October 20-22, 2021

Setting a Community Responsive Agenda for the Next 100 Years:

Operationalizing the CPED Framework to prepare educational professionals who engage inquiry for and with communities while ensuring all students learn and thrive in just and equitable systems

Exciting plans are underway for our Virtual Convening! Our goal is to stay true to the CPED vision of a convening; with lots of interaction, sharing, and learning across our membership. We invite all of our members to consider this opportunity to participate in CPED through offering a learning exchange. Registration details will be available soon.

Table of Contents:

  1. Theme Overview
  2. Call for Learning Exchange & Workshop Proposals
  3. What is a Learning Exchange?
  4. Formats for Exchanges & Workshops
  5. What Does It Mean To Go Virtual?
  6. How to Submit a Proposal
  7. Deadlines
  8. Call for Exchange Peer Reviewers
  9. Registration
  10. Contact Us

Theme Overview

With the passing of the 100th year anniversary of the creation of the education doctorate, we say goodbye to the decades of confusion that has surrounded the degree. As a CPED community, we claim the EdD as the professional practice doctorate in education and together seek to transform the advanced preparation and practice of educational professionals. Looking forward, we strive to establish the next 100 years of the EdD as the degree where practitioners impact learning through collaboration with communities and center equity and justice in student outcomes.

The coalition of changemakers that comprise the CPED membership represents a community that is rich with interdependence toward the shared vision of developing scholarly practitioners that are highly responsive to community needs in their own contexts of practice. The colleges and spaces of learning we all represent comprise communities of their own—that share culture and lived experiences instrumental in bringing faculty and students together to be responsive to their localized community contexts through the actionable research and outcomes that emerge from community-focused study agendas. Then there are the local community contexts that exist in and around educational institutions that can benefit from collaboration with, and shared power and influence for, the improvement of community conditions. So, community, and its many intertwined layers, means a great deal to us if we intend on carrying a spirit of community responsiveness into the next 100 years of EdD graduates.

As we step into this next phase, we wonder, How do we harness the power of the CPED community in conjunction with the research-focused community of our schools of education to improve the communities where our graduates work and lead?

To answer this question, we ask CPED Community Members to interrogate their EdD programs and:

  • Reflect on the CPED Framework, in particular the CPED principles, that suggest EdD programs:
    • Principle #1: “are framed around questions of equity, ethics, and social justice to bring about solutions to complex problems of practice.”
    • Principle #3: “provide opportunities for candidates to develop and demonstrate collaboration and communication skills to work with diverse communities and to build partnerships.”
  • Examine how their laboratories of practice teach candidates to build coalitions that engage and bring community members together, build capacity, and provide coordination support, to make present more underrepresented voices at decision-making tables.
  • Contemplate how their EdD programs provide inquiry as practice that teaches community-engaged research, translational research, or applied research, and offers candidates the tools to collaborate with community stakeholders’ “intimate and necessary understanding of the assets, concerns, values, and activities of their constituents and communities” (Konkel, 2015).
  • Evaluate how their program’s signature pedagogies and mentoring and advising structures teach candidates to look beyond their own view and elevate the voices of marginalized people in their inquiry and leadership work so that these groups can experience the benefits of research innovations and interventions (Yates et al, 2020).
  • Demonstrate how their scholarly practitioner graduates are prepared for the ongoing impact and improvement of problems of practice through community collaboration.

Call for Learning Exchange & Workshop Proposals

We invite CPED members submit convening proposals that interrogate their EdD programs in the ways described above and that reflect both the CPED Framework and community in doing so. This might mean working in community across members to design your learning exchange. Or it might mean bringing students and community members to demonstrate the impacts of your program. Ultimately, our challenge to members is to help set the stage for the next 100 years by demonstrating how the EdD advances change in communities through leadership and inquiry.

What is a Learning Exchange?

CPED is committed to providing interactive ways for its members to engage with, and learn from, each other in concurrent breakout learning exchanges and large group sessions. Convening evaluations have told us members want to avoid sit-and-get sessions and instead to engage in active professional development that enables them to walk away with materials and/or ideas that they can use. To accomplish this, two opportunities for proposal submissions are offered, and those who submit proposals are strongly encouraged to use the ideas in the chart to develop highly engaging exchange sessions.

Small Group Exchanges

Small Group Exchanges are presented concurrently in breakout rooms. Exchanges can be facilitated by an individual or done collaboratively across departments or institutions.  To promote the interactivity and engagement of participants several types of small group exchanges are available (see formats in next section).

CIG Sponsored Small Group Exchanges open to CIG members:

CIG Sponsored Exchanges will capture the spirit and focus of the CIG’s work and/or the convening’s theme as they relate to the CIG. CIG leaders develop the call for these exchanges and will be involved in reviewing proposals. New convening attendees are welcome to join CIG exchanges as part of their more general welcome to CPED.

