Online phd programs in counselor education and supervision

Mentor Future Counselors With a PhD in Counselor Education and Supervision

Do you want to influence the success of future counselors? Grounded in empirical research and experiential learning, Walden’s PhD in Counselor Education and Supervision program academically prepares you to drive positive social change as a counseling educator, supervisor, leader, and researcher.

Our program is accredited by the Council for Accreditation of Counseling and Related Educational Programs (CACREP), a specialized accrediting body recognized by the Council for Higher Education Accreditation (CHEA). Earning a PhD in Counselor Education and Supervision from a CACREP-accredited program qualifies counselors to teach in CACREP-accredited counseling degree programs.

Earn a degree that opens up a world of career opportunities and become a catalyst for excellence in counselor education and supervision.

Why Complete Your Online PhD in Counselor Education and Supervision Degree at Walden?

Expand Your Expertise

Choose from our core program and five PhD specializations to expand your counseling knowledge and teaching credentials.

Earn Your PhD While Working

Walden’s online program gives you the flexibility to balance earning a doctorate with work and personal commitments.

Connect With Our Community

Small class sizes and regular opportunities for engagement allow you to forge deeper connections with your peers and faculty.

Get the Support You Need

Walden offers robust doctoral planning and research tools and support services that help you succeed in every phase of your student journey.

Program Savings

Receive up to a $5,000 Grant if you reside in the U.S. and start this program on November 28, 2022. Contact one of our Enrollment Specialists to learn more.

Get Started Now

Program Details

Curriculum - General Program

Minimum Degree Requirements

For students who have graduated from a CACREP-accredited program:*

85 quarter credits
Doctoral Writing Assessment
Foundation course (1 cr.)
Core courses (30 cr.)
Research courses (20 cr.)
Field Experience Courses
- Practicum (3 cr.)†
- Internship (6 cr.)
Completion of Doctoral Dissertation
- Dissertation Support Courses (5 cr.)
- Dissertation Writing Courses (5 cr. per term for a minimum of four terms; taken continuously until completion)
One residency (choose virtual or face-to-face)
Two Pre-Practicum Labs - 6 weeks online with 4 day synchronous intensive (choose virtual or face-to-face)

*Learn more about completion requirements for students who are not licensed professional counselors with a master’s degree in counseling or who have not graduated from a CACREP-accredited master’s program.

†Due to the practicum requirements of this program, the applicant must be a citizen or permanent resident of the United States or a U.S. territory at time of admission and must reside in the United States or a U.S. territory at time of admission to be eligible for this program. United States military personnel stationed abroad should contact an Enrollment Specialist to determine eligibility.

Walden students have up to eight years to complete their doctoral program unless they petition for an extension. In general, students are continuously registered in the dissertation/doctoral study course until they complete their capstone project and it is approved. This usually takes longer than the minimum required terms in the dissertation/doctoral study course shell.

Please refer to Walden’s catalog for more information about degree requirements.

This sequence represents the minimum time to completion. For a personalized estimate of the number of your transfer credits that Walden would accept, call an Enrollment Specialist at 855-646-5286.

