Incorporating environmental issues in the curriculum through a laboratory course-based authentic learning experience with upper- and lower-division physics classes.

The implementation of course-based undergraduate research experiences (CUREs) and authentic learning experiences (ALEs) in science classrooms conveys multiple benefits, including increased student retention, growth in teamwork and communication skills, and a strengthening of the students' science identity. In this talk, I describe the implementation of an authentic learning experience centered around developing river water quality monitoring devices for use in a local river system. The ALE spans both lower- and upper-division physics courses, involving students across different stages of their college careers in a collaborative project. I will share how we use the project to both raise awareness of project possible upper-division project work among lower-division students, increase students' awareness of how their coursework has real-world applications, and heighten students' understanding of how physicists can play a role in research on environmental issues.

The project is part of the "Expanding Sustainable Interdisciplinary Research to Inspire Undergraduate Success" (SIRIUS-II) project which aims to grow authentic learning experiences on our and surrounding campuses. In this talk, I will share some of the aims and outcomes of this project, and describe how our physics classroom ALE can be integrated with other disciplines to create an interdisciplinary learning experience as part of the ALE design.