ANNUAL REPORT 2019 Carnegie Project on the Education Doctorate (CPED)


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.


  • American University
  • Clemson University
  • Iowa State University
  • New Jersey City University
  • Northern Illinois University
  • Radford University
  • Sacred Heart University
  • Shenadoah University
  • The University of Texas - Rio Grande Valley
  • University of Buffalo - SUNY
  • University of California - Davis
  • University of Iowa
  • University of North Carolina at Chapel Hill
  • University of Southern Indiana
  • University of West Alabama
  • University of Wyoming
“We are very fortunate to be a part of the CPED consortium right from the start. The support and resources provided by CPED and its members have been incredibly valuable as we launched our program. As a new program, we have been introduced to frameworks that have guided our work and have benefited from lessons learned from established programs. We have already implemented what we have learned." - Christine Harrington, New Jersey City University


Jill A. Perry

Greetings CPED Community!

2019 was a transformational year for CPED! With our twelfth anniversary came major changes that situated CPED for a productive and impactful next stage. Of significant importance is the role that our members will now play in our governance. We have always been member-focused, but have not had formal structures to allow for broad member participation in shaping the future of this organization and the direction in which it evolves. Both of our new Deans Council and Delegates Council will now actively support us in implementing our mission: to strengthen, improve, support and promote the CPED Framework© through continued collaboration and investigation. You can read about each of these groups in the following pages.

We admitted 17 new institutions bringing our membership to 117 schools of education, all dedicated to improving their EdD for the preparation of professional practitioners. The array of diverse institutions that join our organization is a tribute to the importance that quality preparation plays across two countries.

From these 117 members, we hosted our two largest ever convenings with the University of Nebraska - Lincoln and the University of South Carolina. Each convening supported our goal of creating a learning and sharing community for our CPED faculty. Our member hosts shared their unique perspectives of implementing the CPED Framework and reinforced the core driving concept that shapes our decision-making as CPED members—context matters.

The following pages are filled with the stories of our success and the roads that lead there, ranging from the best practices of seasoned members institutions to the excitement of new members taking their challenging first steps. I invite you to take a moment to share in our success, much of which we owe to our CPED faculty and deans who work tirelessly to improve the EdD. As we look toward implementing the many exciting new opportunities in 2020, I want to express my extreme gratitude for the outstanding team that I have the privilege of working with every day—Carolyn Carlins, Emma Abruzzo, Debby Zambo, and Michael Loch. They have been crucial in moving our organization forward and in supporting our members, the organization and me.

Looking to 2020, we expect to see lots of new programming to support our members and non-members. We will be gathering data to learn more about member programs and to develop a common understanding about CPED-influenced EdDs. We will also be entering a strategic planning process to set priorities for our next stage. We urge you to join in all of these activities.

With gratitude,

Jill A. Perry

“In the Doctorate of Education Program at the University of Findlay, we are very proud to partner with some of the top institutions of higher learning in CPED. From the time prospective students come to interview with faculty, we speak to how we are using CPED Principles to prepare Scholarly Practitioners who can solve problems of practice. You'll find language from the CPED Framework in our courses, improvement plans, and key assessments.” - John Gillham, University of Findlay


In 2019, the CPED Board of Directors adopted new bylaws and is implementing new governance changes. Two new bodies were established: the Deans Council and Delegates Council. The primary goals for these changes are:

  • To enlist Deans of CPED Institutional Members more directly in shaping CPED's future and its programs;
  • To create more meaningful and formalized opportunities for faculty and other representatives of Institutional Members to have a voice in our shared work.

Deans Council:

  • Carole Basile, Arizona State University - Chair
  • George Petersen, Clemson University - Chair Elect
  • Jill A. Perry, University of Pittsburgh & CPED - Secretary

Delegates Council:

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


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:

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

Program of the Year Award Committee:

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

Membership Committee:

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



CPED has completed three on-site, facilitated consultations since this service launched in 2019. CPED facilitators work on-site with faculty and administrators to support program design/redesign.

Case Study: University of Southern Indiana

The Situation:

As a faculty team with various background experiences, areas of expertise, and status in academia, working through varying perspectives about the EdD presented a formidable challenge. The faculty sought help from CPED to provide an outside perspective.

