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Abstract Title: Physics faculty’s reasoning about life science students pursuing professions
Abstract: In trying 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. Here we focus specifically on the narratives faculty use to reason about their students as future professionals. When faculty reason about their students as future professionals, we see faculty orient to students 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.
Abstract Type: Contributed Poster Presentation
Session Time: Poster Session III
Poster Number: C22
Contributed Paper Record: Contributed Paper Information
Contributed Paper Download: Download Contributed Paper

Author/Organizer Information

Primary Contact: Mary Chessey
University of Maryland College Park
4150 Campus Dr
College Park, MD 20740
and Co-Presenter(s)
Adrian Madsen, American Association of Physics Teachers;
Chandra Turpen, University of Maryland College Park