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 nondogmatic 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 completion of the course students should be able to:

• Describe current issues in wildlife conservation and management.
• Propose solutions to issues in wildlife conservation and management using fundamental ecological concepts.
• Compare cultural, historical, and current perspectives on the human-wildlife relationship.
• Explain the roles and responsibilities of the primary international and governmental agencies, scientific organizations, and private citizens in the conservation and management of wildlife.
• Collect and analyze data using scientific techniques in the lab and in the field.
• Identify common Pacific Northwest fish and wildlife species using key characteristics.

• Describe how personal beliefs and experiences influence a person’s worldview.
• Feel a connection with nature and wildlife.

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, and use of dichotomous keys to identify common fish and wildlife species
5. Written lab reports
6. Written papers
7. Oral and/or online slide presentations

Assessments may include a combination of the following:

• Classroom and/or lab activities.
• Quizzes and exams.
• Individual and/or group research projects.
• Scientific paper critiques, case studies, and/or issue analyses.
• Wildlife-related laboratory and field experiences.
• Data collection and analysis.
• Reflection on field trip experiences, discussions, and/or readings.

Themes and wildlife concepts will include:

• Historical relationships of humans and wildlife. 
• History of wildlife in North America.
• Biogeography.
• Niche and habitat.
• Biodiversity and introductory taxonomy.
• Natural selection.
• Wildlife ecology (e.g. life history strategies, predator/prey relationships).
• Population dynamics (e.g. population structure, reproductive rates, etc).
• Biotic communities.
• The biology of rarity.
• Introduced species.
• Wildlife diseases.
• Wildlife scientific literature and resources.
• Wildlife harvest.
• Wildlife management techniques.
• Animal damage management.
• Wildlife and environmental issues.
• Urban wildlife.
• Oregon wildlife identification.
• Wildlife case studies (from Oregon and elsewhere).
• Wildlife economics and values.
• Federal wildlife agencies, international treaties, and laws.
• State wildlife agencies and laws.
• Role of non-governmental organizations in wildlife management.
• Citizen role in managing public wildlife and habitat resources.

• Locate, read, and comprehend scientific wildlife literature and other sources of biological information.
• Apply the scientific method, including forming hypotheses, analyzing and interpreting data, and forming conclusions.
• Analyze information critically and present logically in written format.
• Present and discuss facts and opinions regarding wildlife issues and stakeholders.
• Identify and correctly utilize commonly-used wildlife-related scientific field equipment.