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6 careers with a degree in counselor education and supervision

Discover how a Ph.D. in Counselor Education and Supervision can give you an edge and the numerous career possibilities that come with it.

People from all walks of life benefit from wise and sound counsel to live fulfilled and successful lives. This need raises the demand for experienced counselors who are willing to give time, energy, and resources to aid in society’s growth and development.

The professional field of counselor education and supervision trains and prepares the next generation of counseling directors, supervisors, and faculty leaders. As industry leaders, these mental health professionals help others better understand themselves and those around them.

What is counselor education and supervision?

Counselor education and supervision is a field of study offering postgraduate programs to professional counselors. Oftentimes, working counselors or other mental health professionals pursue a degree in counselor education and supervision to further their education and achieve higher competence levels in their chosen counseling fields.

About Ph.D. in Counselor Education and Supervision programs

A Ph.D. in Counselor Education and Supervision program can prepare graduates to become educators and hold other pivotal leadership roles in the field of counseling. This program is a step further for professional counselors who already have a license to practice but want to broaden their career opportunities or specialties. The program is usually appropriate for students who have completed a master’s degree in counseling or related fields.

6 career paths in counselor education and supervision

With a doctorate in counselor education and supervision, graduates have vast job opportunities for professionals as lecturers, teachers, counselors, and more. A professional counselor educator can also work as a researcher, helping the next generation of counselors to obtain a better, more holistic knowledge of the field.

1. Social service counselor

In this role, the counselor functions as a social worker who diagnoses and treats clients’ emotional, mental, and behavioral needs. The clientele includes couples, individuals, addicts, groups, and families.

The social service counselor may work in various sectors, including health care facilities, private organizations, or businesses—where they offer professional advice, decision-making, and mental health therapy for workers.

2. Youth counselor supervisor

A youth counselor supervisor oversees a team of counselors and mental health professionals who primarily serve teenagers and children. Youth counselors focus on assisting young people with special needs or those dealing with depression, abuse, or substance abuse and addiction.

As a youth counselor supervisor, you will manage the services provided to the community, guide and improve patient care, and establish an overall counseling cadence.

3. School counselor

With a doctorate in counselor education and supervision, you can gain the necessary knowledge and experience to become a secondary or post-secondary school counselor.

A school counselor has the interpersonal skills and abilities needed to handle students’ various personal and social challenges. Also, in this role you are responsible for advising students on academic success and goals.

4. Chemical dependency or substance abuse counselor

This counselor helps people understand their chemical addiction and its adverse effects on their lives and relationships. A substance abuse counselor gives clients the support they need to overcome drug dependency or other addictions, become stable, and recover from the stigma associated with substance abuse.

These counselors work with inmates, hospital patients, social workers, and clients in private practices or social services.

5. Admissions counselor

An admissions counselor assists students in college, university, or high school to prepare for, choose, and get into schools that will best suit them. The counselor is knowledgeable in any questions prospective students may have about the institution’s admission procedure and requirements.

An admissions counselor may also help with admissions decisions by reviewing application materials and conducting interviews.

6. Research counselor

A research counselor often works in an advisory and leadership role within a research program or institution. In the position, a research counselor may help students choose which research topics to pursue and assist in developing the necessary skills needed to carry out the work.

A research counselor provides professional empathy and sound instruction for the students during their work, and may also help them apply for research grants.

Learn more about The Chicago School of Professional Psychology

At the Chicago School, our Ph.D. in Counselor Education and Supervision provides students with 700 hours of practical hands-on experience, the opportunity to publish work, and experience giving professional presentations. This online postgraduate program offers students the highest degree in professional counseling, all while keeping your convenience in mind. Visit our program page for more information or fill out the form below.

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PhD in Counselor Education and Supervision

Take your counseling career to new heights.

In this PhD in Counselor Education and Supervision (CES) program, you will be part of the next generation of leaders moving the counseling profession forward by training new counselors and supervisors, researching effective clinical interventions, and providing influential leadership in organizations. 

The PhD in Counselor Education and Supervision program aims to prepare doctoral students to become culturally-affirming counselor educators and supervisors.

Applications Open:  October 17, 2024

Application Deadline : January 6, 2025

Apply by January 6, 2025, for regular consideration. Applications may be accepted after this date if space is available. The application closes on the due date at 11:59 PM Eastern Time.

The PhD in Counselor Education and Supervision program strives to advance the counseling profession into the future by training leaders who promote anti-oppressive pedagogy, scholarship, supervision, advocacy, and practice. 

The curriculum and educational experiences, such as our innovative multiple article dissertation and internship program , are designed to prepare you for the real, day-to-day work of counselor educators.

Graduates with a PhD in Counselor Education and Supervision work as advanced level clinicians and supervisors, counseling program faculty, and administrators in higher education, K-12 organizations, and community agencies.

Our internship options and personalized research plan will allow you to prepare yourself for multiple career options.

What Can You Do with a PhD in Counselor Education and Supervision?

Graduate-level teaching and counselor preparation.

Build on mental health knowledge through research.

Supervise the next generation of counselors.

In professional organizations, community agencies, K-12 schools, and higher education settings

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Contact Admissions Team

This program advances the counseling profession by training leaders who promote anti-oppressive pedagogy, scholarship, supervision, advocacy, and practice. The curriculum and educational experiences, such as our innovative multiple article dissertation and internship program, are designed to prepare you for the real, day-to-day work of counselor educators.

