Real Problems, Real Practice

A Practitioner-Focused Approach to Comprehensive Exams

Authors

  • Jennifer C. Theriault The University of Findlay https://orcid.org/0000-0002-7312-7374
  • Nicole V. Schilling St. Bonaventure University
  • Amanda K. Ochsner University of Findlay

DOI:

https://doi.org/10.5195/ie.2026.550

Keywords:

CPED, EdD, problem of practice, scholar-practitioner, pedagogical innovation, comprehensive exams

Abstract

The University of Findlay utilized Palmer and Giering’s (2023) taxonomy of pedagogical innovation as a useful framework for examining and explaining how the programmatic innovation of the embedded comprehensive exams (ECE) evolved as part of its Carnegie Project on the Education Doctorate (CPED) program of the year award application. ECE are comprised of course-based assessments aligned with students’ problems of practice and CPED principles. The pedagogical redesign improved students’ research competencies, scholarly practitioner identities, and sense of belonging. Faculty experienced reduced workload and enhanced mentoring opportunities. ECE have empowered students to address complex, equity-driven problems within their communities contributing to the development of scholarly practitioners.

References

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Carnegie Project on the Education Doctorate (2018). 365 days of the Carnegie Project on the Education Doctorate. https://cped.memberclicks. net/assets/resource-center/docs/cped_2018_annual_report_fina.pdf

Carnegie Project on the Education Doctorate. (2022). The CPED framework. Retrieved from https://www.cpedinitiative.org/the-framework

Gillham, J., & Schilling, N. V. (2023). Assessing online doctoral student research competencies. Impacting Education: Journal on Transforming Professional Practice, 8(4), 34-42. https://doi.org/10.5195/ie.2023.296

Palmer, M., & Giering, J. A. (2023). Characterizing pedagogical innovation in higher education. Innovative Higher Education, 49(3), 453-473. https://doi.org/10.1007/s10755-023-09681-6

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Shulman, L. S. (2005). Signature pedagogies in the professions. Daedalus, 134(3), 52-59. https://www.jstor.org/stable/20027998

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Downloads

Published

2026-04-30

How to Cite

Theriault, J. C., Schilling, N. V., & Ochsner , A. K. (2026). Real Problems, Real Practice: A Practitioner-Focused Approach to Comprehensive Exams . Impacting Education: Journal on Transforming Professional Practice, 11(2), 28–34. https://doi.org/10.5195/ie.2026.550

Issue

Vol. 11 No. 2 (2026): Reimagining the EdD: Innovations from the 2024 CPED Program of the Year Winner and Finalists

Section

Themed-Exemplary Program of the Year Finalists

License

Copyright (c) 2026 Jennifer C. Theriault, Nicole V. Schilling, Amanda K. Ochsner

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