<?xml version='1.0' encoding='UTF-8'?><xml><records><record><source-app name="HighWire" version="7.x">Drupal-HighWire</source-app><ref-type name="Journal Article">17</ref-type><contributors><authors><author><style face="normal" font="default" size="100%">Kokroko, Kenneth J.</style></author><author><style face="normal" font="default" size="100%">Hall, Caitlyn A.</style></author></authors><secondary-authors></secondary-authors></contributors><titles><title><style face="normal" font="default" size="100%">Reflections on Applying Interdisciplinary Collaboration, Cross‐Cultural Exchange, and Community Engagement in Studio‐Based Learning</style></title><secondary-title><style face="normal" font="default" size="100%">Landscape Journal</style></secondary-title></titles><dates><year><style  face="normal" font="default" size="100%">2026</style></year><pub-dates><date><style  face="normal" font="default" size="100%">2026-06-01 00:00:00</style></date></pub-dates></dates><pages><style  face="normal" font="default" size="100%">101-125</style></pages><doi><style  face="normal" font="default" size="100%">10.3368/lj.45.1.101</style></doi><volume><style face="normal" font="default" size="100%">45</style></volume><issue><style face="normal" font="default" size="100%">1</style></issue><abstract><style  face="normal" font="default" size="100%">This case study examines a pilot pedagogy integrating interdisciplinary collaboration, cross‐cultural exchange, and community engagement as studio‐based experiential learning strategies to cultivate nontechnical professional competencies. The approach was implemented in a graduate‐level landscape architecture studio at the University of Arizona (UA) and facilitated collaboration between UA students and architecture students from the Universidad de Sonora (UNISON) in Hermosillo, Mexico. The studio curriculum explored sustainable design at multiple scales and introduced students to integrative, contextually grounded, and community‐driven design processes. Mixed‐methods analysis of student surveys conducted throughout the course—and critical reflections on the experience by course instructors—reveal that the pedagogy fostered growth in both technical and nontechnical professional competencies. The findings, which indicate that the approach could be a model for supporting holistic professional preparedness, underscore the value of experiential learning in landscape architecture education. Students reported increased confidence in interdisciplinary teamwork, enhanced adaptability, and new appreciation for stakeholder engagement. However, challenges related to coordination, communication, and alignment of intended learning outcomes across institutions highlight the need for more structured preparation and project management training for both students and faculty. We offer actionable recommendations for refinement of the pedagogical approach to support improved learning outcomes and provide guidance for educators seeking to apply these strategies in studio‐based teaching practices. This case study contributes to the ongoing discourse on how landscape architecture education can better prepare students to navigate the complexities of contemporary practice.</style></abstract></record></records></xml>