2020 CPED ANNUAL REPORT Carnegie Project on the Education Doctorate (CPED)

from the executive director

Jill A. Perry

Greetings CPED Community!

2020 is a year that most of us will not soon forget. For the obvious reasons of the coronavirus pandemic and the pandemic of systemic racism, 2020 was unparalleled in recent history. For CPED, the pandemics of 2020 reinforced what we know to be the “CPED way”. Though our leadership and members also endured the difficulties of the year, as a community we came together to strengthen and support one another in unprecedented ways. For CPED, 2020 is a story of harnessing technology and resources and the coming together of members to continue our mission to build programs that give educational leaders the tools they need to endure difficulties such as those that came with 2020.

With the guidance of the CPED Board of Directors, we were able to make the early decision to move the convening to a virtual platform that was hosted by our member institution, Arizona State University. We also were approved to offer the convening for free to alleviate members budgets and offer access to more member faculty. A team of CPED members came together to support the design of an on-line convening giving time and creative energy to make sure the convening was as close to a face-to-face convening as possible. Our member, Leigh Wolf from Arizona State University, helped us host our first EdD Student Scholarly Practitioner Forum which hosted 114 CPED EdD students.

With the support of our amazing and gracious members, we were able to create a monthly agenda of Webinars and Challenge Fridays that created virtual member to member learning and sharing spaces. Members gave energy to our EdD students around the country by hosting several Fireside Chats that provided writing guidance, leadership for social justice resources, and built community of scholarly practitioners. Each of these events kept our community together, in dialog about the challenges they faced and resources they needed.

In June 2020, we found ourselves in need of tools to better integrate Principle #1 which states the Professional Doctorate in education “is framed around questions of equity, ethics, and social justice to bring about solutions to complex problems of practice” into member EdD programs. Our members stepped up. Our host institution, the University of Pittsburgh, provided guidance in bringing together resources and programming into our Equity and Justice for All effort. Our Social Justice CIG leaders, Kofi Lomotey and Jessica Weiler, guided our members with three webinars helping members understand the importance of equity and justice in EdD program.

With the allyship of members from our Deans and Delegates Councils, the CPED Board of Directors launched a strategic planning initiative in 2020. A Strategic Planning Team comprised of Ted Hamann (Nebraska), Gaetane Jean-Marie (Rowan), Kofi Lomotey (Western Carolina), Kelly Torres (The Chicago School), Marvin Lynn (Portland State), David Rock (Mississippi), Amy Wells Dolan (Mississippi), Carole Basile (Arizona State) and George Petersen (Clemson) led the way of a year-long process that continues into 2021. Additional members from each Council and the Board of Directors joined in data gathering efforts giving up Friday afternoons to provide input into the future of CPED. Details of their effort is provided in the following pages.

And with the support of our small but mighty CPED staff – Carolyn Carlins, Emma Abruzzo, and Michael Loch— we were able to provide trainings, technological support, guidance, and resources to our many members, convening participants, committees, CIGS, Councils and Board.

With every challenge comes opportunity. I am proud to lead an organization that values and can rely on its community in tough times. I thank each of you for your belief in CPED and commitment to strengthening and supporting our community.

With gratitude,

Jill A. Perry


2020 is a year that none of us will forget. We navigated through a global pandemic, adapted swiftly to Zoom life, and were confronted with the harsh realities of racial injustice and inequity in our country. CPED rose to meet these challenges by creating virtual collaboration opportunities throughout the year for colleagues to share and learn from each other.

To help faculty and scholarly practitioners learn and act on the issues of sudden change to online teaching and racial justice, we curated two special collections of resources and events:

The 2020-2021 academic year also marks the 100th anniversary of the EdD preparing educational leaders. To celebrate the centennial, we have been sharing historical fun facts about the EdD (and had a special toast to it during the #CPED20 Convening!), valuable resources and research, and calls for manuscripts for themed Impacting Education issues. We're looking forward to continuing the celebration and collaboration throughout 2021.

