We present an investigation into the interdisciplinary role of physics in a physics-for-non-physicists course at Pomona College. This work is guided by prior research into introductory physics for life-science (IPLS) courses, but attends to significant differences in the scope and context of this course. We interviewed enrolled students, physics professors, and professors from non-physics disciplines to explore the function of this course and the role of physics in the education of non-physics-science students. Interviews were audio recorded and transcribed, then analyzed to identify emergent themes. These themes outline the authentic physics, including content knowledge and other, broader learning objectives, that play an important and distinct role in the science education of enrolled students. Stakeholders generally align in their emphasis of interdisciplinary relevance with some divergence in the specific articulation of that idea. The differences can be understood through the stakeholders’ distinct areas of expertise, with non-physics professors expressing value through relevance to their discipline and physics professors focusing on essential aspects of physics.

中文翻译：

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在一门非基础物理学入门课程中来自学生和教授的观点：什么是学科交叉？

我们对波莫纳学院在非物理物理学家课程中物理学的跨学科作用进行了调查。这项工作是通过对生命科学入门课程（IPLS）的先前研究进行指导的，但是在该课程的范围和背景方面存在重大差异。我们采访了在校学生，物理学教授和非物理学学科的教授，以探讨本课程的功能以及物理学在非物理学学生中的作用。对访谈进行录音和转录，然后进行分析以识别紧急主题。这些主题概述了真实的物理学，包括内容知识和其他更广泛的学习目标，它们在在校学生的科学教育中起着重要而独特的作用。利益相关者通常将其跨学科相关性的强调与该思想的具体表达方式上的某些分歧保持一致。可以通过利益相关者不同的专业领域来理解差异，非物理学教授则通过与其学科相关的方式表达价值，而物理学教授则侧重于物理学的基本方面。