• Licensed professional counselors
• Graduates of CACREP-accredited counseling programs
• School counselors
• Marriage and family counselors
• Associate professional clinical counselors or post-graduate counselors working towards licensure

Program Format

This program is designed with working counseling professionals in mind. 

Classes are scheduled one to two days a week and will be held on campus or synchronously online.

Our faculty have been leaders in online counselor education for many years and have advanced skills in facilitating classes online.

Program Length

The program is designed to be completed in three years (9 quarters, excluding summers). Click here to view the CES Degree Plan.

Admissions Requirements

• Applicants must hold a bachelor's degree from a regionally-accredited institution or the international equivalent.
• Applicants must hold a master’s degree in counseling. Additionally, applicants must have successfully completed masters-level core curriculum aligned with CACREP curriculum standards as well as content in at least one CACREP-aligned specialty area.
• Applicants must be a licensed mental health counselor, or be license-eligible.
• In addition to the required degrees, we recommend applicants have work experience in the counseling field and experience with research.
• GRE scores are not required and will not be considered in the review of applications, even if students provide them.

Recommended GPA

We strongly recommend applicants have at least a 3.0 GPA.

Transfer Credit

TRANSFER CREDIT POLICY

• Graduate Level: Only graduate level courses are acceptable for transfer credit. A graduate level course is any course for which a student received graduate credit at their previous institution(s).
• Acceptable Grades: A grade of “B” or better is required in the graduate level course to be eligible for transfer credit.
• Accreditation: Previous graduate work must have been completed at a CACREP  accredited Counselor Education and Supervision program.
• Deadline for Requesting Transfer Credit: Requests for review of transfer credit must be submitted by Aug 1 of the year the student plans to enroll in the CES program.
• Maximum Credit Awarded: A maximum of 13.5 quarter units or 9 semester units may be transferred into the CES program.
• Transfer Unit Equivalencies: A student will be awarded the number of units the transferred course is equal to at Palo Alto University, which uses a quarter system. A 3 semester unit course will be awarded as a 4.5 quarter unit credit. A transferred course must be equal to or greater than the number of units of the corresponding CES course.
• Time Limit for Transfer Credit: In order to be eligible for transfer credit, the course must have been completed within five years of the student’s matriculation at Palo Alto University.
• Transferable Courses: Students applying for review of transfer coursework should indicate which course(s) they are applying to waive. It is not guaranteed that a course will be eligible for transfer credit.
• Appeals and Exceptions: A student may appeal transfer credit decisions in writing to the Department Curriculum Committee. Appeals must be submitted within one week after the incoming student is notified of the outcome of their transfer credit application.
• Please note that because the CES program is billed on a flat-rate, quarterly tuition schedule, transfer or waiver of units will not result in a reduced tuition rate. Additionally, because of our cohort model with required courses in each quarter, your time to completion of the program will not be reduced; however, students who are allowed to waive required coursework may have the luxury of more time available for supplemental internship, research assistantships, paid employment, etc.

Professional and Academic References

• Applicants for the PhD in Counselor Education and Supervision program will provide three (3) professional references from individuals who have served in a supervisory, evaluative (e.g., professor/advisor), or managerial relationship with the applicant.
• References must have a current or recent (within past two years) relationship with the applicant.
• Of the three references, one must be from a current or most recent clinical supervisor.
• References from colleagues, friends, personal counselors, and/or family members are not permitted.

Tuition & Fees

Estimated Cost of Attendance

Associate Department Chair

• Graduates will know how to design engaging and culturally-affirming curriculum that is relevant to counselors working in diverse communities and digital mental health.
• Graduates will be able to effectively utilize culturally relevant models of supervision and will demonstrate skill in evaluation and dispositional remediation.
• Graduates will develop clear research agendas and publish rigorous, culturally relevant research that promote the counseling profession. 
• Graduates will understand how to lead with cultural humility and demonstrate leadership excellence with specific skills in administration, accreditation management, program evaluation, and advocacy.
• Graduates will be able to counsel clients using culturally affirming counseling practice utilizing relevant theories and evidence-based counseling practices.

Browse Our Curriculum - No Summer Courses

First-year courses, developing inclusive & ethical approaches to supervision & gatekeeping (fall - coun713).

This course introduces students to theories and practice of supervision in counseling. A focus of this course is understanding the role, responsibilities, and skills required of a clinical supervisor and applying that knowledge by concurrently co-supervising in a master’s counseling skills course. Theories of counselor development will be introduced, along with approaches to evaluation and issues of ethics in clinical supervision. 

A focus of this course will be helping students develop a personal style of clinical supervision that is culturally relevant. Strategies of evaluation, remediation, and gatekeeping in supervision will be further developed and applied. This course will also cover multiple modalities of supervision and students will learn to conduct effective supervision in virtual synchronous platforms. 

Prerequisite: none Units: 4.5 Units

Introduction to CES Research & Establishing a Strong Research Agenda (Fall - COUN711)

This course aims to acquaint students with the overall research process, assist them in discovering a feasible, publishable, and fundable research topic as well as develop a research proposal for conference presentation and/or grant application. 

This course covers a range of topics such as an overview of the research process, academic and professional writing for journal publication, conference presentation and grant application, developing research proposals, and incorporation of diversity, equity, inclusion, and belonging in the research process. 

