As calls increase to give public affairs doctoral students more agency in their learning, we report on the effects of implementing professional development, self-reflection, and original research into a first-year, first-semester introductory doctoral seminar. Using Scott et al.'s framework, we purposively integrated elements of socialization and self-reflection into the course materials and assignments. Via collaborative autoethnography, we argue that reflexivity and deliberation in real-time yields: personal connection to the materials and each other; kinetic energy and information retention; the blending of academic rigor with an ethic of care. The conclusion offers a framework based on our findings to assist other professors in developing courses with built-in reflection and professional development to work toward equity in the classroom.