Project-based Learning and Experiential Learning are a staple of architecture, landscape architecture and similar professional studio-based curricula. In a studio setting this approach typically assigns an ill-defined project that fosters creative problem-solving and critical thinking. While this learning method is effective, research shows that collaborating with a client or community enhances student learning. This paper presents the outcomes of a Master of Landscape Architecture studio project that collaborated with a non-profit organization (NGO) in a rural town in the Southeastern United States.

Landscape Architecture Graduate Studio III partnered with the Keep Corinth-Alcorn Beautiful (KCAB) NGO to design a public wildflower park on a 2.4-hectare (6-acre) site. The project site is a non-developed city-owned property along a primary entry into the community that the KCAB received funding from a private trust to implement a pollinator garden. Students met with KCAB board to receive input regarding elements wanted and not wanted in the park. Prior to this meeting, students researched similar parks and pollinator gardens and developed precedent boards that KCAB members placed a green or red sticker next to the elements they wanted or did not want. Following the input session, students expressed enthusiasm about engaging with stakeholders to better understand issues and concerns their design proposals needed to address. The information conveyed through the input session coupled with the students spending multiple days in the community and on the site, led each student (n=6) to develop a unique park design concept. A few weeks after the input session, students presented their preliminary plans to the KCAB members virtually to receive additional input and feedback. The students refined their plans and at the semesters end presented the plans at an open public meeting in Corinth, Mississippi. The KCAB advertised the meeting online and in the local newspaper and approximately 60 citizens and private trust board members who provided project funding attended the students’ presentation. The students’ work exceeded the KCAB and private trust’s expectations and resulted in the private trust awarding an additional $350,000 dollars for the project.

Following the presentation, students reflected that the collaboration with the KCAB furthered their learning. Specifically, engaging early and throughout the project led to increased student learning in addressing client needs and communication. Furthermore, the students felt a strong sense of accomplishment that their work for a new public space excited the community and led to an additional 200% funding increase from the initial private gift. Many citizens and the KCAB board commented on the quality and professionalism of the students. Fostering collaboration in project-based learning and experiential learning in a real-world setting contributes significantly in furthering and promoting design professionals’ educational experiences.

Keywords: Landscape architecture, problem based learning, experiential learning, collaborative learning.