Wedgie World: Educators, Scientists and religious people speak out against Intelligent Design

In addition to the more than 500 Steves in NCSE's Project Steve many other scientists have started to speak out against Intelligent Design.
To appreciate the number, there are about 1% of people in the US with the name Steve or Stephanie. In addition, less than 1% of the population in the US has a PhD.
The NCSE has collected the position of Civil Liberty organizations, Educational organizations, Religious organizations and Scientific and Scholarly organizations in their Voices for Evolution project.

National Organizations
Oklahoma
Georgia
Kansas
Texas
Washington
Pennsylvania
Ohio
Missouri
Wisconsin
Michigan

National Organizations

National Science Teachers Association

The National Science Teachers Association (NSTA) strongly supports the position
that evolution is a major unifying concept in science and should be included in the K-12 science education frameworks and curricula. Furthermore, if evolution is not taught, students will not achieve the level of scientific literacy they need. This position is consistent with that of the National Academies, the American Association for the Advancement of Science (AAAS), and many other scientific and educational organizations.
NSTA also recognizes that evolution has not been emphasized in science curricula in a manner commensurate to its importance because of official policies, intimidation of science teachers, the general public's misunderstanding of evolutionary theory, and a century of controversy. In addition, teachers are being pressured to introduce creationism, "creation science," and other nonscientific views, which are intended to weaken or eliminate the teaching of evolution.

Source: NSTA Position Statement The Teaching of Evolution

AAAS Board Resolution Urges Opposition to "Intelligent Design" Theory in U.S. Science Classes American Association for the Advancement of Science

The contemporary theory of biological evolution is one of the most robust products of scientific inquiry. It is the foundation for research in many areas of biology as well as an essential element of science education. To become informed and responsible citizens in our contemporary technological world, students need to study the theories and empirical evidence central to current scientific understanding.

Over the past several years proponents of so-called "intelligent design theory," also known as ID, have challenged the accepted scientific theory of biological evolution. As part of this effort they have sought to introduce the teaching of "intelligent design theory" into the science curricula of the public schools. The movement presents "intelligent design theory" to the public as a theoretical innovation, supported by
scientific evidence, that offers a more adequate explanation for the origin of the diversity of living organisms than the current scientifically accepted theory of evolution. In response to this effort, individual scientists and philosophers of science have provided substantive critiques of "intelligent design," demonstrating significant conceptual flaws in its formulation, a lack of credible scientific evidence, and misrepresentations of scientific facts.

Recognizing that the "intelligent design theory" represents a challenge to the quality of science education, the Board of Directors of the AAAS unanimously adopts the following resolution:

Resolution

WHEREAS, ID proponents claim that contemporary evolutionary theory is incapable of explaining the origin of the diversity of living organisms

WHEREAS, to date, the ID movement has failed to offer credible scientific evidence to support their claim that ID undermines the current scientifically accepted theory of evolution

WHEREAS, the ID movement has not proposed a scientific means of testing its claims

Therefore Be It Resolved, that the lack of scientific warrant for so-called "intelligent design theory" makes it improper to include as a part of science education

Therefore Be Further It Resolved, that AAAS urges citizens across the nation to oppose the establishment of policies that would permit the teaching of "intelligent
design theory" as a part of the science curricula of the public schools

Therefore Be It Further Resolved, that AAAS calls upon its members to assist those engaged in overseeing science education policy to understand the nature of science, the content of contemporary evolutionary theory and the inappropriateness of "intelligent design theory" as subject matter for science education

Therefore Be Further It Resolved, that AAAS encourages its affiliated societies to endorse this resolution and to communicate their support to appropriate parties at the federal, state and local levels of the government.

Approved by the AAAS Board of Directors on 10/18/02

Source: AAAS Board Resolution Urges Opposition to "Intelligent Design" Theory in U.S. Science Classes

Botanical Society of America

Evolution represents one of the broadest, most inclusive theories used in pursuit of and in teaching this knowledge, but it is by no means the only theory involved. Scientific theories are used in two ways: to explain what we know, and to pursue new knowledge. Evolution explains observations of shared characteristics (the result of common ancestry and descent with modification) and adaptations (the result of natural selection acting to maximize reproductive success), as well as explaining pollen:ovule ratios, weeds, deceptive pollination strategies, differences in sexual expression, dioecy, and a myriad of other biological phenomena. Far from being merely a speculative notion, as implied when someone says, “evolution is just a theory,” the core concepts of evolution are well documented and well confirmed. Natural selection has been repeatedly demonstrated in both field and laboratory, and descent with modification is so well documented that scientists are justified in saying that evolution is true.

Some people contend that creationism and its surrogate, “intelligent design,” offers an alternative explanation: that organisms are well adapted and have common characteristics because they were created just so, and they exhibit the hallmarks of intelligent design. As such, creationism is an all inclusive explanation for every biological phenomenon. So why do we support and teach evolution and not creationism/“intelligent design” if both explain the same phenomena? Are botanists just dogmatic, atheistic materialists, as some critics of science imply? Hardly, although scientists are routinely portrayed by creationists as dogmatic. We are asked, “Why, in all fairness, don’t we teach both explanations and let students decide?”

The fairness argument implies that creationism is a scientifically valid alternative to evolution, and that is not true. Science is not about fairness, and all explanations are not equal. Some scientific explanations are highly speculative with little in the way of supporting evidence, and they will stand or fall based upon rigorous testing. The history of science is littered with discarded explanations, e.g., inheritance of acquired characters, but these weren’t discarded because of public opinion or general popularity; each one earned that distinction by being scientifically falsified. Scientists may jump on a “band wagon” for some new explanation, particularly if it has tremendous explanatory power, something that makes sense out of previously unexplained phenomena. But for an explanation to become a mainstream component of a theory, it must be tested and found useful in doing science.
Read more here
Source: Botanical Society of America's Statement on Evolution

The American Society for Cell Biology

Main Website

American Geological Institute

American Geological Institute Political Challenges to the Teaching of Evolution (12-8-04)

List of Organizations at EvoWiki

list of scientific organisations

Oklahoma

Oklahomans for Excellence in Science Education

Oklahomans for Excellence in Science Education (OESE)

OKLAHOMA’S PROPOSED TEXTBOOK DISCLAIMER ON EVOLUTION

OKLAHOMA’S PROPOSED TEXTBOOK DISCLAIMER ON EVOLUTION:

