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New England Faculty And College Students Differ In Their Views About Evolution, Creationism, Intelligent Design, And Religiosity, Guillermo Paz-Y-Miño C, Avelina Espinosa
New England Faculty And College Students Differ In Their Views About Evolution, Creationism, Intelligent Design, And Religiosity, Guillermo Paz-Y-Miño C, Avelina Espinosa
Arts & Sciences Faculty Publications
Public acceptance of evolution in Northeastern U.S. is the highest nationwide, only 59%. Here, we compare perspectives about evolution, creationism, intelligent design (ID), and religiosity between highly educated New England faculty (n = 244; 90% Ph.D. holders in 40 disciplines at 35 colleges/universities) and college students from public secular (n = 161), private secular (n = 298), and religious (n = 185) institutions: 94/3% of the faculty vs. 64/14% of the students admitted to accepting evolution openly and/or privately, and 82/18% of the faculty vs. 58/42% of the students thought that evolution is definitely true or probably true, respectively. Only …
Assessment Of Biology Majors’ Versus Nonmajors’ Views On Evolution, Creationism, And Intelligent Design, Guillermo Paz-Y-Mino C., Avelina Espinosa
Assessment Of Biology Majors’ Versus Nonmajors’ Views On Evolution, Creationism, And Intelligent Design, Guillermo Paz-Y-Mino C., Avelina Espinosa
Arts & Sciences Faculty Publications
The controversy around evolution, creationism, and intelligent design resides in a historical struggle between scientific knowledge and popular belief. Four hundred seventy-six students (biology majors n=237, nonmajors n=239) at a secular liberal arts private university in Northeastern United States responded to a five-question survey to assess their views about: (1) evolution, creationism, and intelligent design in the science class; (2) students’ attitudes toward evolution; (3) students’ position about the teaching of human evolution; (4) evolution in science exams; and (5) students’ willingness to discuss evolution openly. There were 60.6% of biology majors and 42% of nonmajors supported the exclusive teaching …
Grading Changes After A Writing Faculty Workshop, Glenna M. Andrade, Judith Platania
Grading Changes After A Writing Faculty Workshop, Glenna M. Andrade, Judith Platania
Arts & Sciences Faculty Publications
After a workshop on student outcomes for the first-year writing course, the 28 faculty participants discussed the implications of “Development” for critical thinking. This case study of one college’s participatory exercise in improving writing found that although the RWU faculty lacked consensus on the definition, simply discussing topic of “Development” may have had the unintended effect of fewer A grades in the following semester. Unfortunately, the percentage of A grades ascended in the subsequent semesters to suggest that without reinforcement, faculty returned to grade inflation.
Acceptance Of Evolution Increases With Student Academic Level: A Comparison Between A Secular And A Religious College, Guillermo Paz-Y-Mino C., Avelina Espinosa
Acceptance Of Evolution Increases With Student Academic Level: A Comparison Between A Secular And A Religious College, Guillermo Paz-Y-Mino C., Avelina Espinosa
Arts & Sciences Faculty Publications
Acceptance of evolution among the general public, high schools, teachers, and scientists has been documented in the USA; little is known about college students’ views on evolution; this population is relevant since it transits from a high-school/parent-protective environment to an independent role in societal decisions. Here we compare perspectives about evolution, creationism, and intelligent design (ID) between a secular (S) and a religious (R) college in the Northeastern USA. Interinstitutional comparisons showed that 64% (mean S + R) biology majors vs. 42/62% (S/R) nonmajors supported the exclusive teaching of evolution in science classes; 24/29% (S/R) biology majors vs. 26/38% (S/R) …