The Professional Counselor | Volume 10, Issue 4 493 Table 1 List of Factors and Subfactors Factor 1: Research Identity Formation as a Process • unable to articulate what research identity is • linking research identity to their research interests or connecting it to their professional experiences • associating research identity with various methodologies • identifying as a researcher • understanding what a research faculty member does Factor 2: Value and Interest in Research • desiring to conduct research • aspiring to maintain a degree of research in their future role • making a connection between research and practice and contributing to the counseling field Subfactor 1: Intentional Program Design • implementing an intentional curriculum • developing a research culture (present and limited) • active faculty mentoring and modeling of research Subfactor 2: Research Content Knowledge • understanding research design • building awareness of the logistics of a research study • learning statistics Subfactor 3: Research Experiential Learning • engaging in scholarly activities • conducting independent research • having a graduate research assistantship Subfactor 4: Research Self-Efficacy • receiving external validation • receiving growth-oriented feedback (both negative and positive) Figure 1 Model of CEDS’ Research Identity Development