A few days ago, on June 12, 2006, I attended the second, more-or-less annual symposium on “Teaching Evolution: Meeting the Challenge” at the University of Colorado at Boulder. The symposium was organized by Sarah Wise, a teacher turned graduate student in the Ecology and Evolutionary Biology Department (EEB), along with fellow graduate student Mike Robeson and Cathy Russell of the university’s Science Discovery unit. It was aimed at public school and college teachers, including elementary-school teachers. The symposium’s purpose was to “feature a full day of practical one-hour workshops and panel discussions on Teaching Evolution, interspersed with opportunities to interact informally with other participants. Additionally, resources for teaching evolution will be available to look at, including books, posters, software and other products to facilitate the teaching of evolution.” You may find information on the workshops here http://www.colorado.edu/eeb/EEBproj[…]rkshops.html and many of the materials presented here http://www.colorado.edu/eeb/EEBproj[…]sources.html
Approximately 70 people attended the symposium. Of those, approximately 50 % were high school teachers, 15 % were teachers from middle or elementary levels, 25 % were university faculty, staff, or students, and 10 % were from other scientific organizations such as the Denver Zoo and the Boulder Open Space department. In a survey given in conjunction with the symposium, 57% of respondents reported that they self-censor their teaching of evolution at least somewhat and/or receive indirect pressure to avoid teaching evolution from their school or community. I do not have any further information, but we may note that only 65 % of the respondents were school (noncollege) teachers, so the fraction that self-censors or receives pressure not to teach evolution may be as high as 85-90 %.
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