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2024-2025 Graduate Catalog
Counselor Education and Supervision, PhD
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 Return to: Graduate Degree Programs
Graduate Coordinator: Michael Brooks Email: mbrooks1@ncat.edu Phone: (336) 285-4336
Department Chair: Caroline Booth Email: csbooth@ncat.edu Phone: (336) 334-7916
The Doctoral Program in Counselor Education and Supervision is designed to prepare culturally competent students to work as counselor educators, researchers, clinicians, and supervisors in academic and non-academic settings. In addition to establishing a core foundation in counseling and research, major emphasis is provided in the five core areas of counselor education: Counseling, Supervision, Teaching, Research and Scholarship, and Leadership and Advocacy. The primary educational objectives of the program are: a) to increase students’ knowledge of the role and functions of rehabilitation counselor educators, researchers, and counselors, b) to equip students with unique counseling and research skills to provide effective counseling, education, and research within a cultural context, c) to prepare students to obtain content knowledge in cultural diversity, social justice and advocacy, d) to equip students with knowledge, skills, and experiences to increase the body of research addressing diversity, social justice; and advocacy, and e) to prepare students to address professional issues and become leaders and researchers in counselor education and research through professional associations, publications, and professional development.
Additional Admission Requirements
- Master’s in Counseling from a CACREP accredited program
- GRE Score (optional, not required)
- Two years of work experience preferred
- Statement of purpose: Describe your career goals relevant to the counselor education and supervision doctoral degree. Please include a detailed discussion of a) your rationale for choosing counselor education and supervision, b) why you feel prepared to become a professional counselor educator, and c) how you will respect diversity and cultural differences in your future counselor educator work.
- Three professional letters of recommendation must include letters from master’s program professor(s) from Master’s program and from supervisor(s) from in professional settings. Letters from family members, acquaintances, and friends are not acceptable.
- A current resume or curriculum vita which includes research interests, publications, academic honors, professional and volunteer experiences relevant to intended program of study, and other work experiences.
- Interview: After initial review of all applications, the applicants with greatest potential are also expected to participate in a pre-admission interview with the Counseling faculty.
Program Outcomes
- Critical Thinking: Students will develop skills and attitudes of effective thinking that employ the use of thoughtful reflection and logical inquiry to draw evidence-based conclusions as they relate to counselor education and supervision.
- Oral Communication Skills: Students will demonstrate proficiency in communicating in individual dyads and small and large group settings including culturally sensitive and inclusive language.
- Written Communication: Students will demonstrate proficiency in their original written work and all academic and scientific writing. This includes aaccurate implementation of APA formatting, consistent use of tenses, using the active voice and appropriate citation of sources.
- Cultural Self-Awareness and Sensitivity: Students will demonstrate awareness of self, including knowledge of macro, micro, and meso ecological systems.
- Cultural Humility: Students will demonstrate an understanding of the cultural context of relationships, issues, and trends in a multicultural society.
- Counseling and Supervision Practice: Students will demonstrate an understanding of counseling practice including relevant theories, techniques and evidence-based practices, including advocay.
- Teaching Practice: Students will demonstrate proficiency in teaching, including understanding pedagogy and implementing best teaching and learning practices.
- Ethical Practice: Students will demonstrate understanding and application of relevant professional ethical standards.
- Professionalism: Students will demonstrate professional maturity, integrity, and discipline consistent with professional standards of practice for counseling and counselor education.
- Research and Design: Doctoral counseling students will demonstrate proficiency in designing quantitative, qualitative, single case designs, action, and outcome-based research, as well as co-occurring and support software packages (e.g., SPSS). Students will understand ethics surrounding Human Subjects Social and Behavioral Science research procedures and Responsible Conduct in Research.
- Research Evaluation: Students will demonstrate proficiency in evaluating empirical and non- empirical research including how to conduct reviews of the professional literature to inform both research and practice. Students will also apply research to field experiences, teaching and clinical practice and demonstrate the ability to conduct program evaluations.
- Statistics: Students will demonstrate proficiency in basic statistical methods including scales of measurement, measures of central tendency, indices of variability, shapes and type of distributions, correlations, reliability and validity. Students will apply supportive software packages (e.g., MS Excel, SPSS).
- Technological Competence: Students will demonstrate proficiency in implementing best technology practices relevant to counselor education.
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Pass
- qualifying exam, preliminary exam, dissertation defense
Total Credit Hours: 63 (Post Master’s)
Dissertation Research:
A student may not register for dissertation credits before passing the Qualifying Examination. No more than 18 dissertation credits are counted toward the total credit hours requirement for the degree.
