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How to choose the right PhD supervisor

4 red flags to be wary of in the search for a good match.

Gemma Conroy

Credit: Thomas Barwick/Getty

23 June 2020

Thomas Barwick/Getty

A PhD supervisor can make or break a candidate’s progress. It’s estimated that roughly half of all PhD candidates in North America do not complete their doctoral studies due to a lack of support from their supervisor.

“It’s a decision that should be taken very seriously,” says Anna Sverdlik, an educational psychologist at the University of Quebec in Montreal, Canada.

“This is the person you could be working with for several years and it can shape who you are as an academic.”

Below are four tips that can help PhD candidates choose a suitable supervisor , and the red flags to watch out for:

1. Interview the supervisor

While most candidates focus on trying to impress a prospective supervisor, Emma Beckett took the opposite approach when she was choosing between institutions for her PhD.

“I approached each meeting as if I were interviewing the supervisor, and not the other way around,” says Beckett, a molecular nutrition scientist at the University of Newcastle in New South Wales, Australia.

“Forget the power dynamic and remember it’s about what’s best for your development.”

Asking the right questions can give students a better sense of whether a supervisor is the best match for them, says Sverdlik, who studies motivation and wellbeing in doctoral students.

“Talk to them and see what kind of person they are,” she says. “Students are often too grateful when someone shows an interest, and this puts them at a disadvantage.”

Red flag: If a potential supervisor is difficult to pin down for a meeting, they are unlikely to treat their students as a priority down the line, says Beckett.

2. Get an outside perspective

Reaching out to former students, collaborators, and lab members can be a good way of forming an accurate view of a supervisor’s reputation, says Gerard Dericks from Oxford Brookes University in the United Kingdom, who studies PhD student satisfaction.

“You want to do a mini background check, as it’s difficult to tell how honest a researcher is during an interview.”

Speaking with former co-authors can also give candidates a better idea of how collaborative a supervisor is and how well their skills and research interests match, says Dericks.

Paying attention to how colleagues interact with the supervisor can also prevent candidates from entering a toxic situation.

Beckett says she experienced this first-hand at a lab meet-and-greet session when she was searching for a postdoc position. “Multiple students came knocking on the principal investigator’s door in tears,” she recalls. “That’s definitely a bad sign.”

Red flag: If a supervisor seems to prefer working alone or doesn’t include students as co-authors on their papers, it’s unlikely that they will help the candidate build their resumes, says Sverdlik.

3. Look beyond the PhD

Candidates should look for a supervisor who can help them develop the skills they need to progress in their career after completing their PhD, says Beckett.

“Too many students get caught up in the PhD topic or project, but it’s about building skills that can help you pivot into what you want to do next,” she says. “The outcome of a PhD is not about output, but who you are as a scientist.”

Sverdlik says that candidates should discuss professional development opportunities with potential supervisors, such as writing workshops , training in advanced statistics, and research integrity seminars.

Red flag: Too much emphasis on publishing papers can be a sign that the potential supervisor lacks integrity and isn’t focussed on helping their students’ skill development, says Beckett.

4. Consider the supervisor’s working style

Rather than choosing a supervisor for their prestige and research interests, Beckett says candidates should pay attention to the workplace culture and how things run day-to-day.

This can mean discussing expectations before committing to a potential supervisor, such as working hours, meeting frequency, and how the supervisor tracks their candidates’ progress, she says.

“Some students like to be micromanaged, while others prefer to do things in their own time,” says Beckett. “Finding out whether your day-to-day controls and procedures are compatible is a way of understanding their ‘big picture’ ethos without actually asking.”

Red flag: Prospective supervisors who expect candidates to work on weekends or be on-call outside of working hours are likely to be more interested in a student’s productivity than their growth and development, says Beckett.

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Ten simple rules for choosing a PhD supervisor

Department of Biology, Dalhousie University, Halifax, Nova Scotia, Canada

Catherine Bannon

J. scott p. mccain, introduction.

The PhD beckons. You thought long and hard about why you want to do it, you understand the sacrifices and commitments it entails, and you have decided that it is the right thing for you. Congratulations! Undertaking a doctoral degree can be an extremely rewarding experience, greatly enhancing your personal, intellectual, and professional development. If you are still on the fence about whether or not you want to pursue a PhD, see [ 1 , 2 ] and others to help you decide.

As a PhD student in the making, you will have many important decisions to consider. Several of them will depend on your chosen discipline and research topic, the institution you want to attend, and even the country where you will undertake your degree. However, one of the earliest and most critical decisions you will need to make transcends most other decisions: choosing your PhD thesis supervisor. Your PhD supervisor will strongly influence the success and quality of your degree as well as your general well-being throughout the program. It is therefore vital to choose the right supervisor for you. A wrong choice or poor fit can be disastrous on both a personal and professional levels—something you obviously want to avoid. Unfortunately, however, most PhD students go through the process of choosing a supervisor only once and thus do not get the opportunity to learn from previous experiences. Additionally, many prospective PhD students do not have access to resources and proper guidance to rely on when making important academic decisions such as those involved in choosing a PhD supervisor.

