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About Our Program

Graduates of the Ph.D. Program have been very successful in obtaining faculty positions throughout the United States, and supervisory and director positions within mental health and human services organizations and school districts.

Applicants may apply for full-time and part-time graduate assistantships, and will receive will notice regarding the application process upon submitting their completed application to the doctoral program. Doctoral students are eligible for student loans and apply through the Financial Aid Office.

The Program requires completion of academic course work, teaching and supervision of master's students, the passing of a comprehensive examination, completion of a practicum and internship, and submission of an approved dissertation. In accordance with CACREP requirements, there is a 100 hour practicum and a 600 hour internship. The internship includes providing supervision, teaching, and counseling.

Statistics for Doctoral Program in Counselor Education and Supervision

Statistic 2013 2012
Number Enrolled 13 14
Number of Graduates 7 of 8 7 of 9
Completion Rate 87.5% 77.8%
Job Placement Rate 100% 100%
Advantages & Strengths
  • The Ph.D. Program is accredited by the Council for Accreditation of Counseling and Related Educational Programs (CACREP), which means that the program uses a nationally recognized and rigorous curriculum. Programs that receive CACREP accreditation have demonstrated a commitment to high admissions, academic and fieldwork standards and current best practices in counselor preparation and ongoing program improvement. Beginning in 2013, counselor preparation programs that are accredited by CACREP must hire faculty who have earned a doctoral degree in counselor education and supervision, preferably from a CACREP-accredited program. This will increase the marketability of graduates of CACREP accredited doctoral programs. Counseling psychology or clinical psychology graduates will not be eligible to be hired to teach in CACREP accredited programs. More information about CACREP accreditation can be found here.
  • Some full-time and part-time graduate assistant positions are available. Duquesne is one of the few doctoral programs in the mental health field within the Pittsburgh area that offers graduate assistant positions.
  • Doctoral students may complete the 60-credit program within two-and-a-half years.
  • Doctoral students may maintain full-time employment as classes are offered on weeknights and Saturdays.
  • Doctoral students receive extensive training in supervision, teaching, and research.
  • The program emphasizes both qualitative and quantitative research.
  • The faculty members have experience in the subject areas in which they teach.
  • The faculty members have extensive relationships with the community agencies, universities, and schools in the Pittsburgh area.


Counselor Education Mission Statement

The mission of the Duquesne University Counselor Education Program is to prepare professional counselors, educators, scholars, and clinical supervisors who promote the well-being of individuals, families, organizations, and communities. This mission aligns with the University's Spiritan mission to serve God by educating counselors who value social justice, meet high personal and professional standards; and promote moral, spiritual, intellectual, physical, social, and emotional development.

Program Objectives

Faculty and students engage in collaborative activities that promote continuing professional development as demonstrated by the eligibility for attaining professional credentials.

The faculty and students maintain active participation with the broader community and related professional associations through counseling, consultation, education, advocacy, service, and leadership activities.

Faculty and students are committed to cultivating a diverse community of learners who engage in professional activities guided by multicultural sensitivity, intellectual curiosity, social responsibility, compassion, and high ethical standards.

Faculty and students recognize the importance of a distinct professional identity as a counselor, founded on the basis of a holistic, developmental, ecological, strength based philosophy.

Program Focus

The Ph.D. Program in Counselor Education and Supervision is defined by its focus on the development of competence in the general areas of teaching, supervision, research and service.

Doctoral students in the Counselor Education and Supervision Program will demonstrate high levels of teaching competence that meets or exceeds the standards of the Program, the University and the Council for Accreditation of Counseling and Related Educational Programs (CACREP). To meet these standards and to demonstrate high levels of teaching competence, students will engage in varied classroom and practicum experiences. The faculty will help the students develop increased competence in teaching through modeling, team teaching and supervision.

Doctoral students in the Counselor Education and Supervision Program will expand their knowledge and skills of supervision. This process involves academic instruction and practical experiences. Students learn supervision theories and techniques and apply these principles in their supervision of the counseling of counselors-in-training in our master's programs.

Doctoral students in the Counselor Education and Supervision Program will propose and conduct research that supports their development, the mission of the University, and the counseling profession, and students receive training in both qualitative and quantitative approaches. The research should extend the knowledge base and improve counseling services. To meet these research goals, the faculty will support graduate students in their research activities and assist in the dissemination of research findings through appropriate journals and presentations at state, regional, national, and international conferences.

Doctoral students in the Counselor Education and Supervision Program will utilize their teaching, supervisory, consultative and clinical skills to provide service in schools and other related settings. Doctoral service may include: workshops for practicing professionals, designing and delivering staff development activities for school personnel, and participating in state, regional, and national professional organizations.