One in a series of 12 publications on two-year science education, this four-part monograph examines biological education as revealed by a literature review, a study of the catalogs and class schedules of 175 representative two-year institutions, and survey responses of 160 biology instructors. Part I first presents the findings of a review of the literature on biology curricula, focusing on core curricula; course content; introductory courses; prerequisites; and courses for biology and non-biology majors, and allied health and remedial students. Next, the catalog and schedule analysis is presented, covering biology course offerings, target student groups, prerequisites and course sequences, institutional characteristics, and introductory courses. Part II examines instructional practices revealed in the literature and in the instructor survey. The literature review assessed the use of modules, laboratories, and textbooks, while the instructor survey considered student characteristics, instructional modes, use of class time and instructional materials, grading practices, desired student competencies, course goals, and out-of-class activities. Part III looks at the biology faculty in terms of degree attainment, employment status, teaching experience, selection of course materials, use of support services, and working conditions. The final section summarizes findings and presents recommendations for improving biological education. A bibliography and the questionnaire are included. (AYC)