Introductory Physics for Life Sciences: Preparing and Engaging Students through Authentic Interdisciplinary Connections

Abstract

We review the history, design principles, development, associated theoretical frameworks, and assessment of the group of curricula known as Introductory Physics for the Life Sciences (IPLS)—introductory physics courses designed for life science majors and pre-health students. IPLS courses were introduced in response to calls from the life science and medical community for improved physical sciences training for undergraduates in their fields, and the primary goal of such courses is to make meaningful connections between physics and the life sciences. Although much more assessment is needed, the work that has been done documents success toward the core goals of (1) helping students value physics as a meaningful component of understanding the life sciences, (2) developing students' abilities to use physics to analyze and model biological phenomena, and (3) developing students' interdisciplinary identity and sense of competence with physics. We also identify future work needed, ranging from further evaluation of student work and motivation to the development of appropriate assessments for topics not traditionally covered in the introductory course. We describe how this work contributes to the broader DBER enterprise, such as in the development of tools to evaluate interdisciplinary learning.