This textbook discusses evolution, a controversial theory, which some scientists present as scientific explanation for the origin of living things, such as plants and humans.
No one was present when life first appeared on earth. Therefore, any statement about life's origins should be considered as theory, not fact. The word evolution may refer to many types of change. Evolution describes changes that occur within a species. (White moths, for example, may evolve into gray moths). This process is micro evolution, which can be observed and described as fact. Evolution may also refer to the change of one living thing into another, such as reptiles into birds. This process, called macro evolution, has never been observed and should be considered a theory.
Evolution also refers to the unproven belief that random, undirected forces produced a world of living things. There are many unanswered questions about the origin of life, which are not mentioned in your textbook, including: Why did the major groups of animals suddenly appear in the fossil record, known as the Cambrian Explosion? Why have no new major groups of living things appeared in the fossil record in a long time? Why do major groups of plants and animals have no transitional forms in the fossil record? How did you and all living things come to possess such a complete and complex set of instructions for building a living body?
Study hard and keep an open mind. Someday you may contribute to the theories of how living things appeared on earth.
Source: OKLAHOMA’S PROPOSED TEXTBOOK DISCLAIMER ON EVOLUTION:

Oklahoma: Statement of OU Science Faculty

As scientists and historians of science at the University of Oklahoma, we protest the use of disclaimers or censorship of textbooks that explain biological evolution. The disclaimer approved by the state textbook committee not only misconstrues the theory of evolution, it misrepresents the meaning of scientific theory, which is a system of interconnected ideas that have been repeatedly supported by evidence and is the closest thing to explanatory truth in any science. By their action, the textbook committee demonstrates that it is either unaware of or has chosen to ignore the extraordinary wealth of factual evidence, from biology, biochemistry, and the physical and earth sciences, that supports the theory of evolution. Their decision also fails to recognize the overwhelming acceptance of evolution by the international scientific community as the only and sufficient natural explanation for diversification of life on earth.

Biological evolution, or descent with modification, is repeatedly observed in natural populations and is inferred from 3.5 billion years of fossil record and from DNA sequences of living organisms; it is characteristic of all forms of life. The theory of evolution, which explains the processes by which biological change occurs, is the central unifying concept in biology, with explanatory power on an even footing with quantum mechanics and general relativity in physics.

The same evolutionary processes that produce adaptations and species in nature (i.e. nonrandom natural selection acting on random mutations) are being borrowed by industry to produce computer-evolved designs for products as diverse as computer software, antibiotics, electronic circuits, and airplanes. By redirecting microbial evolution, Darwinian medicine is revolutionizing the way physicians combat public-health problems. Actions intent on stifling the teaching of evolution not only deprive Oklahoma's children of basic science, they are likely to have a negative impact on
producing the educated workforce needed to attract high tech industry to the state.

