CPED Call for New Members

Please check back later for the 2022 application period

The Carnegie Project on the Education Doctorate (CPED) invites applications to join its 100+ member institutions in transforming the Professional Practice Education Doctorate (EdD) into the degree of choice for aspiring leaders. Beginning with 25 institutions in 2007, CPED has brought together administrators, faculty, and practitioners from across the country and the globe to rethink doctoral preparation and to support local program development.

The Vision of the Carnegie Project on the Education Doctorate (CPED) is to inspire all schools of education to apply the CPED Framework to the preparation of educational leaders. The Framework develops leaders as scholarly practitioners ready to steward the profession to meet the educational challenges of the 21st century.

The Mission of the Carnegie Project on the Education Doctorate (CPED) is to strengthen, improve, support, and promote the CPED Framework through continued collaboration and investigation.

Members of CPED have collaboratively developed a Framework for EdD program design or redesign that supports quality, rigorous practitioner leader preparation fitted to local needs and contexts. The CPED Framework consists of three components: 1) a new definition of the EdD, 2) a set of guiding principles for program development and/or redesign, and 3) a set of design concepts that serve as program building blocks. 

Expanding CPED membership is central to the success of this project. We seek new member institutions committed to reclaiming and enhancing the professional doctorate in education. We invite you and your institution to submit an application (requirements below) for membership. 

CPED Leadership
David G. Imig, Chairman, University of Maryland
David Rock, Chair Elect, University of Mississippi
Gaëtane Jean-Marie, Treasurer, Rowan University
Stanton Wortham, Secretary, Boston College
Carole Basile, Arizona State University
Robert Floden, Michigan State University
Grant Hayes, East Carolina University
Valerie Kinloch, University of Pittsburgh
Lisa Kirtman, California State - Fullerton
Paul LeMahieu, Carnegie Foundation for the Advancement of Teaching
Marvin Lynn, Portland State University
Jennifer Rice, University of Maryland
Amy Wells Dolan, University of Mississippi
Jill A. Perry, Executive Director & University of Pittsburgh

Benefits of Membership

CPED represents a unique approach to program change, one that engages a notion of continuous improvement through interaction with peers and colleagues across a broad network of schools of education. CPED faculty members meet virtually and at convenings where dialogue and collaborative learning activities challenge traditional doctoral preparation ideas and offer new ways to design program content focused on the needs of professional practitioners. These professional development opportunities, coupled with a resourceful website and other member-driven activities, enable member institutions to redesign their EdD programs to better serve practitioners.

Professional Community: The number one benefit of CPED membership is access to a supportive and resourceful community of colleagues from 100+ schools of education dedicated to transformative work.  CPED members receive access to the organization’s website, which includes: (a) publications, resources, and tools for EdD program redesign; (b) materials from convenings, including presentations and handouts for program design and updating; and, (c) discussion forums for further sharing outside of convenings.

Publishing Opportunities: CPED has launched Impacting Education: Journal on Transforming Professional Practice, an open source, peer-reviewed journal, to assist member institutions in generating and disseminating knowledge around EdD program designs.

Convenings:  Annual convenings are a signature CPED activity and different than most conferences.  Each convening has a specific theme related to EdD program design. Members prepare pre-work and arrive at the convening ready to share ideas, give feedback, and generate action steps for improvement of their programs. Convenings provide member teams opportunities to attend pre-convening workshops, full consortium sessions, Guest Speaker sessions, break out Learning Exchanges, CPED Improvement Group (CIGs) meetings, and other CPED committees. The work that takes place at convenings is vital to quality program re-design and the success of CPED as an organization. Thus, CPED members are expected to actively engage in the CPED consortium.

Awards: The consortium annually recognizes members and their students with three awards: Program of the Year Award, Dissertation in Practice of the Year Award, and the David G. Imig Distinguished Service Award. Through evaluation by a committee of peers, each award honors outstanding work and recognizes the impact of CPED on improving professional preparation. 

How CPED has Impacted Members from CPED Initiative on Vimeo.

Requirements of Membership

Member talking at convening

CPED membership requirements are outlined below. Upon being admitted, new members sign the Commitment to Engage and Change.

Institutional Requirements:  An institution must be a not-for-profit institution that is currently accredited by a U.S. regional accrediting agency and in good standing. For non-U.S. institutions, an equivalent evaluative body will be considered.

Program Change Requirements:  Program must be housed within a school, college, or department of education.  If the program is not in operation, the applying institution must have the necessary approvals (institutional and state, if necessary) to implement a professional doctoral program and a clear timeline of design, implementation, and enrollment.  A currently operating or newly approved program must have at least two full-time faculty dedicated to the program, a core of faculty able and willing to support dissertations in practice, and strong support and resources from their Dean. Faculty must be committed to and show demonstration of the CPED principles during membership.

