A Scholarly Writing Resource for Counselor Educators and Their Students

Abstract

Graduate students and new faculty in counselor education are often required to contribute scholarly works. However, graduate schools do not always provide appropriate preparation in scholarly writing. This article outlines the basic components of a scholarly manuscript or paper, identifies prevalent writing errors, and offers suggestions for how counselor educators can teach and mentor new faculty and their students.

Publication Patterns of Counselor Educators at Comprehensive Universities

“…The publication of scholarly work has long been considered an essential benchmark for the career development of counselor educators (Ramsey, Cavallaro, Kiselica, & Zila, 2002; Smaby & Crews, 1998) and the ultimate gauge of a scholar’s contribution to a discipline (Von Bergen & Bressler, 2017). Yet, in addition to promoting the personal career interests of counselor educators, published scholarship promotes the legitimacy of the discipline of professional counseling (Lambie, Sias, Davis, Lawson, & Akos, 2008).…”

“…Scholarship is also an accreditation standard. For example, CACREP (2015, Section 1, Standard X) Standards encourage counselor educators to participate in “research and scholarly activity in counseling commensurate with their faculty role.” Although participation in scholarship will vary according to the nature of a faculty appointment, a strong case can be made that every counselor educator at some level is a teacher‐scholar (Blakey, Khachikian, & Lemus, 2017), a role in which there is a synergism of teaching and scholarly activity (Lambie et al, 2008).…”

“…Lemus, 2017), a role in which there is a synergism of teaching and scholarly activity (Lambie et al, 2008).…”

The Synergetic Approach to Effective Teachers’ Research Education

“…This collective group of faculty sought to increase students' understanding of, comfort with, and productivity in research activities. The specific needs of students at this institution were similar to student and institutional needs identified in cross-disciplinary literature such as writing using APA style (Luttrell et al, 2010;Morse, 2009), experiencing research anxiety (Algozzine, Spooner, & Karvonen, 2002;Green, Bretzin, Leininger, & Stauffer, 2001), developing research interests and research self-efficacy (Lambie & Vaccaro, 2010), and developing proficiency in scholarly writing (Lambie, Sias, Davis, Lawson, & Akos, 2008;Sallee, Hallett, & Tierney, 2011). The literature also provided some evidence of the importance of developing integrated research pedagogy, increasing student engagement in research, and developing a research culture (Brykczynski, 2012;Helm, Bailey, McBride, & LaBianca, 2011;Wagner, Garner, & Kawulich, 2011).…”

How to Write a Thesis and Turn It into Publication

“…To avoid plagiarism, limit the use of direct quotes and avoid the use of secondary sources and instead cite the original source when available (16,17).…”