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 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).

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.

A student will be able to collaboratively and independently:

1. Identify and express orally and in writing basic functions of ecosystems
2. Identify and express how humans interact with the environment
3. Utilize field and laboratory methods/technologies to measure and describe ecosystems
4. Demonstrate an understanding of ecosystem functioning and human impacts
5. Design, carry out, and complete assessment (writing) of disturbed urban ecosystem.

Assessment Tasks:

1. Essay exams
2. Write-ups of field and laboratory experiences
3. Research paper on class environmental assessment
4. Oral presentation of lab results
5. Self-assessment of group dynamics

Concepts and Themes:

1. Energy relationships and environmental systems
2. Biogeochemical cycles
3. Land, Soil,, Watershed
4. Water Quality
5. Human Impacts
6. Field sampling
7. Measuring of environmental parameters --Lab and field skills
8. Computer Modeling
9. Data analysis
10. Geographic Information Systems (GIS)
11. Global Positioning Systems (GPS)

Process Skills (Competency skills):

1. Read and process scientific papers
2. Write using the scientific format
3. Use basic math and statistics appropriately
4. Apply scientific method
5. Field and lab techniques and equipment
6. Perform water quality analysis
7. Use of taxonomic key
8. Equipment to analyze upland microclimates
9. Hydrologic data collection
10. Locating and accessing information
11. Think critically
12. Collaborate with peers -- Work effectively in groups
13. Present conclusions logically
14. Use Geographic Information System
15. Use spreadsheet for data analyses
16. Use of Global Positioning Systems (GPS)