CPED Announces Admittance of 10 New Members to the Consortium

Collage of new member logo


CPED Announces Admittance of 10 New Members to the Consortium

The Carnegie Project on the Education Doctorate (CPED) and its Board of Directors have accepted 10 new higher education institutional members to the Consortium.

The new members are:

  • University of North Dakota
  • Texas A&M University – Texarkana
  • St. John's University
  • Santa Clara University
  • Piedmont University
  • Midwestern State University – Texas
  • Middle Tennessee State University
  • Lindenwood University
  • Institute of Education at Dublin City University
  • The College of St. Scholastica

These institutions join more than 115 current institution members in the important work of redesigning professional practice preparation in education for the improvement of Pk20 education and the organizations that support it. Institution members of CPED learn together, both from and with all members.

New members were chosen through an application process and evaluated by a membership committee composed of leaders of current CPED institution members. Based on the application and support materials of each of these new institution members, CPED anticipates that adding these institutions to the Consortium will add a value that will push CPED’s collective work even further.

CPED hosts an annual convening that take place at our member institutions in October of each year. New institution members will be invited to attend the upcoming CPED Convening, to be held virtually, hosted by Arizona State University.

This convening will focus on impact and its theme, Setting a Community Responsive Agenda for the Next 100 Years, offers new institution members an opportunity to explore how to operationalize 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.

Additionally, new members will meet current CPED members with experience related to both technical and adaptive organizational issues that arise in the process of redesigning the EdD.

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