Preparing the Scholarly Practitioner: The Importance of Socialization in CPED-Influenced EdD Programs

Abstract

This chapter applies the Weidman, Twale, and Stein (Socialization of graduate and professional students in higher education: a perilous passage? ASHE-ERIC higher education report, 28(3). Jossey-bass higher and adult education series. Jossey-Bass, San Francisco, 2001) Model for socialization to the Education Doctorate, or EdD. In particular, this chapter focuses on the CPED-influenced EdD, programs that have been redesigned under the Carnegie Project on the Education Doctorate’s (CPED) Framework. EdD programs generally attract students who are already practicing professionals. Therefore, the aims of these programs are slightly different than in other professional programs such as medicine, law, clergy, etc. This chapter discusses how CPED has changed the EdD and what that has meant for socializing students in these programs by looking at two data efforts through the lens of the Weidman et al. (2001) Model.