In this short guide, we—a group of PhD students with varied backgrounds, research disciplines, and academic journeys—share our collective experiences with choosing our own PhD supervisors. We provide tips and advice to help prospective students in various disciplines, including computational biology, in their quest to find a suitable PhD supervisor. Despite procedural differences across countries, institutions, and programs, the following rules and discussions should remain helpful for guiding one’s approach to selecting their future PhD supervisor. These guidelines mostly address how to evaluate a potential PhD supervisor and do not include details on how you might find a supervisor. In brief, you can find a supervisor anywhere: seminars, a class you were taught, internet search of interesting research topics, departmental pages, etc. After reading about a group’s research and convincing yourself it seems interesting, get in touch! Make sure to craft an e-mail carefully, demonstrating you have thought about their research and what you might do in their group. After finding one or several supervisors of interest, we hope that the rules bellow will help you choose the right supervisor for you.

Rule 1: Align research interests

You need to make sure that a prospective supervisor studies, or at the very least, has an interest in what you want to study. A good starting point would be to browse their personal and research group websites (though those are often outdated), their publication profile, and their students’ theses, if possible. Keep in mind that the publication process can be slow, so recent publications may not necessarily reflect current research in that group. Pay special attention to publications where the supervisor is senior author—in life sciences, their name would typically be last. This would help you construct a mental map of where the group interests are going, in addition to where they have been.

Be proactive about pursuing your research interests, but also flexible: Your dream research topic might not currently be conducted in a particular group, but perhaps the supervisor is open to exploring new ideas and research avenues with you. Check that the group or institution of interest has the facilities and resources appropriate for your research, and/or be prepared to establish collaborations to access those resources elsewhere. Make sure you like not only the research topic, but also the “grunt work” it requires, as a topic you find interesting may not be suitable for you in terms of day-to-day work. You can look at the “Methods” sections of published papers to get a sense for what this is like—for example, if you do not like resolving cryptic error messages, programming is probably not for you, and you might want to consider a wet lab–based project. Lastly, any research can be made interesting, and interests change. Perhaps your favorite topic today is difficult to work with now, and you might cut your teeth on a different project.

Rule 2: Seek trusted sources

Discussing your plans with experienced and trustworthy people is a great way to learn more about the reputation of potential supervisors, their research group dynamics, and exciting projects in your field of interest. Your current supervisor, if you have one, could be aware of position openings that are compatible with your interests and time frame and is likely to know talented supervisors with good reputations in their fields. Professors you admire, reliable student advisors, and colleagues might also know your prospective supervisor on various professional or personal levels and could have additional insight about working with them. Listen carefully to what these trusted sources have to say, as they can provide a wealth of insider information (e.g., personality, reputation, interpersonal relationships, and supervisory styles) that might not be readily accessible to you.

Rule 3: Expectations, expectations, expectations

A considerable portion of PhD students feel that their program does not meet original expectations [ 3 ]. To avoid being part of this group, we stress the importance of aligning your expectations with the supervisor’s expectations before joining a research group or PhD program. Also, remember that one person’s dream supervisor can be another’s worst nightmare and vice versa—it is about a good fit for you. Identifying what a “good fit” looks like requires a serious self-appraisal of your goals (see Rule 1 ), working style (see Rule 5 ), and what you expect in a mentor (see Rule 4 ). One way to conduct this self-appraisal is to work in a research lab to get experiences similar to a PhD student (if this is possible).

Money!—Many people have been conditioned to avoid the subject of finances at all costs, but setting financial expectations early is crucial for maintaining your well-being inside and outside the lab. Inside the lab, funding will provide chemicals and equipment required for you to do cool research. It is also important to know if there will be sufficient funding for your potential projects to be completed. Outside the lab, you deserve to get paid a reasonable, livable stipend. What is the minimum required take-home stipend, or does that even exist at the institution you are interested in? Are there hard cutoffs for funding once your time runs out, or does the institution have support for students who take longer than anticipated? If the supervisor supplies the funding, do they end up cutting off students when funds run low, or do they have contingency plans? ( Fig 1 ).

Professional development opportunities—A key aspect of graduate school training is professional development. In some research groups, it is normal for PhD students to mentor undergraduate students or take a semester to work in industry to get more diverse experiences. Other research groups have clear links with government entities, which is helpful for going into policy or government-based research. These opportunities (and others) are critical for your career and next steps. What are the career development opportunities and expectations of a potential supervisor? Is a potential supervisor happy to send students to workshops to learn new skills? Are they supportive of public outreach activities? If you are looking at joining a newer group, these sorts of questions will have to be part of the larger set of conversations about expectations. Ask: “What sort of professional development opportunities are there at the institution?”

