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 successful completion, students should be able to:

• Articulate fundamental concepts in wildlife conservation and management.
• Apply an understanding of basic ecological principles (the interconnectedness of organisms to each other and their environment) to environmental problems and sustainability issues.
• Use scientific techniques in the lab and in the field to identify and characterize wildlife populations and ecosystems.
• Use an understanding of historical and current perspectives on the human-wildlife relationship to effectively address wildlife issues.
• Identify the primary international, national, and state agencies and scientific organizations, responsible for conservation and management of wildlife, and understand the role of private citizens in decision-making at all levels.
• Make informed decisions by critically evaluating information sources.
• Recognize common Pacific Northwest wildlife.

Assessments may include a combination of three or more of the following:

• Short quizzes: short answer, multiple choice, true/false, and matching.
• One or two mid-terms and a final exam: may include essay questions.
• Student project (group or solo) involving design of a small wildlife exercise, collection of data, and write-up in scientific paper format.
• Wildlife scientific paper critiques or written wildlife issue analyses.
• Other oral presentations or special projects.
• Wildlife related laboratory and/or field experiences.

COURSE CONTENT:

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: aliens and exotics.
• Wildlife diseases.
• Wildlife scientific literature and resources.
• Federal wildlife agencies, international treaties, and laws.
• State wildlife agencies and laws.
• Role of non-governmental organizations in wildlife management.
• Wildlife harvest.
• Wildlife management techniques.
• Animal damage management.
• Wildlife and pollution.
• Urban wildlife.
• Oregon wildlife identification.
• Wildlife case studies (from Oregon and elsewhere).
• Wildlife economics and values.
• Citizen role in managing public wildlife and habitat resources.

 COMPETENCIES AND SKILLS:

• Read and comprehend scientific wildlife literature.
• Interpretation of information and data.
• Analyze information critically and present logically in written format.
• Present and discuss facts and opinions regarding wildlife issues and stakeholders.
• Apply the scientific method.
• Understand the peer-review process.
• Identify and correctly utilize commonly-used wildlife-related scientific field equipment.
• Locate and utilize a variety of biological information sources.