Qualitative Methods and Analysis for Counseling Research (Winter - COUN716)

This is an introductory course to the field of qualitative research in counselor education. The course reviews theoretical frameworks, methods of research inquiry, and issues related to the ethical practice of qualitative research (e.g., researcher positionality, representation, and objectivity. 

Students will have the opportunity to apply their knowledge by participating in various class activities and exercises that focus on different research methods, such as participant-observation, interviewing, coding, and memoing. Upon completion of the course, students will possess knowledge of qualitative research design, methodology, collection, and analysis. 

Prerequisite: COUN711 Units: 4.5 Units

Creating Transformative Educational Experiences Through Andragogy (Winter - COUN702 )

This doctoral level course introduces and applies adult learning theories. Students in the course will learn about the role and responsibilities of educating counselors, models of adult development and learning,   course development approaches, and evidence based teaching methods relevant to counselor education. 

Students will learn to develop culturally relevant coursework that effectively assesses learning outcome; specifically, they will be able to identify student learning outcomes (SLO) for a course, to develop syllabi that link SLO’s to assessments, and to create class activities and facilitation strategies that effectively foster and evaluate learning. 

This course will also introduce culturally responsive approaches for the delivery of courses in a variety of modalities. Students will be required to co-teach a master’s level counseling course concurrently while taking this course. 

Advanced Theory, Counseling Skill, and Group Leadership (Spring - COUN717)

A focus of this course is the application of advanced counseling theories and clinical skills in individual and group settings. Students will conduct an advanced review of counseling theories and their application to clients. 

Students will also gain knowledge and experience in group counseling leadership. Another focus of this course will be how students can apply the knowledge and skills gained to teaching clinical skills coursework. 

This course will include opportunities to support the training of masters-level counseling students at one of two skills-based Residencies.

Applied Professional Practice and Issues in CES (Spring - COUN750 )

Students taking this class have arranged an internship experience, in coordination with their advisor, in the areas of teaching, supervision, research, counseling, or leadership and advocacy. 

This course provides group supervision to students in the course. 

Quantitative Methods and Analysis for Counseling Research (Spring - COUN712)

This is an intermediate course in the design of quantitative research. The course covers a range of topics such as basic statistical concepts, analysis of variance (ANOVA), correlation, multiple regression, Analysis of Covariance (ANCOVA) and nonparametric statistics. 

It is important to understand that the course's aim is not to simply provide correct answers to statistical questions. Rather, the emphasis is on understanding the different statistical analyses, selecting the appropriate analysis for specific research inquiries, and accurately interpreting the statistical results.

Prerequisite: COUN711 Units: 4.5 Units

Second-year Courses

Applying diversity, equity, and inclusion in counselor education (fall - coun715).

This advanced course examines culturally responsive approaches to teaching, research, supervision, and leadership. By the end of this course, students will also understand decolonization of counselor education curriculum, scholarship, policies, and practices. 

They will learn how to facilitate difficult conversations around power and privilege. 

Prerequisite: COUN711, COUN702, COUN713 Units: 4.5 Units

Advanced Quantitative Methods and Analysis for Counseling Research (Fall - COUN714)

This is an advanced course in the design of quantitative research. This course will provide students with in-depth knowledge in scale development and validation processes (e.g., item development, factor analysis, and item response theory).  

While the word "advanced" may sound challenging, these analyses are frequently used in reputable counseling journals and students will be provided with plenty of opportunities to apply them into practice.

Prerequisite: COUN711, COUN712 Units: 4.5 Units

Dissertation Preparation (Fall - COUN800)

This course is focused on the development and facilitation of the dissertation process. The instructor will provide individual assistance and discussion, including literature review, hypothesis development, finding a dissertation chair and other committee members, the Institutional Review Board process, proposal preparation, and the proposal defense.

Prerequisite: COUN711, COUN712, COUN716 Units: 4.5 Units

Advanced Qualitative Methods and Analysis for Counseling Research (Winter - COUN721)

The purpose of this course is to guide students in designing a small‐scale research study within the field of counselor education. Building from Qualitative I, students will further their philosophical understandings of qualitative inquiry, develop a research proposal, and design a plan for data collection and analysis. 

The course will additionally prepare students to develop and submit a research protocol to the PAU Institutional Review Board. Students will also be guided through introspective exploration of their own positionality to facilitate ethical and responsible research practice. 

Upon completion of the course, students will have developed an executable qualitative research proposal and possess in-depth knowledge of the ethical and social justice implications of qualitative research. 

Prerequisite: COUN711, COUN716 Units: 4.5 Units

Applied Professional Practice and Issues in CES (Winter - COUN750)

Students taking this class have arranged an internship experience, in coordination with their advisor, in the areas of teaching, supervision, research, counseling, or leadership and advocacy. This course provides group supervision to students in the course. 

Prerequisite: none Units: 4.5

Advanced Research Doctoral Seminar (Spring - COUN732)

This research seminar will provide students with additional strategies and practice opportunities for data collection, data analysis, and results- and discussion-writing for quantitative and qualitative methodologies. 

This seminar is also an in-depth examination of the strengths and limitations of various quantitative and qualitative research designs. 

Thus, additional qualitative and quantitative research methodologies (e.g., consensual qualitative research, single-subject design, and structural equation modeling) will be also introduced and students will be provided with opportunities to apply these methodologies into their interested research topics.