The Carnegie Project on the Education Doctorate (CPED) includes over 100 colleges and schools of education, which have committed resources to work together to undertake a critical examination of the doctorate in education (EdD) through dialog, experimentation, critical feedback and evaluation.

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.

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 to become well-equipped scholarly practitioners who provide stewardship of the profession and meet the educational challenges of the 21st Century.

CPED Goes virtual!

23 Virtual Events

The CPED team, Board of Directors, and colleagues created and contributed to a diverse variety of engaging virtual learning and networking events. With the gracious help of Arizona State University, we were able to smoothly transition the #CPED20 Convening from an in-person to online event — a first in CPED's history.


To make up for the lack of in-person professional development opportunities, we added more webinars that covered topics spanning the CPED Framework to strategies for program redesign. We had CPED colleagues share their expertise with members and non-members at our webinars nearly every month during the school year.

Challenge Fridays

We created Challenge Fridays as a virtual time and space for CPED members to connect outside of convenings. These 60-minute monthly Zoom discussions gather members together to share and brainstorm ideas around programmatic challenges. CPED colleagues facilitated discussions around these issues nearly each month during the school year.

EdD Student Fireside Chats

CPED also took the opportunity to expand our engagement and support for EdD students. We hosted six very successful virtual EdD Student Fireside Chats that attracted hundreds of students from member and non-member institutions.

Each EdD Student Fireside Chat was either facilitated by faculty colleagues and/or students from member institutions, focusing on topics ranging from dissertation proposals, writing, and defense, to success in online classroom environments.

Social Media

We made a larger effort utilize our social media presence to facilitate conversation while sharing more helpful resources, particularly aimed at addressing topical issues throughout the year. Social media was a major vehicle for sharing our Equity and Justice for All and COVID-19 resource collections.

In the latter-half of the year, we launched new Facebook Groups for EdD Graduate Students and Faculty in CPED-Member Programs to share questions, thoughts, and advice with each other. The EdD Graduate Students Facebook Group grew to over 500 members and the Faculty in CPED-Member Programs Facebook Group grew to over 80 members.


Cabrini University

Bay Path University

Boston University

from the board chair

David G. Imig

What a year it has been. The pandemic, climate change, social unrest, urgent demands for social justice, and intense political polarization capped by the January 6th insurrection characterized a year unprecedented in my more than fifty years of doing this work.

The realities of enrollment declines, recognition of the increasing bifurcation of higher education, hiring freezes and budget “give backs,” academic reviews and intense “core mission” debates consumed the time and effort of CPED members over the course of the year. While prioritizing safety, communication and continuity, member institutions “pivoted” to new instructional modes to accommodate the needs of “professional students” engaged full-time in “crisis management” for their schools, school systems and other learning organizations. Campuses carefully considered their external memberships with ROI as their “lens.” Consequently, maintaining membership for CPED during this time of crisis became an important “marker” for determining how well we were doing as an organization.

CPED adapted quickly to the crises. Using resources of the University of Pittsburgh, our host institution, we were able to quickly and responsibly roll-out synchronous and asynchronous on-line learning for member faculty and deans. With support from Arizona State University, we moved the annual convening to a synchronous event that attracted 600 participants.

EdD Fireside Chats and Challenge Fridays became part of the CPED lexicon. Expanded resources on the CPED website engaged faculty in reforming and advancing the EdD. These and other targeted professional development experiences were masterfully orchestrated by a dedicated executive and her CPED staff. Their initiative, commitment and technological skill enabled CPED to be a viable resource for deans, faculty, and graduate students in our near 120 member institutions.

An expanded Board of Directors, with the assistance of a Delegates Council and Deans Council, oversaw the administration and direction for CPED. Fifteen experienced and knowledgeable representatives, inclusive in their focus and participatory in their engagement, constituted the CPED Board. During the year, these members “showed up,” were consensus-oriented in their actions, adhered to approved financial practices in the budgeting and expenditure of funds, attended to the guidance of legal counsel on all matters of governance, oversaw the work of the executive and interacted well with one another.