Courses

Show Course Descriptions

Course Code	Title	Credits
COUN 8001	Foundations of Graduate Study in Counselor Education and Supervision Show Students in this course are introduced to Walden University and to the requirements for successful participation in an online curriculum. Students work toward building a foundation for academic and professional success as scholar-practitioners and social change agents. Students engage in course assignments focused on the practical application of professional writing, critical-thinking skills, and the promotion of professional and academic excellence as they relate to counselor educators and supervisors.	(1 cr.)
COUN 8110	Professional Orientation, Ethics, and Identity Show Students in this doctoral-level course work toward preparing their professional identity as counselor educators and supervisors. They explore the professional orientation and characteristics of counselors, counselor educators, and supervisors as well as related ethical and legal issues encountered in daily work situations. Students engage in discussions and assignments designed to provide practical application of competencies and responsibilities of counselor educators and supervisors. Students also examine the American Counseling Association (ACA) Code of Ethics and other relevant standards of practice as well as multicultural issues related to counselor preparation training. Through this course, students have the opportunity to gain professional awareness and create a professional development plan that can be implemented throughout their degree program.	(5 cr.)
RSCH 8110	Research Theory, Design, and Methods Show In this research course, students are provided with core knowledge and skills for understanding, analyzing, and designing research at the graduate level. Students explore the philosophy of science, the role of theory, and research processes. Quantitative, qualitative, and mixed-methods research designs and data collection methods are introduced. The alignment of research components is emphasized. Students also explore ethical and social change implications of designing and conducting research. Students demonstrate their knowledge and skills by developing an annotated bibliography. Prerequisites RSCH 8110 prerequisites by program	(5 cr.)
COUN 8125	Teaching in Counselor Education Show In this course, students prepare to become competent teachers of counselor education through the examination of various adult learning theories and methods to work effectively with different learning styles, cultural dynamics, and diversity. Counselor educators in training learn how to help counseling students acquire and apply knowledge and skills, and they examine methods to evaluate learning outcomes. Students also have the opportunity to examine effectiveness within their personal teaching practice. Incorporating knowledge, skills, and professional dispositions learned throughout the course, students have opportunities to design curriculum, teach in a variety of settings, evaluate, and receive feedback as a counselor educator in training. Prerequisites COUN 8001 COUN 8110 RESI 8801C	(5 cr.)
COUN 8115	Advanced Counseling Theories Show There are many counseling theories available for professional use in practice. It is the responsibility of the counselor, however, to understand these theories, know which to use in specific settings and situation, and decide which are best suited to his or her own style or methods. In this course, students explore and evaluate major traditional and contemporary theories of the counseling profession, including psychoanalytic, person-centered, rational emotive behavioral therapy (REBT), multicultural, feminist, and solution-focused. Students apply these and other theories to diverse populations and settings. They also consider how they might advise students and supervisees who use these theories, and they analyze related challenges in teaching and supervising. In doing so, students consider the impact of their own psychosocial, racial, and ethnic identities. Finally, students develop a personal integrative theoretical orientation. Prerequisites COUN 8110 RESI 8801C	(5 cr.)
RSCH 8210	Quantitative Reasoning and Analysis Show In this research course, students are provided with the opportunity to develop core knowledge and skills for designing and carrying out quantitative research at the doctoral level, including the application of statistical concepts and techniques. Students explore classical common statistical tests, the importance of the logic of inference, and social change implications of conducting quantitative research and producing knowledge. Students approach statistics from a problem-solving perspective with emphasis on selecting appropriate statistical tests for a research design. Students use statistical software to derive statistics from quantitative data and interpret and present results. Prerequisites Doctor of Social Work RSCH 8110K or RSCH 8110W PhD in Counselor Education and Supervision RSCH 8110 RESI 8801C PhD in Social Work RSCH 8110K or RSCH 8110W All Other Programs RSCH 8110 or RSCH 7110 or RSCH 6110 RESI 8401	(5 cr.)
COUN 8135	Clinical Supervision Show Clinical supervision of counselors and counselors in training requires in-depth knowledge of major conceptual approaches, methods, and techniques; evaluation; and ethical and legal issues related to supervisory interactions and responsibilities. Students in this course are provided with the opportunity to develop their professional identity and learn the skills of a clinical supervisor. Throughout this course, students engage in experiential applications, discussions, and self-reflective assignments that focus on the strategies for working with supervisees representing diverse backgrounds and developmental and learning styles. After a critical analysis of the purpose of supervision, theoretical frameworks, and models of supervision, students develop and apply their own theory of supervision in a practice setting in which each participant oversees a group of practicum students. Prerequisites COUN 8110 COUN 8115 COUN 8125	(5 cr.)
RSCH 8310	Qualitative Reasoning and Analysis Show Students in this research course are provided with the opportunity to develop basic knowledge and skills for conducting qualitative research at the doctoral level. Students explore the nature of qualitative inquiry, how theory and theoretical and conceptual frameworks uniquely apply to qualitative research, data collection procedures and analysis strategy, and how the role of the researcher is expressed in the ethical and rigorous conduct of qualitative research. Students practice collecting, organizing, analyzing, and presenting data, and they develop a detailed research topic for conducting a qualitative study. Prerequisites RSCH 8310 prerequisites by program	(5 cr.)