Dr. Ola M. Fincke, Associate Professor, Zoology
Dr. Caryn Vaughn, Associate Professor, Zoology; Director, OK Biological
Survey
Dr. William Shelton, Associate Professor, Zoology
Dr. Michael Kaspari, Assistant Professor, Zoology
Dr. Gary Wellborn, Assistant Professor, Zoology
Dr. Thomas S. Ray, Professor, Zoology
Dr. J. Bastian, GL Cross Professor, Zoology
Dr. Ari Berkowitz, Assistant Professor, Zoology
Dr. P.M. Hopkins, Professor, Zoology
Dr. David S. Durica, Associate Professor, Zoology
Dr. Barbara Safiejko-Mroczka, Instructor, Zoology
Dr. Frank J. Sonleitner, Associate Professor, Zoology
Dr. Victor H. Hutchison, GL Cross Professor, Zoology
Dr. Don Wilson, Associate Professor, Zoology
Dr. P.L. Schwagmeyer, Professor, Zoology
Dr. Edith C. Marsh-Matthews, Assistant Professor, Zoology & OMNH
Dr. Richard E. Broughton, Ph.D., Oklahoma Biological Survey
Dr. Rosemary Knapp, Assistant Professor, Zoology
Dr. James N. Thompson, SR Noble Professor & Chair, Zoology
Dr. Douglas Mock, EGH Presidential Professor, Zoology
Dr. Marielle Hoefnagels, Assistant Professor, Zoology and Botany &
Microbiology
Dr. Regina Sullivan, Associate Professor, Zoology
Dr. Doug D. Gaffin, Associate Professor, Zoology
Dr. Paul Bell, Professor, Zoology; Dean, Arts and Sciences
Dr. Laurie Vitt, Professor, Zoology; Curator, SNOMNH
Dr. Lawrence J. Weider, Associate Professor, Zoology; Director, OU Bio.
Station
Dr. William J. Matthews, Professor, Zoology; Curator, SNOMNH
Dr. Janalee P. Caldwell, Associate Professor, Zoology; Curator, SNOMNH
Dr. Gary D. Schnell, Professor, Zoology; Assoc. Director of Research, SNOMNH
Dr. R. Cifelli, Professor, Zoology; Curator, SNOMNH
Dr. M. Mares, Professor, Zoology; Curator and Director, SNOMNH
Dr. Nick J. Czaplewski, Staff Curator, SNOMNH
Dr. Janet K. Braun, Staff Curator, SNOMNH
Dr. Bruce Hoagland, Assistant Professor, Geography; OK Biological Survey
Dr. Eddie Carol Smith, Professor, Chemistry and Biochemistry
Dr. Mark V. Lomolino, Associate Professor, Zoology; OK Biological Survey
Dr. Mia Molvray, Assistant Professor, Botany and Microbiology
Dr. Paul J. Kores, Assistant Professor, Botany and Microbiology; OK Bio. Survey
Dr. Wayne Elisens, Associate Professor, Botany and Microbiology
Dr. Ralph Tanner, Associate Professor, Botany and Microbiology
Dr. John Skvarla, GL Cross Professor, Botany and Microbiology
Dr. Leonard Beevers, GL Cross Professor and Chair, Botany & Microbiology
Dr. John Fletcher, Professor, Botany and Microbiology
Dr. John Downard, Associate Professor, Botany and Microbiology
Dr. John Lancaster, Professor, Botany and Microbiology
Dr. David McCarthy, Associate Professor, Botany & Microbiology
Dr. YiQi Luo, Associate Professor, Botany and Microbiology
Dr. Jimmy Ballard, Assistant Professor, Botany & Microbiology
Dr. Joseph Suflita, GL Cross Research Professor, Botany & Microbiology
Dr. Lee Krumholz, Assistant Professor, Botany & Microbiology
Dr. Linda Wallace, Professor, Botany & Microbiology
Dr. David Nagle, Associate Professor, Botany & Microbiology
Dr. Scott Russell, Professor, Botany & Microbiology; Director of Noble
EM Lab
Dr. Michael McInerney, Professor, Botany & Microbiology
Dr. Bruce A. Roe, GL Cross Professor, Chemistry & Biochemistry
Dr. Michael R. Abraham, Professor, Chemistry & Biochemistry
Dr. Roland E. Lehr, Professor, Chemistry & Biochemistry
Dr. Michael T. Ashby, Associate Professor, Chemistry & Biochemistry
Dr. Kenneth M. Nicholas, Professor, Chemistry & Biochemistry
Dr. Ann West, Assistant Professor, Chemistry & Biochemistry
Dr. Dick van der Helm, Chemistry & Biochemistry
Dr. Radi Wehmshulte, Assistant Professor, Chemistry & Biochemistry
Dr. Robert P. Housa, Assistant Professor, Chemistry & Biochemistry
Dr. Ronald L. Halterman, Professor, Chemistry & Biochemistry
Dr. Philip E. Klebba, Associate Professor, Chemistry & Biochemistry
Dr. George B. Richter-Addo, Associate Professor, Chemistry &
Biochemistry
Dr. Paul F. Cook, Kerr Centeni Professor and Chair, Chemistry &
Biochemistry
Dr. Michael Nunley, Assistant Professor, Anthropology
Dr. Patricia Gilman, Associate Professor, Anthropology
Dr, Susan Vehik, Associate Professor, Anthropology
Dr. Richard Pailes, Associate Professor, Anthropology
Dr. Morris Foster, Associate Professor, Anthropology
Dr. Circe Sturm, Assistant Professor, Anthropology
Dr. Robert Brooks, Adjunct Associate Professor, Anthropology
Dr. Paul Minnis, Associate Professor, Anthropology
Dr. Lisa Lefler, Adjunct Assistant Professor, Anthropology
Dr. Margaret Bender, Assistant Professor, Anthropology
Dr. Marcia Haag, Visiting Assistant Professor, Anthropology
Dr. Lesley Rankin-Hill, Associate Professor, Anthropology
Dr. Karl Rambo, Visiting Assistant Professor, Anthropology
Dr. John Monaghan, Visiting Associate Professor, Anthropology
Dr. Don Wyckoff, Associate Professor, Anthropology
Dr. Stewart Ryan, Associate Professor, Physics & Astronomy
Dr. Ryan E. Doezema, Professor and Chair, Physics & Astronomy
Dr. Sheena Murphy, Assistant Professor, Physics & Astronomy
Dr. John Cowan, Professor, Physics & Astronomy
Dr. Matthew B. Johnson, Assistant Professor, Physics & Astronomy
Dr. Gregory A. Parker, Professor, Physics & Astronomy
Dr. Neil Shafer-Ray, Assistant Professor, Physics & Astronomy
Dr. William Romanishin, Associate Professor, Physics & Astronomy
Dr. Eric Abraham, Assistant Professor, Physics & Astronomy
Dr. Edward Baron, Associate Professor, Physics & Astronomy
Dr. Bruce Mason, Associate Professor, Physics & Astronomy
Dr. Kimball A. Milton, Professor, Physics & Astronomy
Dr. Philip Gutierrez, Associate Professor, Physics & Astronomy
Dr. Kieran Mullen, Assistant Professor, Physics & Astronomy
Dr. George R. Kalbfleisch, Professor Emeritus, Physics & Astronomy
Dr. John E. Furneaux, Professor, Physics & Astronomy
Dr. Michael B. Santos, Associate Professor, Physics & Astronomy
Dr. Robert Petry, Professor Emeritus, Physics & Astronomy
Dr. Patrick Skubic, Professor, Physics & Astronomy
Dr. Richard C. Henry, Professor, Physics & Astronomy
Dr. Mark Keil, Professor, Physics & Astronomy
Dr. David Branch, Professor, Physics & Astronomy
Dr. Ronald Kantowski, Professor, Physics & Astronomy
Dr. Thomas A. Dewers, Associate Professor, Geology & Geophysics
Dr. R. Douglas Elmore, Klabzuba Professor, Geology & Geophysics
Dr. M. Charles Gilbert, Professor, Geology & Geophysics
Dr. David London, Professor & Interim Director, Geology & Geophysics
Dr. Richard A. Lupia, Assistant Professor, Geology & Geophysics
Dr. Kevin J. Smart, Assistant Professor, Geology & Geophysics
Dr. Michael Soreghan, Lecturer, Geology & Geophysics
Dr. Barry L. Weaver, Associate Professor, Geology & Geophysics
Dr. Stephen R. Westrop, Professor, Geology & Geophysics
Dr. Gerilyn S. Soreghan, Assistant Professor, Geology & Geophysics
Dr. Charles W. Harper, Jr. Professor, Geology & Geophysics
Dr. Judson L. Ahern Associate Professor, Geology & Geophysics
Dr. Peter Barker, Professor, History of Science
Dr. Katherine Pandora, Assistant Professor, History of Science
Dr. Michael S. Reidy, Visiting Assistant Professor, History of Science
Dr. Marilyn Ogilvie, Curator, History of Science Collections; Adjunct
Profesor
Dr. Judith C. Whitecotton, Visiting Instructor, History of Science
Collections
Dr. Kenneth L. Taylor, Professor, History of Science
Dr. Philippe Foret , Assistant Professor of Geography; Affiliate History of
Science
Dr. Teresa K. DeBacker, Assistant Professor, Educational
Psychology

Georgia

Georgia Citizens for Integrity in Science Education

website

Georgia: Jimmy Carter on Evolution 2004

Statement: Jimmy Carter on Evolution

Read the full statement from former U.S. President and Georgia native Jimmy Carter regarding a proposal in January 2004 to remove the word evolution from
textbooks in Georgia's public schools, as submitted from The Carter Center:

"As a Christian, a trained engineer and scientist, and a professor at Emory University, I am embarrassed by Superintendent Kathy Cox's attempt to censor and distort the education of Georgia's students. Her recommendation that the word "evolution" be prohibited in textbooks will adversely effect the teaching of science and leave our high school graduates with a serious handicap as they enter college or private life where freedom of speech will be permitted."

"Nationwide ridicule of Georgia's public school system will be inevitable if this proposal is adopted, and additional and undeserved discredit will be brought on our excellent universities as our state's reputation is damaged."

"All high school science teachers, being college graduates, have studied evolution as a universal element of university curricula, and would be under pressure to suppress their own educated beliefs in the classroom."

"The existing and long-standing use of the word "evolution" in our state's textbooks has not adversely affected Georgians' belief in the omnipotence of God as creator of the universe. There can be no incompatibility between Christian faith and proven facts concerning geology, biology, and astronomy. There is no need to teach that stars can fall out of the sky and land on a flat earth in order to defend our religious faith."