Program Support Requirements: Institutions must demonstrate that they have the necessary resources to pursue the program implementation as guided by the CPED Framework:

  1. Leadership: Dean, chair, and faculty prepared to support and lead the (re)design efforts.
  2. Personnel: A primary faculty contact, known as a CPED Delegate, will be appointed to represent the program and communicate between the institution and CPED. Along with appropriate staff, graduate student support for the Delegate and program, and at least two faculty members dedicated to the redesign process.
  3. Authority: Faculty governance allows for, and fully supports, changes to be made.
  4. Budget: Adequate funding for:
    1. Annual CPED dues for minimum three years.
    2. Support for the (re)design and implementation of the redesigned program.
    3. Support for at least one or two faculty participation in CPED in two convenings annually.
    4. Support as deemed appropriate to allow the CPED Delegate and affiliated faculty to facilitate programmatic change (e.g., release time, graduate assistant). 
  5. Facilities: Adequate space and technology needed to redesign the program.

Active Participation:  All member programs are expected to remain actively engaged with the CPED consortium in the following ways:

  • Send at least two individuals to annual convenings for its first three years, after which, at least one,
  • Convening participants are expected to:
    • Complete pre-work for annual convenings,
    • Report back to their dean and colleagues about what they have learned
    • Support their EdD redesign and membership in CPED.
  • Provide updated program information for the CPED website,
  • Be committed to and show demonstration of the CPED principles during membership,
  • Provide annual data about their EdD program/s, faculty, students, and graduates,
  • Actively participate in the work of the consortium, such as presentations and committees, in order to contribute to the discussion, design, and improvement of the CPED Framework,
  • Attend CPED meetings at other professional conferences (e.g., AERA, UCEA, AACTE) when possible

Length of Commitment:  All institutions are expected to make an initial commitment to CPED membership for a minimum of three (3) years.

Membership Fee: An annual fee will be charged to each member institution upon acceptance. The current annual membership fee is $2,500 USD.

Application Fee: $300 USD (non-refundable)

Application Requirements

The CPED consortium looks forward to adding new doctoral-granting institutions committed to its guiding principles and design concepts. Interested institutions should submit an application packet that includes:

• Application containing the information asked in the button links below
• Supporting materials (indicated below)
• Letters of support
• Application fee of $300
• In addition, interested applicants will be asked to participate in a 30-minute phone or video interview with the Executive Director, Board Member or CPED committee member.

Note: Membership is by institution, not by program. All EdD programs at the institution will be considered members if admitted.

General inquiries should be sent to [email protected].

Important 2021 Dates & Information

April 26

Application materials are due

April 28 - May 28 Committee Review & Potential phone/video interviews with faculty & Dean
June 10 Decisions announced
July 1 Annual membership begins
October 20-22 Virtual Convening (all new members required to attend)


All application materials (10-15 pages total) should be submitted as a combined .pdf online. The following information should be addressed in the form narrative:

Download Application Questions for EXISTING EdD Programs

Download Application Questions for NEWLY DESIGNED EdD Programs

What Our Members Are Saying

The most significant outcome of our CPED participation has been the solidarity that we have developed with like-minded colleagues and institutions, all working to provide the best programs to build leaders who will address problems of practice. CPED has provided us with the impetus to think more deeply about our dissertation process, and work to make it tightly focused on complex problems of practice so that student inquiry can truly be transformative in schools, in communities, and in policy both at the local and national level.

Shane P. Martin
Former Dean
Loyola Marymount University

Without CPED's leadership and inspiration, we would be replicating what has strong support but no impact on school leadership practices. CPED has provided invaluable support and resources as we move our EdD with a specialization in Education Administration from an outdated model designed for academic careers, to an EdD specialization that authentically prepares school leaders to lead change efforts and increase equity in schools. CPED provides a professional network of brilliant, committed scholars and practitioner-scholars to collaborate with and to learn from as we navigate the very complex territory of revising an antiquated doctoral program model.

Deborah S. Peterson
Associate Professor
Portland State University

Involvement in CPED afforded us the opportunity to participate in a national conversation about our EdD program. Our EdD program has been completely redesigned to embrace the CPED guiding principles. The program is now designed to improve students’ leadership practice, influence the practice of others, and impact organization's outcomes. Further, the program emphasizes research and theory to inform practice, decision-making, and solutions that result in better organizational and professional outcomes.

Grant Hayes
East Carolina University

CPED reinforces the need for applied research throughout our students’ educational program. In Spring 2015, we had an external review that used the CPED principles as a focus. Once we received the review team’s feedback, we were able to step back, reassess our degree of fidelity in meeting each principle and then refocus our energies by increasing our emphasis on equity and social justice-related curriculum and learning experiences. The CPED model serves as an important touchstone for our work.

Cindy Reed
Kennesaw State University

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