Publications—Some PhD programs have minimum requirements for finishing a thesis (i.e., you must publish a certain number of papers prior to defending), while other programs leave it up to the student and supervisor to decide on this. A simple and important topic to discuss is: How many publications are expected from your PhD and when will you publish them? If you are keen to publish in high-impact journals, does your prospective supervisor share that aim? (Although question why you are so keen to do so, see the San Francisco Declaration on Research Assessment ( www.sfdora.org ) to learn about the pitfalls of journal impact factor.)

Rule 4: It takes two to tango

Sooner or later, you will get to meet and interview with a prospective PhD supervisor. This should go both ways: Interview them just as much as they are interviewing you. Prepare questions and pay close attention to how they respond. For example, ask them about their “lab culture,” research interests (especially for the future/long term), and what they are looking for in a graduate student. Do you feel like you need to “put on an act” to go along with the supervisor (beyond just the standard interview mode)? Represent yourself, and not the person you think they are looking for. All of us will have some interviews go badly. Remember that discovering a poor fit during the interview has way fewer consequences than the incompatibility that could arise once you have committed to a position.

To come up with good questions for the prospective supervisor, first ask yourself questions. What are you looking for in a mentor? People differ in their optimal levels of supervision, and there is nothing wrong with wanting more or less than your peers. How much career guidance do you expect and does the potential supervisor respect your interests, particularly if your long-term goals do not include academia? What kind of student might not thrive in this research group?

Treat the PhD position like a partnership: What do you seek to get out of it? Keep in mind that a large portion of research is conducted by PhD students [ 4 ], so you are also an asset. Your supervisor will provide guidance, but the PhD is your work. Make sure you and your mentor are on the same page before committing to what is fundamentally a professional contract akin to an apprenticeship (see “ Rule 3 ”).

Rule 5: Workstyle compatibility

Sharing interests with a supervisor does not necessarily guarantee you would work well together, and just because you enjoyed a course by a certain professor does not mean they are the right PhD supervisor for you. Make sure your expectations for work and work–life approaches are compatible. Do you thrive on structure, or do you need freedom to proceed at your own pace? Do they expect you to be in the lab from 6:00 AM to midnight on a regular basis (red flag!)? Are they comfortable with you working from home when you can? Are they around the lab enough for it to work for you? Are they supportive of alternative work hours if you have other obligations (e.g., childcare, other employment, extracurriculars)? How is the group itself organized? Is there a lab manager or are the logistics shared (fairly?) between the group members? Discuss this before you commit!

Two key attributes of a research group are the supervisor’s career stage and number of people in the group. A supervisor in a later career stage may have more established research connections and protocols. An earlier career stage supervisor comes with more opportunities to shape the research direction of the lab, but less access to academic political power and less certainty in what their supervision style will be (even to themselves). Joining new research groups provides a great opportunity to learn how to build a lab if you are considering that career path but may take away time and energy from your thesis project. Similarly, be aware of pros and cons of different lab sizes. While big labs provide more opportunity for collaborations and learning from fellow lab members, their supervisors generally have less time available for each trainee. Smaller labs tend to have better access to the supervisor but may be more isolating [ 5 , 6 ]. Also note that large research groups tend to be better for developing extant research topics further, while small groups can conduct more disruptive research [ 7 ].

Rule 6: Be sure to meet current students

Meeting with current students is one of the most important steps prior to joining a lab. Current students will give you the most direct and complete sense of what working with a certain supervisor is actually like. They can also give you a valuable sense of departmental culture and nonacademic life. You could also ask to meet with other students in the department to get a broader sense of the latter. However, if current students are not happy with their current supervisor, they are unlikely to tell you directly. Try to ask specific questions: “How often do you meet with your supervisor?”, “What are the typical turnaround times for a paper draft?”, “How would you describe the lab culture?”, “How does your supervisor react to mistakes or unexpected results?”, “How does your supervisor react to interruptions to research from, e.g., personal life?”, and yes, even “What would you say is the biggest weakness of your supervisor?”

Rule 7: But also try to meet past students

While not always possible, meeting with past students can be very informative. Past students give you information on career outcomes (i.e., what are they doing now?) and can provide insight into what the lab was like when they were in it. Previous students will provide a unique perspective because they have gone through the entire process, from start to finish—and, in some cases, no longer feel obligated to speak well of their now former supervisor. It can also be helpful to look at previous students’ experiences by reading the acknowledgement section in their theses.

Rule 8: Consider the entire experience

Your PhD supervisor is only one—albeit large—piece of your PhD puzzle. It is therefore essential to consider your PhD experience as whole when deciding on a supervisor. One important aspect to contemplate is your mental health. Graduate students have disproportionately higher rates of depression and anxiety compared to the general population [ 8 ], so your mental health will be tested greatly throughout your PhD experience. We suggest taking the time to reflect on what factors would enable you to do your best work while maintaining a healthy work–life balance. Does your happiness depend on surfing regularly? Check out coastal areas. Do you despise being cold? Consider being closer to the equator. Do you have a deep-rooted phobia of koalas? Maybe avoid Australia. Consider these potentially even more important questions like: Do you want to be close to your friends and family? Will there be adequate childcare support? Are you comfortable with studying abroad? How does the potential university treat international or underrepresented students? When thinking about your next steps, keep in mind that although obtaining your PhD will come with many challenges, you will be at your most productive when you are well rested, financially stable, nourished, and enjoying your experience.

