Portland Community College | Portland, Oregon

To clarify the teaching of evolution and its place in the classroom, the Portland Community College Biology Departments stands 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 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.
* 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 will be able to:
1. Work collaboratively, competently and ethically within a team of other health care professionals in subsequent clinical and academic programs in allied health sciences.
2. Apply concepts and knowledge of general terminology, gross anatomy, physiology, histology and terminology related to the respiratory, digestive, urinary and reproductive systems, metabolism and fluid and electrolyte balances; embryology and genetics toward clinical problem solving.
3. Critically evaluate health articles and medical journals related to anatomy and physiology and contextualize the knowledge into the realm of public health and broader social issues.
4. Effectively evaluate case studies in anatomy and physiology through verbal, written and/or multimedia means.
5. Continually develop scientific reasoning and the ability to interpret patient data through the collection of clinical and physiological parameters.
6. Use correct terminology to communicate anatomical features and physiological processes.

This course will be taught in a traditional lecture and laboratory format. Lecture will be presented utilizing a variety of multimedia and interactive presentations. Laboratory experiences will be largely hands-on and team-based, utilizing a variety of resources including (but not limited to): multimedia, prepared microscope slides, human and animal specimens.
 

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, poster and/or oral presentations, interpretation of case studies, homework assignments, laboratory write-ups, research papers, portfolios and small group exercises.
 

COURSE CONTENT:
THEMES:

• Professionalism - attitude
• Interdependence of health care professions
• Limitations of personal skill levels and knowledge
• Critical thinking

CONCEPTS

• Homeostasis
• Interelationship between form and function
• Scientific method

ISSUES

• Conflicting and limitations of data
• Use of animal testing
• Differences between science and pseudo-science
• Attitudes and practices are evolving

COMPETENCIES AND SKILLS

• Microscope skills
• Dissection skills
• Interpretation of data
• Proper usage and pronunciation of terms
• Positive group interactions
• Locating and accessing information
• Environmental awareness and proper disposal of hazardous waste
• Study skills

EXPECTED STUDENT COMPETENCIES:
1.0 INTRODUCTION TO THE RESPIRATORY SYSTEM
Instructional Goal:
The goal is to survey the anatomy and physiology of the respiratory system. Another goal is to develop an understanding of the interrelationships between the respiratory and the cardiovascular system.
2.0 INTRODUCTION TO THE DIGESTIVE SYSTEM
Instructional Goal:
The goal is to survey the anatomy and physiology of the digestive system.
3.0 METABOLIC PROCESS
Instructional Goal:
The goals are to gain knowledge of anabolism and catabolism, and the role nutrients play in these processes.
4.0 INTRODUCTION TO THE URINARY SYSTEM
Instructional Goal:
The goal is to survey the anatomical and physiological components of the human urinary system.
5.0 BODY FLUIDS, ELECTROLYTES AND ACID-BASE BALANCE
Instructional Goal:
The goal is to understand fluid balance between the various body fluid compartments. A second goal is to understand the role that the major electrolytes play in maintaining homeostasis. A third goal is to understand the role that various organ systems play in maintaining acid-base homeostasis.
6.0 INTRODUCTION TO THE REPRODUCTIVE SYSTEM
Instructional Goal:
The goal is to survey the anatomical and physiological components of the reproductive systems of both sexes.
7.0 DEVELOPMENT AND INHERITANCE
Instructional Goal:
One goal is to develop an understanding of human development. A second goal is to examine the way in which inherited information is distributed from one generation to the next. A third goal is to develop an understanding of some genetic disorders.