The Facilitation:

A one-day facilitation was constructed around distinguishing the EdD from the PhD and understanding how the CPED Framework could guide redesign of their EdD program in Educational Leadership. Activities included:

  • Comprehensive introduction to CPED for all program faculty.
  • Guided discussion of program achievements, obstacles, and design opportunities.
  • Collaborative work to develop a vision of a University of Southern Indiana EdD graduate.
  • Mapped out a program design and next steps for implementation.
  • Faculty team building for program design.

The Results:

As a result of the facilitation activities, faculty have a plan to identify program features, to revise their program requirement and handbook, and to clearly define their dissertation in practice handbook and products.

“I wish faculty at all universities would meet with a CPED facilitator and engage in those deep conversations we had during the training. Why do we do what we do and how to organize a graduate program in a most cohesive and meaningful way considering the local social, educational, economic and cultural contexts. I am happy I was able to attend.” - Ilfa Zhulamanova, University of Southern Indiana


Dissertation in Practice of the Year Award

Suzanne Rodriguez

Fresno State University

Dissertation in Practice Title: "The Urgency of Principal Professional Development and the Implications for Policy and Practice"

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.

Award Stats:

  • 8th award
  • 21 submissions
  • 1 winner in 2019
"The DiP Award put Fresno State, the need for principal PD, and a Latina’s face and work on a national stage, illuminating the professional capacity and scholarly work that we bring to the table. I am truly honored and grateful." - Suzanne Rodriguez, Fresno State University

Program of the Year Award

Drexel University

EdD Program: EdD in Educational Leadership and Management

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.

Award Stats:

  • 3rd award
  • 5 submissions
  • 1 winner in 2019
“We are humbled to receive this tremendous honor from CPED. This award is a testament to the hard work of our faculty, staff and students in our EdD in Educational Leadership and Management program. We would like to thank the CPED Program of the Year Award Committee for recognizing Drexel as an exemplary education doctorate program.” - Penny Hammrich, Dean, School of Education, Drexel University

David G. Imig Distinguished Service Award

Ted Hamann

University of Nebraska - Lincoln

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.

Award Stats:

  • 3rd award
  • 3 submissions
  • 1 winner in 2019
“I was pleased and flattered to be the 2019 recipient of the CPED David G. Imig Distinguished Service Award, but I was also very affirmed. I have long thought universities at their best are sites of applied problem solving, that they are places for the exchange of ideas that can lead to something better, in this case better education systems. CPED has been a vehicle for me to work with really talented educators and to facilitate and encourage their problem solving. It’s something I’ve put a lot of time and energy into, which I suppose is what the Award is recognizing, but that’s relatively easy to do when the fruits of those labors feel so tangible.” - Ted Hamann, University of Nebraska - Lincoln


#CPED19 June Convening

University of Nebraska - Lincoln

Theme: Assuring Quality, Transformation, and Brand in CPED-Influenced EdD Programs: Envisioning Quality Standards While Meeting the Needs of Scholarly Practitioners.

Convening Stats:

  • 3 Days
  • 204 Attendees
  • 27 Learning Exchanges
  • 5 Pre-Convening Workshops
  • 60 Presenters
  • 2 Awards Given

Award Winners:

  • Program of the Year Award - Drexel University
  • David G. Imig Distinguished Service Award - Ted Hamann, University of Nebraska - Lincoln

Special Presentations:

  • Large Group Exchange - CPED-Inspired EdD Programs: Staking Our Claims of Rigor
  • Large Group Exchange - Understanding the Dissertation-in-Practice Across Contexts
  • History and Culture of the Omaha Tribe of Nebraska and Iowa

#CPED19 October Convening

University of South Carolina

Theme: Interaction & Activism in the Education Doctorate: Creating Lasting Impact.