Rule 9: Trust your gut

You have made it to our most “hand-wavy” rule! As academics, we understand the desire for quantifiable data and some sort of statistic to make logical decisions. If this is more your style, consider every interaction with a prospective supervisor, from the first e-mail onwards, as a piece of data.

However, there is considerable value in trusting gut instincts. One way to trust your gut is to listen to your internal dialogue while making your decision on a PhD supervisor. For example, if your internal dialogue includes such phrases as “it will be different for me,” “I’ll just put my head down and work hard,” or “maybe their students were exaggerating,” you might want to proceed with caution. If you are saying “Wow! How are they so kind and intelligent?” or “I cannot wait to start!”, then you might have found a winner ( Fig 2 ).

Rule 10: Wash, rinse, repeat

The last piece of advice we give you is to do this lengthy process all over again. Comparing your options is a key step during the search for a PhD supervisor. By screening multiple different groups, you ultimately learn more about what red flags to look for, compatible work styles, your personal expectations, and group atmospheres. Repeat this entire process with another supervisor, another university, or even another country. We suggest you reject the notion that you would be “wasting someone’s time.” You deserve to take your time and inform yourself to choose a PhD supervisor wisely. The time and energy invested in a “failed” supervisor search would still be far less than what is consumed by a bad PhD experience ( Fig 3 ).

The more supervisors your interview and the more advice you get from peers, the more apparent these red flags will become.

Conclusions

Pursuing a PhD can be an extremely rewarding endeavor and a time of immense personal growth. The relationship you have with your PhD supervisor can make or break an entire experience, so make this choice carefully. Above, we have outlined some key points to think about while making this decision. Clarifying your own expectations is a particularly important step, as conflicts can arise when there are expectation mismatches. In outlining these topics, we hope to share pieces of advice that sometimes require “insider” knowledge and experience.

After thoroughly evaluating your options, go ahead and tackle the PhD! In our own experiences, carefully choosing a supervisor has led to relationships that morph from mentor to mentee into a collaborative partnership where we can pose new questions and construct novel approaches to answer them. Science is hard enough by itself. If you choose your supervisor well and end up developing a positive relationship with them and their group, you will be better suited for sound and enjoyable science.

Funding Statement

The authors received no specific funding for this work.

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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.

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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.

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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.

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A. total number of credit hours required for the program: 57 semester hours.

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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.

b. 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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• PhD in Counselor Education and Supervision

Counselor Education and Supervision Doctor of Philosophy in Counselor Education and Supervision

As a counselor, you know how important mentors and positive professional role models can be. Capella University offers groundbreaking online learning combined with in-person experiences that can help you develop your inner mentor and advance as a leader in counseling.

Our CACREP-accredited PhD in Counselor Education and Supervision program can help you advance as a practitioner, leader, clinical supervisor, educator, and researcher. This program offers you a way to practice real-world application of theories with hands-on experience during your practicum and internship courses. You'll build your skills in counseling, teaching, research, leadership, advocacy, and supervision.

Begin dissertation prep early

Take what you learn and apply it to real-world situations in your practicum and internships.

Practicum/internship

Focus on developing advanced counseling, clinical supervision, teaching, leadership, and research skills.

Strategic alignment

Our curriculum is designed to incorporate the values, principles, and ethical standards of national, regional, and state professional counseling associations and honor societies.

Apply today with no application fee.

At a glance

• Online and in-person
• 12 core courses
• Internships
• Advanced doctoral phase
• CACREP-accredited

Reduce your tuition by $5,000

Enroll in a qualified program and apply for a $5K Capella Progress Reward, a scholarship to help fund your doctoral degree.

Courses and skills

Explore counselor education and supervision courses.

• This program requires a total of 72 quarter credits
• You’ll need to complete 12 core courses in addition to two internship courses, a practicum, and dissertation requirements.

Your work toward completion of this CACREP-accredited counselor education and supervision PhD features an in-depth study of doctoral-level instructional delivery in advanced counseling practice/therapy, counseling supervision, teaching, research, leadership, and advocacy.

View all courses

What you'll learn

This program is designed to prepare counseling professionals for advanced clinical practice, leadership, teaching, and supervisory roles. Build your skills in multiple methods of graduate-level instructional delivery in counseling, clinical supervision, leadership, and advocacy.

On successful completion of this program, you should be able to:

• Apply principles supporting personal and professional development, modeling exemplary comportment
• Conduct valid, reliable, and ethical research that contributes to the knowledge base for the field of counselor education and supervision
• Evaluate current theories and practices of the counseling profession to promote evidence-based practice, supervision, and teaching
• Advocate for social justice and the advancement of professional counseling
• Apply professional codes of ethics, cultural competence, and legal standards to counselor education and supervision practice
• Communicate professionally and effectively with diverse individuals and groups through written, verbal and electronic formats

Review the Capella career exploration guide  to learn more about this program and professional paths to explore.

