Portland Community College | Portland, Oregon

1. Fieldwork Statement

Fieldwork is a professional competence in many areas of Biology. Standard field practices include measurements of abiotic and biotic components. Fieldwork includes use of all the senses to make observations in natural and built environments. Field training may include developing skills in site characterization, measurement and data collection, application of key terms and concepts, species identification, and observation. Certain protocols may require use of equipment, chemicals, and expensive gear. Field training is experiential often leading to unique sets of observations/data in particular locations. Fieldwork may include inherent risks (uneven terrain, off-trail work with map & compass, variable weather, insects, environmental irritants, travel, stress, etc.). Fieldwork can be physically challenging and may require overland travel on foot or unusual means to field points, carrying field equipment (as well as food, water, and safety equipment), taking measurements under duress (learning new protocols, requiring remaining in an unusual posture or position for a length of time, timing pressures for certain procedures, holding organisms, variable weather, etc.), survival skills, orienteering, and so on.

2. Evolution Statement

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.

1. 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.
2. 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 course, students will be able to:

• Meet the outcomes mutually agreed upon by the student and instructor for this independent study course.
• Successfully transfer and perform at a four-year college or university or other program of interest to the student. 
• Apply the scientific method and biological concepts in novel settings for lifelong learning.

Assessment Tasks may include:

• scientific papers that follow standard scientific format presenting independent investigations and may include peer-review(s);
• oral presentations of biological information, informed positions on contemporary issues, and/or laboratory results;
• interpretation of field or lab studies;
• major independent projects, such as, experiential learning plus journals, botany collections with ecosystem reports, library research term papers, and field journals;
• scientific article critiques;
• laboratory practical exams or quizzes;

Themes and Concepts may include any subset of the following:
1. The chemistry of life
2. The cell
3. Genetics
4. Mechanisms of evolution
5. Evolutionary history of biological diversity
6. Plant form and function
7. Animal form and function
8. Ecology
Issues:
Biology 198 is relevant to many contemporary issues, such as, human biology and disease prevention, the patenting of genetically engineered organisms, ethics of cloning, allowing genetically modified foods, effects of pollution, human impacts on food webs and ecosystems, dwindling biodiversity, global warming, acid rain, overpopulation, etc.

Competencies and Skills:

• Use field and laboratory techniques and equipment. This may include field skills or more conventional or more high tech lab techniques.
• Locate and access biological information relevant to area of study
• Think critically
• May collaborate with peers -- work effectively in groups
• Articulate scientific processes in written and/or oral format
• Present data using the scientific format
• Present conclusions logically
• Read scientific literature
• Apply the scientific method