2. Why Improve the EdD?
• Practitioner Dissatisfaction with PhD (Lack of Fit, TCD,
Cost-Benefits)
• Need for a More Practice Oriented Degree
• Need for Alignment with NBPTS Certification
• New Focus on Clinical Practice (NCATE/CAEP)
• Alignment with Other ProfDs in Graduate Schools &
Professional Schools (DSW Clinical, DM, PsyD, DPT)
• Competition from Alternative Providers
AND……
3. Community College
Liberal Arts
Comprehensive
College
Faculty & Leaders
PK-12 School
Leadership/
Teaching
Agency/
Organization
For Profit Providers/
BusinessesOther/
International
Graduate
School of
Education
Research
Extensive
(“Graduate colleges should not use a one-size-fits all standards that simply asks why a
professional doctorate is not just like a PhD” CGS 2007)
5. •Scholarly
•Disciplinary Focus
•Generation of New Knowledge
•Fill Gaps in the Literature
PhD
•Practitioner Focused
•Profession Driven
•Applied Learning
•Address Genuine Problems of
Practice
•Generation of knowledge about
the profession/practice
EdD •Health Sciences
•Business
•Law
•Architecture
•Agriculture
PPD
Ideals of a Profession, Shulman at CGS Mtg 2007:
• Service to society in exchange for autonomy
• Understands growing bodies of knowledge, research and practice
• Mastery of technical skills and practices
• Makes judgments under uncertainty
• Learns from experience, error and others
• Member of professional community that sets standards, monitors quality, educates
6. • Enabling Doctoral Programs to Meet the Needs of
Practitioners (Part Time Students with Full Time
Responsibilities)
• Do so in a Rigorous, Responsible, Practical,
Transparent, and Ethical Manner
• Direct learning at Real Problems and
Real Solutions
• Emphasize Preparing Transformational Leaders to
Change Schools and Colleges & Other Learning
Organizations
PhD Lite
7. Council of Graduate Schools 2007
Task Force Report on the Professional Doctorate
“Professional degree should represent preparation for the potential transformation of
that field of professional practice just as the PhD represents preparation for the
potential transformation of the basic knowledge of a discipline” (p.19).
To achieve quality and excellence in professional preparation, the Task Force argued:
“All parties charged with assuring quality in higher education—including graduate
schools and deans, regional accreditors, disciplinary accreditors, university systems,
universities and individual academic units—need to engage in vigorous dialogue in
order to articulate clear standards and processes for the approval and evaluation of
professional doctorates. This dialogue must take place because professional
doctorates differ substantially from research doctorates with regard to faculty students
and curriculum, while professional doctorates must, like research doctorates, meet
well-defined standards of quality, review processes for professional doctorates much be
respectful of these differences and may requires changes in the academic culture of
institutions” (p. iv).
8. REDESIGNING &
STRENGTHENING the EdD
More recent
Calls for
Change 2005-
2006
National
atmosphere
2005-2007
History of EdD &
Professionalization
Agenda 1920-
1990s
How did we get here?
9. A solution….
“To reclaim the Education’s Doctorates,”
-Shulman, Golde, Bueschel, Garabedian (2006)
10. Bi-annual Convenings
(professional development for faculty)
Experimenting and learning on campus
(Design experiments with programs)
Sharing & Learning across context
(critical friends)
The Membership
87 Colleges and Schools of Education
2 Canadian, 1 New Zealand, 84 US
The Process
11. CPED Vision
The vision of the Consortium is to transform the EdD (referred to as a Professional Practice
Doctorate within the Consortium) into the degree of choice for preparing the next generation
of practitioner experts and school (K-12) college leaders in Education, especially those who will
generate new knowledge and scholarship about educational practice (or related policies) and will
have responsibility for stewarding the Education profession.
To accomplish this vision, the mission of the Carnegie Project on the Education Doctorate
(CPED) is to improve the way in which professional educators are prepared by redesigning all
aspects of EdD programs including: curriculum, assessments, admissions, etc.
