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To understand how physics faculty design and teach their Introductory Physics for Life Sciences (IPLS)  courses, we analyzed interviews with faculty to learn about their ideas about their students. We focused  specifically on the narratives faculty use to reason about their students as future professionals and how that  related to their learning goals for such courses. We found that faculty reason about their students’ needs when  describing curricular design decisions in a range of ways, including with a strong sense of personal  responsibility towards students’ preparation, justification about what students have an interest in or will need  in the future, and imagined relations between the faculty’s self and professionals in the students’ field of  study. To better support physics faculty in teaching interdisciplinary physics courses, we aim to help faculty  become more aware of their stances toward their students. This analysis suggests ways of broadening the  narratives that faculty use to understand their life science students.

Instructors’ justifications regarding curricular design: Assumptions about life sciences students and their role in physics courses