514 The Professional Counselor | Volume 10, Issue 4 members increase the likelihood that doctoral students will engage in research activities. Doctoral students who not only engage in research-related activities but publish while in their doctoral program are more likely to have increased interest, engagement, and competence in research-related tasks (Lambie & Vaccaro, 2011). Doctoral program faculty should not only design courses that teach research methods but should infuse research and scholarly writing into every course. Although it might seem more difficult to do this in certain types of courses, such as those with a clinical focus, CES faculty could use those opportunities to teach and practice action research (Whiston, 1996), qualitative research (Hays & Wood, 2011), or single-case research designs (Ray, 2015), giving students the tools necessary to efficiently produce quality research, especially if they obtain faculty positions in CES programs. Additionally, students can approach faculty advisors for assistance identifying their interests and strengths and seek out mentorship opportunities that align with their career ambitions during the initial year of their doctoral program. Further, as mentors and advisors, faculty members can help doctoral students identify their interests and strengths, set career goals, and align those goals with appropriate types of institutions. For instance, it appears that programs at D/PU institutions with moderate emphasis on scholarship and research may want to develop or continue to develop research mentorship for doctoral students to improve their job placement opportunities. Further, although M1 institutions are not involved in the training of doctoral students, this group comprises a majority of programs, indicating that a good portion of doctoral students will be working at master’s-level institutions, and if placed at an M1, they may still have an intrinsic or extrinsic responsibility to conduct and publish research. Conclusion The authors sought to further understand the publication trends of faculty in 396 CACREPaccredited CES programs based on Carnegie classification by exploring 5,250 publications over the last decade in 21 ACA and ACA division journals and how these results can be used to inform CES training and preparation of doctoral students through an HLT framework. Although findings indicate that programs at R1 and R2 institutions account for nearly 70% of research, a majority of the remainder of CES literature (nearly 28%) is produced by D/PUs and larger master’s programs (M1s), indicating a greater emphasis on research than previously perceived at non-doctoral institutions. Programs and faculty can provide enriched experiences through advising and mentorship to better prepare future counselor educators in the areas of research and scholarship. Conflict of Interest and Funding Disclosure The authors reported no conflict of interest or funding contributions for the development of this manuscript. References Agresti, A. (2007). An introduction to categorical data analysis (2nd ed.). Wiley. American Counseling Association. (2014). ACA code of ethics. https://www.counseling.org/Resources/aca-codeof-ethics.pdf Baker, C. A., & Moore, J. L., III. (2015). Experiences of underrepresented doctoral students in counselor education. Journal for Multicultural Education, 9(2), 68–84. https://doi.org/10.1108/JME-11-2014-0036
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