Benefits of Membership

CPED represents a unique approach to program change, one that engages a notion of continuous improvement through interaction with peer faculty and colleagues across a broad network of schools of education.

Faculty members meet semi-annually at “convenings” where dialogue and collaborative learning activities challenge traditional doctoral preparation ideas and offer new ways to design program content with the needs of professional practitioners front and center.

These professional development opportunities, coupled with a resourceful website, enable member institutions to redesign their EdD programs to better serve practitioners.

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Benefits of CPED from CPED Initiative on Vimeo.

 Professional Community: 

The number one benefit of being a CPED member is access to a supportive and resourceful community of colleagues from schools of education in three countries that is dedicated to this transformative work. CPED members receive access to the organizational website, which includes:

Publishing Opportunities: 

To continue and expand its impact, CPED has launched Impacting Education: Journal on Transforming Professional Practice, an open source journal, that assists member institutions in generating and disseminating knowledge around EdD program designs.

Convenings: 

The signature activity of CPED is a “convening.” One convening is held annually in October at a member institution. Each convening has a specific theme, and member teams (typically of 1 or 2 faculty and/or graduate students) who engage in pre-work and then arrive at the convening ready to share ideas, give feedback, and generate action steps for improvement of their programs.

At convenings, member teams have opportunities to attend pre-convening workshops, full consortium sessions, guest speaker sessions, break out learning exchanges, CPED Improvement Groups (CIGs) meetings, and CPED committee updates. The work that takes place at each convening is vital to the growth of each member institution and the success of CPED as an organization. Thus, CPED members are expected to actively engage in the CPED consortium. This includes sending at least one representative to each convening each year.

Awards: 

To honor and recognize the impact of CPED and changes to EdD programs, the consortium annually recognizes members with three awards: Dissertation in Practice of the Year Award, Program of the Year Award, and David G. Imig Distinguished Service Award.

Member Expectations: 

CPED is a membership organization working  to continuously improve the Education Doctorate (EdD) for the preparation of practitioners. It relies on the cooperation of members to learn and grow together. Therefore, member institutions are expected to:

• Appoint a primary faculty contact (known as a PI)
• Attend and actively participate in semi-annual convenings and the ongoing work of CPED
• Maintain their institutional information page on the CPED website
• Provide annual data about EdD programs, faculty, and students
• Pay annual dues

Requirements of Membership

Institutional Requirements: 

An institution must be a not-for-profit institution, which is currently accredited by a US regional accrediting agency and not listed as on sanction. For non-US institutions, an equivalent evaluative body will be considered.

Program Change Requirements: 

Institutions will be currently operating (or have approval for) an EdD program housed within a school, college, or department of education (SCDE).  If the program is not in operation, the applying institution must have the necessary approvals (state and institutional) to implement a professional doctoral program and a timeline for design, implementation and enrolling of students.  A currently operating or newly approved program must have at least two full-time faculty dedicated to the program and strong support from the Dean.

Program Support: 

Institutions demonstrate that they have the necessary resources to pursue the program implementation guided by the CPED Framework:

1. Leadership: Dean, chair and faculty leader supports and leads the redesign.
2. Authority: Faculty governance allows for, and fully supports, changes to be made.
3. Budget: Adequate funding for the implementation of the redesigned program, as well as support for participation in CPED meetings and membership.
4. Personnel: A primary faculty contact (known as a Principal Investigator) will be appointed to represent the program and communicate between the institution and CPED. Along with appropriate staff, graduate student support for the PI and program, and at least two faculty members dedicated to the redesign process.
5. Facilities: Adequate space and technology needed to redesign the program.

Length of Commitment: 

All institutions are expected to make an initial commitment to CPED membership for a minimum of three (3) years. All new members will be expected to sign a Commitment of Engagement and Change.

Active Participation:  

All member programs are expected to remain actively engaged with the CPED consortium. Institutions are expected to send at least one individual to each convening (held in October), and demonstrate additional support as deemed appropriate to allow the primary faculty contact and affiliated faculty to facilitate programmatic change (e.g., release time, graduate assistant, etc.). 

Institutional participants are expected to update their information page on the CPED website, complete pre-work for semi-annual convenings, provide data to CPED annually, attend CPED meetings at other professional conferences when possible, e.g., AERA, UCEA, AACTE, and actively participate in the work of the consortium such as presentations and committees and contribute to the discussion, design, and improvement of the CPED Framework. 

Membership Fee: 

An annual fee will be charged to each member institution upon acceptance. The current annual membership fee is $2,500.

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