Tuition and learning format

How much does the phd in counselor education and supervision cost.

The total cost of your degree will depend on academic performance, transfer credits, scholarships and other factors. See GuidedPath cost information below.

A structured learning format with an active peer community and faculty guidance. We’ll set the schedule, you meet the deadlines.

• Based on the quarter system; 1-2 courses per 10-week quarter
• 1 semester credit = 1.5 quarter credits
• Weekly assignments and courseroom discussions
• Pay for what you take, price varies by courseload or term

$730  per credit, 60  coursework credits, 0 max transfer credits

Learn more about GuidedPath »

Tuition breakdown

Program phases.

$730 Per quarter credit

60 coursework credits

Per quarter credit

12 credits of practicum and internship included in program costs. Travel, lodging, meals and other expenses not included.

Dissertation

$2,920 Per quarter

Per quarter

Resource kit fee

$175 Per quarter

Coursework phase only; includes eBooks, textbooks, interactive media, software, course packs, articles, test kits, and other instructional materials

Application fee

$0 no application fee

no application fee

Tuition and program length are unique to you

Your total tuition and program length depend on a variety of factors:

• The program specialization you choose
• Scholarships and finances
• Prior coursework
• Employer and/or military benefits
• Amount of time spent working on practicum
• Number of quarters spent working on dissertation
• Complexity of your dissertation
• Academic performance
• School/work/life balance
• Unexpected life events

About cost scenarios

The cost scenarios below are examples based on general program pricing and 2024–25 Capella tuition rates and assume the average number of transfer credits a student brings into the program. Pacing and pricing information is current as of Jan. 1, 2024. These rates are the same nationwide and may change depending on factors affecting program length and price. You are responsible for paying your own travel costs related to residencies, including plane, hotel, and food expenses.

To discuss whether the specialization you’re interested in has additional factors that may affect program cost and length, contact a Capella enrollment counselor.

Cost scenarios

*Eligibility rules apply. Connect with us for details.

Get the details

Connect with an enrollment counselor to further discuss the cost of the program and explore your eligibility for scholarships and discounts.

Scholarships and savings

Are there scholarships available for doctoral degrees.

Your education is an investment in your future that's within reach. There are  more ways to save  than you might think.

Federal grants

The U.S. Department of Education provides grants that can be used to pay for education expenses, including doctoral program tuition and fees.

Employer & association discounts

If your employer or organization is a Capella network partner, you may be eligible for a discount. Ask your employer what offers are available.

$5K toward your doctorate

Apply for a  $5K scholarship Capella Progress Reward , a scholarship to help fund your doctoral degree.

Accredited and recognized

Capella is accredited by the higher learning commission..

Accreditation and recognitions provide assurance that we meet standards for quality of faculty, curriculum, learner services, and fiscal stability. See all our  accreditations  and  recognitions .

CACREP Program/Learner Outcomes Data for Capella University 2022-2023 CEU Annual Report

How to apply, phd in counselor education and supervision admission requirements.

Applicants must provide the following information for  admission  to Capella programs and specializations:

• A master’s degree from an institution accredited by an agency recognized by the U.S. Department of Education, or from an internationally recognized institution
• Completion of a CACREP-accredited curriculum equivalent master's degree program 
• Your official master’s transcripts, with a minimum grade point average of 3.25 or higher on a 4.0 scale
• A valid, government-issued form of photo identification
• 2 Letters of recommendation completed by supervisor, faculty member and professional colleague
• An extended goal statement and writing sample. Your Resume or curriculum vitae (CV)

GRE and GMAT are not required for admission.

International Student Requirements

If you completed your most recent academic coursework, degree, or credential at an institution outside the United States, regardless of your citizenship or where you currently live, you are considered an international applicant.

In addition to the above admission requirements, you will need to submit these materials:

• Minimum score on acceptable test for proof of English proficiency
• Transcript evaluation

Learn more about  international student admissions .

Faculty and support

What support does capella offer online students.

Our programs are designed to meet the unique needs of doctoral students. We’ve structured the experience in manageable pieces that build on one another to help you earn your doctorate. You’ll have support from faculty, staff, and online resources along the way.

Doctoral faculty

Work with faculty members who have years of experience and specialize in their areas of expertise throughout each phase of your program, including literature review and implementation planning.

Enrollment counselors

These experts will set you up for success. They’ll help you find the right degree program and answer all your questions about Capella.

Academic coaches

Through quarterly appointments and as-needed counseling sessions, these specialists introduce you to Capella and help you tailor your program to your personal goals and experiences.

Articles and resources

Expand your perspective on academic and career topics with articles and resources from Capella University.

How to Choose a Career in the Helping Profession

The options for working in the helping profession are seemingly endless, but if you’ve done some exploration, you know that each professional path requires a different type of educational focus.

