In the panel How Can Evolutionary Thinking Help Address the Controversies Surrounding the Teaching of Evolution?: A Faculty Forum, faculty members discussed their perspectives on the challenges and lessons learned in teaching evolution.
What knowledge of, and acceptance of, biological evolution do faculty members across various disciplines have? 2.
An EvoS program brings evolution-minded faculty together with respect to both research and teaching.
Today, millions of students are creating digital repositories for their work — the evolution of faculty-assigned, print-based portfolios dating back to the eighties.
Those from biology departments are accustomed to interacting with each other, but not necessarily with evolution-minded faculty from other departments.
In each case (i.e., science courses including or excluding human evolution) the general faculty, educators of prospective teachers and student responses were statistically similar (sign test two-tail pair-wise comparisons P ≥ 0.05; Fig 4).
In each case (i.e., optional or required inclusion of questions about evolution in exams) faculty versus student responses were statistically similar (sign test two-tail pair-wise comparisons, P ≥ 0.05; Fig. 5).
Second, theistic view, when compared to area of expertise and amount of science education, has the most influence on the knowledge and acceptance of biological evolution of university faculty.
Since a sizeable minority (about 25%) do not provide any definitions of evolution, we advise faculty to review their textbook choices (even with changes in editions) and to consider adjustments if their textbook belongs to this minority.
In this article, we sample the attitudes toward evolution of 170 faculty and graduate and undergraduate students in family studies and human development programs from across the United States to determine whether resistances toward evolution remain and to describe the correlates of these resistances.
