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, or 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.

Successful biology students will:
• Communicate effectively in oral and written formats using appropriate vocabulary regarding the immunological response, mechanisms of this response, its regulation and the genetic basis.
• Apply scientific principles in the interpretation of immunological responses and data.
• Apply an understanding of the roles of immunology in protection against disease and autoimmune disorders to choices in their daily lives.

Assessment tasks may include:
• Independent projects.
• Case studies
• Open-ended essay questions and multiple-choice exams.
• Classroom assessments such as quizzes, one minute summaries, etc.
• Scientific papers that follow standard scientific format presenting independent investigations and may include peer-review(s).
• Oral presentations of immunological information or contemporary issues that involve immunology
• Scientific article critiques.

COURSE CONTENT: THEMES, CONCEPTS, ISSUES AND SKILLS
General properties of immune response both innate and adaptive
Cells and tissues of the immune response
Antibodies and antigens
MHC molecules
Antigen processing and presentation
Maturation, activation and regulation of lymphocytes
Tolerance and autoimmunity
Cytokines and Immune Function
Immunity in defense and disease with respect to microbes, transplantation and tumors.
ISSUES:
Biology 287 is intended to help students master concepts of immunology at a level that will prepare the students for success in allied health programs or clinical technology programs.
COMPETENCIES AND SKILLS:
• Locate and access immunological information relevant to area of study.
• Think critically about issues that involve immunology.
• Collaborate with peers and work effectively in a group.
• Articulate scientific processes related to immunology in written and/or oral format.
• Present immunologic data using scientific format.
• Present conclusions and explain logic to immunological issues.
• Read scientific literature about immunology.