Portland Community College | Portland, Oregon

To clarify the teaching of evolution and its place in the classroom, the Portland Community College Biology Departments stand by the following statements about what is science and how the theory of evolution is the major organizing theory in the discipline of the biological sciences.
Science is a fundamentally non-dogmatic and self-correcting investigatory process. In science, a theory is neither a guess, dogma, nor myth. The theories developed through scientific investigation are not decided in advance, but can be and often are modified and revised through observation and experimentation.
The theory of evolution meets the criteria of a scientific theory. In contrast, creation "science" is neither self-examining nor investigatory. Creation "science" is not considered a legitimate science, but a form of religious advocacy. This position is established by legal precedence (Webster v. New Lenox School District #122, 917 F. 2d 1004).

Biology instructors of Portland Community College will teach the theory of evolution not as absolute truth but as the most widely accepted scientific theory on the diversity of life. We, the Biology Subject Area Curriculum Committee at Portland Community College, therefore stand with such organizations as the National Association of Biology Teachers in opposing the inclusion of pseudo-sciences in our science curricula.

Upon successful completion of the course, students should be able to:

1. Apply the iterative process of science to generate and answer biological questions by analyzing data and drawing conclusions that are based on empirical evidence and current scientific understanding.
2. Use evidence to develop informed opinions on contemporary biological issues and explain the implications of those issues on society.
3. Explain how morphology relates to physiology across diverse organisms.
4. Describe how biological systems detect and respond to different internal/external environmental conditions through feedback.
5. Compare and contrast strategies for achieving homeostasis.
6. Explain how developmental and environmental processes influence the evolution of structures, functions, and life cycles across diverse organisms.

o open-ended essay questions and multiple-choice exams;

o scientific papers that follow standard scientific format presenting independent investigations and may include peer-review(s);

o oral presentations of biological information, informed positions on contemporary issues, and/or laboratory results;

o classroom assessments, such as, quizzes, one minute summaries, pre-test/post-tests, etc.;

o major independent projects, such as, experiential learning plus journals, botany collections with ecosystem reports, library research term papers, and field journals;

o scientific article critiques;

o laboratory practical exams;

o and small projects and homework assignments.

Themes and Concepts include:

• Information Flow, Exchange, and Storage: The growth and behavior of organisms are activated through the expression of genetic information in context.

• Structure and Function: The basic units of structure define the function of all living things.

• Vision and Change National Competencies (Brewer & Smith, 2011)

  • Ability to apply the process of science.

  • Ability to use quantitative reasoning.

  • Ability to use modeling and simulation.

  • Ability to tap into the interdisciplinary nature of science.

  • Ability to communicate and collaborate with other disciplines.

  • Ability to understand the relationship between science and society

Biology 212 is relevant to many contemporary issues that may be discussed and explored during the course, such as, effects of pollution in aquatic systems, applications of gene therapy, dwindling biodiversity, primate evolution, global warming, acid rain, overpopulation, unknown impacts of genetically modified organisms, etc.