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Webinar conducted December 18, 2013.
NCSE conducts monthly webinars (interactive online trainings), and archives those trainings for later viewing. These trainings will cover a range of topics, from media skills, lobbying, and advocacy using social media, to skills for building a local or statewide group of "citizens for science" and for recruiting new members and moving them into leadership positions.
Webinar conducted November 25, 2013.
Description: What can citizens like you do to respond when science education comes under attack? How can you and other concerned citizens organize to fight back? What can you do to prevent attacks on science education in your community?
Around Halloween, thousands of science teachers, science professors, and graduate students received copies of a slick packet attacking climate science.
The Texas state board of education is preparing to adopt textbooks, and anti-science ideologues want to hijack the process. Creationists and climate change deniers appointed as reviewers by extremists on the board have flooded publishers with demands for corrections of supposed factual errors — corrections that would make the books less accurate. The board of education needs to hear from you at their meeting on Tuesday, September 17.
The Kentucky state board of education adopted Next Generation Science Standards this June, preparing the Bluegrass State to replace standards which earned a D in 2012 with a new set of model national standards. Unfortunately, these strong new standards are under attack. The state legislature must approve the new standards, and ideological opponents of evolution and climate education are gearing up. A key vote is expected to come next Wednesday, September 11.
Louisiana's HB 26 would repeal the infamous "Louisiana Science Education Act." That law, passed in 2008 and signed into law by Governor Bobby Jindal, allows teachers in the Pelican State to use classroom supplements, and claims that evolution and climate change create "controversy." This combination invites lessons in creationism and climate change denial.
WHEREAS [name of district / board] agrees with the Tennessee General Assembly’s view, expressed in the preamble to Tenn. Code Ann. § 49-6-1030, that “[a]n important purpose of science education is to inform students about scientific evidence and to help students develop critical thinking skills necessary to become intelligent, productive, and scientifically informed citizens,” and