Frequently Asked Questions

Member asking a question at a convening

The following are answers to FAQs we receive about:

Membership FAQ

How do I join CPED?

Membership is by institution only. Applications for new member institutions open on an annual basis, usually in the fall, with new member faculty joining our June convening.

Broadly, admission for membership is based on:

  • The college or school of education current doctoral reform efforts,
  • A demonstrated commitment to the agenda,
  • A connection of the pilot or experimental program to other on-going efforts of the school or college,
  • A potential for showcasing efforts to others,
  • The administrative support and other resources for documentation, engagement and cooperation.

Once your university is a member, any and all institution faculty, administrators and students are allowed to participate in CPED (see below for adding an individual to your membership profile). For more information see How to Join.

What are the benefits and requirements of membership?
The benefits of membership are outlined on our Members Benefits and Requirements Page.


What are the CPED annual membership dues?
Annual dues for member institutions is $2500. Institutions are billed in mid-spring and due by August 1st.


How can I add a colleague to our institutional membership?
While CPED membership is by institution, accounts to access our website are by individuals. Please contact us with your university email and position to request a log in.


What resources does CPED offer its members?
CPED supports its members in EdD program design and promotion with several resources that can be found on our website Resources section. These include program design tools, resources from our convenings, a toolkit for program marketing, publications and a job postings board.


What is a CPED Principal Investigator?
Principal investigator is what we term the primary contact at a CPED member institution. This person, usually a faculty member, who is highly involved in the EdD (re)design and is responsible for communications and data collection for CPED.


What kinds of events does CPED offer for non-members?
CPED offers presentations at national conferences like AERA, AACTE and UCEA. Additionally, we are working on a workshop to introduce non-members to CPED. More information will be available soon.

ABOUT CPED-INFLUENCED EdD PROGRAMS

A one-sized fits all model EdD across our members does not exist. Rather, members design programs that meet their individual institutional needs, student needs and still adheres to the CPED Framework. Our member programs are referred to as CPED-influenced EdD programs.

Across CPED membership…

What is the average number of credits and courses for EdD programs?
The actual number of credits vary from institution to institution, but the average number is 60 semester credits. The number of courses in a program ranges from as few as 8 to as high as 48 with an average of 17.34. However, 91% of the programs have 20 courses.


Do most programs use a cohort design and if so, what is the average cohort size?
There are three types of models used to deliver programs: (a) cohort; (b) individual; and (c) combination of (a) & (b). The cohort model is preferred at 64.4% and the individual model is found at 33.3% and a combination is 2.2% of the institutions. Number of students in a program range from 9 to 257 with an average program size of 89 students. Programs admit an average of 23 new students a year.


Do most students attend EdD programs with full-time or part time status?
Individual institutions determine full-time or part-time status of their program, usually based on federal guidelines for financial aid. Generally, six semester credits are considered full-time status to be eligible for federal financial aid. Eighty-six percent of the CPED-influenced programs reported their students are full-time.


What are the average attrition rates in CPED-influenced EdD programs?

Attrition rates vary across programs. The average attrition rate is 13.7%.

  • Programs with attrition rates from 1% to 5% comprise 16.2% of reporting CPED-influenced institutions.
  • Programs with attrition rates from 6% to 10% comprise 37.1% of reporting CPED-influenced institutions.
  • Programs with attrition rates from 11% to 15% comprise 16.2% of reporting CPED-influenced institutions.
  • Programs with attrition rates from 16% to 55% comprise 30.5% of reporting CPED-influenced institutions.

What do CPED-influenced EdD graduates do with their degrees?
Graduates of CPED-influenced EdD programs seek doctoral training that will prepare them to be scholarly practitioners who can change or improve their practice. As a result of their degree, graduates may advance in their career (80%), remain in their current position (60%), or seek a lateral career move (53%).


What is the time frame for students to complete their EdD program?
Of the students who complete a CPED-influenced EdD program, 76% finish within the established timeframe expected of their program. Fifty-three percent of the programs complete their students in 3 years. Another 13.7 percent complete in 3.5 years; 11.8 percent complete in 4 years. The maximum time reported was 5.5 years but only 2% were in this category.


What types of advising models are used for cohorts?

Members employ a variety of advising models depending on capacity and program sizes. These include:

  • Student-to-student support personnel
  • Group advising with one or two faculty members
  • One-on-one faculty advising

What do faculty advisor loads look like?
Faculty in CPED-influenced EdD programs generally provide advising and/or mentoring services for students. The average ratio of student to faculty advising/mentoring is 12:1 with ranges from 3:1 to 25:1. In addition to advising, student to faculty ratios for dissertation advising average is 8:1 with ranges from 3:1 to 25:1.

How are CPED-influenced EdD programs delivered?

Three types of program delivery modes are found among CPED member institutions: 
(a) face-to-face (40%); (b) hybrid (40%); and online (20%).


What are admission requirements for CPED-influenced EdD programs?

Admission requirements differ at each member institution. However, we have found that

  • 93% require professional references
  • 79% require a minimum GPA
    • minimum GPA ranges are (a) 3.0 (50%); (b) 3.25 (10%); (c) 3.3 (3%); (d) 3.5 (33%); and (e) 3.75 (4%)
  • 68% require academic references
  • 62% require experience in the field with an average of 3.5 years
  • 58% require the GRE
  • 95% require a topic essay

How many CPED member institutions have CAEP accreditation?
74% of CPED-influenced EdD programs are CAEP accredited and another 2.2% are considering it.

ABOUT CPED EVENTS & CONVENINGS

When and where are convenings?
CPED holds one convening each year in October. Convenings are hosted by CPED member institutions and are open to CPED members only.


Are convenings open to non-members?
No. Convenings are only open to faculty, staff, and students of CPED member institutions. If you are interested in membership, see our membership page. If you are interested in other CPED events see the calendar on our website.


Who from our institution should attend a convening?
Since CPED is primarily a professional development opportunity, your representative(s) should be key participants in the (re)design of your EdD program. Faculty who teach and advise EdD students generally gain the most out of the convenings. Deans and students (both EdD and PhD) also have much to learn.


Is participation in CPED convenings mandatory?
Member institutions must be willing to send at least one representative to each of the two annual CPED Convenings. Please reference the CPED Member Commitment to Engage & Change found on the governance page of our website for further details.


Can our institution host a convening?
Yes. If your institution is interested in hosting a convening, please review our Convening Planning Manual and complete the Convening Host Application. You may also contact us to express your interest.


What other events does CPED offer?

CPED annually participates in the following conferences by presenting papers, hosting sessions, and holding member meetings:

  • American Association of Colleges for Teacher Education (AACTE)
  • American Educational Research Association (AERA)
  • Carnegie Foundation Summit on Improvement in Education
  • University Council for Educational Administration (UCEA)

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