CPED Mission
The mission of CPED is to improve the efficacy and reliability of the professional doctorate in
education for the advanced preparation of school practitioners and clinical faculty, academic
leaders and professional staff for the nation’s schools, colleges and the learning organizations
that support them. To this end, the Consortium does not offer a prescription for professional
practice preparation programs. Rather, we honor the local context of the school of education as
well as those constituents who are served by our member programs. As a result the consortium
created the following principles and architecture to inform professional practice preparation
program development.
12. Different Purposes: Different ClientsSchoolLeaders
Leaders for
PK-12
Schools TeacherEducators
Teacher
Leaders for
Schools and
Colleges
OrganizationalLeaders
Learning
Organization
Leaders
CPED-influenced EdD programs are housed in individual departments and/or designed
across the school of education.
14. Products of SUCCESS
SPENCER GRANT
Taxonomy of
Outcomes for
Graduates
DEFINITION EdD
“prepares
educators for the
application of
appropriate and
specific practices,
the generation of
new knowledge,
and for the
stewardship of
the profession.”
WORKING
PRINCIPLES
for program
development
$700K FIPSE
GRANT
Change –
institutional,
programmatic,
individual
DEFINITIONS OF
DESIGN
CONCEPTS
•Scholarly practitioner
•Signature Pedagogy
•Inquiry as Practice
•Laboratories of
Practice
•Dissertation in
Practice
Phase II & III
members added
Expansion of
consortium to 87
US and
International
Schools of
Education
15. Knowledge Forum: EdD program
redesign with CPED is a process.
Novices
• Agreed Program
Design
• Student
Recruitment In
Process
• Imminent Launch
Implementers
• Program Cohorts
Admitted
• Courses Offered
• Capstone Defined
Matures
• Program
Graduates
• Practicing
Professionals
Members are at all different phases of change and redesign.. And that is
OK! We learn together through collaborative professional development.
17. New Definition of the
Education Doctorate (EdD)
The professional doctorate in education
prepares educators for the application of
appropriate and specific practices, the
generation of new knowledge, and for the
stewardship of the profession.
- CPED Consortium (2009)
18. CPED-influenced EdD programs
are designed upon a set of shared
Principles
The Professional doctorate in education:
1. Is framed around questions of equity, ethics, and social justice to bring about solutions to
complex problems of practice.
2. Prepares leaders who can construct and apply knowledge to make a positive difference in
the lives of individuals, families, organizations, and communities.
3. Provides opportunities for candidates to develop and demonstrate collaboration and
communication skills to work with diverse communities and to build partnerships.
4. Provides field-based opportunities to analyze problems of practice and use multiple
frames to develop meaningful solutions.
5. Is grounded in and develops a professional knowledge base that integrates both practical
and research knowledge, that links theory with systemic and systematic inquiry.
6. Emphasizes the generation, transformation, and use of professional knowledge and
practice.
(CPED Principles for Program Design, 2009, were developed across the original
25 member institutions. These core principles are being tried and tested through
the CPED R&D process.)
19. Design concepts
CPED Principles are supported by an architecture
of Design concepts that were generated from
Dr. Lee Shulman as well as from within the
Consortium.
Scholarly-Practitioner, Signature Pedagogy,
Laboratories of Practice, Inquiry in Practice,
Problem of Practice, Dissertation in Practice
20. EdD programs
prepare:
Scholarly
Practitioners
Blend practical wisdom with
professional skills and
knowledge to name, frame, and
solve problems of practice.
Use practical research and
applied theories as tools for
change because they understand
the importance of equity and
social justice;
Disseminate their work in
multiple ways; and
Have an obligation to resolve
problems of practice by
collaborating with key
stakeholders, including the
university, the educational
institution, the community, and
individuals.
Research
Practice
21. The pervasive set of practices used to
prepare scholarly practitioners for all
aspects of their professional work: “to
think, to perform, and to act with
integrity” (Shulman, 2005, p.52).
Three dimensions (Shulman (2005):
•Deliberate, pervasive and persistent--
challenges assumptions, engages in action,
and requires ongoing assessment and
accountability.
