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 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 students will be able to:

1. Work collaboratively, competently and ethically within a team of other health care professionals in subsequent clinical and academic programs in allied health sciences.
2. Apply concepts and knowledge of general terminology, cell structure and function, gross anatomy, physiology, histology and terminology related to the integument, muscular, skeletal and nervous systems toward clinical problem?solving.
3. Critically evaluate health articles and medical journals related to anatomy and physiology and examine the contexts of public health and broader social issues.
4. Effectively evaluate case studies in anatomy and physiology through verbal, written and/or multimedia means.
5. Use experience gained in the collection of clinical and physiological parameters through hands on or real life activities that develop scientific reasoning and interpret patient data.
6. Use correct terminology to communicate anatomical features and physiological processes.

This course will be taught in a traditional lecture and laboratory format. Lecture will be presented utilizing a variety of multimedia and interactive presentations. Laboratory experiences will be largely hands-on and team-based, utilizing a variety of resources including (but not limited to): multimedia, prepared microscope slides, human and animal specimens. 

At the beginning of the course, the instructor will explain the methods used to evaluate student progress and the criteria for assigning a course grade. Instructors are encouraged to include a variety of techniques, including: examinations, quizzes, poster and/or oral presentations, interpretation of case studies, homework assignments, laboratory write-ups, research papers, portfolios and small group exercises. 

COURSE CONTENT: THEMES:

Professionalism - attitude, Interdependence of health care professions Limitations of personal skill levels and knowledge Critical thinking 

CONCEPTS

• Homeostasis
• Interrelationship between form and function
• Scientific method

ISSUES

• Conflicting and limitations of data
• Use of animal testing
• Differences between science and pseudo-science
• Attitudes and practices are evolving

COMPETENCIES AND SKILLS

• Microscope skills
• Dissection skills
• Interpretation of data
• Proper usage and pronunciation of terms
• Positive group interactions
• Locating and accessing information
• Environmental awareness and proper disposal of hazardous waste
• Study skills

EXPECTED STUDENT COMPETENCIES:  

1.0 INTRODUCTION TO ANATOMY AND PHYSIOLOGY  

Instructional Goal: The goals are to survey the scope of the course and to develop a basic working vocabulary applicable to the study of anatomy and physiology. Students will also be taught about homeostasis. 

2.0 CHEMICAL AND PHYSICAL BASIS OF LIFE  

Instructional Goal: The goal is to gain knowledge of the nature and fundamental structure of all matter and apply that knowledge to the structure and interactions between chemical substances found in biological matter. 

3.0 CELL STRUCTURE  

Instructional Goal: The goal of this unit is to gain an understanding of what cells are, how they function, how they synthesize proteins, and how they divide. 

4.0 INTRODUCTION TO TISSUES, MEMBRANES, AND GLANDS  

Instructional Goal: The goal is to survey the fundamental tissue groups that combine to form the human body, to understand how tissues are classified as membranes, and to understand the formation of endocrine and exocrine glands. 

5.0 INTRODUCTION TO INTEGUMENTARY SYSTEM  

Instructional Goals: The goals are to survey the anatomy and physiology of the integumentary system. 

6.0 INTRODUCTION TO THE SKELETAL SYSTEM  

Instructional Goal: The goal is to survey the anatomy and physiology of the skeletal system. 

7.0 INTRODUCTION TO THE MUSCULAR SYSTEM  

Instructional Goals: The goals are to develop an understanding of the physiology of muscle contractions and become familiar with the names, locations, and functions of the major muscles. 

8.0 INTRODUCTION TO THE NERVOUS TISSUE  

Instructional Goals: The goals are to develop an understanding of the organization of the nervous system and the physiology of nerve impulse conduction.