CPED Framework Implementation and Impact Rubrics Self-Study

Abstract

This special issue investigates how Education Doctorate (EdD) programs can engage in self‑study as a generative form of organizational learning rather than a compliance‑driven task. Seven CPED member institutions conducted a structured self‑study using two rubrics grounded in the Carnegie Project on the Education Doctorate (CPED) Framework, examining the implementation and impact of CPED principles across program artifacts, stakeholder experiences, and field‑based outcomes. Analysis of syllabi, dissertations‑in‑practice, interviews, and program documents revealed strong commitments to integrating theory and practice, inquiry‑driven learning, equity, stakeholder engagement, and continuous improvement. The project also surfaced a common set of self‑study phases—purpose setting, team formation, evidence collection, collaborative analysis, and action planning—that supported shared sensemaking and program refinement. Collectively, the findings demonstrate how rubric‑guided self‑study can deepen institutional coherence, illuminate strengths and gaps, and advance ongoing improvement in EdD program design and practice.