They did necessary committee work and carefully considered the programs and services of CPED. They were prudent in the management of resources and considered ways to promote “continuous improvement” in the efforts of members. An Executive Committee was established and functioned as an agenda setting body and undertook the annual performance review of the executive. Board members also served as CPED ambassadors to a half-dozen different groups representing all facets of K-12 and higher education. The organization also maintained CPED’s relationship with the Carnegie Foundation for the Advancement of Teaching (CF).

During 2020-21, we better aligned the organization with efforts by the CF to use Improvement Science and to promote the use of Network Improvement Communities for the transformation of schooling and learning. CPED’s website offered members modules and other resources for using Improvement Science and a dedicated Social Justice CIG advanced the effort to ensure that all members had access to resources on this important way of addressing the seemingly intractable problems that confront American education.

As the year progressed, dire predictions gave way to cautious optimism with a determination to address learning gaps and equity concerns. Program redesign of the EdD became a compelling need to which CPED responded. Program graduates ascended to key positions for schools and school systems and other learning organizations. Evidence emerged that CPED graduates did produce the kinds of outcomes sought by communities and their schools — better coupling of member doctoral programs with local schools and school systems – as well as community colleges and other learning organizations – positioned CPED members well for the future.

Interactions with member deans and faculty suggest a future characterized by resiliency and perseverance – optimism and a renewed sense of commitment to preparing leaders for a “post-pandemic” world. I am confident that CPED will be a vital part of those considerations. It will remain both a knowledge hub and an action center for the transformation of the professional degree in education. It will extend its “reach” and help colleges and universities re-center their efforts on the well-being of their communities.

As I step away from my Board Chair responsibilities, I want to commend Jill Perry for her purposeful dedication to CPED, express my appreciation to past and current members of the CPED Board of Directors for their service, and welcome David Rock to the chairmanship of the CPED Board. The organization is in very good hands.


David G. Imig


The CPED Board of Directors continued to invest in the growth and sustainability of the organization during 2020 by inviting Dr. Manuelito Biag, Senior Associate of the Carnegie Foundation to facilitate Strategic Visioning Process. The Journey Vision (represented below) will guide the CPED organization into the next phase of planning in 2021 with a full plan to be launched in 2022. During this process, we learned that CPED is a strong organization, committed to improving the preparation of practitioners for the improvement of all levels of education.

In 2020, only one year after being established, the Deans Council and Delegates Council are at work shaping CPED’s future by creating more meaningful opportunities for connecting and sharing across institutions.

Deans Council:

CPED continued to build a network of Deans through the Deans Council chaired by Carole Basile from Arizona State University and vice-chair George Petersen from Clemson University. This year the Deans Council provided input to the strategic plan, discussed issues related to leading during the pandemic, and continued to find ways to support their respective EdD programs in light of budget and other constraints. The Deans Council is a strategic and critical group for sustainability and institutionalization of CPED.

Deans Council Leadership

  • Carole Basile, Arizona State University - Chair
  • George Petersen, Clemson University - Vice-Chair

Delegates Council:

The Delegates Council met twice virtually via Zoom on February 18 and June 12, 2020. In addition, to participating in Delegates Council meetings, the delegates supported CPED by completing program reports for their institutions, attending the #CPED20 Convening, and other professional development activities throughout the year.

The February 18th meeting gave members of the Delegates Council an orientation to their role. This included a discussion of the Delegates Manual and position responsibilities, including enhancing the two-way communication between the Consortium and member institutions. Along with focused conversation to explore the Delegates Council’s priorities, the session covered expectations for advocacy for the Consortium and the CPED Framework; delegates’ responsibilities for completing the program report; and forthcoming strategic planning initiatives.

The June 12, 2020 virtual meeting gave the Delegates the opportunity to better understand the impacts of COVID-19 conditions and operations upon faculty, students, and CPED programs. Following the tragic killings of George Floyd and Breonna Taylor alongside the widespread social protest for racial justice, Delegates participated in an analysis activity to explore emergent strengths and opportunities for CPED programs and institutions to advance equity and social justice.

