Mentorship for agency

This case study examines how three doctoral students developed agency through partnering with a professor on course development projects. Framed by Bandura’s (1989; 2006) social cognitive theory and Code’s (2020) agency for learning framework, the study analyzes how these partnerships fostered students’ intentionality, forethought, self-regulation, and self-efficacy. Through individual interviews and a focus group, the research revealed that students experienced professional growth, enhanced collaborative relationships, increased ownership in course development, and improved integration of theory and practice. The findings demonstrate that course development partnerships can function as high-impact practices (HIPs) in doctoral education, providing opportunities for meaningful mentorship and authentic learning experiences. The study contributes to literature on students as partners (SAP) initiatives while offering insights into how faculty-student collaboration at the doctoral level can nurture student agency and professional development.