Holding Up the Mirror

Abstract

Engaging in self-study enables organizations to evaluate their current performance, strengths, and weaknesses. This essay discusses how we, as faculty members in the Education Doctorate (EdD) program at Marymount University, collected and analyzed data for two iterations of the CPED Principles Implementation & Framework© Impact Self-Study Project as part of deliberate program improvement. Specifically, we examine how we used the CPED Guiding Principles Implementation Rubric and CPED Framework Impact Rubric to reflectively identify gaps in our instructional practices and processes, how we acted on those findings, and the evidence of cultural shift that resulted. Central to this culture is the intentional integration of feedback from multiple stakeholders, including faculty, students, alumni, dissertation mentors, and program leadership. This collaborative spirit of growth continues to inspire us as we push forward, always looking inward and striving to learn and evolve. We hope that our experience will resonate with others as a starting point for their own reflection and engagement in self-study.