Light pollution is now recognized as a pervasive form of human generated pollution, rather than simply a problem for the astronomical community.  Publications such as “National Geographic” and programs like the National Park Service’s “Night Sky Rangers” represent important informal education efforts.  However, the physics education community is uniquely positioned to reach large numbers of young people: those who will ultimately influence and/or inform public policy.  We discuss opportunities to engage students with light pollution from the disciplines of astronomy, biology/environmental science, engineering, and physics.  Students from K-16 can participate in Citizen Science programs and hands-on-learning curricula as part of course work in astronomy, biology, or physics.  Motivated students can pursue projects documenting light pollution as part of science fair projects or undergraduate research experiences.  We conclude with the potential opportunities to use light pollution as a service-learning vehicle in undergraduate courses as well.

I report on a novel use of the Sky Quality Meter (SQM) to measure light trespass at the Berea College Pinnacles. As part of her senior capstone project, one of our students measured the brightness under the tree canopy as a function of distance from the parking lot under a variety of sky conditions (clear, cloudy, partly-cloudy). The student was able to demonstrate that lights from the parking lot had a signifcant impact on the luminance at a distance of up to 200 m within the forest, compared to nights when the lights were turned off.  Future work includes continuing to monitor the light pollution at the Pinnacles under different light and seasonal conditions, as well as installing a permanent SQM-LE unit at the site.