CPLB 802L	CES Pre-Practicum 1 Show In Pre-Practicum 1, students examine their professional identity as counselor-educators and develop key components of a research plan. Students develop these skills through the practice of teaching and the acquisition of enhanced research knowledge. Topics include roles, responsibilities, philosophy of, and best practices within teaching. Students also develop research questions, align research questions and methodologies, explore social change in research, and explore literature critique and synthesis. Prerequisites RSCH 8210 RSCH 8310 COUN 8115 COUN 8125 COUN 8135	(0 cr.)
COUN 8120	Professional Consultation, Program Evaluation, and Leadership Show In this course, students work toward increasing their knowledge and skills related to the roles of consultant and program evaluator in community agencies, mental health settings, P–12 schools, and university settings. Through a variety of practical discussions and assignments, students explore leadership theory and skills; systems theory; consultation models and processes; program evaluation models and methods; ethical, legal, and professional issues; and availability of funding sources. Students synthesize knowledge and apply skills to case studies and real-life examples. They also apply the Council for Accreditation of Counseling and Related Educational Programs (CACREP) standards to an evaluation of the components of a counselor education program. Prerequisites COUN 8135 RSCH 8110S COUN 8125 COUN 8115 RSCH 8210S COUN 8135 RSCH 8310S RESI 8802C	(5 cr.)
COUN 8203	Survey Research Methods Show An in-depth study of a range of survey methods administered via in-person interview, self-report, phone interview, and Internet administration is introduced in this course. Topics will include survey design, administration, analysis, and addressing sources of bias. Students also review theoretical and empirical research on question and questionnaire effects. Students prepare in the practice of writing questions and designing questionnaires, both in general and in light of existing research. Prerequisites RSCH 8110 RSCH 8210 RESI 8801C	(5 cr.)
	Advanced Research Course
	One of the following RSCH courses is required:
RSCH 8260	Advanced Quantitative Reasoning and Analysis Show Students in this research course build upon knowledge and skills acquired in the prerequisite quantitative reasoning course and are presented with opportunities to apply them. They are provided with more specialized knowledge and skills for conducting quantitative research at the doctoral level, including understanding multivariate data analysis and applying more advanced statistical concepts, such as factorial ANOVA, mediation, moderation, logistic regression, ANCOVA, and MANOVA. Students explore existing datasets and apply suitable statistical tests to answer research questions with social change implications. In this course, they approach statistics from a problem-solving perspective with emphasis on selecting the appropriate statistical tests for more complex research questions and social problems. Students use statistical software to perform analyses and interpret and present results. They will apply and synthesize their knowledge and skills by carrying out a quantitative research project. Prerequisites RSCH 8260 prerequisites by program	(5 cr.)
OR
RSCH 8360	Advanced Qualitative Reasoning and Analysis Show Students build upon the knowledge and skills acquired in RSCH 8310 - Qualitative Reasoning and Analysis. and have experience applying them. Students develop a more sophisticated understanding of the theoretical antecedents and practical applications of eight contemporary qualitative approaches. Students gain experience developing qualitative interview guides, collecting data, and managing the process from transcription through analysis. The unique challenges of confidentiality and ethical issues are explored as well as implications for social change. Students will apply and synthesize their knowledge and skills by developing a qualitative research plan using a topic relevant to their capstone. Prerequisites RSCH 8360 prerequisites by program Note: This course was previously RSCH 8350.	(5 cr.)
OR
RSCH 8460	Advanced Mixed-Methods Reasoning and Analysis Show Students build upon knowledge and skills acquired in RSCH 8210 - Quantitative Reasoning and Analysis and RSCH 8310 - Qualitative Reasoning and Analysis for more specialized knowledge and skills to design mixed-methods research at the doctoral level. Students are provided with more specialized knowledge and skills for designing mixed-methods research at the doctoral level. They gain an understanding of the types of mixed-methods designs and how to select the most appropriate approach for the research question(s). The emphases of this course are on integrating quantitative and qualitative elements into true mixed-methods studies, practice in data analysis, and integration of qualitative and quantitative data within a research write-up. Students will apply and synthesize their knowledge and skills by developing a mixed-methods research plan that incorporates qualitative and quantitative elements appropriately. Prerequisites RSCH 8460 prerequisites by program Note: This course was previously RSCH 8450.	(5 cr.)
CPLB 803L	CES Pre-Practicum 2 Show In Pre-Practicum 2, students continue to examine and strengthen their professional identity while gaining the teaching and supervision experiences that are required by the Council for Accreditation of Counseling & Related Educational Programs (CACREP). A complement to both the Clinical Supervision and Teaching in Counselor Education courses, students in this Pre-Practicum have the opportunity to enhance and demonstrate advanced teaching skills and clinical supervision both online and in face-to-face environments. During the Pre-Practicum, students will also enhance their knowledge of research methodologies and alignment of research, and they design and present a research proposal to inform and develop their research skills. Prerequisites CPLB 802L COUN 8203 COUN 8120 RSCH 8260 or RSCH 8360 or RSCH 8460	(0 cr.)
COUN 8551	Preparing for Dissertation Show The focus of this course is on the preparation for the dissertation phase of training. In this course, students identify a dissertation topic and potential dissertation committee members; begin to conduct a literature review; develop a problem statement and research questions; and evaluate research designs, methods, and types of analyses to use for their dissertation. Students also complete their initial premise in this course and an annotated outline of their prospectus. The prospectus is a brief paper, typically 15–20 pages in length, which helps students organize, delineate, and make decisions regarding their doctoral study and appropriate research methodology. It is strongly recommended that students take this course after they have successfully completed all research courses in their program of study. Prerequisites COUN 8120 COUN 8203 RSCH 8260 or RSCH 8360 or RSCH 8460 CPLB 802L	(5 cr.)