Collaborative Efforts in Counseling, Clinical Psychology, and Social Work

An overview of similarities, differences, and collaborative opportunities in these related fields.

What’s it like to be a doctoral student?

What does it take to earn a doctoral degree? Learn more about the experience and explore each step of the journey.

Career exploration

What can you do with a phd in counselor education and supervision degree.

Graduates of this program are prepared to work as counselor educators, clinical supervisors, leaders, researchers, and advanced practitioners in academic and clinical settings. This specialization requires coursework and clinical experience.

Related job titles to explore*

• Counselor educator
• Adjunct or part-time counseling faculty
• Full-time counseling faculty
• Counselor supervisor

Employment settings to explore

• Inpatient facility
• Government – local, state, federal
• Community mental health center
• Day treatment hospital
• Psychiatric hospital
• Land-based or online college or university
• College counseling center
• Residential treatment center
• Mental health agency
• Private/group practice

*These are examples intended to serve as a general guide. Some positions may prefer or even require previous experience, licensure, certifications, and/or other designations along with a degree. Because many factors determine what position an individual may attain, Capella cannot guarantee that a graduate will secure any specific job title, a promotion, salary increase, or other career outcome. We encourage you to research requirements for your job target and career goals.

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College of Social and Behavioral Health: PhD in Counselor Education and Supervision

• College of Social and Behavioral Health
• Bachelor of Social Work (BSW)
• Master of Social Work (MSW)
• Doctor of Social Work (DSW)
• PhD in Social Work
• MS Dual Degree in Clinical Mental Health Counseling and School Counseling
• MS in Clinical Mental Health Counseling
• MS in Marriage, Couple, and Family Counseling
• MS in School Counseling
• PhD in Counselor Education and Supervision
• Accreditation

Note on Licensure

Learning outcomes, minimum degree requirements, course sequence.

• Doctoral Writing Assessment

8-Year Maximum Time Frame

Program Website  

The doctoral program in Counselor Education and Supervision is designed to evaluate the theory and practice of counseling through quantitative and qualitative research and to prepare educators and leaders in the profession of counseling. 

The PhD in Counselor Education and Supervision is not a licensure program and does not prepare an individual to become a licensed counseling professional.

Graduates of the PhD in Counselor Education and Supervision program will be able to:

• Synthesize theories and evidence-based practices across counselor education domains.  (Knowledge)
• Create counselor education approaches to address diverse counselors-in-training.  (Knowledge)
• Develop counselor education and supervision interventions to promote social change.  (Skills)
• Employ professional counselor educator and supervisor behaviors in professional settings.  (Dispositions)
• Professional Development Plan and Program of Study
• Foundation course (1 credits)
• To be completed if students have not graduated with a CACREP-accredited master’s degree
• Core courses (30 credits)
• Research courses (25 credits)
• Specialization courses (10–15 credits, depending on the specialization)
• Internship (8 credits)
• Dissertation writing courses (1 cr. per term for five terms)
• Dissertation writing courses (5 credits per term for a minimum of 3 terms; taken continuously until completion)
• Quarter Plans
• One residency (1 credit)
• Two Intensives (6 weeks online, 4 days face-to-face or virtual synchronous sessions)

Foundation Course (1 credits)

• Students may take this a non-degree course.

Core Courses (30 credits)

• Students may take this as a non-degree course.

Research Courses (25 credits)

Specialization courses (10-15 credits).

These courses are dependent upon the particular specialization. The General specialization does not require specialization courses. Please see the course list on each specialization page.

Specialization in Addiction Counseling

Specialization in clinical mental health counseling, specialization in marriage couple and family counseling, specialization in school counseling, specialization in trauma and crisis, specialization in telehealth counseling, private practice, and supervision, specializations not currently accepting new students, specialization in advanced research methods (not currently accepting new students), specialization in consultation (not currently accepting new students), specialization in counseling and social change (not currently accepting new students), specialization in forensic mental health counseling (not currently accepting new students), specialization in leadership and program evaluation (not currently accepting new students), field experience courses (8 credits), residency and intensive requirements.

• Complete Residency (RESI 8801C) as soon as you begin your program;  no later than within 90 days of completing your Foundations course (within the first two terms of your program). View the  calendar , then request to register .
• Complete Intensive I: Applications in Teaching and Supervision (CPLB 811L) after you have completed Residency (CPLB 8800c) , COUN 8000, COUN 8050, COUN 8115, RSCH 8110S, COUN 8120, COUN 8501, RSCH 8210S, COUN 8897, COUN 8125, COUN 8502, RSCH 8260S, RSCH 8310S, COUN 8503, and COUN 8135 in order to advance in the program.
• Complete Intensive II: Advanced Applications in Teaching, Supervision, and Research (CPLB 812L  after you have completed Intensive I (CPLB 811L), COUN 8000, COUN 8050, COUN 8115, CPLB 8800C, RSCH 8110S, COUN 8120, COUN 8501, RSCH 8210S, COUN 8897, COUN 8125, COUN 8502, RSCH 8260S, RSCH 8310S, COUN 8503, COUN 8135, COUN 8898, COUN 8504, and RSCH 8360S in order to advance in the program.

