Collaborative research among faculty and students continues to expand in academic settings, (Swank et al., 2020). Despite ethical guidelines, ambiguity persists in authorship determination, reflecting power differentials and inclusion concerns (Swank et al., 2019, 2020; Smith & Williams-Jones, 2012). Participants will examine current practices, analyze equity considerations, and develop a responsive, equity-informed framework with practical strategies for ethical decision-making in authorship.
The aim of this presentation is to build researchers’ confidence and competence in managing or participating in large research teams. Presenters will shaThis session introduces collaborative autoethnography (CAE) as a social justice research methodology and demonstrates its application through a study examining East Asian women international doctoral students’ academic job search experiences. Attendees will learn CAE procedures, trustworthiness strategies, and its strengths for centering marginalized voices. Five themes reveal intersecting systemic barriers. Implications for equitable hiring practices in counselor education will be discussed.re perspectives as project leads, faculty mentors, and student coders in a content analysis project. Topics include team structure, collaboration, mentorship, strengths, challenges, and lessons learned, offering strategies to enhance teamwork and avoid common research pitfalls.
Explore how the Critical Incident Technique (CIT) and Enhanced Critical Incident Technique (ECIT) can strengthen qualitative research in education and counseling. This session highlights key differences, credibility strategies, and practical applications through case examples, helping participants determine when and how to use each method in their own research.
Students engaging in internship report an increase efficacy in assessment skills and implementing crisis intervention (Fields et al., 2023). This study (a) explores emerging themes of students’ experiences one-year post-graduation following their enrollment in a trauma-informed professional pipeline, (b) identifies key challenges and opportunities experienced when working with CAYs who have experienced trauma, and (c) delineates areas for future research and implications for counselor educators.
Assistant Professor, University of North Carolina at Greensboro
Jennifer D. Deaton, PhD, LCMHC (she/her) is an Assistant Professor in the Department of Counseling and Educational Development at The University of North Carolina at Greensboro.
This session explores how Practice-Based Research and Participatory Action Research build a data-to-action pipeline to address systemic inequities and bridge research and counseling practice. Using school counselor training examples, we share outcomes (e.g., fewer discipline referrals, higher student belonging), co-designed interventions, and tools that turn data into sustainable, equity-focused change. Implications for adapting this model across counselor preparation context will be discussed.
The presenter is an Associate Professor at Clemson University. She is a licensed professional counselor, certified school counselor, and nationally certified counselor. She has been involved in AARC since 2013, including being a past emerging leader, and is currently the Treasurer... Read More →
Students’ mentorship experiences are pivotal in developing research competence and efficacy. Yet, much of the current research focuses on doctoral students, ignoring opportunities to support trainees across the academic lifespan. Our educational session presents a multitiered model of student research mentorship to provide targeted engagement activities and meaningful scaffolding. This model helps students develop research confidence while supporting sustainability within counselor education.
