This article explores the use of unconferencing to support the professional development of two Critical Human Resource Development (CHRD) graduate students and a faculty member in Human Resource Development (HRD) at the College of Education and Human Development at the University of Minnesota in the US. Unconferencing, a participant-driven process, emphasizes collaboration, interaction, and flexibility, aligning with the principles of adult education. This research outlines the application and impact of unconferencing in preparing the students for their academic conference engagement. The preparation phase incorporated unconferencing principles, allowing the students to actively shape their learning experiences and engage in meaningful dialogues. During the conference, these unconferencing strategies facilitated real-time adaptation and support, addressing challenges while supporting CHRD students. This research is grounded in Collaborative Autoethnography (CAE), a qualitative approach that leverages reflexivity and shared authorship to examine identity formation and professional growth. Thus, individual and collective narratives from the co-authors provided a nuanced understanding of their developmental journeys. These narratives highlight their concerns, the support mechanisms that were effective, and the evolution of their identities as critical scholars. The article concludes with practical recommendations for faculty aiming to cultivate relationships with CHRD students and offers strategies for institutions to support the growth of CHRD scholarship. By showcasing the transformative potential of unconferencing, this study contributes to ongoing discourse on innovative pedagogical approaches in adult education and the advancement of critical scholarship within the Academy of Human Resource Development.
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