Using the CPED Rubrics for Program Self-Study

Abstract

This essay details the process, results, and implications of a self-study project that the Education Doctorate (EdD) program faculty at Radford University undertook as part of their engagement in the Carnegie Project of the Education Doctorate (CPED) Principles Implementation & Framework© Impact Self-Study Project. Radford University is a regional comprehensive institution located in the Southeast that has a relatively new EdD program. We believed that embarking in a formalized self-study project could serve as a useful benchmark check-in for us to assess our program progress, alignment to our core goals, vision, and mission, and serve our aim of engaging in continuous program improvement. For the self-study, we reviewed program documents and student artifacts and conducted focus groups with faculty and students. We coded the data according to the CPED framework principles and scored our program according to the CPED rubrics. The results confirmed that we were making desired progress but also illuminated growth areas.