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.
 

1. 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.
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 completion of the course students should be able to:

1. Distinguish environmental factors, physical, psychosocial, cognitive and various stressors that affect disease and conditions.
2. Describe the influence of genetics and genomics on disease.
3. Describe the mechanisms the body uses to react to stresssors and pathogens.
4. Demonstrate a basic understanding of the concepts, principles and elements of disease.
5. Identify the risk factors, etiology, pathophysiology, clinical manifestations, and diagnostic tests related to diseases and conditions.
6. Effectively communicate case studies in pathophysiology through verbal, written and multimedia means.
7. Critically evaluate health articles and medical journals related to pathophysiology and contextualize the knowledge into the realm of public health and broader social issues.

This course will be taught in a traditional and online lecture format. Lecture will be presented utilizing a variety of multimedia and interactive presentations.

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, discussions, interpretation of case studies, and homework assignments.

THEMES: Critical thinking 

CONCEPTS: Homeostasis, Interelationship between form and function, Scientific method

ISSUES: Conflicting and limitations of data. Differences between science and pseudo-science. Study skills

COURSE CONTENT:
Lecture/discussion presentation of alterations in homeostasis, and alteration in cellular function.  Alterations in immune and inflammatory response, and may include alterations in the musculoskeletal, integument, neural control and integration, respiration, cardiovascular, gastrointestinal, endocrine, urinary and reproductive systems. Alterations in fluid balance, pH and electrolyte imbalances and its affects on homeostasis.

Prerequisites: BI231 and 232. BI 233 is a prerequisite/corequisite.