- Convenings & Events
The following literature has guided the work of CPED:
Reclaiming Education's Doctorate: A Critique and a Proposal
Building on lessons learned from the Carnegie Initiative on the Doctorate and in the Carnegie Foundation's studies of the preparation for the professions, the authors argue that reclaiming and rethinking the research doctorate (Ph.D.) and distinguishing the practice doctorate (EdD or PPD) in education is possible.
Envisioning the Future of Doctoral Education Edited by Chris M. Golde & George E. Walker (2006)
Envisioning the Future of Doctoral Education is a collection of essays commissioned for the Carnegie Initiative on the Doctorate. The question posed to the essayists in this volume was, "If you could start de novo, what would be the best way to structure doctoral education in your field to prepare stewards of the discipline?" The authors of the essays are respected thinkers, researchers, and scholars who are experienced with and thoughtful about doctoral education. Of particular interest to this initiative is Virgina Richardson's and David Berliner's chapters on doctoral preparation in Education.
The Formation of Scholars: Rethinking Doctoral Education for the Twenty-first Century
This groundbreaking book explores the current state of doctoral education in the United States and offers a plan for increasing the effectiveness of doctoral education. Programs must grapple with questions of purpose. The authors examine practices and elements of doctoral programs and show how they can be made more powerful by relying on principles of progressive development, integration, and collaboration. They challenge the traditional apprenticeship model andoffer an alternative in which students learn while apprenticing with several faculty members. The authors persuasively argue that creating intellectual community is essential for high-quality graduate educationin every department. Knowledge-centered, multigenerational communities foster the development of new ideas and encourage intellectual risk taking.
The Scholarship of Teaching: New Elaborations, New Developments
Hutchings and Shulman reflect on the work of the Carnegie Academy for the Scholarship of Teaching and Learning (CASTL) and discuss new ideas in the scholarship of teaching.
Signature Pedagogies in the Profession
Shulman talks about signature pedagogies, the types of teaching that organize the fundamental ways in which future practitioners are educated for their new professions. In these signature pedagogies, the novices are instructed in critical aspects of the three fundamental dimensions of professional work — to think, to perform, and to act with integrity. But these three dimensions do not receive equal attention across the professions.
This article describes two practices that can be considered signature pedagogies of doctoral education, one in neuroscience (the "Journal Club") and one in English studies (the "List").
Counting and Recounting: Assessment and the Quest for Accountability
Shulman takes a critical look at the accountability of assessment in education.
Toward a Leadership Practice Field: An Antidote to an Ailing Internship Experience
This article explores the possibility of providing potential administrators an opportunity to practice and perfect their administrative skills before they face the challenge of the "real world."
The MEd, EdD and PhD in Educational Leadership
Young breaks down the components of graduate degrees in Educational Leadership and provides a nice division of requirements, objectives, etc. of each degree.
A New Agenda for Higher Education: Shaping a Life of the Mind for Practice
The authors endorse higher education's utility for enhancing the practical as well as intellectual dimensions of life by developing a third, different conception of educational purpose. Based on The Carnegie Foundation for the Advancement of Teaching seminar that brought together educators from six professional fields with faculty from the liberal arts and sciences, A New Agenda for Higher Education proposes an educational aim of "practical reason" focusing on the interdependence of liberal education and professional training.