Portland Community College | Portland, Oregon

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.

1. Science is a fundamentally non-dogmatic 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).

Science (ESR) 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.

After completion of this course, students will:

• Apply concepts and knowledge of basic properties and functions of environmental systems, ecosystems, biogeochemical cycles, global climates, ecosystems services and human impacts on these systems.
• Apply concepts and knowledge of factors influencing biodiversity, population growth and structure and community-level interactions.
• Critically evaluate environmental problems and solutions on topics including soil and water resources, agriculture and energy.
• Identify, read, summarize, synthesize and appropriately cite information from the peer-reviewed scientific literature.
• Apply the scientific method to environmental investigations. This process will include gathering data in the laboratory and field, analyzing data using descriptive statistics and graphical representations, formulating conclusions based on data, and writing lab reports to communicate findings.
• Å·ÖÞ±­¾öÈü¾º²Âapp_Å·ÖÞ±­×ãÇòÍø-Ͷע|¹ÙÍø environmental concepts, math skills and problem solving skills essential for successful completion of future studies in environmental studies and science courses.

Assessment Tasks:

1. Midterm and final exams including a variety of types of questions including: matching, true/false, multiple choice, interpreting and creating diagrams, short answer and essay.
2. Typed lab reports describing laboratory and field exercises using a scientific writing style and including an introduction, methods, results and discussion section.
3. Written assignments that ask students to search, read, summarize, synthesize and cite the peer-reviewed scientific literature on a relevant environmental topic (e.g., the impacts of climate change).
4. Oral presentation or paper that describes an environmental problem and proposed solutions and demonstrates critical thinking based on evidence.

Themes, Concepts and Issues:

1. Scientific practices
2. Environmental systems: Matter, energy and change
3. Biogeochemical cycles
4. Ecosystem ecology
5. Global climates and biomes
6. Evolution and diversity
7. Population and community ecology
8. Soil and water resources
9. Water quality
10. Global change including climate change
11. Human impacts

Skills:

1. Effective teamwork and collaboration in the lab, field and classroom
2. Accurate measurement and data collection in the field and laboratory (e.g. perform water quality and soil testing analyses, use taxonomic keys for identification, use microclimate kits to measure environmental variables).
3. Data analysis including calculation of descriptive statistics
4. Quantitative analysis and problem solving using math
5. Interpretation and creation of accurate graphs to display data
6. Use of critical thinking and evidence to describe environmental problems and solutions.
7. Identify, summarize, synthesize and cite the peer-reviewed scientific literature
8. Communicate results using lab reports written in the scientific style.
9. Environmental awareness and proper disposal of hazardous waste