Hosted by the University of Maryland; Held at the National Education Association
Washington, District Of Columbia
Rutgers University Graduate School of Education
New Brunswick, New Jersey
Convenings & Events
During this time, CPED Convenings & Events are for members only. Summaries can be found on the website after the event.
What is a CPED Convening?
The signature activity of many Carnegie Foundation programs is a "convening." The term is meant to convey not only that these meetings are different from traditional conferences, but also that the central feature is coming together.
There are five key features that make the convening unique:
- Idea Centered: key questions and proactive ideas focus each convening and engage participants in discussing and defining the future of the education doctorate.
- Mix of Pedagogies: plenary sessions, campus team-work time, structured small groups,presentations and social occasions make up the structure of a convening. We also connect institutions as "friendly critics," who are expected to give feedback and advice about emerging plans.
- Multiple Voices: A crucial component of the CPED convening is the voices of multiple stakeholders—faculty, deans and graduate students.
- Unstructured Conversations: convenings include the all-important social components to build personal connections and strengthen intellectual connections.
- High Expectations: CPED asks each institution team to complete several assignments in advance, which often involve consulting widely with leadership and other members of their institution.
In addition, CPED has added the following component to represent the work that we do as a consortium.
6. Critical Friends: In CPED, the role of critical friends is to support and empower each other by demonstrating a positive regard for people and providing an informed critique of processes and practices (Swaffield, 2005). The longer the involvement of an institution with a critical friend is, the more beneficial the relationship becomes as a greater understanding of specific contextual issues facing the university, priorities, and pressures within the institution develop (Storey & Hartwick, 2009).