628 The Professional Counselor | Volume 10, Issue 4 Conclusion Successfully navigating the dissertation process is a necessary step for obtaining a doctorate in CES. Though many doctoral students start the journey, the degree completion rate remains just above 50% (Neale-McFall & Ward, 2015). The completion rate for doctoral students in CES is currently unknown. Understanding ways that chairpersons effectively support students in the dissertation process can lead to more students completing their doctoral journey. Some of these ways include creating a supportive environment, establishing consistent accountability, and providing timely feedback. As students successfully navigate the dissertation process, they build confidence in their scholar identity and counselor educator identity and move forward into the counseling profession to support future generations of CES doctoral students. The current study explored strategies for successful navigation of the dissertation process from the perspective of faculty members. Future research should examine the generalizability of our findings throughout other CES doctoral programs. Although some norms and expectations regarding the path to the dissertation in CES may exist, it is possible that other strategies were not fully captured in this study. Moreover, while the current study examined successful dissertation advising from the chairperson’s perspective, future research should examine the topic from the perspective of doctoral students and candidates. Moreover, it may be that current doctoral students and doctoral alumni may hold differing perspectives regarding their dissertation experience. To that end, future research may examine recent graduates of CES doctoral programs. A longitudinal study that explores the perspective of current students and the same sample later as alumni may capture nuances not accounted for in existing counselor education literature. Conflict of Interest and Funding Disclosure The authors reported no conflict of interest or funding contributions for the development of this manuscript. References The Carnegie Classification of Institutions of Higher Education. (2019). Basic classification description. http:// carnegieclassifications.iu.edu/classification_descriptions/basic.php Cartwright, A. D., Avent‐Harris, J. R., Munsey, R. B., & Lloyd‐Hazlett, J. (2018). Interview experiences and diversity concerns of counselor education faculty from underrepresented groups. Counselor Education and Supervision, 57(2), 132–146. https://doi.org/10.1002/ceas.12098 Corbin, J., & Strauss, A. (2015). Basics of qualitative research: Techniques and procedures for developing grounded theory (4th ed.). SAGE. Council for Accreditation of Counseling and Related Educational Programs. (n.d.). Find a program. Retrieved December 12, 2020, from https://www.cacrep.org/directory Council for Accreditation of Counseling and Related Educational Programs. (2018). CACREP vital statistics 2017. http://www.cacrep.org/wp-content/uploads/2019/05/2017-CACREP-Vital-Statistics-Report.pdf Dollarhide, C. T., Gibson, D. M., & Moss, J. M. (2013). Professional identity development of counselor education doctoral students. Counselor Education and Supervision, 52(2), 137–150. https://doi.org/10.1002/j.1556-6978.2013.00034.x
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