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Barriers to teaching evolution in higher education.

Ethan R Tolman1, Daniel G Ferguson2, Gabriella Hubble3

  • 1Department of Plant and Wildlife Sciences, Brigham Young University, 4125 LSB, Provo, UT 84602 USA.

Evolution
|August 18, 2021
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Summary
This summary is machine-generated.

Faculty in religious institutions face barriers teaching evolution, including student conflict and institutional politics. However, solutions exist, such as colleague support and targeted resources, to foster productive dialogue between science and faith.

Keywords:
BarriersEcological modelEvolutionFaculty developmentHigher educationReligion

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Area of Science:

  • Evolutionary biology education
  • Science communication
  • Higher education pedagogy

Background:

  • Educators encounter significant barriers teaching evolution and science.
  • Focus on religiously affiliated institutions or those with religious student bodies.
  • Need to address perceived conflicts between science and faith.

Purpose of the Study:

  • Identify faculty-perceived barriers to teaching evolution in religious higher education settings.
  • Determine resources faculty believe would promote discourse on faith, evolution, and science.
  • Develop curricula to address perceived science-faith conflicts.

Main Methods:

  • Workshop involving interdisciplinary teams (science professor, theologian, pastor) from 17 institutions.
  • Participants created posters detailing barriers and helpful resources.
  • Analysis of posters using an ecological model of behavior.

Main Results:

  • Barriers identified across ecological levels: intrapersonal (fear of conflict), interpersonal (student factors), institutional (politics, discourse), community (social norms), and public policy (curriculum limits).
  • Resources identified include colleague support, institutional assets, and conflict-mitigation tools.
  • Themes framed within an ecological model.

Conclusions:

  • Many identified concerns are addressable, and resources are attainable.
  • Community action is urged to implement solutions.
  • Findings compared to existing literature, discussing implications of faculty perceptions.