Delegates Council Leadership:

  • Amy Wells Dolan, University of Mississippi - Chair
  • Ted Hamann, University of Nebraska - Lincoln - Chair Elect
  • Sterling Hilton, Brigham Young University - Secretary

board members

  • David G. Imig, University of Maryland - Chair
  • David Rock, University of Mississippi - Chair Elect
  • Gaëtane Jean-Marie, Rowan University - Treasurer
  • Jon Pedersen, University of South Carolina - Secretary. Stepped down at the conclusion of the year. CPED thanks Jon for his service and leadership!
  • Carole Basile, Arizona State University
  • Robert Floden, Michigan State University
  • Grant Hayes, East Carolina University
  • Jennifer King Rice, University of Maryland
  • Valerie Kinloch, University of Pittsburgh
  • Lisa Kirtman, California State University - Fullerton
  • Paul LeMahieu, Carnegie Foundation
  • Marvin Lynn, Portland State University
  • Amy Wells Dolan, University of Mississippi
  • Stanton Wortham, Boston College
  • Jill A. Perry, University of Pittsburgh & CPED Executive Director, Ex-Officio


CPED committees continue to work collaboratively to facilitate our processes for recognizing excellence through our Dissertation in Practice and Program of the Year awards and developing criteria for institutional membership.

Dissertation in Practice of the Year Award Committee:

For the 2019-2020 award cycle, the DiP award committee was comprised of two co-chairs and seven members. We received 36 synopsis submissions from 24 universities. From our initial review, we identified nine dissertations as finalists. Two winners were selected and were recognized during the CPED virtual convening (see awards section).

Additionally, the committee members collaborated on co-authoring a chapter entitled: The Carnegie Project on the Education Doctorate and the Dissertation in Practice Principles to serve as an introduction to Gifted Education Monograph Series published by the University of Denver.

  • Suha Tamin, University of South Carolina - Co-Chair
  • Kelly Torres, Chicago School of Professional Psychology - Co-Chair

Program of the Year Award Committee:

For the 2019-2020 award cycle, the PoY Committee updated the application and evaluation rubric based on broad CPED member input.

  • Kyle Ingle, University of Louisville - Co-Chair
  • Harriette Rasmussen, Fielding Graduate School - Co-Chair

Membership Committee:

In 2020, CPED had eight applications for new membership. The committee reviewed and accepted three new members. Additionally, the committee discussed the need to amplify the application process to include additional data and evidence of intent for programmatic change.

  • Jon Pedersen, University of South Carolina - Co-Chair
  • BetsAnn Smith, Michigan State University - Co-Chair
  • William Crawley, University of West Florida
  • Penny Hammrich, Drexel University
  • Kristina Hesbol, University of Denver
  • Sohyun Meacham, University of Northern Iowa
  • Kim Winter, Western Carolina University


Over the past year, CPED has strategically budgeted to provide high-quality programming to both members and non-members, expand services, and keep CPED running efficiently.

Through membership dues, CPED supported 117 member institutions and expanded our services to include monthly virtual events. Through convening sponsorship from Myers Educational Press, our team was able to create an engaging virtual space and conduct our first Scholarly Practitioner Research Forum. We continue to innovate service to our members through increased opportunities for custom-built workshops and facilitation around the CPED Framework.

With the addition of new programmatic opportunities for non-members at a fee, we are committed to finding ways to enhance the reach of our organization and advance the mission of CPED.


CPED supported members through its facilitation services throughout 2020. Supports included program reviews, working with faculty to understand the professional practice doctorate, and supporting dissertation in practice designs. Facilitations bring groups of faculty together to collaboratively consider changes and improvements to EdD programs with guidance and support from CPED.


  • University of West Florida
  • University of South Florida
  • Radford University
This dissertation process has prepared me to be a Scholarly Practitioner. I have identified and understand my problem of practice at the national, state, and local levels. I know how to create a plan of action based on scholarly research to improve my classroom performance and help my students be successful. - Sherisse Jackson, University of South Carolina & Dissertation in Practice Award Winner


Dissertation in Practice of the Year Award

This prestigious award is given to EdD graduate(s) whose Dissertation in Practice shows evidence of scholarly endeavors in impacting a complex problem of practice, and aligns with CPED Working Principles.

