About CPED
The Carnegie Project on the Education Doctorate (CPED)
CPED has engaged over 50 colleges and schools of education which have committed resources to work together to undertake a critical examination of the doctorate in education through dialog, experimentation, critical feedback and evaluation. The intent of the project is to collaboratively redesign the Ed.D. and to make it a stronger and more relevant degree for the advanced preparation of school practitioners and clinical faculty, academic leaders and professional staff for the nation’s schools and colleges and the learning organizations that support them.
Phase I: 2007-2010
With the support of the Carnegie Foundation for the Advancement of Teaching under the leadership of then President Dr. Lee Shulman, and the backing of the Council for Academic Deans of Research Education Institutions (CADREI), the project began with 25 member institutions. Three years of bi-annual convenings and on-line collaborations produced the following Definition of the Ed.D.:
"The professional doctorate in education prepares educators for the application of appropriate and specific practices, the generation of new knowledge, and for the stewardship of the profession."
In addition, the Consortium developed a set of Working Principles to guide program development and a set of Design Concepts that represent the core components of Ed.D. preparation. In September 2010, the hard work of the consortium was rewarded with a $700,000 grant from the Fund for the Improvement of Post-Secondary Education (FIPSE).
Phase I Membership
Arizona State University, California State Fresno, Duquesne University, Lynn University, Northern Illinois University, Penn State University, Rutgers University, The College of William & Mary, University of Central Florida, University of Colorado-Denver, University of Connecticut, University of Florida, University of Houston, University of Kansas, University of Kentucky, University of Louisville, University of Maryland, University of Missouri-Columbia, University of Nebraska-Lincoln, University of Oklahoma, University Southern California, University of Vermont, Virginia Commonwealth University, Virginia Tech University, Washington State University
Phase II: 2010-2013
With the receipt of the FIPSE Grant, the CPED Initiative entered a second phase during which the consortium has undertaken a mixed-methods, multi-case study of its work at 21 of the original member institutions (for more information see: FIPSE Research Tab). In addition, the Consortium has added 8 new California State University campuses and 27 new universities that have committed themselves to continuing the work of the Consortium in a continuous and evaluative discussion of the Education Doctorate.
CPED Headquarters moved to Duquesne University where Dr. Jill A. Perry, Program Director received a research faculty position. A founding member, Duquesne University has offered both support and guidance to the Consortium. Dean Olga Welch serves as the Chair of the CPED Advisory Committee and Dr. Rick McCown serves as the FIPSE Project Director.
Phase II Membership
Arizona State University, Baylor University, Boston College, California State Polytechnic U – Pomona, California State University- Sacramento, California State University – Fresno, California State University – Fullerton, California State University - Long Beach, California State University - San Bernardino, California State University- San Marcos, Duquesne University, Florida State University, Fordham University, Illinois State University, Indiana University, Kansas State University, Kent State University, Lynn University, North Carolina State University, North Dakota State University, Northern Illinois University, NYU Steinhardt, Portland State University, Rutgers University, San Diego State University, San Francisco State University, Texas Southern University, Texas Tech University, The College of William & Mary, University of Akron, University of Alabama, University of Alaska – Anchorage, University of Arkansas, University of Central Florida, University of Colorado -Denver, University of Connecticut, University of Dayton, University of Hawaii, University of Houston, University of Idaho, University of Kentucky, University of Louisville, University of Maryland, University of Massachusetts – Amherst, University of Mississippi, University of Missouri - St. Louis, University of Missouri-Columbia, University of Nebraska-Lincoln, University of Oklahoma, University of Pittsburgh, University of San Francisco, University of Tennessee, University of Vermont, University Southern California, Virginia Commonwealth University, Washington State University
CPED Leadership
Dr. Jill A. Perry, Program Director
Jill Alexa Perry is the Program Director for the Carnegie Project on the Education Doctorate. She is also currently a Research Faculty member in the Department of Foundations and Leadership at Duquesne University. A graduate of the University of Maryland, she received her Ph.D. in International Education Policy. Dr. Perry’s research focuses on professional doctorate preparation in education, organizational change in higher education, teacher professionalization, and teacher issues both nationally and internationally. She has over 18 years of experience in leadership and program development in education and teaching experience at the elementary, secondary, undergraduate, and graduate levels in the US and abroad. She is a Fulbright Scholar (Germany) and a returned Peace Corps Volunteer (Paraguay).
Download Curriculum Vitae
JillAPerry@cpedinitiative.org
Dr. David G. Imig, Project Director
David G. Imig is the Project Director for the Carnegie Project on the Education Doctorate. He is also Professor of the Practice at the University of Maryland. For twenty-five years he led the American Association of Colleges for Teacher Education where he engaged deans in on-going dialogue regarding institutional change and developed a firm understanding of the challenges of changing education schools. Imig holds his academic degrees from the University of Illinois, Urbana-Champaign and is widely published in the areas of teacher and administrative leadership.