Dissemination of Research and Scholarship in Counseling – COUC 810

CG • Section JWK • 07/01/2018 to 12/31/2199 • Modified 07/27/2021

Course Description

This course offers an orientation to writing and disseminating presentations and publications to the field of counseling in a variety of venues. Principles of research and scholarly writing are reviewed, and skills are emphasized that provide readiness for manuscript preparation, submission, review, editorial, and presentation processes. The skills developed in this course will equip budding scholars to make a difference for Christ as expert writers and presenters in their chosen areas of counseling specialization.

For information regarding prerequisites for this course, please refer to the Academic Course Catalog.


Developing the ability to disseminate research and scholarship into the field of counseling is necessary for leaders in the field (CACREP, 6.B.4). In this course, doctoral students will learn to advocate for and support clients and communities through impactful and meaningful scholarly endeavors.

Measurable Learning Outcomes

This course is designed to ensure that doctoral
students in the Counselor Education and Supervision Program demonstrate an
understanding of how to disseminate research and scholarship to the field of
counseling. Upon completion of this course, students will demonstrate required
knowledge, skills, and professional development objectives pertaining to scholarly
writing competencies as a counselor educator. Students will be able to do the following:

A. Locate and assess scholarly venues in the counseling profession and determine
their suitability for presenting and publishing the student’s own work.
B. Understand the procedures, pressures, challenges, and ultimate satisfaction in the
presentation and publication process.
C. Analyze and assess published articles in terms of the strategies, approaches, and
conventions each uses.
D. Increase individual abilities to write, edit, and critique materials for academic
E. Engage in thoughtful and responsible peer reviewing of works-in-progress.
F. Understand the publication process from the perspective of the author, peer
reviews, and editors.
G. Prepare a scholarly article for submission to a peer-reviewed journal.
H. Evaluate the importance of scholarly dissemination considering biblical values and

CACREP Doctoral Standards

Course/Experience – Evidence

6.B.4 Research and Scholarship (PLO III)

B.4.f. Models and methods of program evaluation

VI. 3: Pre-Intensive Reading/Test

B.4.h. Professional writing for journal and newsletter publication

VI. 3: Pre-Intensive Reading/Test;

VI.6 Draft Practical/Conceptual Article;

VI.8 Final Practical/Conceptual Article

B.4.i. Professional conference proposal preparation

VI. 3: Pre-Intensive Reading/Test;

VI. 5: ACA Conference Proposal, Guidelines, PPT and Handout Draft;

VI.7: Final Conference PPT with Voice Over and Hand-Out

B.4.k. Grant proposals and other sources of funding

VI. 3: Pre-Intensive Reading/Test

6.B.5 Leadership and Advocacy (PLO III)

B.5.b. Leadership and leadership development in professional organizations

VI. 3: Pre-Intensive Reading/Test;

VI. 5: ACA Conference Proposal, Guidelines, PPT and Handout Draft;

Course Assignment

Quiz: Pre-Intensive Reading

The student will read chapters 1-4, & 11 of the Jalongo & Saracho text (2016) and read the Rocco and Hatcher text in its entirety. The student will then take the Quiz: Pre-Intensive Reading. Don’t wait to start/complete the reading and open book test. It is comprehensive and a necessary foundation for the intensive week. As this assignment forms a foundation for the intensive experience, students who do not complete and submit the test on time will not be able to attend the intensive. You can take this test over time, saving your answers along the way. Cite all your answers with page numbers. Do not pull quotes directly from the texts. Instead critically analyze and synthesize with your own words.

Conference Proposal, PowerPoint, and Handout Assignment

The student will locate suitable counseling venues for making presentations (i.e., ACA Conference, ACA Division Conferences). They will select an area of counseling practice, research, leadership and advocacy, counselor education, or supervision to focus on for the presentation and draft journal article. Students must get permission from the professor for the selected topic before getting started. The student will then write a practical/conceptual counseling presentation proposal using the posted sample as a Presentation PowerPoint. Next, the student will write a presentation PowerPoint and handout following the guidelines on the posted document entitled ACA Conference Presentation Presenter Guide.

Practical/Conceptual Article: Draft Assignment

The student will read chapter 6 of the Jalongo & Saracho text. Then, the student will select a counseling/counselor education journal from the ACA, download and study the author guidelines and instructions from the journal site and save them to an electronic file entitled COUC 810-Practical/Conceptual Article, download several conceptual articles published in the journal and study them to get a good sense of the writing style/genre/format, create an outline of the article following the author guidelines and instructions found in chapter 6 of the Jalongo & Saracho text. Refer to Appendix items 3 and 4 for further information. Finally, the student will start creating a draft of your conceptual article.

Practical/Conceptual Article: Final Assignment

The student will make changes to their draft assignment based on the instructor's feedback. Then, they will submit a final copy of their Practical/Conceptual Article.