Convening Stats:

  • 4 Days
  • 225 Attendees
  • 31 Learning Exchanges
  • 5 Pre-Convening Workshops
  • 79 Presenters
  • 1 Award Given

Award Winner:

  • Dissertation in Practice of the Year Award - Suzanne Rodriguez, Fresno State University

Special Presentations:

  • Large Group Exchange - An Emerging Framework for the EdD Activist
  • Large Group Exchange - Improving Leadership Preparation Together: Collaborations between CPED and the Carnegie Foundation’s Improvement Leadership Education and Development (iLEAD) network
  • Lunch & Learn - What Anti-Racist Educational Leadership Requires
“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:

CIG Co-Chairs: Kofi Lomotey and Jess Weiler, Western Carolina University

CIG Purpose: Advance understanding of, and collective action in pursuit of, equitable and socially just outcomes

CIG Achievements:

  • Developed the ability for CPED members to build capacity of stakeholders.
  • Communicated activist-position statements.
  • Engaged in authentic learning with and from marginalized peoples.
  • 4 CIG sponsored Learning Exchanges.
  • 1 CIG sponsored Pre-Convening Workshop.

Online and Hybrid Learning:

CIG Co-Chairs: Jean McAtavey and Carmen McCrink, Barry University

CIG Purpose: The CIG for Online Learning in EdDs is a community of individuals whose shared goal is to enrich and improve the design, development, delivery, and evaluation of CPED-influenced online EdD programs.

CIG Achievements:

  • Established an executive body to govern the CIG.
  • Created a strategic plan that contains a timeline for rolling out learning activities and measurable outcomes/KPIs for the CIG.
  • Developed collaborative planning teams to examine and study essential questions.
  • Produced resources and information that are available to current and future CPED members.
  • 1 CIG sponsored Learning Exchange.
  • 1 CIG sponsored Pre-Convening Workshop.

Improvement Science

CIG Co-Chairs: Robert Crow, Western Carolina University and Debby Zambo, Arizona State University & CPED

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:

  • Promoted Improvement Science scholarship by presenting work on related topics at AERA, UCEA, Carnegie Summit, and CPED conferences.
  • Continued relationship building with Carnegie Foundation leadership through the Higher Education Network and the Improvement Scholars Network.
  • Series of texts on Improvement Science in the process of being published.
  • 5 CIG sponsored Learning Exchanges.
  • 2 CIG sponsored Pre-Convening Workshops.

Group Dissertation in Practice

CIG Chair: Wayne Lord, Augusta University

CIG Purpose: As CPED's newest CIG, the Group Dissertation in Practice CIG invites CPED members who are using or exploring a group dissertation model that allows for a research team rather than the more traditional individual dissertation.

CIG Achievements:

  • CIG Established!
  • 1 CIG sponsored Learning Exchanges.


$511,000 Grant for 2017-2019

William T. Grant Update

Title: The Education Doctorate: A Promising Strategy to Promote Smart Use of Research Evidence?

Co-Investigators: William Firestone and Jill A. Perry. Research Assistants: Andrew Leland and Robin McKeon

Project: Multiple case studies of four exemplary CPED-influenced EdD programs

Research Questions:

  1. How do the formal instructional practices of the education doctorate prepare graduates to use research in their practice?
  2. How do the student community, the professional community, and the interaction between the two within EdD programs prepare graduates to use research in their practice?
  3. How have programs that adopted the CPED principles modified themselves in the last decade to better prepare students to use research in their practice?
  4. How do graduates of EdD programs actually use research in their work?

2019 Presentations:

AERA, Toronto, Canada:

  • Teaching Knowledge Use in the EdD – CPED member meeting
  • Structures and Practices That Support Scholarly Practitioners: Cohort Models in Four EdD Programs

British Educational Leadership, Management & Administration Society (BELMAS), Hinkley, United Kingdom:

  • Teaching Educational Leaders to Use Research through the EdD

#CPED19 June & October Convenings, Nebraska & South Carolina:

  • Are Methods Enough? - Workshop


Journal of Research and Leadership Education:

  • Teaching Research and Data Use in the Education Doctorate
“With a brand 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


We launched the new CPED website in August 2019. This website advances our work by keeping our membership more connected to both the organization and other member institutions. With these new website features, we can work to better advance the EdD and highlight your great work.

Check out some website highlights and new ways to connect with CPED!

Website Highlights:

Resource Center:

Easy to access resources by topic. The Resource Center is designed to meet your program design needs. It contains materials generated by our membership and headquarters since the beginning of the project.

