The Professional Counselor | Volume 10, Issue 4 457 worked in multiple doctoral programs in two or more regions. Twelve participants (80%) currently worked in face-to-face or brick-and-mortar programs, and three participants (20%) currently worked in online or hybrid programs. Regarding Carnegie classification, nine participants (60%) currently worked at Doctoral Universities – Very High Research Activity (i.e., R1) institutions, two participants (13.3%) currently worked at Doctoral Universities – High Research Activity (i.e., R2) institutions, and four participants (26.7%) currently worked at universities with the Master’s Colleges and Universities: Larger Programs designation (The Carnegie Classification of Institutions of Higher Education, 2019). Positioning The last author conducted all interviews with the selected participants. The author had etic status, in that they had not worked in a doctoral-level CES program previously. Because the author was a member of the counselor education community, etic status around the topic of doctoral-level CES was important to bracketing biases during the interview process. The interviewer followed the interview protocol included in the Appendix for all interviews to ensure that data were gathered for each research question to the highest extent possible. Procedure After receiving approval from their IRB, the last author created a database of doctoral-level counselor educator contacts who worked at the CES programs accredited by CACREP. The last author used the CACREP (2019b) website directory for recruitment purposes. Recruitment emails were sent to one faculty member at each of the 85 accredited programs. A total of 34 faculty responded with an interest in being interviewed (40% response rate). Of those 34 faculty, 15 were selected for interviews on the basis of maximal variation. Interview Protocol At the beginning of each interview, participants were asked a series of demographic questions that addressed the characteristics mentioned above (i.e., self-identified race and ethnicity, gender, sexual/affective orientation, years as a faculty member, years working in doctoral-level counselor education programs, number of doctoral programs the participant had worked in, and regions of the programs in which the counselor educator had worked). Participants were asked to self-identify their demographic information at the beginning of the interview to clarify demographic information that had been previously collected during pre-registration, and to ensure that participants were able to adequately self-identify. Following the demographic section, the interview protocol featured a series of eight in-depth interview questions that addressed the research questions of the larger qualitative study. Interview questions were developed in accordance with Patton’s (2015) recommendations. Per Patton (2015), the interview questions were open-ended, as neutral as possible, avoided “why” questions, and were asked one at a time. The interview protocol was piloted with a faculty member in a doctoral-level CES program prior to the study commencing. Several double-barreled questions were split into two separate questions to ensure that only one question was asked at a time. The interview protocol followed conventions of semi-structured interviewing, with sparse follow-up questions permitted to the main interview questions to ensure understanding of participant responses (Patton, 2015). Prior to each interview, participants reviewed and signed the informed consent agreement approved by the last author’s IRB. Participants were sent the interview questions ahead of time. Each interview lasted for approximately 60 minutes. All but one interview (i.e., 14 interviews) were recorded using the Zoom online platform built-in recording feature. One interview was recorded via a Sony audio