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Mentorship for Agency: A Co-Constructed Case Study of Doctoral Students as Partners in Course Development

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Bibliographic Details
Title: Mentorship for Agency: A Co-Constructed Case Study of Doctoral Students as Partners in Course Development
Language: English
Authors: Jaclyn Rivard, Veronica Wilson, Marki Alexander, Jamie Pang
Source: International Journal for Students as Partners. 2026 10(1).
Availability: McMaster University Library Press. McMaster University Library, 1280 Main Street West, Hamilton, ON L8S $L6 Canada. e-mail: scom@mcmaster.ca; Web site: https://mulpress.mcmaster.ca/ijsap
Peer Reviewed: Y
Page Count: 10
Publication Date: 2026
Document Type: Journal Articles
Reports - Research
Tests/Questionnaires
Education Level: Higher Education
Postsecondary Education
Descriptors: Mentors, Doctoral Students, Student Participation, Inclusion, Curriculum Development, College Faculty, Teacher Student Relationship, Self Efficacy, Theory Practice Relationship, Partnerships in Education
Abstract: 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.
Abstractor: As Provided
Entry Date: 2026
Accession Number: EJ1501338
Database: ERIC
FullText Text:
  Availability: 0
CustomLinks:
  – Url: https://eric.ed.gov/contentdelivery/servlet/ERICServlet?accno=EJ1501338
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  Data: Mentorship for Agency: A Co-Constructed Case Study of Doctoral Students as Partners in Course Development
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  Data: <searchLink fieldCode="AR" term="%22Jaclyn+Rivard%22">Jaclyn Rivard</searchLink><br /><searchLink fieldCode="AR" term="%22Veronica+Wilson%22">Veronica Wilson</searchLink><br /><searchLink fieldCode="AR" term="%22Marki+Alexander%22">Marki Alexander</searchLink><br /><searchLink fieldCode="AR" term="%22Jamie+Pang%22">Jamie Pang</searchLink>
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  Data: <searchLink fieldCode="SO" term="%22International+Journal+for+Students+as+Partners%22"><i>International Journal for Students as Partners</i></searchLink>. 2026 10(1).
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  Data: McMaster University Library Press. McMaster University Library, 1280 Main Street West, Hamilton, ON L8S $L6 Canada. e-mail: scom@mcmaster.ca; Web site: https://mulpress.mcmaster.ca/ijsap
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  Data: 10
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  Data: <searchLink fieldCode="DE" term="%22Mentors%22">Mentors</searchLink><br /><searchLink fieldCode="DE" term="%22Doctoral+Students%22">Doctoral Students</searchLink><br /><searchLink fieldCode="DE" term="%22Student+Participation%22">Student Participation</searchLink><br /><searchLink fieldCode="DE" term="%22Inclusion%22">Inclusion</searchLink><br /><searchLink fieldCode="DE" term="%22Curriculum+Development%22">Curriculum Development</searchLink><br /><searchLink fieldCode="DE" term="%22College+Faculty%22">College Faculty</searchLink><br /><searchLink fieldCode="DE" term="%22Teacher+Student+Relationship%22">Teacher Student Relationship</searchLink><br /><searchLink fieldCode="DE" term="%22Self+Efficacy%22">Self Efficacy</searchLink><br /><searchLink fieldCode="DE" term="%22Theory+Practice+Relationship%22">Theory Practice Relationship</searchLink><br /><searchLink fieldCode="DE" term="%22Partnerships+in+Education%22">Partnerships in Education</searchLink>
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  Label: Abstract
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  Data: 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.
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RecordInfo BibRecord:
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    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 10
    Subjects:
      – SubjectFull: Mentors
        Type: general
      – SubjectFull: Doctoral Students
        Type: general
      – SubjectFull: Student Participation
        Type: general
      – SubjectFull: Inclusion
        Type: general
      – SubjectFull: Curriculum Development
        Type: general
      – SubjectFull: College Faculty
        Type: general
      – SubjectFull: Teacher Student Relationship
        Type: general
      – SubjectFull: Self Efficacy
        Type: general
      – SubjectFull: Theory Practice Relationship
        Type: general
      – SubjectFull: Partnerships in Education
        Type: general
    Titles:
      – TitleFull: Mentorship for Agency: A Co-Constructed Case Study of Doctoral Students as Partners in Course Development
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            NameFull: Jaclyn Rivard
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            NameFull: Veronica Wilson
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            NameFull: Marki Alexander
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            NameFull: Jamie Pang
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              M: 01
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              Y: 2026
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