Embedding Evaluation for Continuous Improvement in a Cohort-Based Doctoral Residency Model: Evidence from an Ed.D. Program

The Doctor of Education (Ed.D.) in Educational Leadership Program at Minnesota State University Moorhead (MSUM) includes two required summer residency weeks that serve as signature components of the doctoral experience. Given their central role in supporting academic milestones and scholarly community, program faculty have embedded systematic evaluation into residency design to support continuous improvement. This article describes a multi-phase, utilization-focused evaluation framework examining residency preparation, implementation, and participant experience. The evaluation designer collaborated with program faculty to design pre- and post-residency week instruments that elevate doctoral student voice and support faculty-led reflection. Preliminary findings indicated strong value placed on peer community, faculty advising, and milestone-aligned sessions, while also identifying opportunities to improve. The article offers a practical model for embedding evaluation to guide iterative improvement in cohort-based doctoral programs.