Existing scholarship exploring the notion of mentorship in academic environments typically reflects support for negotiating tenure. This form of mentorship supports an established scholar to aid in the professional development of a junior scholar. The unilateral nature of this form of mentorship is critiqued for reifying power dynamics. Absent from this literature, and more specifically from tourism research, are discussions and analyses of reciprocated mentorship. As such, the aim of this paper is to examine the development of an intergenerational partnership between a pre-tenured scholar and a graduate student during the co-construction and delivery of an Integrated Curriculum Design (ICD). Specifically, we employed collective-memory work (cf) and Creative Analytic Practice (CAP) to critically reflect on our intergenerational partnership and how our various experiences influenced the trajectory of our ICD project to its current form. Research data was co-constructed to broaden audience and impact. Findings contribute to the limited scholarship on ICD in tourism, address the absence of scholarship on reciprocal mentorship in Recreation, Sport, Tourism and Hospitality, and propose an intergenerational partnership as a more appropriate mentorship model in contemporary academic landscapes.