Recipient: Sherisse Jackson, University of South Carolina

Dissertation Title: Focusing on Social Presence in an Electronics Course at a Two-Year College: An Action Research Study

Recipient: Leslie Richard, University of South Carolina

Dissertation Title: "More Luggage": The Heavy but Invisible Social Burden Carried by African American Advanced Placement Students

Award Stats

  • 42 submissions
  • 2 winners in 2020
Before I began my program of study, I was a reflective instructor with many unanswered questions about my Problem of Practice. Now that I have experienced the Dissertation in Practice process, I feel empowered to utilize scholarly literature and sound methodology to contribute to a more equitable environment at my school. - Leslie Richard, University of South Carolina & Dissertation in Practice Award Winner

Program of the year award

The Program of the Year Award is given annually to one or more institutions whose CPED-influenced programs show themselves to be distinctive, innovative, and useful to other CPED members.

Winner: University of Florida - Education Doctorate in Teachers, Schools, and Society

Award Stats:

  • 4th award given
  • 9 submissions

david g. imig distiguished service award

David G. Imig Distinguished Service Award is presented in recognition of an individual who has demonstrated important contributions to the Vision and Mission of CPED and/or the reclaiming of the EdD as the highest quality professional practice doctorate in education.


  • Ray Buss, Arizona State University
  • Lori Johnson, Boston College


cped's first virtual convening

#CPED20 Virtual Convening Planning Committee

With the support of Arizona State University & Convening Planning Committee Members

Theme: Reimagining and Reconstructing the Dissertation in Practice: Dismantling the Hegemonic Practices of Establishing Knowledge in the Education Profession

The #CPED20 Virtual Convening was a successful event that engaged participants in challenging their thinking while partaking in critical and collaborative conversation. The virtual format allowed CPED to host the convening to members for free. It also gave CPED the opportunity to engage non-members in our convening learning exchanges.

To advance CPED's efforts in engaging EdD students, we also utilized this opportunity to create and host a new EdD Student Research Forum. The first Student Research Forum included 16 EdD student research presentations with 153 total registered participants.

Convening Stats:

  • 4 Days
  • 662 Convening Registrants
  • 32 Learning Exchanges
  • 3 Pre-Convening Workshops
  • 60+ Presenters
  • 3 Awards Given
  • First EdD Student Research Forum
  • 153 Students Registered
  • 16 Student Presenters

Convening special presentations

Unflattening: Reinventing Scholarship

Presenter: Nick Sousanis, San Francisco State University

Dr. Sousanis presented his experiences writing and drawing his doctoral dissertation entirely in comics form. Published by Harvard University Press as Unflattening, the work argues for the importance of visual thinking for teaching and learning in both its subject and form and challenges the forms of learning traditionally found in academic settings. Sousanis called attention to the dominance of the written word, encouraging instead an interconnected production of knowledge created from both verbal and visual forms.

Dissertations for a Post-Pandemic World

Presenter: Suzanne Ortega, President, Council of Graduate Schools.

Projects and reports such as Gutenberg-e, the 2016 CGS convening on The Future of the Dissertation, and the 2018 National Academies report on Graduate Stem Education for the 21st Century scholars have raised the call for new modes of scholarship and scholarly communication that better model the realities and demands of today’s work force. The twin pandemics of 2020 challenge us to think differently not only about the format and dissemination of dissertations but also about the relationship between the scholar, the work, and the community in which it is situated. This talk explored what has changed, what is changing, and what new opportunities are on the horizon for rethinking the dissertation.

Alternative Dissertations

Presenter: ProQuest

Increasingly non-traditional ETDs are being produced by dissertations and theses authors. However, there are concerns around ETD dissemination through the ProQuest Dissertations & Theses Global database and other providers. Learn how ProQuest handles non-traditional ETDs from authors and works with universities to optimize their delivery in this lively and engaging session.