Prerequisite: COUN711, COUN712, COUN714, COUN716, COUN721 Units: 3 Units

Advanced Andragogy & Educational Development Doctoral Seminar (Spring - COUN731)

The topic of this course will be focused on the understanding and application of learning theories and practices for counselors-in-training.. Students will gain knowledge about specific andragogical approaches. Current issues in andragogy for  counselor education and the Scholarship of Teaching and Learning will be covered. 

Prerequisite: COUN702 Units: 3 Units

Applied Professional Practice and Issues in CES (Spring - COUN750)

Third-year courses, program leadership: assessment, accreditation & inclusive management (fall - coun723).

This doctoral level course will prepare students for leadership roles in counselor education programs by developing their knowledge of program leadership responsibilities. It will introduce students to knowledge about the standards and process of accreditation. 

Students will learn how to apply theories of leadership and management in counseling programs and organizations. Another focus of this course is learning about current issues in the counseling profession and applying those issues to the daily work of leaders in counseling programs, including learning strategies of advocacy for these issues on behalf of students, clients, and counseling professionals. 

Prerequisite: Higher Education Leadership, Organizational Development, and Advocacy 

Dissertation (Fall - COUN802)

This required dissertation course is taken by 3rd year students working on their dissertations. 

Dissertations will be supervised by the student’s dissertation chair. 

Prerequisite: none Units: 6.5 Units

Advanced Supervision Doctoral Seminar (Winter - COUN733)

The topic of this course will be focused on specific practices in supervision. Students will gain knowledge about specific supervision approaches. Current issues in supervision and counselor education will be covered. 

Prerequisite: COUN713 Units: 3 Units

Dissertation (Winter - COUN802)

Dissertation (spring - coun802), how to apply.

PAU uses the American Psychological Association’s (APA), Psychology Centralized Application Service (PSYCAS). In preparation for applying, you will need a copy of your transcript(s) available for your review. All materials should be submitted through the PSYCAS system, not directly to the PAU Admissions Office.

• Online Application via PSYCAS
• Application Fee
• Official Transcripts
• Resume or CV
• Three Letters of Recommendation
• Statement of Purpose

Once Your Application is Complete

Based on an initial review of PhD applications, qualified applicants are invited to participate in our PhD interview day to meet faculty and learn more about the program and co-curricular offerings. Interviews are conducted entirely online.

Interviews are meant to be a two-way conversation between applicants and the University. The University seeks students who are an excellent fit for our classrooms, labs and greater community, and who represent the diversity of our nation and our world. 

But interviews are also an opportunity for applicants to evaluate PAU and the PhD in Counselor Education and Supervision program. It is important that you identify that PAU is aligned with your values, your research interests and your career aspirations. For that reason we encourage you to engage, ask questions, and reflect carefully on your experience.

Candidate Selection

Candidates will demonstrate:

• An academic aptitude for doctoral-level study
• Sufficient related previous professional experience
• Fitness for the profession, including self-awareness and emotional stability
• Oral and written communication skills
• Cultural sensitivity and awareness
• Potential for scholarship, professional leadership, and advocacy
• Evidence of the student's self-motivation and ability to work independently.
• Comfort using the technological tools and platforms required for coursework

PAU aims to attract and educate students who are distinguished by their academic achievement, capacity for critical thinking, interpersonal skills, motivation to become exceptional clinicians, and a commitment to service and to serving a diverse population. Given the rigor of the program and the University's core values, the PhD program seeks students who embody:

• Unshakable ethical standards
• Cultural humility
• Openness to learning and to others' lived experiences
• A belief in the inherent dignity of all humans
• A desire to improve the human condition
• Self-awareness
• Seeks and is open to constructive feedback
• Empathy and kindness

Each application is given a comprehensive review by the admissions committee. All aspects of the application, including academic record, professional and research experience, and strong recommendations are qualities carefully considered. In addition, PAU actively seeks to recruit and enroll a student body that is both highly qualified and richly diverse. Thus, factors such as the quality of the early educational environment, socioeconomic status, culture, and life or work experiences are also considered.

Admission Communication

• The primary form of communication in the admissions process is email, and we will use the email address you list on your application.
• All students will receive a decision, and we will provide updates as often as possible.

Frequently Asked Questions

Is this program accredited.

The accrediting body for Counselor Education and Supervision (CES) doctoral programs is the Council for the Accreditation of Counseling and Related Educational Programs (CACREP). CES programs are not eligible to apply for CACREP accreditation until they have students entering the dissertation phase of their program. PAU has created the CES program to be in alignment with CACREP standards and will apply for CACREP accreditation as soon as we are eligible.

In addition to specialty accreditation, academic programs must be approved by regional accreditors to operate. The CES program is accredited by the Western Association of Schools and Colleges (WASC), which is the regional accrediting body for PAU.  

Do I have to live in Palo Alto?

Students will attend class on campus in Palo Alto or Mountain View 1-2 days a week, so living a reasonable driving distance from campus is strongly recommended.

What are funding opportunities?

On-campus jobs, including administrative roles, Research Assistantships, Teaching Assistantships, and adjunct teaching roles are available, as well as limited Scholarship opportunities.

This is not a fully-funded program.

Do you require the GRE?

