Reflections on the CPED Self-Study Process

Abstract

This reflective essay examines the challenges, learning gains, and programmatic changes that emerged from the Carnegie Project on the Education Doctorate (CPED) Principles Implementation & Framework© Impact Self-Study Project conducted by a newly appointed coordinator and Graduate Assistant in the Education Doctorate (EdD) program at the University of Missouri. The self-study served as a catalyst for examining alignment with the CPED Framework©. Findings indicate that although the program’s philosophy, structure, and pedagogy were largely aligned with the Framework©, CPED was not explicitly named in program materials, resulting in limited stakeholder awareness. Notably, students still identified skill development consistent with the CPED Guiding Principles Implementation Rubric. The timing of the study alongside accreditation with the Higher Learning Commission created both opportunities and challenges, particularly within a fully online program where stakeholders rarely meet face-to-face. In response, the program revised recruitment practices to explicitly introduce CPED to prospective students and began embedding CPED language and design concepts more intentionally throughout the curriculum and advising structures. The reflection highlights the value of intentional framework integration and offers lessons for other EdD programs engaging in self-study.