How CPED Guiding Principles and Design Concepts Influenced the Development and Implementation of an EdD Program

Authors

  • Ray R. Buss Arizona State University

DOI:

https://doi.org/10.5195/ie.2018.57

Keywords:

CPED, CPED Guiding Principles for Program Design and Concepts, EdD programs, practitioner-oriented EdD programs

Abstract

In this essay, I have described how the CPED Guiding Principles for Program Design (GPPD) and Design Concepts (DC) have influenced the development and implementation of Arizona State University’s EdD in Leadership and Innovation program.  I have explained the pervasive influence of the CPED GPPD and DC on various aspects of the program including (a) more general or global aspects of the program; (b) signature pedagogies of the program; (c) development of program milestones; and (d) development and implementation of courses in the program.  As a result, faculty members have created and continue to deliver a more coherent, practitioner-oriented program, which benefits students and is guided by the CPED Principles and Design Concepts. 

Author Biography

Ray R. Buss, Arizona State University

Dr. Ray Buss is Associate Professor of Educational Psychology and Educational Research in the Mary Lou Fulton Teachers College at Arizona State University. He conducts research on the development of leadership identity and researcher identity in EdD students; explores EdD program factors and their influence on doctoral students; and with colleagues, he examines the effects of technology infusion in teacher preparation courses on teacher candidates’ use of technology during instruction.

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Published

2018-06-20

How to Cite

Buss, R. R. (2018). How CPED Guiding Principles and Design Concepts Influenced the Development and Implementation of an EdD Program. Impacting Education: Journal on Transforming Professional Practice, 3(2). https://doi.org/10.5195/ie.2018.57

Issue

Vol. 3 No. 2 (2018): CPED Principles

Section

Themed Section

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