Admission to our program does not require submission of GRE scores. We believe that other indicators, such as your academic history, professional background, and volunteer engagement, can effectively demonstrate your suitability for our program.

Can I work full time?

Our program is designed for working professionals. Ideal candidates will have a schedule that allows them to attend class 1-2 days a week. 

Can I attend the program part-time?

At this time, the program does not allow for part-time students. If you have concerns about the schedule, please reach out so we can talk with you further about the plan of study and options that work for you. 

Can my internship be at my current employer?

Our internship program focuses on the areas of teaching, supervision, research, leadership and advocacy, and counseling. Your faculty advisor will work with you to create an internship plan that fits your career needs. This may mean you can complete parts of your internship in a setting where you are currently employed, but you will likely need to do other internship hours across different settings during your program. 

I am an LCSW. Can I apply?

This program is designed to advance the education of those with a CACREP-accredited master’s degree in Counseling. Please contact us if you have specific questions about your master’s degree curriculum. 

I am an MFT. Can I apply?

This program is designed to advance the education of those with a CACREP-accredited master’s degree in Counseling. Please contact us if you have specific questions about your master’s degree curriculum.

I have a CACREP Master’s degree but don’t have any hours towards licensure….

Our program does not require you to have any hours accrued towards licensure. You may be able to collect hours while you’re in the program, depending on your eligibility for California licensure laws.

What if my master’s program is not CACREP-accredited?

Students with MA in Counseling degrees from non-CACREP-accredited institutions are not automatically denied, however, applicants must provide evidence that their curriculum meets CACREP standards. 

Can I transfer credits from another CES PhD program?

Transfer Credit Policy 

Are there student employment opportunities?

On-campus, student employee positions are available to our doctoral students. Additionally, students who have completed their teaching internship (scheduled during the first year), are eligible to teach as adjunct faculty within the master’s counseling program. 

What is a multiple article dissertation?

Our multiple article dissertation format is designed to help launch your scholarship career early. Instead of a traditional dissertation, you will organize your research into 3 journal articles. Our curriculum is designed to help you be successful by providing intentional research opportunities from the beginning of the program. The dissemination of knowledge holds significant importance in the counseling profession. By structuring your research into journal publications, you acquire a vital skill of effectively communicating your discoveries. Furthermore, this approach enhances the likelihood of your work being published and cited even before defending your dissertation

Are international students elibible for the program?

Unfortunately, PAU cannot issue I-20s for the PhD in Counselor Education and Supervision, due to the portion of the program that is delivered online. International students who are in the US on another type of eligible visa are welcome to apply. 

Palo Alto University’s Office of Admissions and Outreach is eager to answer all your admissions questions and connect you with helpful resources as you embark on your application process. 

Please direct all general inquiries to [email protected] , or you can call 650-417-2039 . Due to our remote work, our phone line is not staffed live. Please leave us a message, and we will return your call shortly.

PhD in Counselor Education and Supervision

60 credit hours

Program Length

as few as 36 months

Accreditation

Regionally Accredited by SACSCOC

Leadership in Counselor Education for the next generation of Integrative Counselors

The Doctor of Philosophy in Counselor Education and Supervision prepares graduates to work as counselor educators, supervisors, researchers, and practitioners in academic and clinical settings with professional excellence and from a contextualized biblical worldview. This advanced degree in counselor education and supervision enables counselors to shift in identity and skill from clinical practitioners to scholar practitioners, learning the philosophy and skills of teaching and supervision while contributing to the field through advocacy, supervision, leadership, research, and educational instruction. Persons graduating with this doctoral degree in counselor education and supervision will be fully equipped to fulfill God’s purposes as ambassadors of the gospel to burgeoning faith-based and secular graduate counseling programs around the world.

Dr. Seth Scott

Why Choose Columbia International University for this degree program

Columbia International University is unique with its intentionally multi-denominational foundation and deliberate mission focus, providing one of the few PhD in CES from a biblical worldview in the southeast. Drawing from an established and excellent clinical counseling program, the PhD in CES will expand and enhance the reach of counseling training through this train-the-trainer approach in doctoral counselor education.

Overall Benefits of the degree — what you can do with the degree

Counseling addresses issues of identity, meaning, purpose, and belonging, all issues that find their reality within the truth of the gospel and a biblical worldview. This program is uniquely suited to fulfill the mission of CIU within this critical need area by training counselor educators from a biblical worldview to impact the world for Christ as counselor educators in both faith-based and secular counseling programs, as supervisors in clinical settings, as researchers and authors providing insights and integration to address the whole person, and as leaders in the field to promote the focus on the whole person as made in the image of God. Counselor educators are needed, both within our own master of arts in counseling programs, and in hundreds of other faith-based and secular graduate counseling programs around the country and the world. This program has the opportunity to address the mission of God as CIU graduates within this niche in a unique way. Counselor educators are prepared for leadership and impact in clinical counseling, supervision, program evaluation and leadership, research, counseling education, and advocacy for effective change. Through practical experience throughout the program and opportunities for professional practice, PhD students in this program model the program philosophy of head, heart, and hands through excellence in knowledge, character, and skill across the five focal areas in counselor education and supervision.

Featured Faculty

Seth L. Scott

Professor of Clinical Counseling

Benjamin Mathew

Glenda Nanna

Director of Graduate Counseling Programs

Ginavra Gibson

Associate Professor of Clinical Counseling

Program Details

Total number of credit hours required for the program: 60 semester hours.