CPED Blog:

Did you know CPED has a blog? The blog contains the reflections and insights of the CPED team, CPED members and award winners, CPED news, and announcements.

Community Forum:

Our Community Discussion Forum, offers members a place to communicate with each other, to ask for advice, seek answers to design questions and to share their experiences. CPED Discussion Forums are composed of five categories:

  1. Program Design/Redesign
  2. Research Inquiry Courses
  3. Teaching/Advising
  4. Dissertation in Practice
  5. Faculty Load



Webinars are open to both CPED and non-CPED members, and cover topics spanning the CPED Framework to strategies for program redesign. Join us and invite your colleagues.

Challenge Fridays:

Challenge Fridays are virtual time and space for CPED members to connect outside of convenings. These 60-minute monthly Zoom meetings are meant to gather members together to share and brainstorm ideas around programmatic challenges.

Want to present on a topic for a webinar or Challenge Friday? Reach out to us at info@cpedinitiative.org!

Visit cpedinitiative.org and check out the event calendar for more information.

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.

Research Article:

Problems of Practice: A Document Analysis of Education Doctorate Dissertations by John C. Gillham, Nicole V. Williams, Gwynne Rife, and Kara K. Parker

Book Review:

An Online Doctorate for Researching Professionals reviewed by Emma Abruzzo

Interested in getting published? Impacting Education accepts manuscripts for review year-round. Learn more about submission guidelines at impactinged.pitt.edu.

Editorial Team:

Editor in Chief:

Stephanie J. Jones, Texas Tech University

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
  • Swanna 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
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


David G. Imig

2019 was a great year for CPED!

The Board of Directors shepherded an ambitious program and significant change in the governance and organization of the network. We began the year as a nine-member Board but expanded to receive new representatives from the Deans Council and the Delegates Council as well as two new institutional representatives from member CPED institutions to represent the full membership of CPED. The Board also added membership from the Carnegie Foundation and solidified its long-standing relationship with that body.

Representing the diversity of the organization, the 14 Deans and academic leaders on the Board of Directors ended the year with a string of accomplishments:

  • Secured a new five-year agreement with the University of Pittsburgh to host the organization and provide administrative and intellectual support to CPED. It secured the appointment of its Executive Director for a term that coincides with the hosting arrangement.
  • Oversaw the wise disbursement of funds to projects and activities responsive to the identified needs of member institutions. Developed a budget for CPED and saw that the organization ended the year with income over expenses. Created policies for managing a fund balance and enacted an investment strategy for the organization.
  • Provided guidance for recruiting new institutional members with a commitment to expand the diversity of its institutional membership.
  • Retained counsel to inform the operation of the organization and to enlarge the scope of its efforts to expand institutional representation.
  • Expanded CPED's consultative services to meet the needs of member institutions.
  • Committed to a strategic planning effort to better represent both the interests of the 117 current institutional members and to provide direction for the future of CPED. The planning effort will seek to identify both the possibilities of the professional practice degree for the future and the threats to its well-being.
  • Bridged the efforts of CPED with other Carnegie Foundation initiatives – particularly the Improvement Leadership Education and Development (iLEAD) network – and to influence the continuing discussions regarding the Carnegie Classification System and the Professional Practice Degree.
  • Retained a dedicated, highly regarded and industrious staff, with Jill A. Perry as the Executive Director, to provide an ambitious array of programs and services, a journal outlet, webinars and recognition for member institutions.

We greatly appreciate the support of the membership and their continuing commitment to enhancing the professional degree in education to redress longstanding inequities in educational opportunities and outcomes.


David G. Imig


  • David G. Imig, University of Maryland - Chair
  • David Rock, University of Mississippi - Chair Elect
  • Virginia Roach, Fordham University - Treasurer
  • Jon Pedersen, University of South Carolina - Secretary
  • Carole Basile, Arizona State University
  • Robert Floden, Michigan State University
  • Grant Hayes, East Carolina University
  • Gaetane Jean-Marie, Rowan 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
  • Jill A. Perry, University of Pittsburgh & CPED Executive Director, Ex-Officio