Conference on Introductory Physics for the Life Sciences

本项目为将于2013年底或2014年初召开的生命科学物理入门会议提供部分支持。会议为期两天，约有200名教职员工参加，其中大多数是物理学，包括物理教育研究，以及生物学家、生物教育研究人员、基础科学医学院教职员工和其他与健康相关的教职员工。会议预计将向本科STEM社区提交一份报告，内容是物理学如何响应本科生生命科学教育创新的呼吁，正如最近美国科学促进会关于本科生物学教育的愿景和变化的报告所阐述的那样，这份报告是由霍华德休斯医学研究所-美国医学院协会联合委员会制作的关于未来医生的科学基础的报告。以及MCAT2015预览指南，修订后的医学院入学考试。此外，该报告还为IPLS课程提供了指导方针，这些课程为广泛的生命科学学生提供服务，包括那些以健康相关职业为目标的学生、基础生物科学研究职业（如国家研究委员会BIO2010报告所述）、未来的K-12生命科学教师以及生态和环境科学等领域的教师。本课题的智力价值在于结合物理教育研究和生物教育研究成果，全面探讨了生命科学本科学生应该教什么以及如何教物理。该项目由一个在生命科学物理教育方面具有丰富经验的团队领导。该小组得到了一个会议策划小组的协助，该小组包括物理学家、代表当代生物学广度的生物学家和学科教育研究人员。该项目的更广泛影响包括一套指导方针，这些指导方针可以提高每年约200,000名学生学习的生命科学入门物理课程，以及这些学生使用的文本和在线材料以及实验室实验。正在作出特别努力，使所有类型的高等教育机构都参与进来，并通过个人征聘和提供一些旅费补贴，确保少数民族院校的教员参与进来。

This project provides partial support for a conference on Introductory Physics for the Life Sciences (IPLS) to be held in late 2013 or early in 2014. The conference lasts two days and engages about 200 faculty members, most in physics, including physics education research, along with biologists, biology education researchers, basic science medical school faculty, and other health-related faculty. The conference is expected to result in a report to the undergraduate STEM community about how physics is responding to the calls for innovation in undergraduate life science education as articulated in the recent American Association for the Advancement of Science report on Vision and Change in Undergraduate Biology Education, the report on the Scientific Foundations for Future Physicians produced by a joint Howard Hughes Medical Institute-Association of American Medical Colleges committee, and the Preview Guide to MCAT2015, the revised Medical College Admission Test. In addition the report provides guidelines for IPLS courses that serve a wide spectrum of life science students including those aiming for health-related careers, for basic biological sciences research careers (as articulated in the BIO2010 report from the National Research Council), for future K-12 life science teachers, and for those in fields such as ecology and environmental science.The Intellectual Merit of the project lies in its comprehensive discussion of what physics should be taught to undergraduate life science students and how it should be taught based on what is known from physics education research and biology education research. The project is led by a team with considerable experience in physics education for the life sciences. That team is aided by a conference planning group that includes physicists, biologists representing the breadth of contemporary biology, and disciplinary education researchers.The Broader Impacts of the project include a set of guidelines that lead to the enhancement of the introductory physics courses for the life sciences taken by about 200,000 students per year and the materials, both text and online, and laboratory experiments used by those students. Special efforts are being made to involve all types of higher education institutions and to ensure the participation of faculty from minority-serving institutions by using personal recruitment and by providing some travel subsidies.