Qualifying Examination:
The Qualifying Examination is given to assess the student’s competence in a broad range of relevant subject areas. Only students with unconditional status and in good academic standing may take the Qualifying Examination. A student who wants to retake the Qualifying Examination must apply to retake the Qualifying Examination by the posted deadline. No student is permitted to take the Qualifying Examination more than twice. A student not recommended for re-examination or who fails the exam on a second attempt may be dismissed from the doctoral program.
Preliminary Oral Examination:
The Preliminary Oral Examination is conducted by the student’s dissertation committee and is a defense of the student’s dissertation proposal. Passing this exam satisfies requirements for Ph.D. Candidacy. Failure on the examination may result in dismissal from the doctoral program. The student’s Advisory Committee may permit one re-examination. At least one full semester must elapse before the re-examination. Failure on the second attempt will result in dismissal from the doctoral program.
Admission to Candidacy
Students will be admitted to candidacy upon successful completion of the Qualifying Exam and the Preliminary oral Exam.
Final Oral Examination:
The Final Oral Examination is conducted by the student’s dissertation committee. This examination is the final dissertation defense presentation that is scheduled after a dissertation is completed. The examination may be held no earlier than one semester (or four months) after admission to candidacy. Failure on the examination may result in dismissal from the doctoral program. The student’s Advisory Committee may permit one re-examination. At least one full semester must elapse before the re-examination. Failure on the second attempt will result in dismissal from the doctoral program.
Submission of Dissertation:
Upon passing the Ph.D. Final Oral Examination, the Ph.D. student must have the dissertation approved by each member of the student’s dissertation committee. The approved dissertation must be submitted to The Graduate College by the deadline given in the academic calendar and must conform to the Graduate College’s guidelines for theses and dissertations.
Program Specific Academic Policies
Program Academic Eligibility
A student will be required to maintain a cumulative semester GPA of at least 3.0 at the end of every semester irrespective of total attempted hours otherwise the student will be placed on probation for one semester. If the semester GPA and/or the cumulative GPA at the end of the probationary semester remains less than 3.0, the student will be dismissed.
The courses below contain a Key Performance Indicator (KPI). Successful completion of the KPI (70% or higher) is required to pass the class.
Field Experience
Internships COUN955 and COUN986 involve supervised professional experiences in at least three settings appropriate to the student’s career objectives (research and scholarship, leadership and advocacy, teaching, supervision, and counseling). The internships will provide practical work in the student’s area of specialization. Internships include 600 hours of field experience. Each week, students receive one hour of individual supervision from each of their site supervisors and an average of one and one-half hours group supervision from their university supervisor during seminar weekly. Students in a counseling field experience placement are required to create program-appropriate audio/video recordings and/or participate in live supervision of their interactions with clients for review by their University Supervisor during seminar. Students must purchase professional liability insurance for the duration of all field experiences. Consistent with counseling licensure, internship site, and employer expectations, criminal background checks will be required of all students in field experience. Dismissal from an internship site based on student performance/behavior will result in an automatic failure for the respective field experience course.
Program Code of Conduct and Ethical Standards of Practice
As pre-professional counselors, graduate students abide by the code of ethics and standards of practice as described in the Ethical Standards of the American Counseling Association (ACA), The American Psychological Association, the Student Handbook, the Graduate Catalog, and Department of Counseling Ethical Conduct Policy.
Consequences of violation of the codes of conduct or ethical standards of practice include but are not limited to one or more of the following:
- Dismissal from the program
- Removal from the course or the field placement and a grade of “F” or “U”
- Referral to authorized campus authorities for further discipline.
Program Academic Progression and Retention Standards
The academic progression and retention standards for counselor education programs are in keeping with Council for the Accreditation of Counseling and Related Educational Programs (CACREP) standards, along with the standards set forth by the Ethical Standards of the American Counseling Association (ACA), The American Psychological Association, the Student Handbook, the Graduate Catalog, and Department of Counseling Ethical Conduct Policy.
The Benchmarking Review Process
Once each academic semester a benchmarking review of all enrolled students is conducted. The benchmarking committee is comprised of all full-time tenured and tenure-track counseling faculty and is chaired by a faculty member. Adjunct faculty members are also invited to attend the benchmarking review.
Reviews are conducted using the Department of Counseling Benchmarking Plan and Rubric which focuses on professional disposition and scholarly competence. Each student will subsequently be notified in writing by the Department Chairperson regarding the outcome of the benchmarking review and a copy will be placed in the student’s file. Students who receive an unsatisfactory evaluation will be placed on notice, provided with a remediation plan and given one semester to implement the remediation plan in order to improve their behavior/performance to a satisfactory level. Failure to satisfy benchmarking remediation will result in a recommendation for program dismissal. Students can receive a maximum of two unsatisfactory benchmarking evaluations during their time in the program. A third unsatisfactory evaluation will result in a recommendation for program dismissal.
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