This study focused on how a cohort of scholarly practitioners extended the traditional Doctorate in Education (Ed.D.) model at Lynn University by undertaking a nontraditional group Dissertation in Practice (DiP). The participants were a cohort of 11 scholarly practitioners known as Cohort 5 who became the first Lynn University doctoral students to extend the traditional cohort model beyond the relationship building and coursework archetype, and undertake a nontraditional group DiP that involved all group members working collaboratively. In 2007, the Carnegie Foundation decided to re-envision the Ed.D. as a way to help address the needs of 21st century educational settings. The Foundation created the Carnegie Project for the Education Doctorate (CPED) and brought together a number of Research 1 (R1) universities designated from the Carnegie Foundation during Phase I of analysis, with Lynn University included. The purpose of this initiative was to redesign the Ed.D. so that it could be recognized and distinguished as a purposeful degree specifically for scholarly practitioners.