"Fortunately, it is the responsibility of the State Board of Education to make the final decision on the superintendent's ill-advised proposal."

Source: The Carter Center

- Oklahomans for Excellence in Science Education
Source:: The Carter Center

Georgia: Georgia Academy of Science Endorsement of AAAS Board Resolution on Intelligent Design Theory

Resolution

WHEREAS, the Georgia Academy of Science, established in 1922 and affiliated with the American Association for the Advancement of Science (AAAS), has as its purpose "the promotion of the interests of science, particularly in Georgia";

WHEREAS, opponents of evolution, including proponents of so-called "intelligent design theory," have attempted to circumscribe the teaching of evolution in public schools in Georgia;

WHEREAS, the AAAS Board of Directors has issued a resolution on "intelligent design theory," stating that the lack of scientific warrant for so-called "intelligent design theory" makes it improper to include as a part of science education; that AAAS urges citizens across the nation to oppose the establishment of policies that would permit the teaching of "intelligent design theory" as a part of the science curricula of the public schools; that AAAS calls upon its members to assist those engaged in overseeing science education policy to understand the nature of science, the content of contemporary evolutionary theory and the inappropriateness of "intelligent design theory" as subject matter for science education; and that AAAS encourages its affiliated societies to endorse this resolution and to communicate their
support to appropriate parties at the federal, state and local levels of the government;

And whereas, the Georgia Academy of Science has previously addressed issues surrounding the teaching of evolution (in 1980 and in 1982);

Therefore Be It Resolved, that the Georgia Academy of Science endorses the AAAS Board resolution on "intelligent design theory";

Therefore Be It Further Resolved, that the Georgia Academy of Science publishes this resolution in the Georgia Journal of Science, that it shares this resolution with members of the Georgia Junior Academy of Science, and that it communicates this resolution to appropriate parties at the state and local levels.

Passed by the plenary session of the Georgia Academy of Science on 22 March 2003.
Source: Georgia Academy of Science Endorsement

Georgia: RESOLUTION approved April 13, 2004, by the College of Arts and Science, Georgia State University

WHEREAS we, as faculty in the College of Arts & Sciences at Georgia State University, depend upon K-12 education to instill in students the skills and knowledge needed to carry out more advanced studies and contribute to
Georgia's economy;

WHEREAS science is a systematic method of continuing investigation, based on observation, hypothesis testing, measurement, experimentation, and theory building, that leads to more adequate explanations of natural phenomena, explanations that are open to further testing, revision, and falsification, and may be accepted or rejected on the basis of evidence;

WHEREAS we favor reform in the K-12 curriculum that better trains students in the skills and knowledge of science;

WHEREAS the theory of biological evolution by natural selection is the accepted basis of the biological sciences, including medicine and agriculture, and whereas a scientific theory is a unifying concept that explains many observations and facts and explains how nature works using only testable ideas;

WHEREAS "intelligent design" and other religion- or supernatural-based explanations of natural phenomena do not meet the evidentiary standards of the scientific method or a scientific theory;

WHEREAS the Georgia Department of Education's initial draft proposal for the new K-12 state-wide Georgia Performance Standards in the natural and physical sciences omitted key scientific ideas such as evolution and its mechanisms as well as the age of the earth, plate tectonics, and the Big Bang, and encouraged the teaching of 'creationism', 'intelligent design' and related ideas in Georgia public school science courses without providing students information about the motivations behind them, and thus placing these doctrines on a false plane of intellectual equality with theories confirmed by the scientific method;

WHEREAS lesson plans or test questions should not be developed as a means of teaching ideas outside of well-accepted scientific evidence;

WHEREAS the state's science achievement tests should measure knowledge of science only;

BE IT RESOLVED that we, as faculty:

*support continuing and improving the practice of presenting the theory of evolution and other empirical science-based explanations of natural phenomena,
*oppose introducing intelligent design and other non-empirical explanations into Georgia public school science curricula, lesson plans, and testing that would in any way accommodate approaches based on either religious beliefs or other sources that
are not amenable to the scientific process of inquiry, scrutiny, testing, and revision,
*request to be involved in the future development of K-12 state-wide Georgia Performance Standards to facilitate preparing students for college-level science classes and for contributing to Georgia's economy.

RESOLUTION approved April 13, 2004, by the College of Arts and Science, Georgia State University

Clergy Statement of Support for Georgia Citizens for Integrity in Science Education

We, the undersigned, are a diverse group of clergy members who firmly support the notions that religion and science are not, in principle, antagonistic, mutually exclusive nor to be promoted one at the expense of the other.

We support Georgia Citizens for Integrity in Science Education and endorse their call for strict adherence to the principle of the Separation of Church and State as expressed in the non-establishment and free exercise clauses of the First Amendment of the U.S. Constitution. We believe this principle protects all citizens from the use of public institutions, such as the public schools, for the promotion of one religion or religious belief over another. This protection also allows each of us to explore our chosen faiths without the constraint or coercion of governmental power.
As science strives to understand the world, we view new discoveries not as assaults on our beliefs but as insights that can enrich our appreciation of the complex beauty and awe-inspiring magnificence of the natural world. We welcome scholarly scientific investigation because it encourages us to actively reflect on the depths of our chosen faiths so that they can continue to be vibrant, relevant communities in the world. We are confident that our religions are capable of responding to new discoveries constructively and able to recognize their significance in our quest for personal meaning and study of religious context. Rather than being opposed, religion and science enrich and complement each other, together providing a more comprehensive understanding of our lives.
Those of us signed below come together not only to express our support for Georgia Citizens for Integrity in Science Education, but also as an expression of religious tolerance, respect for a wide spectrum of religious opinions and as a celebration of religious diversity.
Most respectfully submitted,
Signatories:

Dr. Robert C. Ballance Heritage Baptist Church Cartersville, GA
Rev. David Key Georgia Interfaith Alliance Lawrenceville, GA
Rev. Marti Keller Georgia Mountains Unitarian Universalist Church Dahlonega,GA
Rev. Paul M. Turner Gentle Spirit Christian Church Atlanta, GA
Rev. Angeline Theisen Unitarian Universalist Congregation of Gwinnett
Dr. Edward Frost Unitarian Universalist Congregation of Atlanta Atlanta, GA
Rev. Greg Ward Unitarian Universalist Metro Atlanta North Congregation
Rabbi Steven Lebow Temple Kol Emeth Marietta, GA
Rev. Mrs. Laura H. Jernigan Presbytery of Greater Atlanta

UNIVERSITY SYSTEM OF GEORGIA BIOLOGY ACADEMIC ADVISORY COMMITTEE STATEMENT ON EVOLUTION

Biological evolution is a major unifying concept in modern biology and provides a conceptual framework that helps make biology a unified science. The centrality of evolution to modern biology has been acknowledged by a number of major scientific organizations including the American Association for the Advancement of Science and the National Academy of Sciences. As the appointed representatives of college and university biology professors from around the state, we expect that all students entering our colleges and universities have a clear and accurate understanding of the basic tenets of biological evolution so that they will be prepared for college-level biology classes.
Furthermore, we oppose attempts to have creationism (or its variants “scientific creationism” or “intelligent design”) taught as science because these ideas are outside the scope of science. In order to properly prepare scientifically literate citizens/students, it is necessary for schools to teach biological evolution.
As professional scientists and educators, we offer our services to any faculty, administrator or school board who needs advice about how to best teach biological evolution.