COUN 8890	Counselor Education and Supervision Practicum Show Counseling Doctoral Practicum is an advanced clinical experience as the first of a three-part practitioner capstone experience before dissertation. During the practicum course, students work toward gaining and applying new and advanced clinical knowledge, skills, and professional dispositions. Students must secure a field experience site, apply with the Office of Field Experience within the published application window, and earn approval before being eligible for practicum enrollment. Once enrolled, students will spend a minimum average of 8–10 hours per week at the site that they have secured. They will complete direct counseling hours using the new and advanced skills, weekly individual or triadic supervision with their site supervisor, administrative duties, and other activities as assigned by the site. Concurrently, students will participate in weekly case conceptualization activities, 2 hours of group supervision per week with their faculty supervisor, and other clinically relevant assignments directly related to the work at the site. There are multiple synchronous components of this course. Students must be prepared to be flexible in meeting the demands of this course. Prerequisites All core courses in the program of study All residencies Approval by the Office of Field Experience	(3 cr.)
COUN 8895	Doctoral Internship I Show Counseling Doctoral Internship I is the second of a three-part capstone experience before dissertation. During the Doctoral Internship I course, site contacts, and individual and group supervisors guide and evaluate students on their ability to synthesize and apply the knowledge, skills, and professional dispositions in a minimum of three of five Counseling Educator domains (Teaching, Supervision, Leadership/Advocacy, Counseling, and Research). Students must secure field experience site(s) for each domain of focus, apply with the Office of Field Experience within the published application window, and earn approval before being eligible for Doctoral Internship I enrollment. Once enrolled, students will spend a minimum average of 25–35 hours per week at the site(s) that they have secured. They will complete activities directly related to the approved domains, weekly individual or triadic supervision with their individual supervisor, administrative duties, and other activities the site assigns. Concurrently, students will participate in weekly course discussion and assignments that promote developing a professional identity as a Counselor Educator, 2 hours of group supervision per week with their faculty supervisor, and other domain-relevant assignments directly related to the work at the site. There are multiple synchronous components of this course. Students must be prepared to be flexible in meeting the demands of this course. Prerequisites Successful completion of Counseling Doctoral Practicum Approval by the Office of Field Experience	(3 cr.)
COUN 8896	Doctoral Internship II Show Counseling Doctoral Internship II is the third of a three-part capstone experiences before dissertation. During the Doctoral Internship II course, site contacts and individual and group supervisors guide and evaluate students on their ability to synthesize and apply the knowledge, skills, and professional dispositions in a minimum of three of five Counseling Educator domains (Teaching, Supervision, Leadership/Advocacy, Counseling, and Research). Students must secure field experience sites for each domain of focus, apply with the Office of Field Experience within the published application window, and earn approval before being eligible for Doctoral Internship II enrollment. Once enrolled, students will spend a minimum average of 25–35 hours per week at the site(s) that they have secured. They will complete activities directly related the approved domains, weekly individual or triadic supervision with their assigned individual supervisor, administrative duties, and other activities the site assigns. Concurrently, students will participate in weekly course discussions and assignments that promote on developing a well-rounded professional identity as a Counselor Educator, 2 hours of group supervision per week with their faculty supervisor, and other domain-relevant assignments directly related to the work at the site. There are multiple synchronous components of this course. Students must be prepared to be flexible in meeting the demands of this course. Prerequisites Successful completion of Counseling Doctoral Internship I Approval by the Office of Field Experience	(3 cr.)
COUN 8561	Dissertation Show Doctoral students have the opportunity to integrate their program of study into a research study through which they explore a specific area of interest in this course. Students complete the dissertation with the guidance of a chair and committee members through a learning platform classroom in which weekly participation is required. Students work with their dissertation chair to write the prospectus, complete an approved proposal (the first three chapters of the dissertation), complete an application for Institutional Review Board approval, collect and analyze data, and complete the dissertation. During the final quarter, students prepare the dissertation for final review by the university and conclude with an oral defense of their dissertation. Once students register for COUN 8561, they are registered each term until successful completion of the dissertation .for a minimum of four terms.Students take this course for a minimum of four quarters and are continuously enrolled until completion of their dissertation with final chief academic officer (CAO) approval.To complete a dissertation, students must obtain the academic approval of several independent evaluators including their committee, the University Research Reviewer, and the Institutional Review Board; pass the Form and Style Review; gain approval at the oral defense stage; and gain final approval by the chief academic officer. Students must also publish their dissertation on ProQuest before their degree is conferred. Learn more about the dissertation process in the Dissertation Guidebook. Prerequisites Successful completion of COUN 8896	(5 cr. per term for a minimum of four terms until completion)
VIEW ALL COURSES Less Courses

