Chapter 14: Rethinking Residency: Thoughts for Enriching Doctoral Programs in Education

There is a problem within many doctoral programs in education. The residency component of these programs, which could serve a powerful teaching and learning purpose, instead seems to be often overlooked and certainly under-imagined. Residency, where schools even require it, most often takes one of two forms, either as a period of full-time study or less often it is full-time study plus additional requirements. In either of these forms, residency seems to occupy a relatively small space within doctoral programs. Yet, as argued below, residency holds rich potential for serving a meaningful function in doctoral programs and should not be overlooked.