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The essay describes how a task team of Drexel EdD faculty worked as a community of practice (Wenger, 1998) to conduct a crosswalk to align program principles, known as the Keystones, with national and university standards including the six Guiding Principles for Program Design contained in the CPED Framework (Carnegie Project on the Education Doctorate, n.d.-a).  In accordance with the study institution’s planning tool, the EdD crosswalk also demonstrates alignment with the National Council for the Accreditation of Educator Preparation (CAEP) Advanced Program Standards (Council for the Accreditation of Educator Preparation, n.d.-a), Drexel University Student Learning Priorities (DSLPs), and Drexel School of Education Program Themes.  Discussion examining the task team’s work is framed around the four interlinking components of community of practice: meaning, practice, community, and identity.  Wenger (1998) describes these components as “deeply interconnected and mutually defining” (p. 5). While uncommon, the process described in this essay represents the intent of assessment scholars (Banta & Palomba, 2014) and contributes to deepening understanding of higher education assessment work.

Program Innovation and Design in an Era of Accountability: EdD Faculty Work as a Community of Practice