Interdisciplinary Pedagogy for Environmental Chemistry Communication through Art–Engineering Collaboration

Environmental pollutants such as per- and polyfluoroalkyl substances (PFAS) and microplastics (MPs) are urgent yet poorly understood risks demanding new approaches to public engagement. To address this challenge, we developed and implemented a semester-long, equity-centered curriculum at the University of Maine that brought graduate students from Environmental Engineering and Intermedia Art together. Our aim was to explore whether interdisciplinary, co-creative methods could bridge disciplinary divides and enhance public understanding of complex contaminants. Teams of students, guided by faculty, transformed contemporary scientific concepts into seven interactive artworks featured in a public exhibition, “Co-Translation: Making the Invisible Visible: Nanotechnology & Art vs. PFAS and Microplastics”. Assessment of student learning outcomes was conducted, with a supplementary visitor survey providing formative feedback on public reception. Engineering course evaluations showed students rated learning gains at 5.00/5.00 and intellectual challenge at 4.71/5.00 (N = 7). Structured reflection and thematic analysis revealed that students successfully learned core environmental chemistry concepts, including PFAS nomenclature and chemistry, mechanisms of microplastic degradation in the environment, nanomaterial surface chemistry, green synthesis principles, and chemistry of pollutant degradation in the advanced oxidation processes for water treatment. Students reported that translating scientific concepts into artistic forms deepened the conceptual understanding for both disciplines. Visitor survey data, given a small sample size (N = 24) and high baseline awareness (91.7%), provide preliminary indicators rather than generalizable conclusions. Our analysis demonstrates that co-creative and equity-driven art–science models can transform STEM education, democratize science communication, and foster civic environmental action. This replicable framework provides an archetype for interdisciplinary outreach and environmental literacy initiatives.