Counselor Education Faculty Positions: Requirements and Preferences in CESNET Announcements 2005-2009

Abstract

Counselor Education faculty positions announced on CESNET from 2005 through 2009 (N = 424) were analyzed to ascertain current trends in required and preferred qualifications. Typical qualifications mentioned in announcements include education and experience in clinical settings, teaching, and research. After a doctoral degree, the most common qualification included was experience in clinical settings, indicated by either years of experience or licensure eligibility. Half of the openings did not specify one specialty; school counseling was mentioned most often. Teaching and research requirements frequently referred to "potential" and "commitment". Implications for faculty advisors and graduate students are included.

Academic Role and Perceptions of Gatekeeping in Counselor Education

“…CACREP () now specifies a doctoral degree in counselor education and supervision as necessary for designation as a core faculty member within accredited training programs. As such, a distinct professional counselor identity, inclusive of the ethical responsibility for professional oversight and gatekeeping (ACA, ), may be more infused into more counselor education training programs now than even a decade ago (Bodenhorn et al, ; CACREP, ).…”

Factors Contributing to Scholarly Productivity of Assistant Professors in Counseling

“…Given these individual findings, it seems reasonable to expect that the model proposed by Kahn and colleagues would apply to new faculty in counselor education. Exploring this model among counselor educators is important given the stated needs related to research training among faculty during their graduate training (Okech et al, 2006) and their new faculty positions (Barrio-Minton et al, 2012;Bodenhorn et al, 2014;Briggs & Pehrsson, 2008;Milsom & Moran, 2015).…”

School counselor educators: A grounded theory of career interest and satisfaction

“…Of the 189 respondents, just around half of counselor education faculty in programs with a school counseling speciality had a faculty member with previous school counseling experience. Reviewing Pérusse et al.’s (2001) findings, as well as previous literature from over three decades (Barrio Minton et al., 2012; Bodenhorn et al., 2014; Maples, 1989; Maples & Macari, 1998; Milsom & Moran, 2015), researchers have indicated a historical trend of a large amount of open SCE positions going unfilled by those who identify as SCEs. The results of these studies led us to ponder what factors may contribute to such a staggering disparity, which appears to be continual.…”

“…SCEs searching for faculty positions have a plethora of opportunities based on available openings (Bodenhorn et al., 2014). The same cannot be said for counselor education programs searching for SCEs, as they often have a limited applicant pool in terms of number and quality of applicants (Isaacs & Sabella, 2013; Maples & Marcari, 1998).…”

“…From an economic standpoint, there is often little incentive for practicing school counselors to leave their current K‐12 school setting to pursue a full‐time faculty position (Isaacs & Sabella, 2013; Tuttle et al., 2019). Previous literature indicates that a potential reason for the lack of SCEs is because starting salaries for faculty tend to be lower than salaries of practicing school counselors (Barrio Minton et al., 2012; Bodenhorn et al., 2014; Isaacs & Sabella, 2013; Milsom & Moran, 2015). This discrepant income compounds for school counselors who are more established in their careers (Isaacs & Sabella, 2013).…”