Adopted 07 November 2003 by the following members of the USG Biology Academic Advisory Committee:

Ray Barber, Ph.D.; - Abraham Baldwin Agricultural College
Kenneth Relyea, Ph.D., - Armstrong Atlantic State University
Emil Urban, Ph.D., - Augusta State University
Greg Hampikian, Ph.D., - Clayton College & State University
Eugene Keferl, Ph.D., - Coastal Georgia Community College
William S. Birkhead, Ph.D., - Columbus State University
John Lugthart, Ph.D., - Dalton State College
Steve Schenk, Ph.D., - Darton College
Bill Wall, Ph.D., - Georgia College & State University
Sheryl Shanholtzer, Ph.D., - Georgia Perimeter College
Stephen Vives, Ph.D., - Georgia Southern University
Steven Kudravi, Ph.D., - Georgia State University
Ronald H. Matson, Ph.D., - Kennesaw State University
Eric L. Sun, Ph.D., - Macon State College
John Pasto, Ph.D., - Middle Georgia College
Terry Schwaner, Ph.D., - North Georgia College & State University
Harpal Singh, Ph.D., & Gene Mesco, Ph.D., - Savannah State University
Timothy Rhoads, Ph.D., - South Georgia College
Bill Burnett, Ph.D., - Southern Polytechnic State University
David L. Bechler, Ph.D., - Valdosta State University

Kansas

Kansas Citizens for Science

: Website

Kansas: Kansas Rejects Evolution:A Response from the Geoscience Community October 1999

Source: Kansas Rejects Evolution:A Response from the Geoscience Community

The Kansas State Board of Education voted Aug. 11 to eliminate all references to evolution—as well as to the Big Bang theory, the age of Earth or biological macroevolution—from the state’s science curriculum. Geotimes asked members of the geoscience community to respond to this decision. Their letters follow:

: Creation Science: Bad Science, Bad Religion!
: Active scientists make the difference
: Scientists on school boards
: Science Evolves!
: Evolution: Not in Kansas Anymore
: Scientists are the solution

Texas

Evolution debate continues in Texas

Trying to impress upon the board the importance of teaching evolution, many notable Texas scientists testified at the meeting, including Steven Weinberg, Nobel Laureate and physics professor at the University of Texas, Robert Dennison, president of the Texas Association of Biology Teachers, and Terry Maxwell, biology professor and curator of birds at Angelo State University. Evolution is one of the great unifying concepts in the natural sciences and not teaching it, or teaching what some call the weaknesses of it, would place extra hurdles in students' paths, they said.

Source: Evolution debate continues in Texas

Texas: 550+ Texas scientists and educators agree on teaching evolution

On November 1, 2003, a statement was released urging the Texas Board of Education to resist pressure on it to undermine the treatment of evolution in biology textbooks now under consideration. Signed by over 550 Texas scientists and educators, the statement observes that "Any dilution in textbooks of the overwhelming scientific evidence for evolution should sound an alarm to every parent and teacher."

The statement was sponsored by the American Institute of Physics; the American Institute of Biological Sciences and several of its member societies, the American Geological Institute, and the American Astronomical Society also encouraged their members in Texas to sign the statement.

November 5, 2003
Source: 550+ Texas scientists and educators agree on teaching evolution

November 1, 2003
Dear Board of Education member,

As scientists and teachers who live and work in Texas, we write to urge the Texas State Board of Education to choose only textbooks that present accepted, peer-reviewed science and pedagogical expertise. We believe that such a process leads to strong curricula of the highest quality, accuracy, and pedagogical appropriateness.

An institution known for promoting the inclusion of religious tenets in science curricula is trying to water down the strong, peer-reviewed science in the textbooks and to influence the Board of Education to choose these unacceptable books.

At a time when our nation’s welfare increasingly depends on technology, it has never been more important for students to understand the basic ideas of modern science. Evolution is not a belief, a hunch, or an untested hypothesis; it has been extensively tested and repeatedly verified. Any dilution in textbooks of the overwhelming scientific evidence for evolution should sound an alarm to every parent and teacher.

We urge you to continue supporting high standards in Texas science textbooks and not to be swayed by misleading information. Your diligence will ensure that Texas students will be better equipped for higher education and the workplace. Very Truly Yours,