Each intensive includes online course content integrated with a 4-day, face-to-face or virtual residential requirement.

• 3 weeks online
• 4 days face-to-face or virtual synchronous sessions (see the Calendar )
• 2 weeks online

Completion of the Doctoral Capstone

Can begin dissertation after the completion of COUN 8505.

Prerequisites

Students who have not graduated from a CACREP-accredited master’s program may be required to fulfill  prerequisite requirements .

Students undertake courses in the following sequence.

* Students take two to three specialization courses, depending on the specialization chosen. 

** 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 .

Students who start or readmit to doctoral programs at Walden University in the university catalog for academic year 2017 or later will complete the university’s required  doctoral writing assessment . Designed to evaluate incoming doctoral students’ writing skills, this assessment aims to help prepare incoming doctoral students to meet the university’s expectations for writing at the doctoral level.

Students have up to 8 years to complete their doctoral degree requirements (see  Enrollment Requirements  in the student handbook). Students may petition to extend the 8-year maximum time frame, but an extension is not guaranteed.

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Online Ph.D. in Counselor Education and Supervision

Learn the theory and practice of educating and supervising future counselors in clinical settings and in your own higher education classroom.

Programs & Requirements

• Mission & Goals
• Career Outcomes
• Request Info

Expand your impact. Empower others. Teach the next generation of counselors.

Learn the theory and practice of educating and supervising future counselors in clinical settings and your own higher education classroom.

Expand your impact. Empower others. Teach the next generation of counselors. Are you ready to apply your counseling expertise to a new challenge? Earning a PhD in Counselor Education and Supervision could be how you take your career to the next level, whether in the classroom or in a leadership capacity. Your courses will cover the advanced leadership skills needed to drive change as an administrator in behavioral health agencies and beyond. Coursework in areas like research design, counselor education, and inferential statistics will also help you prepare to contribute original knowledge to the counseling field.

By the numbers

Phd in counselor education and supervision.

The fully accredited online PhD in Counselor Education and Supervision from University of the Cumberlands teaches the knowledge and skills you need to launch a career in research and postsecondary teaching in counseling programs across the United States. Our program also covers the advanced leadership skills needed to drive change as an administrator in behavioral health agencies and beyond.   

Our curriculum covers the five major domains of contemporary counselor education curriculum: advanced clinical work, supervision, teaching, research and scholarship, and leadership and advocacy. The program breaks down into three essential components: core CES coursework, professional research and field experience coursework. In total, you’ll complete 66 post-master’s credit hours, including courses such as:  

• Advanced Counseling Theories and Skills
• Theories and Techniques of Clinical Supervision
• Leadership & Advocacy in Professional Counseling
• Online Teaching & Learning in Counselor Education
• Advanced Educational Research 

Finally, you’ll work in collaboration with graduate faculty members to research, write and defend an original dissertation that advances knowledge in the counseling profession. You’ll graduate equipped with:  

• Mastery that prepares you for a teaching career in higher education environments  
• Administrative expertise preparing you for leadership in clinical and educational settings  
• Advanced clinical skills aimed to maximize proficiency in an independent practice milieu  
• Independent research skills preparing you to make original contributions to your field  

Course Requirements

• CES 700   Program Orientation (0 Hours)
• CES 704  Professional Writing
• CES 705  Introduction to CES: Professional Identity
• CES 715  Online Counseling and Supervision
• CES 730  Andragogy in Counselor Education and Supervision
• CES 731  Multicultural Issues in Counselor Education and Supervision 
• CES 733  Ethical and Legal Issues in Counselor Education and Supervision 
• CES 735  Advanced Counseling Theories and Skills
• CES 831  Theories and Techniques of Clinical Supervision 
• CES 833  Leadership & Advocacy in Professional Counseling 
• CES 835  Online Teaching & Learning in Counselor Education
• CES 837  Neuroanatomy & Behavioral Medicine for Professional Counseling

And one elective from the following:

• CES 737  Trauma Counseling: Etiology, Treatment, and Interventions 
• CES 710  Mindfulness Based Cognitive Behavioral Interventions in Mental Health Counseling
• COUN 538  Intro to Play Therapy
• COUN 540  Human Sexuality in Counseling 

*CES 738 or CES 851 may also be used to fulfill elective credits

• CES 931  Advanced Practicum  
• CES 953  Advanced Internship  
• CES 955  Advanced Internship II   

Nine hours of the degree are earned through a series of courses focusing on research methods and research activities. The research courses culminate in the completion of a dissertation. Both CES 734 and CES 850 are required for all students. Each student will select either CES 851 or CES 738 depending on the methodology you intend to pursue with your dissertation research. Students may take both advanced research design courses and count one as their elective.

