Abstract
In this essay, I have described how the CPED Guiding Principles for Program Design (GPPD) and Design Concepts (DC) have influenced the development and implementation of Arizona State University’s EdD in Leadership and Innovation program. I have explained the pervasive influence of the CPED GPPD and DC on various aspects of the program including (a) more general or global aspects of the program; (b) signature pedagogies of the program; (c) development of program milestones; and (d) development and implementation of courses in the program. As a result, faculty members have created and continue to deliver a more coherent, practitioner-oriented program, which benefits students and is guided by the CPED Principles and Design Concepts.
Highlights
I convey the pervasive influence that the Carnegie Project on the Education Doctorate (CPED) Framework has on our EdD program
Use of the CPED Framework in this way allows students to participate in a coherent, practice-focused program that is helpful as they participate in the program and useful long afterword as graduates continue to draw upon the knowledge and skills they learn to inform their professional, education, and leadership practices
It may be instructive to consider your own program in light of the CPED Framework
Summary
How have education faculty members constructed and implemented redesigned doctoral programs to develop educational leaders who can appropriately transform practice? In particular, for those pursuing the EdD, how have faculty members and programs provided meaningful doctoral experiences for practicing educators who seek to improve their settings to be more effective for those whom they serve?. I have described how the CPED Framework shaped four fundamental facets of our program Those four key features of the program included (a) using problems of practice, which has been central to the program; (b) developing scholarly and influential practitioners, the overall program goal; and describing the two key signature pedagogies (Shulman, 2005) of the program—(c) cycles of action research (CAR) and (d) Leader Scholar Communities (LSC). The overall goal of the ASU EdD in Leadership and Innovation program has been to develop scholarly and influential practitioners: those individuals who were able to learn effectively, lead change, and improve local situations (CPED, 2009) using action research Given these objectives, the program has employed a conventional cohort approach and two signature pedagogies based on the CPED Framework. They have provided information about how they have collaborated with their communities and built partnerships to deal
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