Affiliation for identification purposes only

Dr. Steven Weinberg The University of Texas at Austin Nobel Prize in Physics, 1979
Dr. Neal Lane Rice University Former White House science advisor
Dr. Michael Brown The University of Texas Southwestern Medical Center Nobel Prize in Physiology/Medicine, 1985
Dr. Johann Deisenhofer Regental Professor and Investigator, HHMI The University of Texas Southwestern Medical Center Nobel Prize in Chemistry, 1988
C.A. Quarles Department of Physics Texas Christian University and Chair, TexasSection of the American Physical Society
Arthur H. Harris Department of Biological Sciences University of Texas at El Paso
John E. Smaardyk, Ph.D. Halliburton Energy Services
Dr. Robert Andreas Austin Rohvic Scientific
Julia Powell Plainview High School Science Department
Shannon Starnes Department of Science Tarrant Community College
Jasmina Marsh Astronomy Department University of Texas at Austin
Bob Perchonok Principal Scientist Schlumberger
Duane Buhrmester Professor of Psychology University of Texas at Dallas
Andrey Bakulin, PhD Research Geophysicist Shell International Exploration and Production Inc.
Dr. Steven G. Henry Manager GeoLearn, L.L.C.
Mary Kay Hemenway, Ph.D. The University of Texas at Austin Department of Astronomy Member, Texas Hall of Fame for Science, Mathematics, and Technology
Christine Morshedi, Ph. D. Geophysical Associate ExxonMobil Exploration Company
Dr. Ronald J. Wilhelm Department of Physics /> Honors College Texas Tech University
Norman L. Markworth Department of Physics and Astronomy Stephen F. Austin State University
Esther Betran Ph.D. Biology Department University of Texas at Arlington
Kimberly Willis Principal Scientist Lockheed Martin Space Operations
John V. Shebalin, PhD NASA Johnson Space Center Dan Schultz-Ela Research Scientist - Applied Geodynamics Laboratory Bureau of Economic Geology The University of Texas at Austin
Jean C.C. Hsieh Chevron Texaco
Ted Dohmen Corporate Geophysical Advisor Burlington Resources
Scott Painter, Ph.D. Southwest Research Institute
Ryan Stepler Geophysicist Marathon Oil Company
Robert McKee Principal Engineer, Southwest Research Institute Father of a successful PhD student
Steven D. London Professor of Mathematics University of Houston-Downtown
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Dr. B. Prabhakaran Dept. of Computer Science University of Texas at Dallas
Mario C. Diaz Center for Gravitational Wave Astronomy and Department of Physics and Astronomy University of Texas at Brownsville
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C. T. Hallmark Professor Soil and Crop Sciences Department Texas A&M University
Dr. Lorraine van Waasbergen Department of Biology University of Texas at Arlington
Lisa M. Gahagan Institute for Geophysics The University of Texas at Austin
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Bethany D. Rinard Assistant Professor of Geosciences Department of Chemistry, Geosciences, and Environmental Science Tarleton State University
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Dr. Benjamin S. Giese Department of Oceanography Texas A&M University
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Len Trombetta Dept. Electrical and Computer Engineering University of Houston
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Carlos Gonzalez Lepera, Ph.D. Vice President - CYCLOTOPE Adjunct Professor - MD Anderson Cancer Center
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Dr. Robert L. Ray Department of Physics University of Texas at Austin
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William J. B. Oldham Professor Emeritus Texas Tech University
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Carl W. Hardin, M.D. South Texas Radiology Group
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Prof. John T. Markert Department of Physics University of Texas at Austin
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David Bixler Assistant Professor of Physics Angelo State University
Kuang-An Chang, Assistant Professor Coastal & Ocean Engineering Division Department of Civil Engineering, Texas A&M University
Bea Aton Ph.D. Physiology Software Engineer, Texas Instruments
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Dr. Ramon E. Lopez C. Sharp Cook Distinguished Professor Department of Physics University of Texas at El Paso
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Zoltan A. Schelly, Professor Department of Chemistry and Biochemistry University of Texas at Arlington
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David Denley, Ph.D. Shell Chemicals
Mykhailo Fomytskyi Institute for Fusion Studies Department of Physics University of Texas at Austin
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Kevin M Lee Fusion Research Center Physics Deptartment University of Texas at Austin
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Dr. David Shiner Associate Professor of Physics University of North Texas
Donald E. Woessner Adjunct Professor of Radiology Rogers Magnetic Resonance Center
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Prof. Arno Bohm Department of Physics University of Texas at Austin
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Prof. Emeritus Lorin L. Vant-Hull University of Houston, Physics Department
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Barry Friedman Department of physics Sam Houston State University
Donald G. Brunder, Ph.D. IS Team Leader Academic Resources University of Texas Medical Branch at Galveston
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Richard C. Herrick, Ph.D. University of Texas M. D. Anderson Cancer Center
Frank W. Guy, PhD. and Roberta Buchanan Guy, RN President, Texas State Board of Directors Health Occupations Students of America
Lawrence C. Shepley Associate Professor, Retired Department of Physics University of Texas at Austin
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Terry C. Maxwell, PhD. Department of Biology Angelo State University
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Ted W. Reid, Ph.D. Professor Departments of Ophthalmology and Visual Science Texas Tech University Health Sciences Center
C. Magnus L. Rittby, Ph. D. Chair Department of Physics and Astronomy Texas Christian University
Dr. William R.M. Graham Professor, Dept. of Physics and Astronomy Director, Graduate Program Texas Christian University
Dr Deborah Leddon University of Texas
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Qiming Li Sugar Land Product Center Schlumberger
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Curt Wyman Program Manager Motorola, Inc.
Joseph M. Izen Professor of Physics University of Texas at Dallas
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Todd Flippo Senior Scientist Alcon Labs, Inc.
Stan Treanor Calculus & Physics Teacher Merkel High School
Michael Downer Jack S. Josey Professor Physics Department University of Texas at Austin
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Katherine Brown Downey, PhD Senior Lecturer School of Arts and Humanities University of Texas at Dallas
Michael A. Shelley, P.E. Dr. Ed Stone Senior Lecturer, Mathematics University of Texas at Dallas
Eyal Gilboa Center for Particle Physics The Department of Physics University of Texas at Austin
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Dr. Geoffrey S. D. Beach Department of Physics University of Texas at Austin
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Rick Holt, B.S.Ed., M.Div Secondary Science Teacher, Americas High School
Aubra Anthony High Energy Group Department of Physics University of Texas at Austin
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Leah Shackman Physics Department University of Texas at Austin
