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 Science 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.

A. Science is a fundamentally nondogmatic and self-correcting investigatory process. In science, a theory is neither a guess, a dogma, nor a 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.

B. 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).

Science 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. Apply basic ecological principles to describe forest structure and function.
2. Use key characteristics to identify organisms common to Pacific Northwest forests and understand their natural history.
3. Apply an understanding of the complex interactions between humans and forest ecosystems and how those interactions influence forest management practices.
4. Work individually and in groups to effectively collect and analyze data related to biological, chemical, and physical characteristics of forests.

Develop a deeper understanding and appreciation of forests that translates into action that supports healthy forest ecosystems.

Course activities may include:

1. Lectures
2. Field trips
3. Active learning approaches such as relevant case studies
4. Laboratory sections may include fieldwork and laboratory skills such as: proper use of equipment, sampling techniques, data collection in the field, data analysis, use of dichotomous keys to identify common forest species, and soil analysis
5. Written lab reports
6. Written papers
7. Oral presentations

1. Exams and quizzes which may include multiple choice, matching, true-or-false, short-answer, identification, and essay questions
2. Written lab reports and/or lab notebooks
3. Written assignments
4. Oral presentations

Concepts and Themes:

1. Fundamentals of ecology

2. Energy relationships and biogeochemical cycles 

3. Biodiversity of forest ecosystems

4. Forest land, soil, watershed, and atmospheric systems

5. Stream-forest interactions

6. Human impacts on forests 

7. Identify common PNW forest organisms

Issues: 

1. Endangered species 

2. Invasive species 

3. Fire 

4. Climate change 

5. Disease 

6. Forest management

7. Urban forests 

Skills 

1. Use dichotomous keys to identify common organisms

2. Perform field sampling

3. Use equipment to collect data related to environmental parameters 

4. Analyze data related to environmental parameters and present conclusions 

5. Practice scientific literacy by locating and accessing reliable information and use this information to draw logical conclusions

6. Collaborate with peers and work effectively within groups

7. Clear written and oral presentation of information and data