Jill A Perry

The Carnegie Project on the Education Doctorate

Beginning with 21 US schools of education, the Carnegie Project on the Education Doctorate (CPED) has created a network of education faculty who are differentiating the EdD from the PhD in order to...

At the Intersections of Black and White: Defining Social Justice from Different Perspectives

This chapter explores the manner in which individual narratives and lived experiences have shaped how two academics understand social justice and, subsequently, how they collaborate professionally to engage the ways in which social justice frames educational leadership preparation and practice. Jim is a white male raised in the North who came of age during the 60s as a first-generation college student from a steel town working-class family. Gretchen is an African American female who was raised in the South and was part of the first generation to benefit from the Civil Rights movement of the 1960s. As they came together to codirect the University Council of Educational Administration Center for Educational Leadership and Social Justice at Duquesne University, each recognized that, while different, their understandings of social justice has been shaped largely by their racial, ethnic, and socioeconomic experiences and by the modeling of those closest to them. As a result, Jim and Gretchen have worked together to bring the richness of their experiences to benefit the goals and missions of the center. Interviewed by and cowritten with Dr. Jill Perry, this chapter demonstrates the importance of perspective and framing, not only in an individual’s understandings of social justice but also in the role of each in teaching about social justice to future educational leaders.

Faculty members’ responses to implementing re-envisioned EdD programs

Limitations of the education doctorate (EdD) and the emergence of professional practice doctorates have influenced those offering the EdD to re-envision, re-define, and reclaim the EdD as the degree of choice for the next generation of educational leaders. Colleges of education faculty members have used the Carnegie Project on the Education Doctorates (CPED) working principles to redesign EdD programs to make them more relevant to educational leaders. Faculty members’ perceptions of program revisions, participation in CPED, implementation of redesign efforts, factors influencing revision, and so on were assessed using closed- and open-ended items in an online survey. Results indicated variables from Rogers’ theory of diffusion and adoption of an innovation and CPED working principles were useful in understanding program redesign efforts, changes, implementation efforts, and outcomes. Moreover, quantitative and qualitative data were complementary. This work has implications for EdD program design, program leaders, faculty members, and students participating in such programs.

The Carnegie Project on the Education Doctorate: A Partnership of Universities and Schools Working to Improve Higher Education, Education Doctorate, and K-20 Schools

Abstract Since its inception at Harvard in 1921, the Doctorate in Education (EdD) has been a degree fraught with confusion as to its purpose and distinction from the PhD. In response to this, the Carnegie Project on the Education Doctorate (CPED), a collaborative project consisting of 80+ schools of education located in the United States, Canada, and New Zealand were established to undertake a critical examination of the EdD and develop it into the degree of choice for educators who want to generate knowledge and scholarship about practice or related policies and steward the education profession. However, programmatic changes in higher education can bring both benefits and challenges (Levine, 2005). This chapter explains: the origins of the education doctorate; how CPED as a network of partners has changed the EdD; the use of bi-annual Convenings as spaces for this work; CPED’s three phases of membership that have built the network; CPED’s path forward.

Community-Engaged Faculty: A Must for Preparing Impactful Ed.D. Graduates

Since its inception nine years ago, CPED members have re-envisioned and implemented a new purpose for the professional practice doctorate in education, or Ed.D. This new purpose is grounded in the goal of preparing doctoral students to serve as scholarly practitioners, those who engage community as stakeholders in the process of improving problems of practice. Forming practitioners to be leaders in their communities under the CPED framework requires faculty who look beyond traditional roles by embEd.D.ing themselves in communities to work alongside practitioners working to transform their communities. Unfortunately, at many institutions, community-engagement is considered counter-normative to the traditional interpretation of research, teaching, and service, though it need not be. This paper will discuss the implications of CPEDs community-engagement principle for Ed.D. programs, institutional policies, and academic environments in which community-engaged faculty do their work and the importance of these faculty members in the design of the Education Doctorate.