Prof. Jonathan L. Sessler Roland K. Pettit Centennial Professor of Chemistry Editor, Supramolecular Chemistry Associate Editor, J. Porphyrins & Phthalocyanines University of Texas at Austin
Nicholas Matlis Femtosecond Spectroscopy Group University of Texas at Austin
Jerome Bellian Research Scientist Associate Bureau of Economic Geology University of Texas at Austin
Michael Wolf Professor of Mathematics Rice University
Ronald S. Hanson Engineering Manager at Motorola, Inc.
Richard Wheelus Motorola eMC SRAM Program Management
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Britt C. Cain Adjunct Instructor of Mathematics Austin Community College
Gary W. Sykes, Ph.D. Director, Institute for Law Enforcement Administration Vice President, The Center for American and Intern’l Law
Robert G. Tull, PhD Sr. Research Scientist Emeritus McDonald Observatory University of Texas
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Edward B. Flagg Physics Department University of Texas at Austin
Walter L. Borst Professor of Physics Department of Physics Texas Tech University
Dr. John R. Hedstrom Retired from Raytheon University of Texas at Dallas
Dr. Vladimir Horvat Research Scientist Texas A&M University
Dr. Edwin H-M. Sha, Professor Department of Computer Science University of Texas at Dallas
Prof. Rory Coker Physics Department University of Texas at Austin
Harry L. Swinney Sid Richardson Foundation Regents Chair Physics Department and Center for Nonlinear Dynamics University of Texas at Austin
Purna Murthy, B.Sc, M.Sc., MBA Engineering Manager, Hewlett-Packard Company
Dr. Sonia Paban Physics, Theory Group University of Texas at Austin
Sanjay Banerjee Cockrell Family Regents Chair in Electrical & Computer Eng. Director, Microelectronics Research Center University of Texas at Austin
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Meng Tao, Ph.D. NanoFAB Center University of Texas at Arlington
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Victor G. Hadjiev, PhD Research Scientist Texas Center for Superconductivity and Advanced Materials University of Houston
Richard D. Hazeltine Professor of Physics University of Texas at Austin
Karol Lang Professor of Physics University of Texas at Austin
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Dr. Ramon Ravelo Physics Department and Materials Research Institute University of Texas at El Paso
Dr. Mark R. Skokan Member, Group Technical Staff DRS Infrared Technologies, LP
Nasir Basit, Ph.D. Research Engineering Scientist, NanoFAB R&T Facility University of Texas at Arlington
Kevin F. Kelly Assistant Professor Electrical and Computer Engineering Department Rice University
David H. Hough Assistant Professor of Physics Trinity University
Paul H. Cox Professor of Physics Texas A&M University-Kingsville
Dr. Yang LI Physics Department Texas A&M University
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Simon C. Moss M.D. Anderson Chair of Physics University of Houston
Dr. Jose Perez Assistant Professor Department of Physics University of North Texas
Peter J. Rossky, Marvin K. Collie-Welch Regents Chair in Chemistry and Professor of Chemical Engineering Dept. of Chemistry & Biochemistry University of Texas at Austin
Robert E. Tribble Professor of Physics Texas A&M University
Gordon Mutchler Professor of Physics Rice University
Daniel R. Spiegel, Professor Department of Physics and Astronomy Trinity University
Jean George, PhD President and Owner Open Sky Software, Inc.
Lowell Wood Department of Physics University of Houston
M. A. K. Lodhi, Professor Department of Physics Texas Tech University
Elena Montalvo Valley Research Corporation
Daniel J. Heinzen Professor of Physics University of Texas at Austin
Duane A. Dicus Professor, Department of Physics University of Texas at Austin
Prof. Eric R. Bittner Department of Chemistry University of Houston
Ayan Guha Postdoctoral researcher Department of Physics University of Texas at Austin
Prof. Philip L. Varghese Stanley P. Finch Centennial Professorship in Engineering Director, Center for Aeromechanics Research University of Texas at Austin
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Heather C. Galloway Department of Physics Texas State University - San Marcos
Li Gao, PhD Research Department Halliburton Energy Services
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Dr. Paul Chu University of Houston
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Dennis R. Ruez, Jr. University of Texas at Austin
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Thomas E. Macrini Department of Geological Sciences University of Texas at Austin
Eric G. Ekdale Department of Geological Sciences University of Texas at Austin
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Shahnoor Habib University of Texas at Arlington
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Jose Ricardo Correa University of North Texas
Shivakumar Jolad Department of Physics Texas A&M University
Becky Glynn Retired fifth grade teacher University of Texas at San Antonio
Dr. Geary Eppley Staff Scientist Rice University
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Manish Mithaiwala Department of Physics University of Texas at Austin
Raymond Scurek Department of Physics University of Texas at Austin Finch University of Health Sciences
Laura Feeney University of Texas at Austin
Nathan Harrison Department of Physics University of Texas at Austin
Bryan Benaway Physics University of Texas at Austin
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Martin Bitner Department of Astronomy University of Texas at Austin
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Dr. Ed Vinson Chemplex, LLC Kevin Burke Dept of Geosciences University of Houston
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Ray Conrow, Ph.D. Assistant Technical Director Chemical Preparations Research Alcon Research, Ltd.
Akhtar H. Mahmood Assistant Professor University of Texas - Pan American
Dr. Karen K. Vardanyan Department of Physics and Astronomy Trinity University
Kevin M. Curtin, Ph.D. Assistant Professor - Geographic Information Science School of Social Sciences University of Texas at Dallas
Karen Huxtable-Jester, Ph.D. Adjunct Lecturer, Psychology University of Texas at Dallas
Padmakumar Nair, Ph.D., D.Sc., MBA Organization, Strategy and International Management School of Management
Dr. Scott E. Robinson School of Social Sciences University of Texas at Dallas
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Iftikhar Ahmad Texas Tech University J.C. ‘Buck’ Field, PMP, MCP, CPM Dimensional Topology, American Physical Society Independent Consultant Field Operative Information Systems Project Management
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James L. Allen, PhD The Boeing Company International Space Station Program
Anne Gillis, Ph.D. Department of Physics The Victoria College
Francesco Stefani Institute for Advanced Technology University of Texas at Austin
Spurgeon E. Smith (ret.) Former director of research for TRACOR, Inc.
Scott J. Levinson, Ph. D. Research Engineer/Scientist Assoc. V Institute for Advanced Technology University of Texas at Austin
Frederic Mikulec, Ph.D. Visiting Scholar Dept. of Chemical Engineering University of Texas at Austin
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Glen Dillow, Ph.D. Alcon Laboratories
Hossain Baghaei, Ph.D. Assistant Professor Dept. of Experimental Diagnostic Imaging University of Texas MD Anderson Cancer Center
Glenn Agnolet Professor, Physics Department Texas A&M University
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Robert C. Dowler, Ph.D. Professor of Biology Angelo State University
Rebecca C. Smyth Research Scientist Associate Bureau of Economic Geology University of Texas at Austin
Mary Jo Richardson Interim Dean College of Geosciences Texas A&M University
David Hillis Alfred W. Roark Centennial Professor Section of Integrative Biology University of Texas
