quality scholarship published in peer-reviewed journals; however, the expectations of CES roles are not consistent across CES universities and programs, resulting in differences on the impact on scholarly productivity and perceived pressures to engage in efforts to publish (Ray et al., 2011). These expectations for faculty may also influence the level of engagement CES faculty have with students regarding their research projects and endeavors. According to Section C of the ACA Code of Ethics, counselors have an ethical obligation to “engage in counseling practices that are based on rigorous research methodologies” (ACA, 2014, p. 8), and an entire section (Section G) is dedicated to research and publication. The ACA code not only offers guidance for ensuring research is conducted ethically to protect participants’ rights, but it also calls for research to be used as a means for promoting a healthier and more just society. CES faculty are charged to produce research and to engage doctoral students in developing and participating in research publication (Lambie et al., 2014; Wester et al., 2013). Future research exploring annual publication expectations and the number of publications at important tenure/promotion milestones for CES faculty could provide clarity regarding program and university workloads. The authors suggest programs and faculty create ample opportunities for doctoral students to engage in research through the use of research teams and establishing expectations to publish during their doctoral tenure. Programs largely vary in their research training; although some programs provide clear and established research teams, a majority do not. Further, fewer programs require students to submit a publication to a professional journal prior to candidacy (Goodrich et al., 2011). By providing doctoral students with research mentorship and opportunities to collaborate on scholarly work, faculty