Clark joins consortium to expand global community of scholarly practice
Clark University has joined The Carnegie Project on the Education Doctorate (CPED), a growing consortium of more than 165 colleges and universities committed to advancing doctoral education for professional practice.
Clark was one of 18 new institutions to join the consortium; other Massachusetts institutions include Merrimack College and Gordon College.
A press release described the CPED as “a vibrant international community dedicated to preparing scholarly practitioners—leaders who integrate research, professional knowledge, and disciplined inquiry to address persistent problems of practice and improve the organizations and communities they serve.”
Dr. Jill A. Perry, executive director of CPED said that “Each [of the18 new institutions] brings a distinct voice and shared commitment to preparing transformational leaders who can navigate complexity, exercise leadership responsibly, and create meaningful change in education and other human-serving organizations.”
CPED member institutions join a collaborative professional learning community that supports faculty, students, and administrators through shared inquiry, scholarly exchange, and collective improvement. Together, CPED members shape the future of the Education Doctorate (EdD) and strengthen its capacity to prepare leaders who generate knowledge in practice and improve systems for the public good.
“The Carnegie Project on the Education Doctorate is the leading intellectual voice of the future direction of the credential in the country,” said John LaBrie, associate provost and dean of Graduate Studies and International Programs at Clark University. “As members and affiliates, we ensure our faculty and scholars in the program are studying in a program that is not only rigorous but also on the leading edge of thought in this field.”
CPED has served as the leading voice in professional doctoral education for nearly two decades, advancing a vision of the EdD that is rigorous, relevant, and grounded in practice. Through collaboration across institutions and contexts, CPED members continue to define and strengthen the preparation of scholarly practitioners for leadership in education and beyond.
“We look forward to collaborating in this networked community, contributing to it, and learning from other Ed.D. programs committed to practitioner inquiry for social justice,” said Eric DeMeulenaere, professor of Education and director of Clark’s new Ed.D. in Transformative Education. “We hope this membership provides a space for our doctoral students to connect with other practitioners working to transform the educational spaces in which they work.”