•Grounded in theory, research, and
problems of practice. Leads to habits of
mind, hand, and heart that can and will be
applied to authentic professional settings.
•Helps students develop a critical and
professional stance with a moral and
ethical imperative for equity and social
justice.
Examples
o Learner-Scholar communities:
collaboration & practice around
student-driven contextualized inquiry
projects or action research (Olson &
Clark, 2009)
o systematic and intentional inquiry
o Theory-Practice-Inquiry to develop
analogical reasoning
o Annual research conference, all
students must present their annual
projects
o Team-taught, yearlong case study
courses--process of asking and
answering questions
Signature Pedagogy
22. Laboratories of Practice
Examples
• Embedded field work in
courses
• Community Center &
collaborative projects
• Presentation of research to
stakeholders
Settings where
• theory and practice inform and
enrich each other
• address complex problems of
practice
• ideas—formed by the intersection of
theory, inquiry, and practice—can be
implemented, measured, and
analyzed for the impact made.
Laboratories of Practice facilitate
transformative and generative learning
that is measured by the development of
scholarly expertise and implementation
of practice.
23. Inquiry as Practice
Process of posing significant questions that focus on complex problems of
practice. By using various research, theories, and professional wisdom,
scholarly practitioners design innovative solutions to address the problems of
practice. At the center of Inquiry of Practice is the ability to use data to
understand the effects of innovation. As such, Inquiry of Practice requires the
ability to gather, organize, judge, aggregate, and analyze situations,
literature, and data with a critical lens.
Decipher ability to decipher the methods, findings, and
conclusions.
Debate ability to debate with policymakers and special
interest groups, so as to advocate for their students, faculty,
schools, districts, and states
Design apply the findings of research literature in the design
of practical solutions to address pressing universal problems of
practice (develop solutions & evaluation programs
RoleofResearch
24. Consultancy
Model
Thematic Groups Manuscripts 5-Chapter Other
- Problems of
practice
articulated by
“client”
-Students work in
groups to
understand the
problem as
posed, analyze
the issue from a
number of
perspectives,
and respond
with policy and
practice.
- Several student
- Related topic or
database
- Problems of
practice situated
into literature
- Faculty advise
group, not
individual
- Tied to faculty
interest
- Individual
dissertation &
group project
result
- Three
publishable
papers
- + intro and
conclusion
- Edited volume
- Facilitated within
the Laboratory
of Practice
-Integrated
throughout the
entire course
sequence
-Additional
chapter = action
product for
generative
impacts
Scholarship &
Action: synthesize
research and
literature in their
well-defined niche
in the field
1) Use knowledge
to demonstrate
competency
completion of an
article that has
been deemed
submission-ready
2) project with
clear articulation
of how it fits
within the broader
niche and
intended purpose
of the experience
Dissertation in Practice
The Dissertation in Practice is a scholarly endeavor that impacts a complex problem of practice.
Dissertation in Practice of the Year Award
2012 & 2013
25. Problem of Practice Dissertation Adapted from Archbald (2008)
Defines –
• Describes a challenge in educational practice
• Persuade not prove
Situates –
• Must build a case that there is a problem– contextual, theoretical
Investigates –
• Many questions vs. single hypothesis
• Seeks empirically to investigate the causes of the challenge and/or test solution(s) to address the
challenge
Results -
• Professional report not research monograph
• Generative Impacts potential for greater change/Impact
• Generates actionable implications
• Recommendations & designs for action not conclusions
Dissemination-
• Appropriately communicates these implications to relevant stakeholders
Problem of Practice is as a persistent, contextualized, and specific
issue embedded in the work of a professional practitioner, the addressing of which has the
potential to result in improved understanding, experience, and outcomes
28. Copyright 2014 by the Carnegie Project on the
Education Doctorate, Inc. (CPED). The
foregoing material may be used for
noncommercial educational purposes,
provided that CPED is acknowledged as the
author and copyright holder. Any other use
requires the prior written consent of CPED.