• PhD Residencies (3–4 semester hours, $1,500–2,000 fees)
• PhD Residency — Year One (Orientation & Integration) — 1 credit, $500 fees
• PhD Residency — Year Two (Teaching, Supervision, & Research) — 1 credit, $500 fees
• PhD Residency — Year Three (Clinical & Research Presentations) — 1 credit, $500 fees
• Optional Fourth Residency (Writing Intensive) — 1 credit, $500 fees

Curricular Requirements (42 semester hours):

• Professional Orientation, Ethics, & Identity (3)
• Research Theory, Designs, & Methods (3)
• Teaching in Counselor Education (3)
• Quantitative Research Methodology (3)
• Advanced Counseling Theories (3)
• Qualitative Research Methodology (3)
• Clinical Supervision and Consultation (3)
• Advanced Methodology (3)
• Teaching Internship (3)
• Program Evaluation, Leadership, and Publications (3)
• Advanced Practicum in Clinical Counseling (3)
• Internship — Across CES Domains (3)
• Advanced Multicultural Issues (3)
• Capstone: Counseling & Christian Thought (3)
• Dissertation (12 semester hours)
• Proposal Development (3)
• Dissertation (3)

The first two years of courses are completed online with one-week residencies required the week after May graduation. Successful completion of the Competency Exam during the third residency and Clinical Supervision and Consultation course during the second year provides for registration in the Advanced Practicum in Clinical Counseling course. Successful completion of four research courses is required to present research during the third residency, enabling advancement to the dissertation proposal in Proposal Development. During the Advanced Research Methodology course, students will seek a qualified faculty mentor as a chair for their dissertation committee and to assist in proceeding toward Proposal Development. When the faculty mentor deems the dissertation to be ready for defense, the candidate defends his/her dissertation before a committee of at least two faculty readers, either internal or external to the university.

Additional requirements of the program:

Completion requirements.

• Successful completion of all classes with a grade of B or higher.
• Successful completion of a dissertation proposal prepared under the supervision of a faculty mentor.
• Successful oral defense of a dissertation that is an original work of academic research (at least 80,000 words) before a committee of at least two internal and/or external faculty readers with program director joining the defense when two external readers are present.
• Affirmation of the CIU doctrinal statement.
• Successful completion of all requirements within eight years from matriculation.

Admission Requirements

• Completed application
• Official transcripts from a licensure-track, 48-hour (minimum) master’s degree in counseling or a related field such as psychology or social work. Those with less than 48 hours or non-CACREP accredited degrees may have to take additional coursework as a prerequisite to admission or concurrently with their first year in the program.
• Minimum cumulative 3.5 GPA
• 3 references (1 Professional, 1 Academic, and 1 Church Leader)
• Research proposal
• Have at least one year of experience in a mental health field (highly desirable).
• Master’s thesis or a major research paper (at least 10,000 words) provided from a prior degree or coordinated during the application process
• Interview with admissions committee 
• Students are required to attend 3-one-week residencies each summer throughout their program of study with an optional fourth writing intensive residency the final summer of dissertation

Accreditation and Accolades

What Can I Do With This Degree?

• Counselor educators in doctoral, masters and bachelor degree programs
• Clinical directors and administrators in agencies, hospitals, and nonprofit organizations
• Researchers and authors in counseling and social science fields  
• Clinical supervisors in counseling settings
• Social advocacy and program evaluation in administration or consultation

Yes, admission requirements include holding a licensure-track, 48-hour (minimum) master’s degree in counseling or a significantly related field such as psychology or social work from a regionally accredited institution. Those with less than 48 hours or non-CACREP accredited degrees may have to take additional coursework as a prerequisite to admission or concurrently with their first year in the program.

A license is not required, but is highly recommended along with existing clinical practice experience to increase opportunities for practice and engagement during additional internship hours required throughout the program.

Students are required to attend 3-one-week residencies each summer throughout their program of study with an optional fourth writing intensive residency the final summer of dissertation. The remaining 54 credits of the program are delivered through online instruction.

The program is designed for two classes each semester (six credits) of year-round instruction. The dissertation is intended to be completed within one year, but may take longer than that with students required to maintain enrollment until the dissertation is complete.

Six credits a semester (two classes) is full-time in this program. While the program is intended for professionals working full-time in the field of counseling, students should plan to spend twenty hours a week on average in reading, research, and assignments.

The PhD in CES is a 57-credit program. The program costs $625 per credit hour and a $500 residency fee for each of the three required residencies plus technology fees each semester while enrolled, the total program cost is just under $40,000 when completed in three years.

CACREP requires programs to graduate one round of students before application for accreditation with accepted CACREP-accreditation retroactively applied to program graduates. With this PhD in CES program launching Fall 2023, application for CACREP can begin Fall 2026. The PhD in CES is accredited with SACSCOC and ABHE.

With over 60 (and growing) CACREP-accredited faith-based graduate schools providing master’s-level training for future counselors, biblically grounded, integrative counselor educators prepared for clinical and academic excellence are in high demand. Clinical counseling programs need faculty with PhD in CES degrees and this degree, as well as this specific program, fills this present and growing critical need.

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Welcome to rowan university’s career site.

