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• Holding Up the Mirror CPED Rubric Self-Study as Deliberate Improvement Work

  Ruth Boyd, Jessica Marotta, Clara Hauth, Jennifer Crystle, Paula Cristina R. Azevedo, Shannon Melideo, Jennifer Scully, Christine Valadez, Travis Zimmerman

  18–24

  2026-09-22

• Interrogating Integration Reconceptualizing Doctoral Program Self-Study as a Window for Collaborative and Reflective Inquiry

  Jennifer C. Theriault, Amanda K. Ochsner, Antonio R. Davis

  25–30

  2026-09-22

• Institutional Constraints and Methodological Ideals Lessons Learned from the CPED Principles Implementation & Framework© Impact Self-Study Project Implementation Process

  Hajime Mitani, James Coaxum, Jo Ann Manning

  31–37

  2026-09-22

• Making Commitments Visible A Self-Study of CPED Enactment in an EdD Program

  Amy Markos

  38–46

  2026-09-22

• The Authenticity and Promise of Learner Talk in Programmatic Self-Study

  Melissa Parenti, Cherese Childers-McKee, Tyneka Holley, Annine Crystal

  47–55

  2026-09-22

• Reflections on the CPED Self-Study Process Strengthening Practice and Purpose

  Lisa Scheese, Sabina Aghayeva

  56–60

  2026-09-22

• Erratum to: Storey, V. A., Greene, T., & Salgado, L. (2026). Human and AI Editing Tool Use Among Online Professional Practice/Applied Practice Doctoral Students: Implications for Academic Integrity Policies. Impacting Education: Journal on Transforming Professional Practice, 11(3), 40–50. https://doi.org/10.5195/ie.2026.593

  Suha Tamim, Rhonda Jeffries

  2026-09-22