  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.