A top 100 national public research institution, Rowan University offers bachelor’s through doctoral and professional programs in person and online to 22,000 students through its main campus in Glassboro, N.J., its medical school campuses in Camden and Stratford, and five others. The University has earned national recognition for innovation, commitment to high-quality, affordable education, and developing public-private partnerships. A Carnegie-classified R2 (high research activity) institution, Rowan has been recognized as the fourth fastest-growing public research university, as reported by The Chronicle of Higher Education. For more information on Rowan University, click here

All positions are contingent upon budget appropriations. 

Please send any inquiries to [email protected]  

Associate Director of Counseling & Well-Being, Shreiber School of Veterinary Medicine of Rowan University

Apply now Job no: 499910 Work type: Regular Full-Time Location: Glassboro, New Jersey Categories: Managerial, School of Veterinary Medicine

Associate Director of Counseling & Well-Being, Shreiber School of Veterinary Medicine of Rowan University  

Work type: Regular Full-Time  

Location: Glassboro, New Jersey   

Categories: School of Veterinary Medicine  

Position Summary:  

The Shreiber School of Veterinary Medicine of Rowan University seeks a compassionate and dedicated Licensed Clinical Social Worker (LCSW) to join our team as the Associate Director of Counseling & Well-Being. This role supports the mental health and overall well-being of our veterinary students by providing direct counseling services, developing well-being programs, and collaborating with faculty and staff to integrate well-being into the school culture.  Additionally, this role will provide emotional support for staff and clients of the teaching hospital.  Reporting to the Associate Dean for Student Success, the successful candidate will support the mission of the school through leadership, collaboration, and effective communication.  

Shreiber School of Veterinary Medicine (SSVM) Diversity Statement:  

The SSVM is committed to diversity, equity and inclusion, mentorship, advocacy, and justice in all facets of the veterinary medical profession, including education, research, and clinical practice. To this end, we are committed to fostering access to veterinary education for all learners and maintaining an academic and work environment free of discrimination, wherein diversity is celebrated. We consider inclusivity to be a responsibility of everyone in our learning environment.   

Essential Duties and Responsibilities:  

Provide individual and group counseling, including teletherapy, to students dealing with academic, personal, and professional stressors, including crisis intervention and immediate support.  

Design, implement, and organize comprehensive well-being programs, workshops, seminars, and support groups tailored to the unique needs of veterinary students, focusing on mental health, resilience, stress management, work-life balance, and effective communication strategies.  

Assist in planning student orientation activities.  

Collaborate with student organizations and other university departments to promote well-being initiatives and events.  

Develop and manage key initiatives such as suicide prevention campaigns, extended orientation programming, and other evidence-based well-being programs.  

Work with faculty to integrate well-being practices into the curriculum and teaching methods, and provide training and resources to faculty and staff on recognizing, responding to, and consulting about student mental health concerns.  

Engage in professional activities such as staff meetings, trainings, and conferences.  

Serve on college and university committees when applicable.  

Maintain confidentiality, accuracy, and integrity of client interactions and records.  

Prepare reports on the utilization of counseling services and the effectiveness of well-being programs.  

Assist in developing and implementing policies and procedures related to student mental health and well-being.  

Maintain awareness of and understand additional wellness events on campus to identify new partnerships for collaboration.  

Engage with the student community to understand their needs and adapt services accordingly.  

Utilize specialized knowledge in veterinary social work to support clients within the veterinary teaching hospital, addressing the emotional and psychological needs of pet owners facing difficult decisions.  

Provide counseling and support to veterinary professionals and students dealing with compassion fatigue and stress related to veterinary care.  

Perform other duties, responsibilities, or special projects as assigned.  

Required Qualifications:  

Master’s degree in Social Work (MSW).  

Current and unrestricted license as a Clinical Social Worker (LCSW) in the state of New Jersey (or obtained upon hire).  

Minimum of 3-5 years of clinical experience in a higher education or hospital /veterinary/healthcare setting.  

The successful candidate should be collaborative in nature, have strong communication skills, practice good self-care, maintain healthy boundaries, and possess the ability to manage a challenging workload while promoting a positive atmosphere and healthy relationships.    

Our ideal candidate understands intersectionality and how it impacts the daily lives of students, faculty, and staff.    

Cultural competence is of utmost importance.  

Preferred Qualifications:   

Certificate in Veterinary Social Work.  

Strong understanding of the veterinary profession and unique stressors and challenges faced by veterinary students.  

Note: Candidates must be legally authorized to work in the US, and the university will not sponsor an applicant for a work visa for this position.  

Information about the institution:   

A top 100 national public research institution, Rowan University offers bachelor’s through doctoral and professional programs in person and online to 22,000 students through its main campus in Glassboro, N.J., its medical school campuses in Camden and Stratford, and five others. The University has earned national recognition for innovation, commitment to high-quality, affordable education, and developing public-private partnerships. A Carnegie-classified R2 (high research activity) institution, Rowan has been recognized as the fourth fastest-growing public research university, as reported by The Chronicle of Higher Education. For more information on Rowan University, click here .   

The Shreiber School of Veterinary Medicine is located on the Glassboro, New Jersey west campus, 22 miles southeast of Philadelphia. The Shreiber School of Veterinary Medicine plans to admit its first class of DVM students in 2025, pending accreditation approval. Facilities will include an academic teaching facility aimed at the delivery of pre-clinical training, a small animal teaching hospital, and a research facility.    

