EdD programs affiliated with the Carnegie Project on the Education Doctorate encourage dissertations in practice (DiPs) focused on equity, social justice, and transformative practice. Conversations in our program revealed surface-level or late-stage social justice connections in our students' DiPs. Therefore, inspired by an existing framework that aimed at empowering EdD-activists, and needing more data from our own program, we formed a committee to design a program-specific EdD-activism framework. Through surveys, structured discussion, and other sources of qualitative data, an EdD-activism definition emerged that informed a programwide equity statement and catalyzed changes in our practice as educators. This essay presents our process, applications of our work, and our next steps.