The Professional Counselor | Volume 10, Issue 4 417 Search Each database was searched with a specific keyword, “counselor education doc*,” followed by a topical search term. The asterisk (*) was deliberate in the search term to inclusively capture all permutations of “doc,” such as doctoral or doctorate. Search terms were derived from the rationale for the present study and CACREP doctoral core areas. The search terms were: “research,” “empirical,” “counseling,” “doctoral program standards,” “peer-reviewed research,” “CACREP,” “doctorate,” “quantitative,” “program,” “student,” “faculty,” “outcomes,” “process,” “professional identity,” “counseling,” “supervision,” “teaching,” “leadership,” and “advocacy.” Researchers divided the search terms, while maintaining the keyword “counselor education doc*,” and independently ran systematic searches using any eligibility criteria (e.g., inclusive years) that the database could sort. Inclusion criteria, including search terms and keyword, were entered into the search query tool and the results exported. Results from each database search were delineated on a yield list for later screening. In order to increase methodological consistency among researchers, each utilized a search yield matrix (Goldman & Schmalz, 2004). Results from each researcher’s yield list were organized within the search yield matrix using three fields: article title, authors, and year of publication. This allowed for cleaner comparison of articles and continued identification of duplicates throughout the screening processes. Duplicate entries were collapsed to one citation so that only one entry per article remained, regardless of database origin. Each researcher conducted a preliminary screening of article titles with the inclusion criteria. Selection of Sources of Evidence In order to systematically screen articles and produce a final list for data collection, three levels of screening were conducted for the entire yield. Level 1, 2, and 3 screenings are described in detail below. Level 1 Screening Each researcher scanned their own yield list (duplicates removed). Every citation’s title was examined for preliminary eligibility. Researchers agreed to engage in an inclusive scan of titles and pass articles on to Level 2 screening if they seemed at all relevant to doctoral counselor education. Researchers indicated an article’s fitness for inclusion by a simple “yes” or “no” note on the Level 1 screening instrument. The yield from Level 1 screening was considered adequate for further review and moved on to Level 2 screening. Level 2 Screening Using the results from the Level 1 screening, each researcher scanned the other’s “for inclusion” list. Each citation’s abstract was examined for eligibility. Researchers indicated an article’s fitness for inclusion by a simple “yes” or “no” note on the Level 2 screening instrument. The yield from Level 2 screening was considered adequate for further review and moved on to Level 3 screening. Level 3 Screening Using the results from the Level 2 screening, researchers combined their lists and consolidated duplicates. Each article’s full text was examined for eligibility by each researcher. Researchers indicated an article’s fitness for inclusion by a simple “yes” or “no” note on the Level 3 screening instrument. In order to avoid bias or influence, each researcher conducted their screening work on a separate document. In reviewing eligibility indicators, researchers sought resolution through discussion, review of eligibility criteria, and assessment of an article’s scholarly focus. This process of Level 1, 2, and 3 screening resulted in a unified list.