What is CPED? by Kelly Jean Sullivan

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CPED General Information

CPED is comprised of postsecondary institutions looking to reassess, develop, and implement changes to their current EdD programs. Member schools created a set of guiding principles intended to refocus the doctorate in education on rigorous practitioner preparation (Carnegie Project for the Education Doctorate, 2015) and to differentiate the EdD from the PhD model.  The goals of CPED include:

1. A new definition of the EdD

2. A set of guiding principles for program development

3. A set of design-concepts that serve as program building blocks

CPED Guiding Principles are Framed around questions of equity, ethics, and social justice to bring about solutions to complex problems of practice. The new EdD model prepares leaders who can construct and apply knowledge to make a positive difference in the lives of individuals, families, organizations, and communities, allows candidates to develop and demonstrate collaboration and communication skills to work with diverse communities and build partnerships, and provides field-based opportunities to analyze programs of practice and use multiple frames to develop meaningful solutions. The CPED develops a professional knowledge base that integrates both practical and research knowledge and includes , that links theory with  and systematic inquiry. The model is intended to emphasize the generation, transformation, and use of professional knowledge and practice.(CPED,2020)

CPED website: http://cpedinitiative.org/

The CPED Design Concepts are fundamental ideas or elements to be used as building blocks when designing or reconstructing a program, as opposed to a rigid or prescriptive model that schools must adhere to, allowing each institution to apply them in a manner that best aligns with their individual program goals  (Carnegie Project for the Education Doctorate, 2015).

CPED Cohort Model

The CPED cohort model  is a closed cohort model, which means once the program begins, there will be no additional students added to the cohort. The cohort will progress together through the doctorate program. This model allows for continuous personal and professional improvement for students through interaction with peer faculty and colleagues across a broad network of schools of education. The cohort model encourages students to collaborate on projects, programs, and practices to make educational settings better places for students, faculty, and communities. The CPED cohort allows full-time employed practitioners to participate in an executive program that is accelerated, problem-oriented, and applied. This also provides students with access to knowledge and skills from their peers, an array of skills, and professional networking. The cohort fosters a sense of community, interpersonal relationships, transformative learning, and encourages graduation rates.  Lastly, the CPED cohort allows for a unique dissertation, the dissertation in practice that can be completed individually or collaboratively  (T. BROWNE-FERRIGNO and B. D. MAUGHAN 45, 57) (Carnegie Project for the Education Doctorate, 2015).

CPED Cohort Examples

Northern Kentucky University began their cohort as one for superintendents of schools, it was the “Superintendents Cohort”. The goal was to create leader scholar communities, operationalize a competency based curriculum, allow students to engage in international experiences, implement action research, pursue regional stewardship in the Kentucky school districts, and provide students the opportunity to complete the Dissertation in Practice. Outcomes of the Northern Kentucky University cohort model are job embedded applications with measurable impact on the learning associates school district (113).

Rutgers University had previouslyprevious made no conscious effort to differentiate the EdD and PhD programs. In the fall 2010, they created their first cohort using the CPED model. There were four different concentrations within the doctorate that students could elect. The cohort would take eight core classes together,  then take eight required and core classes within their concentration. So all students took the first eight classes together and then those that selected the same concentration continued together for another eight courses. Five students from Rutgers agreed the cohort model provided a support system, different perspectives, and attributed to their improved communication skills.

Texas Tech University was a second wave member of CPED and joined after the member school had already begun working together. The cohort model chosen at Texas Tech was to bring together the experiences and expertise of students who work in multifaceted higher education roles, into a collaborative doctoral learning environment; all of the cohort members worked in higher education (Aiken & Gerstl-Pepin, 2013, p. 172). This gave the students a unique perspective in collaboration and allowed them to discuss issues at other institutions that they may themselves be experiencing.

Lynn University students are employed full time and the cohort remains together for all courses. Their program is a three-year program, meeting once a month. The cohort learns to connect research with practice, identify critical issues in their laboratory of practice, and use data driven decision making. Lynn University also allows students to complete a dissertation in practice.  The dissertation in practice (DiP), includes students collaborating on a common theme, using shared research to design solutions, incorporating modern technology into their final products. Cohort members are able to work in teams to identify a common problem of practice and accept differing roles and responsibilities in researching and creating a final product (Lynn University, 2015). The goal of Lynn University’s DiP is to produce useful products and resources for schools. Data also shows greater accomplishment in the collaborative/technology model, than with the traditional five-chapter book. (LynnUniversity,2015).

Benefits of a Cohort Model

Data shows increased graduation rates among cohort models, this is believed to be due to the sense of community, moral support, and interpersonal relationships formed within the cohort. The cohort also provides students with a wide variety of information, they learn from their peers and gain different perspectives on educational issues. Cohort members are able to collaborate with each other and learn from each other’s experiences. The cohort provides a network of like minded individuals from an array of backgrounds to come together and troubleshoot important issues in their field.