1. When did the CPED Initiative start?

The Carnegie Project on the Education Doctorate (CPED), sponsored by the Carnegie Foundation for the Advancement of Teaching and the Council of Academic Deans in Research Education Institutions, began in November 2006 with a call to CADREI institutions to join in reclaiming education's doctorate. Since 2007, the consortium has engaged some two-dozen colleges and universities that have committed resources to work together to undertake a critical examination of the doctorate in education 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 of the initiative ended in October 2009 but members saw the importance of the work and keep it going until funding for a second phase was secured. In September 2010, CPED was awarded a $700K Fund for the Improvement of Post-Secondary Education (FIPSE) grant to investigate our work and expand the consortium.

2. What is the mission of CPED?

The Carnegie Project on the Education Doctorate is a national effort that:

• Seeks: Two, Clear, Distinct, Different Approaches to Doctoral Education
• Works: Across CADREI Institutions; Collaboratively Develop New Professional Practice Doctorates
• Uses: NBPTS Assessment Model — Outcomes / Expectations Focused (Where Applicable)
• Appreciates: the current efforts of others while engaging in critical examination of the best ways possible for preparing leaders in education

3. What is the governance structure of CPED?

Leadership Team: Jill A. Perry (Duquesne University), David G. Imig (University of Maryland), Rick McCown (Duquesne University)

Advisory Committee: Anthony Bryk (President, Carnegie Foundation for the Advancement of Teaching), James Cibulka (President, NCATE), Richard Delisi (Dean, Rutgers University Graduate School of Education), Norman Francis (President, Xavier University of Louisiana), Walt Gmelch (Dean,University of San Francisco School of Education), Virginia McLaughlin (President, CADREI), Lorrie Shepherd (Dean, University of Colorado-Boulder School of Education & former President of National Academy of Education), Lee Shulman (President Emeritus, Carnegie Foundation for the Advancement of Teaching), Olga Welch (Chair & Dean, Duquesne University School of Education), Donna Wiseman (Dean, University of Maryland School of Education)

Executive Committee: Grant Hayes (University of Central Florida), Sharon Brown-Welty (California State University - Fresno), Steven Staples (The College of William & Mary), Valerie Storey (Lynn University), Susan Wunder (University of Nebraska - Lincon), Debby Zambo (Arizona State University), & Graduate Student Representatives: Macheo Payne (California State University - San Francisco), Robert Skiff (University of Vermont)

4. Who are the members of CPED?

Consortium members can be located on the Consortium Partners Page.

5. What is the commitment for CPED members?

CPED expects member institutions to adhere to the principles outlined in the CPED Memorandum of Understanding.

6. What is an institutional principal investigator?

The Institutional Principal Investigator is the faculty member that has been assigned to lead the EdD redesign effort at his/her institution. This person serves as the primary contact between CPED and his/her home institution. He or she attends all convenings, completes assignments and serves as a critical friend to other CPED member's program development.

7. What does "critical friend" mean?

Critical friends are peers or colleagues who ask probing questions and offer helpful critiques. While they may be independent of the project/task/issue, their role is to ask probing questions to enable those involved to gain fresh insights into their work. Critical friendships begin by building trust. Critical friends must listen well, offer value judgments on the learner's request, respond honestly and promote the work's success - Costa and Kallick (1993)

8. How does the consortium meet?

Convenings are held bi-annually in June and October. In addition, we meet at national conferences (UCEA, AACTE, AERA) and we hold discussions online.