Students are continuously enrolled in COUN 8561 for a minimum of four quarters until completion of their dissertation with final Chief Academic Officer (CAO) approval.

To complete a doctoral dissertation, students must obtain the academic approval of several independent evaluators including their committee, the University Research Reviewer, and the Institutional Review Board; pass the Form and Style Review; gain approval at the oral defense stage; and gain final approval by the Chief Academic Officer. Students must also publish their dissertation on ProQuest before their degree is conferred. Learn more about the dissertation process in the Dissertation Guidebook.

Eight-Year Maximum Time Frame
Students have up to eight years to complete their doctoral degree requirements. See the policy in the Walden University Student Handbook. Students may petition to extend the eight-year maximum timeframe, but an extension is not guaranteed.

Note: Time to completion and cost are not estimates of individual experience and will vary based on individual factors applicable to the student. Factors may be programmatic or academic, such as tuition and fee increases; transfer credits accepted by Walden; program or specialization changes; unsuccessful course completion; credit load per term; part-time vs. full-time enrollment; writing, research, and editing skills; use of external data for the doctoral study/dissertation; and individual progress in the program. Other factors may include personal issues such as the student’s employment obligations, caregiving responsibilities, or health issues; leaves of absence; or other personal circumstances.

Admission Requirements

Program Admission Considerations: A master's degree or higher in counseling.

General Admission Requirements: Completed online application and transcripts. Please note that the materials you are required to submit may vary depending on the academic program to which you apply. More information for international applicants.

Your Doctoral Journey

At Walden, we’ll guide you every step of the way with a comprehensive suite of support resources designed to help you confidently pursue the finish line, including our Doctoral Degree CoachTM. Are you ready to reach a higher level in your field?

Learn more

A Personalized Guide to Completing Your Doctorate

Earning your PhD in Counselor Education and Supervision requires commitment, perseverance, and hard work. You can do it, and Walden is here to help—with our Doctoral Degree Coach™.

Map and Track Milestones: Break your research down into manageable, sequential steps. See where you are, what’s ahead, and what you’ve already accomplished—all in one place.
Meet Weekly Targets: No more guesswork. Set prompts based on your to-do list and receive reminders and updates directly to your inbox.
Connect With Faculty: Stay on the same page and keep your progress on track. With shared access to your dashboard, your chair can easily guide you through your checklists, goals, and timelines.
Access Helpful Resources: Quickly find support from the right person at the right time. Our comprehensive resource guide points you in the right direction—no more frustrating searches.

