With so much of the public attention in the "Creation vs. Evolution" debate being directed to what it is appropriate to teach in the classroom, what is often left unexamined are the important and interesting implications the theory of evolution holds for our faith journey. This class will explore those dimensions of the conversation. Come join with us as Dr. Peter Hess leads a discussion in the implications of evolution for our faith."

Classes are free; registration unnecessary

Science Literacy: How To Train Teachers, Engage Students, and Maximize Learning Scientific literacy is crucial; it is necessary for our future economic competitiveness and the general citizen’s understanding of the value, implications, and limitations of scientific knowledge. So, does our science education system effectively address these equally important outcomes? The answer is complicated by the fact that the ability to successfully produce a relative handful of scientists can obscure gross failures in the education of the public at large. Nevertheless, we can identify key factors that influence science education, including the ability of the system to engage diverse sectors of the population. Among these are the order in which concepts are presented; the methods used to facilitate and reinforce their learning; the strategies used to convince students of their ability to learn; and the methods (i.e., tests) used to monitor their comprehension, competence, and confidence. Are instructors comfortable with what they are called on to teach; are the concepts to be taught presented in an effective sequence and in sufficient depth; do the assessments used measure comprehension and competence; and do methods “turn on” or “turn off” student interest in and appreciation of science? There is substantial data that these goals are not generally met. The speakers will address these issues to promote a critical and cross-disciplinary discussion, and perhaps identify ways forward toward more effective and inclusive science literacy.

While public understanding and acceptance of evolution is partially determined by religious beliefs, cognitive factors also play a critical role. Misconceptions about the underlying science of evolution contribute to the public perception that creationism or intelligent design is on an equal footing with evolution and that children should be taught all points of view. Research into the public’s conceptions of evolution reveals persistent resistance to change through educational interventions. Recent research indicated that barriers to the public acceptance of evolution stem from intuitive reasoning processes that limit understanding of biological phenomena. Specifically, the research suggested that if children are introduced to evolutionary principles, particularly the pre-evolutionary concepts of variation, inheritance, selection, time, and adaptation (VISTA), at an early age, they are more likely to improve their grasp of evolutionary theory. Based on concurrent cognitive, developmental, and educational research, a group of researchers are testing the degree to which informal, museum-based, and age-appropriate interventions prepare children to accept the scientific basis of evolution, by targeting their intuitive pre-evolutionary concepts. This session will present the intervention design, results of research on its effectiveness with children and adults, and discuss implications of the project findings for a broader strategy to foster evolution literacy in the public.

In recent years, state legislators and school board members have frequently attempted to undermine scientific research and education. As a result, scientists are often called on to work with policy-makers, but many lack the tools and resources to do so effectively. In particular, few scientists have been trained in communication and public engagement, and lawmakers and the public thus often view science and scientists as elitist and out of touch. Changing these perceptions requires a long-term effort, but this symposium aims to provide some of the groundwork. Specifically, it will explore successful communication and public engagement strategies and how they can be put to use on some of the most talked-about scientific policy issues of the day: evolution, stem cell research, and climate change. Speakers will include public engagement specialists as well as scientists who have extensive experience in working with lawmakers, the media, and the general public. The symposium will take a practical approach, focusing on providing tools, resources, and contacts to help scientists become effective advocates for science and science education at the state and local level.

The Grand Canyon would strike almost anyone as the perfect example of “deep” geologic time, and thus a great example of why the “Young Earth” views of Biblical creationists are absurd. Creationists recognize the challenge that places like the Grand Canyon pose, and thus work very hard to explain how this could have been formed in a timeframe amenable to the timeline of a literal reading of the Bible. This had led to a model of “flood” geology, which ascribes most of the sedimentary rock on the earth to the flood of Noah, as described in the Bible. This leads to explanations that seem plausible to the average untrained person, but seem laughable to trained geologists when they hear them. Yet, they gain traction with the general public. So what are the arguments and how can geologists deal with them a way that does not appear defensive? This presentation will seek to answer this question.

a presentation in the
UNLV Department of Geoscience
Seminar Series

In Charles Darwin's time the direct evidence for human evolution, the fossil record, was very limited and fragmentary. Despite this Darwin was able to bring together a variety of other evidence and to propose a series of hypotheses about the course and causes of human evolution. Today, 150 years later, the evidence, both fossil and otherwise, for our ancestry is many orders of magnitude better. Some of Darwin's proposals have been confirmed, while others have been superseded due to newer or more complete data. The topic of human origins is consistently among the most popular and interesting for the general public. At the same time the concept of human evolution, and the data which support it, are the targets of the most vehement rejection by a broad range of creationists. Denying the evidence for human evolution is a central focus for all evolution opponents. The reasons for this help to illuminate the "controversy" about evolution as a whole.

Bagel Brunch Celebrating Darwin Day
Kol Hadash | Northern California Community for Humanistic Judaism
Suggested donations: Nonmembers $10; Members $7.50

Since the early part of the last century, American society has been witness to a very public dispute between those who deny the evidence for biological evolution and the scientific community that has been responsible for working to unearth and interpret that evidence. The public image presented by those who reject evolution has taken many forms over the years, from a reliance on the Bible as an inerrant text, to the more recent formulation of "intelligent design," which attempts to present the creationist argument as one of scientifically equal weight to that of evolutionary biology. Dr. Scott will discuss the history of these controversies and offer her thoughts on the future tactics of the creationists.

a talk for the
North Dakota State University's
Darwin Day Celebration

sponsored by the
Biological Sciences Department

The 2005 Kitzmiller v Dover trial was a test of the constitutionality of teaching Intelligent Design - and ID failed. In response, the creationist movement has evolved new strategies calling for teaching the "strengths and weaknesses of evolution" or the "critical analysis of evolution," but these turn out to be creationism in disguise. Dr. Scott will discuss the Kitzmiller trial and its aftermath.

This is a presentation of the
Colloquium in the Life Sciences
sponsored by the graduate students of CSU, and is open to the public.

Dr. Eugenie C. Scott will read from the second edition of her book, "Evolution vs Creationism:
An Introduction," discuss the current status of the creationism vs evolution controversy, and answer questions at Berkeley's Bone Room.

This is part of
The Bone Room Presents
lecture series