View CIG Calls 

Formats for Small Group Exchanges:

  • Panel presentation with interactive discussion: This type of session might have a group of faculty or students (or a mix) presenting about a program/DiP design but will offer learning steps for participants and time for interactive discussion or activity.
  • Fishbowl: This type of session will offer participants a look into a process by watching a group of presenters “play out” or “try out” and activity such as a design meeting, a dissertation presentation, etc. Participants will learn from watching the process and have time to ask questions/interact with presenters.
  • Challenge Room: This type of session presents a short bit of information about a topic or idea and engages the participants in a broader discussion. Ideas are generated, documented, and then shared with the participants.
  • Book/Article Discussion: This type of session will ask participants to consider a book or article relevant to EdD programs –design or content—and engage them in discussion about the value, relevance, etc of the materials. Book or articles can be distributed before the convening.
  • Collaborative Development (syllabi, protocols, etc.): This type of session is a kind of brainstorming that will bring participants together to collaboratively develop products or tools for EdD program. For example, participants might generate a syllabus on teaching equitable and just leadership. Participants get to take ideas/products with them.


CPED convenings generally offer 2-4 pre-convening workshops which last 2-4 hours. For the virtual convening, we invite proposals for 2-hour workshops that will be scheduled on the first or last day.

Workshops will address the questions above but offer participants more time to learn and collaborate around ideas. Presenters should be prepared to offer deeper interactive learning content that supports participants in the development of their dissertations in practice.

Proposals for workshops should include:

  • Topic
  • Presenter names
  • Description of learning outcomes
  • Content
  • Engagement activities

What Does It Mean To Go Virtual?

CPED is designing our Virtual Convening to optimize interactive and engaging learning exchanges.

To support our presenters:

  • A CPED chair will be present in each learning exchange to support technical logistics so you can focus on facilitating an engaging session
  • Pre-session training and resources for presenter
  • Tutorials on how to login and access virtual sessions
  • Learning Exchanges will be live-streamed and the presentation portion of each exchange will be recorded and shared with all convening participants
  • We have no specific requirements for learning exchange formats to give you the flexibility to be creative.

Each learning exchange will have the following features available for your presentation:

  • File Transfer – hosts and participants can send files through the in-meeting chat
  • Polling – live polling of attendees
  • Screen Sharing – both hosts and participants can share scree
  • Breakout Rooms – sessions can be split into small groups
  • Whiteboards for interactive small group work.

How to Submit a Learning Exchange or Workshop Proposal

Review and use the checklist (below) to complete your learning exchange proposal. Submit proposal by deadline online at: Friday July 16, 2021

In a 2-page maximum (excluding references) blinded narrative include:  

  • Elaborated Exchange Description - Describe the objectives and how they align with the Convening’s theme. Include how your proposal will build the Consortium’s understanding of the CPED Framework and how your work furthers the CPED lexicon and distinction of the EdD.  
  • Exchange Session Design - Identify what the format of the exchange will be (see list in call for proposals). Describe how the exchange will use this format to be intellectually stimulating, interactive, and useful to participants. Describe what materials members will walk away for use at their home institutions. 

Submit Your Proposal

Proposals are double blind, peer-reviewed by CPED member faculty and CPED staff. Selections are made in order to provide an engaging, interactive learning experience for our diverse community. Space is limited so we may not be able to accept all proposals.


Proposals Due: Friday July 16, 2021

All exchange presenters are expected to register for the convening. Exchanges take place on every day of the convenings. We cannot give preference for a day, however.

By submitting an exchange proposal, you agree to be available for all days. Convening registration information will be announced soon.

Call for Exchange Peer Reviewers

As a membership organization, we look to our member faculty to ensure continued quality programming. A great way to support your understanding of CPED and EdD (re)design is to review convening exchanges proposals.

We are particularly interested in ensuring that the exchanges have an active learning/experiential/engagement component in them, and hope that reviewers can assist us with this process. If you are interested in getting involved, please contact Carolyn Carlins, Associate Director at [email protected]


Member Registration: $100
EdD Student Registration: Free

Registration is open to all members of the CPED consortium! Our goal is to stay true to the CPED vision of a convening; with lots of interaction, sharing, and learning across our membership. With our virtual setting, we anticipate record numbers of members participating. Therefore, we invite all of our members to consider this opportunity to participate!

We invite you and your colleagues to attend the convening for free as a professional development opportunity. We hope you will join us for this unique and collaborative experience with fellow EdD colleagues. 

Register Here


Contact Carolyn Carlins, Operations Manager, [email protected]