Tuition and Fees

Curriculum	Requirements	Cost	Total *
Tuition-Coursework	65 quarter credits	$574 per quarter hour for coursework credits	$37,310^
Tuition-Dissertation	20–115† quarter credits	$574 per quarter hour for dissertation credits	$11,480–$66,010*
Technology Fee		$165 per quarter	$1,815–$5,280*
Residency Fee	One Residency	$1,375 each (virtual) $1,475 each (in-person: travel, lodging and other expenses are additional)	$1,375–$1,475
Pre-Practicum Labs	Two in Program	$1,375 each (virtual) $1,475 each (in person: travel, lodging and other expenses are additional)	$2,750–$2,950
Estimated Range:			2.75-Year	8-Year
			$54,730	*$113,025 +**
			(assuming completion in a 2.75-year timeframe)	(assuming completion in an 8-year timeframe)

These are ranges of what a student can expect in terms of time and tuition cost to complete a degree. It does not include other fees, nor is it adjusted for tuition increases over time. Walden faculty has concluded that generally students who do not complete their program in eight years are unlikely to complete and only allow students to exceed that time frame when a student petitions for an extension and provides good reason for the delay and assurances that obstacles to completion can be overcome. Time is calculated using the time allowed for each semester or unit that the student completes. Students are encouraged to work continuously during the program so as not to extend the time needed to complete the degree as work can become stale and students lose focus. Students who earn two grades of “Unsatisfactory,” who repeatedly drop a course before a semester or unit has been completed, or are unable to complete in the eight year time frame, should expect that they may be dismissed from the program. Walden believes that it is in the best interest of a student who is unable to complete the degree in the stated ranges to strongly consider withdrawal or obtaining a lesser degree.

Time to completion and cost are not estimates of individual experience and will vary based on individual factors applicable to the student. Factors may be programmatic or academic such as tuition and fee increases and/or the student’s transfer credits accepted by Walden; program or specialization changes; unsuccessful course completion; credit load per term; writing, research and editing skills; use of external data for their doctoral study/dissertation; and/or individual progress in the program. Other factors may include personal issues such as the student’s employment obligations; care giving responsibilities or health issues; part-time vs. full-time enrollment; leaves of absence; and/or other personal circumstances.

Tuition and fees are subject to change. Books and materials are not included. Students may incur additional costs for remedial writing assistance, if necessary.

^This assumes students successfully complete their coursework on the first attempt.

† Based on a 2.75-year minimum completion requirement and an 8-year maximum timeframe as outlined in Walden academic policy.

*Tuition and fees will be higher if students petition to extend the 8-year maximum timeframe or choose to take more expensive elective courses.

+Tuition and time to complete may be reduced if transfer credits are accepted, or if you receive grants, scholarships or other tuition discounts. For a personalized estimate of the number of your transfer credits that Walden would accept, call an Enrollment Specialist at 844-642-0198.

Paying for Your Education

Our Enrollment Specialists can help you outline a plan and find resources for funding your education.

Learn more

Program Savings

Receive up to a $5,000 Grant if you reside in the U.S. and start this program on November 28, 2022. Contact one of our Enrollment Specialists to learn more.

Get Started Now

Specializations

Walden’s PhD in Counselor Education and Supervision program offers a variety of specializations to help you meet your personal and professional goals:

General Program

Learn to educate and supervise future counselors through empirically based research and experiential practice.

Addiction Counseling

Explore various types of addictive behaviors as well as contemporary treatment and intervention models used to promote recovery.

School Counseling

Examine individual and group counseling approaches for children and adolescents in the school setting.

Trauma and Crisis

Learn to apply theory and best practices related to trauma and crisis management, working with both individuals and groups.

Program Outcomes

Be a Catalyst for Improved Counseling Practices

Our online PhD in Counselor Education and Supervision program equips you with the skills to bring positive change to the profession as a counselor-educator or clinical supervisor. Broaden your perspective working with diverse faculty, students, theory, teaching styles, and research. Graduate from your doctoral program feeling emboldened, energized, and ready to make a positive impact for budding counselors and your community.

