Physics affinity development during introductory physics for life sciences at four institutions

A national effort has sought to improve introductory physics for the life sciences (IPLS), both to optimize the content and skills taught and to support growth of interest and recognition of the value of physics for the life sciences. Our previous work has reported increases in student self-reported interest in physics and perception of relevance of physics. To characterize the landscape of IPLS courses and to gain insight into if and how IPLS courses achieve motivational and affective gains, we studied courses at four dissimilar institutions, one small private and three large public institutions, all with different selectivities and approaches in their physics courses for life science students. We surveyed students pre and post to measure their interest, self-efficacy, and assessment of physics relevance to the life sciences— taken together, "physics affinity" — and surveyed twice during the semester about course elements that were significant in students' experience. We report the correlations we observe between physics affinity changes and key aspects of course implementation. We also report the results of a follow-up minimal intervention in one course designed to support students' interest in and recognition of relevance of physics.