"Two groups examining the same evidence. Traveling nearly identical itineraries, snoozing under the same stars and bathing in the same chocolate-colored river. Yet, standing at opposite ends of the growing creation-evolution debate, they seemed to speak in different tongues." Thus Jodi Wilgoren's story "Seeing creation and evolution in Grand Canyon," published above the fold on the front page of the October 6, 2005, issue of The New York Times.
In a statement issued on October 4, 2005, the president of the University of Idaho, Timothy P. White, articulated the University's position on evolution. "As an academic scientific community and a research extensive land-grant institution," he wrote, "we affirm scientific principles that are testable and anchored in evidence." Hence only evolution, and not supposed "alternatives" to it, are taught in the university's science classes, he explained.
NCSE's executive director Eugenie C. Scott is to be presented with NABT's Honorary Member Award, given to those who have attained "distinction in teaching, research, or service in the biological sciences," at the National Association of Biology Teachers convention held in Milwaukee, Wisconsin, from October 5 to October 8, 2005. Also receiving the award will be NCSE member Randy Moore, a professor of biology at the University of Minnesota, Minneapolis, and until recently the editor of The American Biology Teacher.
On September 29, 2005, Michigan House Bill 5251 was introduced and referred to the House Committee on Education.
Speaking at the Los Angeles Natural History Museum on September 28, 2005, State Superintendent of Public Instruction Jack O'Connell declared that "intelligent design" was unwelcome in California's public school science classes. "The introduction of intelligent design theory in natural science courses would be a blow to the integrity of education in California," O'Connell said. "Our state has been recognized across the country and around the world for the quality and rigor of our academic standards.