“Since 2010, our EdD program has engaged educators in transformative learning experiences explicitly connected to their work in diverse contexts. Being a CPED member institution in the Experienced Phase enables us to share the impact of our program with others as well as learn from other CPED institutions at each stage in their development.” -Nancy Dana, University of Florida


Social Justice:

The EdD Programs for Social Justice CIG's work is grounded in CPED’s First Guiding Principle that the professional doctorate be “framed around questions of equity, ethics, and social justice to bring about solutions to complex problems of practice” (CPED, 2016). The purpose of the CIG is to contribute to scholarship and to improve the ability of programs to develop educators to work for social justice in education.

CIG Leaders: Kofi Lomotey & Jess Weiler, Western Carolina University

CIG Achievements:

  • Communicated activist-position statements.
  • Engaged in authentic learning with and from marginalized peoples.
  • 6 CIG sponsored Learning Exchanges.
  • 3 CIG sponsored webinars.
  • Produced resources and information that are available to current and future CPED members.

Online and Hybrid Learning:

The Online/Hybrid Learning CIG fosters a collaborative environment in which members are able to share experiences, resources, and best practices that will enhance the quality of their online/hybrid EdD programs.

CIG Leaders: Jean McAtavey & Carmen McCrink, Barry University

CIG Achievements:

  • 2 CIG sponsored Learning Exchanges.
  • Produced resources and information that are available to current and future CPED members.

Improvement Science

The Improvement Science CIG advocates for inclusion of Improvement Science and/or design-based improvement methods in EdD curricula as a signature pedagogy, supports members' deeper understanding of the distinct methodologies and approaches, and engages in the regular practice of knowledge-generation about the use and the outcomes of improvement efforts across the K-12 to post-secondary education landscape.

CIG Leaders: The Improvement Science CIG was led by Robert Crow, Western Carolina University, who transitioned leadership to Deborah Peterson & Susan Carlisle, Portland State University, in October 2020.

CIG Purpose: The Improvement Science CIG supports the inclusion of improvement science and/or design-based improvement methods in EdD curricula as a signature pedagogy.

CIG Achievements:

  • Series of texts on Improvement Science in the process of being published.
  • Continued relationship building with Carnegie Foundation leadership through the Higher Education Network and the Improvement Scholars Network.
  • 1 CIG sponsored Learning Exchange.
  • 1 CIG sponsored Pre-Convening Workshop.
  • 2 CIG sponsored webinars.

Dissertation in Practice

The Dissertation in Practice CIG invites CPED members who are interested in reimagining and reconstructing the dissertation in practice. Building off of the work started at the #CPED20 Virtual Convening, this CIG will discuss and disseminate resources to support students and faculty engaged in reimagining dissertations and considering new and innovative structures and possibilities.

CIG Leaders: Wayne Lord, Augusta University.

CIG Achievements:

  • CIG reimagined from being focused solely on the online DiP to working to improve the DiP as a whole.
  • 5 CIG sponsored Learning Exchanges

member report

CPED members have committed to sharing program data to help the consortium better understand and improve the state of the EdD. Delegates at the following institutions worked hard to provide us important information about their program in the Membership Report. Initial learning from these data have helped us to understand where our members are their professional practice doctorate designs and to shape our Strategic Visioning process for improving our work.

Read the 2020 Member Report Here

Participating Institutions:

  • American University
  • Appalachian State University
  • Arizona State University
  • Austin Peay State University
  • Barry University
  • Baylor University
  • Boston College
  • Brigham Young University
  • California State Polytechnic University - Pomona
  • California State University - Bakersfield
  • California State University - Long Beach
  • California State University - Stanislaus
  • Clemson University
  • Drexel University
  • Duquesne University
  • East Carolina University
  • Fielding Graduate University
  • Fordham University
  • Hamline University
  • Hunter College of the City University of New York
  • Iowa State University
  • Johns Hopkins University
  • Johnson & Wales University
  • Kent State University
  • Kutztown University of Pennsylvania
  • Lamar University
  • Loyola Marymount University
  • Loyola University Chicago
  • Lynn University
  • Miami University of Ohio
  • Michigan State University
  • Molloy College
  • Montana State University
  • New Jersey City University
  • North Carolina State University
  • Northern Illinois University
  • Northern Kentucky University
  • Plymouth State University
  • Portland State University
  • Radford University
  • Regis College
  • Rider University
  • Rowan University
  • Rutgers University
  • Sacred Heart University
  • Salisbury University
  • Seattle University
  • Shenandoah University
  • Southern New Hampshire University
  • Tarleton State University
  • Texas A&M University
  • Texas A&M University - Corpus Christi
  • Texas Tech University
  • The Chicago School of Professional Psychology
  • The College of William & Mary
  • The Ohio State University
  • University at Buffalo - SUNY
  • University of Dayton
  • University of Denver
  • University of Findlay
  • University of Florida
  • University of Hawai'i at Mānoa
  • University of Houston
  • University of Iowa
  • University of Louisville
  • University of Mary
  • University of Massachusetts - Lowell
  • University of Mississippi
  • University of Missouri - Columbia
  • University of Missouri - St. Louis
  • University of Nebraska - Lincoln
  • University of North Carolina at Chapel Hill
  • University of North Texas
  • University of Northern Iowa
  • University of Pittsburgh
  • University of Portland
  • University of South Carolina
  • University of South Dakota
  • University of South Florida
  • University of Southern Indiana
  • University of Texas - Rio Grande Valley
  • University of Toronto
  • University of Washington Tacoma
  • University of West Florida
  • University of West Georgia
  • University of Wyoming
  • Virginia Commonwealth University
  • Washington State University
  • Western Kentucky University
  • Western Carolina University
“With a new doctorate in education program, Radford University’s membership in the CPED consortium gives our program immediate credibility. We highlight the alignment of our EdD with the CPED Guiding Principles so that current and potential students understand the values and beliefs that drive what we do.” - Brad Bizzell, Radford University

Impacting Education Journal

Impacting Education: Journal on Transforming Professional Practice (IE) is CPED's peer-reviewed academic journal.

This online, open-source journal seeks to provide a forum where academics and practitioners alike may publish scholarly articles that meaningfully contribute to the improved preparation of PK-20 educational leaders through the examination of the development, redesign, and improvement of professional preparation programs as well as the outcomes of such programs including the skills, knowledge, dispositions, and impact of EdD program graduates.

Special Issue Series: 100 Years of the EdD

The 2020-2021 academic year marks 100 years since the founding of the first EdD program. To highlight and celebrate this milestone and the progress made toward making the EdD a degree that prepares scholarly practitioners for their work in the field, IE solicited articles, essays, and book reviews for a special series of three themed journal issues. Each issue is led by guest editors with content-expertise and will be published in the spring of 2021.

Special Issue Themes for the EdD Centennial:

  1. Online EdD Programs. Expected Publication: Spring 2021
  2. EdD Student Research & Discoveries. Expected Publication: Spring 2021
  3. The Evolution of the Dissertation in Practice. Expected Publication: Summer 2021

Journal Stats

Editorial Team:

Editor in Chief:

Stephanie J. Jones, Texas Tech University

A special thank you to Dr. Jones for her three-year term advancing the mission and goals for IE.

At the end of 2020, we welcomed our new Co-Editors in Chief!

  • Rhonda Jeffries, University of South Carolina
  • Suha Tamim, University of South Carolina

Senior Advisors:

  • Chris Golde, Stanford University
  • Stephanie Knight, Southern Methodist University
  • Joseph F. Murphy, Vanderbilt University - Peabody College

Editorial Board:

  • Ray Buss, Arizona State University
  • Swapna Kumar, University of Florida
  • Linda Kucan, University of Pittsburgh
  • Lydia Kyei-Blankson, Illinois State University
  • Anysia Mayer, California State University - Stanislaus
  • Carla J. Thompson, University of West Florida
  • Alan Tinkler, Missouri State University

Publication Editor

Emma Abruzzo, University of Pittsburgh

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 innovate our EdD programs. 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, Portland State University