• CES 734  Quantitative Research Design 
• CES 850  Qualitative Research Design  
• CES 851  Advanced Qualitative Research Design or CES 738  Advanced Quantitative Research Design 

Department of Counseling Sample Syllabi *The syllabi in this folder are samples and may not reflect the most current syllabus content

• CES 838  CES Comprehensive Exam (0 Hours)
• CES 736  Dissertation Seminar  
• CES 839  Advanced Educational Research   

Students must be enrolled in a minimum of two semesters of dissertation coursework for a total of six (6) credit hours. 

• CES 950  Dissertation  
• CES 951  Dissertation 

NOTE ON DISSERTATION CREDITS AND PROCEDURES: The candidate must file an Intent to Graduate at the beginning of term of intended completion; must schedule Oral Dissertation Defense at least two weeks prior to Intended Date; and must file approved dissertation with Program Director prior to graduation. 

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Mission and goals.

The mission of UC's PhD in Counselor Education and Supervision online program is to develop counselor educators and supervisors who are innovative in their contributions to the profession through research, leadership, advocacy, and clinical excellence.

Counselor Education and Supervision Careers & Outcomes

All stats from U.S. Bureau of Labor Statistics

Licensed Professional Counselor Supervisor: $101,340

As a Licensed Professional Counselor Supervisor, you’ll provide an opportunity for your supervisees to discuss any work-related issues and difficulties they may have and help determine possible ways for them to be resolved. 

Psychologist: $81,040

Psychologists study cognitive, emotional, and social processes and behavior by observing, interpreting, and recording how individuals relate to one another and to their environments. 

Mental Health Program Manager: $101,340

Mental Health Program Managers plan, direct, and coordinate the business activities of their mental health facility. 

Educational or Career Counselor: $60,140

Advise and assist students and provide educational and vocational guidance services. 

Compliance Manager: $71,690

Examine, evaluate, and investigate eligibility for or conformity with laws and regulations governing contract compliance of licenses and permits, and perform other compliance and enforcement inspection and analysis activities not classified elsewhere. 

Postsecondary Teacher: $79,640

Postsecondary teachers instruct students in a variety of academic subjects beyond the high school level.

Common Questions

All programs at University of the Cumberlands are offered at some of the lowest rates in the nation – and we even include free textbooks through our One Price Promise! For more information on how affordable this program would be for you, visit our Financial Aid page.

A Ph.D. in Counselor Education and Supervision is a doctoral degree that equips counseling professionals to teach in higher education classrooms. As a graduate counseling student at Cumberlands, you’ll learn the theory and practice of educating and supervising future counselors in clinical settings, as well as leadership skills you can apply in education, behavioral health, and human services settings.  

With your Ph.D. in Counselor Education and supervision, you’ll be able to choose from a variety of counseling career paths, including: counselor educator, licensed professional counselor supervisor, clinical director, regulatory affairs director, quality assurance director, compliance manager, compliance operations manager, risk manager, academic leadership, or assistant professor in a related field.   

As it turns out, University of the Cumberlands is one of the only higher education institutions to offer synchronous, CACREP-accredited programs online! When a PhD in Counselor Education and Supervision online program is available online, it provides a flexible, synchronous format to make it possible to pursue your studies even while working as a counselor. Admissions requirements typically include a CACREP-accredited master’s degree in counseling or the equivalent, as well as an active professional counseling license.

When considering pursuing an online PhD in Counselor Education and Supervision it is important to remember that a PhD is the same as a doctorate, and degree programs at this level are typically research-intensive and require an original dissertation. As a PhD in Counselor Education and Supervision online student, you’ll be taking courses in areas like research design, counselor education, and inferential statistics to help you prepare to contribute original knowledge to the field of counseling.

Pursuing your doctoral degree in counseling education and supervision could be one way to enhance your career and drive change on a larger scale. Some reasons you may find it worthwhile to further your education with a PhD in Counselor Education and Supervision program are that postsecondary education roles in the field of mental health are expected to increase by 12 percent between 2021 and 2030; a PhD in Counselor Education and Supervision offers the chance to build on your past education and experience while preparing to take your career in a new direction; and the median annual salary for postsecondary counseling professors was $77,500 in 2021, nearly $30,000 more than most other counseling professions. 

Faculty Experts

Get to know your future CES professors.

Dr. Lekesha Davis

Contact information.

Dr. Christian J. Dean

Dr. Marina Gilberti Bunch

Cacrep assessment.

The CACREP Council accredits the Clinical Mental Health Counseling program, Addiction Counseling program, PhD in Counselor Education & Supervision, and the related Doctorate of Educational Leadership Online (EdD) Program. CACREP is a specialized accrediting body recognized by the Council for Higher Education Accreditation (CHEA) that accredits counselor-preparation graduate degree programs. For more information, visit  https://www.cacrep.org . 

CACREP Outcomes for the Department of Counseling at University of Cumberlands:

Vital Statistics:   2017 ,  2018 ,  2019 ,  2020

Program Evaluation Outcomes Report:   2015-2018 ,  2021 ,  2022

Interested in learning more about how our PhD in Counselor Education and Supervision program can help you achieve your professional goals? We're ready to talk.