Abstract
This themed section of Impacting Education (IE) focuses on the use of the Carnegie Project on the Education Doctorate’s (CPED) Guiding Principles for EdD program design. Authors in this section are CPED Writing Fellows who have been selected because of their experience around engaging the Principles in their program design. To become a Fellow each author posed a manuscript around the theme, created a draft version, and came together at the June 2017 convening to align their work with others, provide constructive feedback, and form support groups to ensure manuscript completion and acceptance. The following articles in this section are the result of this year-long process.Focusing on CPED’s Guiding Principles for Program Design offers readers of IE an understanding of the foundation of CPED’s Framework (to access these go to https://www.cpedinitiative.org/page/AboutUs) which over 100 schools of education have now used to redesign their EdD programs. These Principles were created in a collaborative effort of member faculty (Perry, 2016; Perry, Zambo, & Wunder, 2015) to move the Consortium away from a prescriptive EdD program model, toward a more flexible framework that would make professional practice preparation in education as purposeful, fluid, and meaningful as possible The result of this work was not only the Guiding Principles for Program Design but also a movement that has made CPED the first action-oriented effort working to distinguish and define the EdD as a rigorous and relevant degree for professional practice (Perry, 2010, 2012; Perry & Imig, 2008). In this themed section, manuscripts written by Writing Fellows show the impact of the principles on their EdD programs. To help readers get a grounding into the importance of this work, we provide background into the development of the principles.
Highlights
In 2006, Shulman, Golde, Beuschel and Garabedian suggested, “The extent to which the professional practice doctorate requires a new vision demands a ‘zero-base’ approach to design, without any of the assumptions that characterize the status quo” (p. 28). This idea supported the creation of the Carnegie Project on the Education Doctorate (CPED) and provided the challenge to begin afresh and create a program model that would be adopted across all institutions, much like program models in medical or legal professional preparation
Development of a set of guiding principles was agreed upon but because the consortium at the time was comprised of three groups: institutions working on programs for those seeking to practice school leadership, those focused on teacher education, and those focused on institutional leadership/higher education, more questions were raised as to if the principles should be specific to program areas or broadly applied to the EdD in general
This journal is supported by the Carnegie Project on the Education Doctorate: A Knowledge Forum on the
Summary
In 2006, Shulman, Golde, Beuschel and Garabedian suggested, “The extent to which the professional practice doctorate requires a new vision demands a ‘zero-base’ approach to design, without any of the assumptions that characterize the status quo” (p. 28). At the June 2009 convening, CPED faculty expressed strong opposition to a “one-size fits all” program prescription They claimed programs needed to honor local contexts by supporting the unique preparation needs of regions and the unique circumstances of each university setting. All agreed that to advance the EdD as a strong and rigorous professional degree, a measure of commonality and quality needed to exist across institutions Together, these members concluded that the development of a set of principles to characterize excellent doctoral preparation would be the best way to support program development across a diverse set of institutions. At the conclusion of this discussion, members saw the need to think across areas of concentration This journal is supported by the Carnegie Project on the Education Doctorate: A Knowledge Forum on the
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