Year of Award

2025

Document Type

Professional Paper

Degree Type

Master of Arts (MA)

Degree Name

Education

Department or School/College

Phyllis J. Washington College of Education

Committee Chair

Dr. Trent Atkins

Commitee Members

Dr. Morgen Alwell, Dr. Erica Allen

Keywords

Interdisciplinary, Climate Change, High School, Curriculum, Science, English, Art

Subject Categories

Curriculum and Instruction

Abstract

As today’s global challenges grow increasingly complex, interdisciplinary thinking is essential for students to make meaningful connections in their learning. Despite this need, high school students continue to have educational experiences in one-subject classrooms, often preventing them from engaging in integrated learning models. This professional project addresses the gap by developing a five-week interdisciplinary unit titled Brushstrokes of Change, which combines climate science with English language arts and visual arts to amplify student understanding of climate change concepts. This unit was designed for grades 9-12 and prioritizes 21st-Century skills in critical thinking, communication, creativity, and collaboration through the use of scientific literacy, poetry, watercolor painting, and reflection.

Based on research-supported best practices – including Project-Based Learning, real-world applications, and alternative assessments – the unit teaches students about essential climate concepts through the lens of artistic expression. The culminating project challenges students to synthesize their understanding by producing an original watercolor painting, a haiku, and an artist-scientist statement, which will be collectively showcased at a community open-house gallery event.

In addition to the curriculum unit, a professional development (PD) module titled Teaching Across Boundaries was created to support educators interested in implementing interdisciplinary practices. The PD includes hands-on workshops, collaborative planning templates, student examples, and discusses solutions to the research-discussed challenges to implementation, including teacher time, curriculum constraints, and assessments.

This project aims to increase student academic outcomes and foster future-oriented student minds while equipping teachers with simple strategies for interdisciplinary teaching. Future research is recommended to evaluate the effectiveness of both the unit and the PD module, including pre- and post-assessments of student learning and teacher confidence. This project provides a model for integrating science, art, and English to prepare students for real-world issues beyond the classroom.

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© Copyright 2025 Sydney M. Ruby-Pasternak