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Qualitative thematic analysis identifies five overlapping themes covering disciplinary role awareness, communication challenges and digital adaptation, skill development and confidence, recognition of civic impact, and critical reflections on project design. 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bAgriculture and Natural Resources Department, University of Minnesota Crookston, Crookston, USA  \nABSTRACT  \nSituated at the intersection of interdisciplinary and service learning, the present research examines undergraduate reflections from a civic engagement project that brought together marketing and land use planning students to support a local civic initiative. Through qualitative thematic analysis of written reflections, the research explores how students perceived learning, collaboration, and civic responsibility within this interdisciplinary framework. Five overlapping themes emerged: growing awareness of disciplinary roles, communication gaps and digital adaptation, skill development and confidence, recognition of civic impact, and critical reflections on project design. These themes illuminate how students negotiated identity, knowledge, and purpose in a shared community context. While based on a small cohort, the findings offer insight into how interdisciplinary service learning nurtures not only professional competence but also reflective citizenship, prompting learners to connect disciplinary expertise with social value. The paper argues that such projects may offer fertile ground for developing integrative thinkers, students who learn to balance technical skill with civic imagination, and calls for more intentional structuring of collaboration to sustain meaningful engagement across disciplinary and institutional boundaries. The implications point to reflective inquiry as a bridge between experiential learning theory and the design of interdisciplinary civic education.  \nINTRODUCTION  \nService learning has become widely regarded asa meaningful and, in many cases, transformative approach to teaching in higher education. It is often described as the intentional combination of academic instruction with purposeful community engagement, aimed at enriching students’ learning, nurturing civic awareness, and contributing to the public good (Ahmad & Afshan, 2024; Eyler & Giles, 1999) . Drawing on experiential learning theory, service learning places students not simply as recipients ofknowledge but as active participants who apply theory within lived, sometimes unpredictable, community settings (Butin, 2010; Jacoby, 2014; Kolb, 2015) . Such experiences appear to develop both intellectual understanding and emotional maturity, although the extent of this growth can vary depending on the context and level of reflection involved. This orientation fits naturally within the broader mission of public ","cbCaip9c4gPtm0y2","https://ap.wps.com/l/cbCaip9c4gPtm0y2","pdf",871692,"English","# Introduction\n## Service learning in higher education\n## Interdisciplinary collaboration and civic education\n# Abstract\n## Research purpose and approach\n## Emergent themes and implications","[{\"question\":\"What is the research focus of the study?\",\"answer\":\"The study examines undergraduate reflections from an interdisciplinary civic engagement project connecting marketing and land use planning students to support a local initiative.\"},{\"question\":\"How were student experiences analyzed?\",\"answer\":\"Written reflections were analyzed using qualitative thematic analysis to identify patterns in how students perceived learning, collaboration, and civic responsibility.\"},{\"question\":\"What themes emerged from the students’ reflections?\",\"answer\":\"Five overlapping themes emerged: growing awareness of disciplinary roles, communication gaps and digital adaptation, skill development and confidence, recognition of civic impact, and critical reflections on project design.\"}]","Across disciplines and communities: student voices from a marketing and land use planning civic project | PDF",1792538264,48]