Uses: NBPTS Assessment Model — Outcomes/ Expectations Focused (Where Applicable)The CPED consortium constitutes member institutions who are committed to working together to undertake a critical examination of the doctorate in education with a particular focus on the highest degree that leads to careers in professional practice.
CPED Leadership
Dr. David Imig, Project Director
DavidImig@cpedinitiative.org
Dr. Jill Perry, Program Director
JillAPerry@cpedinitiative.org
From 2007-2009, the CPED initiative began its work of critically examining the education doctorate across twenty-five member institutions. Participating in
bi-annual convenings as well as through on-line discussions and informal meetings, members grappled with big questions that confronted the purpose of the education doctorate as well as the best ways to prepare practitioners.
During this timeframe, consortium members were guided by recent work of the Carnegie Foundation that has focused on pursuit of excellence in doctoral education and professional preparation. Members framed their discussions, examinations and pilot work with a particular emphasis on:
Phase I was organized into three parts:
- organize intellectual communities around work already underway
explore possibilities and challenges of experimental programs
- document and describe challenges and accomplishments
- identify central issues that confront education schools in program transformation
- develop a set of design principles centered around scholarship of teaching, laboratories of practice, signature pedagogies and capstone experiences
- launch new pilot programs or “design experiments”
- provide and support critical advice from member institutions
- evaluate and assess challenges and accomplishments
- work collaboratively to produce new models for all education schools
- disseminate new knowledge and information to U.S. education schools
- present findings to organizational stakeholders—NAE, AERA, AACTE, and others
Outcomes from Phase I:
Outcomes include a definition of the education doctorate, a set of guiding principles for the development of professional preparation programs, and a set of outcomes for graduates of CPED-influenced programs.
During the next three years, the CPED consortium has committed itself to a research agenda that will test and refine findings around program development and practitioner outcomes. More information about Phase II will be posted soon.
“Today, the Ed.D. is perceived as 'Ph.D.-lite.' More important than the public relations problem, however, is the real risk that schools of education are becoming impotent in carrying out their primary missions to prepare leading practitioners as well
as leading scholars. The Carnegie Project on the Education Doctorate is working to ensure that the academy moves forward on two fronts: rethinking and reclaiming the research doctorate (the Ph.D.) and developing a distinct professional practice doctorate (the P.P.D.), whether we continue to call it an Ed.D. or decide to give it another name.” — Lee S. Shulman, President, Carnegie Foundation for the Advancement of Teaching
“The Council of Academic Deans from Research Education Institutions is pleased to be a partner in the CPED project. Having effective doctoral programs that meet the needs of our multiple constituencies is at the heart of what we do in Schools and Colleges of Education in Research Intensive Universities. As an organization we are committed to working together to help all of our members continue to improve our programs.” — Richard L. Schwab, President, CADREI