Rowan University celebrates diversity and is committed to creating an inclusive environment for all employees. All qualified applicants will receive consideration for employment without regard to age, ethnicity, race, religion, sex, gender identity or expression, genetic information, marital status, national origin, (dis)ability status, military status, and other NJ protected classes. Rowan University does not discriminate on the basis of sex in its educational programs and activities, including employment as required by Title IX. Rowan is committed to providing access, equal opportunity, and reasonable accommodation for individuals with (dis)abilities.    

As a state public University, Rowan employees are eligible to participate in the federal Public Service Loan Forgiveness program. More information on this program is available at https://studentaid.gov/manage-loans/forgiveness-cancellation/public-service.     

   

Please Note: Position posting will be active until the job is filled.  

Advertised: Sep 10 2024 Eastern Daylight Time Applications close: Dec 31 2024 11:55 PM Eastern Standard Time

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Position	Location	Closes
	Glassboro, New Jersey
The Shreiber School of Veterinary Medicine of Rowan University seeks a compassionate and dedicated Licensed Clinical Social Worker (LCSW) to join our team as the Associate Director of Counseling & Well-Being. This role supports the mental health and overall well-being of our veterinary students by providing direct counseling services, developing well-being programs, and collaborating with faculty and staff to integrate well-being into the school culture.  Additionally, this role will provide emotional support for staff and clients of the teaching hospital.  Reporting to the Associate Dean for Student Success, the successful candidate will support the mission of the school through leadership, collaboration, and effective communication.

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Position	Location	Closes
	Glassboro, New Jersey

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About Rowan University

A top 100 national public research institution, Rowan University offers bachelor’s through doctoral and professional programs in person and online to 22,000 students through its main campus in Glassboro, N.J., its medical school campuses in Camden and Stratford, and five others. Rowan University is home to eight colleges and nine schools. For more information on these colleges, please click here .

Now celebrating its Centennial, Rowan focuses on practical research at the intersection of engineering, medicine, science, and business while ensuring excellence in undergraduate education. The University has earned national recognition for innovation, commitment to high-quality and affordable education, and developing public-private partnerships. A Carnegie-classified R2 (high research activity) institution, Rowan has been recognized as the fourth fastest-growing public research university, as reported by The Chronicle of Higher Education.

Non-Discrimation at Rowan University

Rowan University celebrates diversity and is committed to creating an inclusive environment for all employees. All qualified applicants will receive consideration for employment without regard to age, ethnicity, race, religion, sex, gender identity or expression, genetic information, marital status, national origin, (dis)ability status, military status, and other NJ protected classes. Rowan University does not discriminate on the basis of sex in its educational programs and activities, including employment as required by Title IX. Rowan is committed to providing access, equal opportunity, and reasonable accommodation for individuals with (dis)abilities.

To request reasonable accommodation, contact Christy Mroz, Administrative Assistant, [email protected], 856-256-5494. Rowan strongly encourages applicants from underrepresented groups to apply. 

Pursuant to Title IX of the Education Amendments of 1972 and supporting regulations, Rowan does not discriminate on the basis of sex in the education programs or activities that it operates; this extends to admission and employment. Inquiries about the application of Title IX and its supporting regulations may be directed to the Assistant Secretary for Civil Rights, Office for Civil Rights, U.S. Department of Education, or to the University’s Title IX Coordinator, Office of Student Equity & Compliance, Rowan University, Hawthorne Hall, Suite 312, 201 Mullica Hill Rd, Glassboro, NJ 08028, [email protected] , 856-256-5440.

For information on the Title IX Sexual Harassment/Sexual Assault policy and grievance procedures, please click here . 

More Information

Rowan University is subject to the residency requirements of the NJ First Act (N.J.S.A. 52:14-7, P.L. 2011, Chapter 70). Any person hired to a non-exempt position shall either have their principal residence in New Jersey or have one (1) year from the date of employment to establish, and then maintain, principal residence in the State of New Jersey. Any person hired to an exempt position shall either have their principal residence in New Jersey, Delaware, Pennsylvania, or New York or have ninety (90) days from the date of employment to establish, then maintain, principal residence in the State of New Jersey, Delaware, Pennsylvania, or New York.

Rowan University is committed to assisting all members of the Rowan community in providing for their own safety and security. The Annual Security and Fire Safety Report is available on the Department of Public Safety website at: https://sites.rowan.edu/publicsafety/_docs/annual_security_report.pdf

If you would like to receive a hard copy of the Annual Security and Fire Safety Report which contains this information, you can stop by the Department of Public Safety Office, located at Bole Hall Annex, 201 Mullica Hill Road, Glassboro, NJ 08028 or you can request that a copy be mailed to you by calling (856) 256-4562 or 4506.

The report contains information regarding campus security and personal safety including topics such as: crime prevention, public safety authority, crime reporting policies, fire safety, disciplinary procedures and other matters of importance related to security on campus. The report also contains information about fire statistics in Rowan University Residential Facilities and crime statistics for the three previous calendar years concerning reported crimes that occurred on campus; in certain off-campus buildings or property owned or controlled by the University; and on public property within, or immediately adjacent to and accessible from the campus. This information is required by federal law, Jeanne Clery Disclosure of Campus Security Policy and Campus Crime Statistics Act or "Clery Act" and is provided by the Rowan University Department of Public Safety.

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