Community Connection to Help You Grow

Our online PhD in Counselor Education and Supervision program offers opportunities for you to engage with peers and faculty and get hands-on experience in a variety of areas. You can:

Teach and mentor Walden master’s students early on in your program.
Facilitate and lead discussions in counseling areas that interest you through our vibrant Learning Communities.
Receive one-on-one mentoring with faculty members to help expand your leadership skills and professional growth.
Learn how to develop single or a series of podcasts that allow you to showcase your expertise.
Join Tapestry, a diversity and inclusion initiative formed by Walden students and faculty.
Spearhead new projects with help from faculty, such as book clubs and podcast channels.
Access no-cost continuing education workshops during your studies and after graduation.

Career Outlook

The number of students enrolled in CACREP-accredited master’s and doctoral programs has risen significantly in recent years. However, the pool of qualified graduates with doctoral degrees in counselor education and supervision—a CACREP requirement for core faculty status—has not grown accordingly. This has left many institutions struggling to hire qualified faculty to teach their counseling programs.1

With a PhD in Counselor Education and Supervision, you’ll be well-positioned to meet this need. Reach a significant milestone in your career as you earn one of the most respected degrees in the profession. Prepare to lead change in the organizations and communities you serve, whether through teaching, clinical supervision, or research.

Overall employment of postsecondary teachers is projected to grow

9%

through 2029.2

A PhD in Counselor Education and Supervision can academically prepare you to work in settings such as:

Higher education
Mental health facilities
Hospitals and clinics
Rehabilitation centers
Nonprofit organizations
Private practice

Career options may require additional experience, training, or other factors beyond the successful completion of this degree program.

Learning Outcomes

As a graduate of this PhD in Counselor Education and Supervision program, you’ll be prepared to:

Respond appropriately to legal and ethical issues across multiple counselor educator roles.
Appropriately address multicultural issues across multiple counselor educator roles.
Apply advanced skills for practice as a counseling professional.
Create a pedagogical identity reflective of effective teaching practices in counselor education.
Develop contextually appropriate responses to supervisory situations using evidence based models.

Critically examine the gatekeeping functions required of counselor educators.
Critique effective practices of research and scholarship.
Recommend research designs appropriate to the problem being studied.
Develop effective leadership skills that promote advocacy.

Read our PhD in Counselor Education and Supervision Program Outcomes Report and Annual Data Report on the School of Counseling DATA webpage.

Resources

Meet Your Academic Team

Elisabeth Suarez
Academic Coordinator
Dr. Suarez has taught counseling master’s and doctoral students since 1997 in face-to-face, blended, and online formats. Her research interests include cross-cultural issues in counseling and supervision and supervision techniques. Dr. Suarez regularly presents at national and regional counseling conferences.
Tracy Senstock
Program Director
Dr. Senstock has been training counselors and counselor educators since 1988. She has served in program administration since 1990 and has helped achieve CACREP accreditation for many programs. Dr. Senstock is a licensed professional counselor in Colorado and a National Certified Counselor.

Testimonials

The best part of my experience has been the opportunity to come back to Walden to teach future school counselors and clinical mental health counselors.
Ariel D. Harrison PhD in Counselor Education and Supervision Graduate, Walden Faculty Member

My doctorate from Walden opened more professional opportunities for me and boosted my confidence to start my counseling practice, which became a group practice in less than a year.
Letitia Browne-James PhD in Counselor Education and Supervision Graduate, President of the Florida Counseling Association

My experience as a Walden CES student has been influenced by my relationship with my peers, the encouragement of professors, and the increased visibility of Black faculty.
Rhemma Payne PhD in Counselor Education and Supervision Student, Student Creator of Tapestry

FAQ About Walden’s Online PhD in Counselor Education and Supervision

Is a PhD in counselor education worth it?

Is a PhD in counseling worth it? If you picture yourself in a leadership role in the counseling world, then a PhD in counseling is a worthwhile investment. Similarly, if you want to work in higher education, then this degree is the starting point for your educational career path.

Can PhD programs be online?

There are fewer online doctorate programs than any other type of online degree program, but there are still hundreds of schools that offer online doctoral degree education options and earning doctoral degrees is a smart move.

Is an online doctorate worth anything?

If you go to a quality school, many employers recognize and value an employee who obtains a PhD, no matter if it is online or at a traditional school. However, if you are still wary about the reputation of a particular school, then ask the students who have graduated from the program.

What is the easiest doctorate to get online?

The Doctor of Nursing Practice (DNP) program is one of the easiest and best online doctoral programs to pursue, at least in the healthcare field. It usually takes one to two years to complete.