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Joshua M. Peschel Texas A&M University
Wayne M. Ahr, Professor of Geology Certified Petroleum Geologist Department of Geology & Geophysics Texas A&M University
Vincent M. Cassone, Ph.D. Professor and Head Department of Biology Texas A&M University
David L. Carlson Anthropology Department Texas A&M University
Shuying Yang Mechanical Engineering Department University of Texas Pan American
Arvind Mahajan Lamar Savings Professor of Finance Texas A&M University
James W. Erickson Associate Professor Department of Biology
Texas A&M University Joachim Schambach Physics Department University of Texas
Thomas D. McKnight Professor and Associate Head Department of Biology Texas A&M University
Susan S. Golden Distinguished Professor Department of Biology Texas A&M University
Ira F. Greenbaum, Professor Department of Biology Texas A&M University
Dr. F. W .de Wette Professor Emeritus University of Texas at Austin
James W. Golden Professor Department of Biology Texas A&M University
Deborah A. Siegele, Ph.D. Associate Professor Dept of Biology Texas A&M University
Enamul Huq Assistant Professor Molecular Cell and Developmental Biology University of Texas at Austin
John M. Ivy, Ph.D. Department of Biology Texas A&M University
Lawrence L. Espey, Ph.D. Cowles Distinguished Professor Department of Biology Trinity University
Alan Lloyd, Ph.D. Associate Professor Molecular Cell and Developmental Biology The University of Texas at Austin
Norman Schaeffer, Ph.D. retired physicist
Robert H. Walker Professor Emeritus University of Houston
Barbara Finlay Department of Sociology Texas A&M University
Nick Brette Professor of Chemistry Collin County Community College
Natsumi Matsuda Physics University of Texas at Austin
Ry Young Professor Department of Biochemistry and Biophysics Texas A&M University
Dr. Bruce B. Riley Associate Professor Biology Department Texas A&M University
Emily Hollister NASA Earth Systems Science Graduate Fellow Department of Rangeland Ecology and Management Texas A&M University
Linda Stearns Math Teacher Bryan High School
Jim Manhart Department of Biology Texas A&M University
Janet Braam, Ph.D. Associate Professor Biochemistry and Cell Biology Rice University
Jim Hu Associate Professor and Associate Head for Graduate Programs Dept. of Biochemistry and Biophysics Texas A&M University
Kwong Lau Professor of Physics University of Houston
C.O.Patterson Dept. of Biology Texas A&M University
Radha Krishnan, PhD Computer Science Faculty University of Texas at Dallas
Andrew Kuhs Department of Physics University of Texas at Austin
Patricia LiWang Assoc. Prof. Biochemistry and Biophysics Texas A&M University
Mary Bryk, PhD. Department of Biochemistry and Biophysics Texas A&M University
Qimiao Si Department of Physics & Astronomy Rice University
Dr. Sumana Datta Associate Professor Department of Biochemistry and Biophysics Texas A&M University
Merrill Sweet Professor emeritus Texas A&M University
Elizabeth C. Berigan, M.D. Diplomate, American College of Physicians Assistant Clinical Professor, Texas A&M Health Science Center Senior Staff, Scott and White Clinic
Timothy W. Sinor, Ph.D. Chief Scientist-Image Intensifier Tubes Northrop-Grumman EOS
Andy C. LiWang Assistant Professor of Biochemistry & Biophysics Texas A&M University
Jerry Tsai Assistant Professor of Biochemistry & Biophysics Texas A&M University
Michael Polymenis, Ph.D. Assistant Professor of Biochemistry and Biophysics Texas A&M University
Edward A. Funkhouser Professor of Biochemistry Texas A&M University
Lawrence J. Dangott, Ph.D. Research Scientist Department of Biochemistry & Biophysics Texas A&M University
J. Martyn Gunn Professor of Biochemistry Associate Head for Undergraduate Programs Texas A&M University
Rosemarie Swanson Research Scientist Biochemistry & Biophysics Dept Texas A&M University
Karl M. Koshlap, PhD Manager, Biomolecular NMR Laboratory Texas A&M University
Bryant W. Miles Lecturer Texas A&M University
Riki Kobayashi Louis Calder Professor Emeritus Department of Chemical Engineering Rice University Prof. C.
Nick Pace Medical Biochemistry Department Texas A&M University Medical Center
Geoffrey Kapler Associate Professor of Medical Biochemistry and Genetics Chair, Interdisciplinary Faculty of Genetics Texas A&M College of Medicine
Alan E. Pepper Associate Professor Department of Biology Texas A&M University
Dorothy Shippen Professor Department of Biochemistry and Biophysics Texas A&M University
Arthur M. Hobbs Professor Department of Mathematics Texas A&M University
Herbert L. Berk Professor of Physics University of Texas at Austin
J. Creighton Miller,Jr. Department of Horticultural Sciences Texas A&M University
David L. Adelson, Ph.D. Associate Professor - Animal Genomics Dept. of Animal Science Texas A&M University
Renée M. Tsolis, Ph.D. Assistant Professor Medical Microbiology & Immunology College of Medicine Texas A&M University Health Science Center
Yiwei Jiang, Ph.D. Assistant Professor Department of Medical Biochemistry & Genetics Texas A&M University System Health Science Center
Dr. Thomas J. DeWitt, Assistant Professor Department of Wildlife & Fisheries Sciences Texas A&M University
Andreas J. Baumler, PhD Associate Professor Dept. Med. Microbiology. & Immunology Texas A&M University System Health Science Center
Dr. Jean Gould Assistant Professor, Plant Cell Biology Director, Plant Transformation & Gene Expression Group Texas A&M University
Niescja E. Turner Department of Physics University of Texas at El Paso
Deborah Bell-Pedersen Associate Professor of Biology Texas A&M University
Richard Gomer Howard Hughs Medical Institute Professor of Biochemistry Rice University
Deborah T. Kochevar, DVM, PhD Veterinary Physiology and Pharmacology Texas A&M University
Daniel Ebbole Professor Department of Plant Pathology & Microbiology Texas A&M University
Laurie A. Jaeger, DVM, PhD Texas A&M University Timothy C. Hall, Ph.D.
Distinguished Professor of Biology at Texas A&M University
Mimi Zebrick Lawrence Applied Research Laboratories, University of Texas at Austin
Omar Vargas Physics and Astronomy Rice University
Duane Buhrmester Professor of Psychology University of Texas at Dallas
Larsson Omberg Physics Assistant Instructor University of Texas at Austin
César Rodríguez Physics Department University of Texas at Austin
Behrang H. Hamadani Dept. of Physics and Astronomy Rice University
Martha Casquette University of Texas at Brownsville and Texas Southmost College

This letter has been signed by scientists throughout the Texas science and technology enterprise including prominent researchers in major corporations, small businesses, and our research universities. Distinguished teachers in all levels of the Texas education system, including K-12, community colleges, colleges and universities, have signed.

Source: 550 Texas scientists and educators at NCSE

Texas Baylor: Intelligent design is NOT a science: Baylor

Cliff Hamrick, Biology Department, Baylor University.
Robert Baldridge, Professor of Biology, Baylor University.
Richard Duhrkopf, Associate Professor of Biology, Baylor University.
Lewis Barker, Professor of Psychology & Neuroscience, Baylor University.
Wendy Sera, Assistant Professor of Biology, Baylor University.
Darrell Vodopich, Associate Professor of Biology, Baylor University.
Sharon Conry, Biology Department, Baylor University.
Cathleen Early, Biology Department, Baylor University.
Source: Intelligent design is NOT a science

Professor at Baptist University calls intelligent design ‘dumb’
Dr Duhrkopf was quoted by the Associated Press (July 2) to say, "We want to get the word out that we in the biology department are unanimously opposed to this. People in intelligent design do not understand what science is."

Dr Duhrkopf Biology Professor Baylor University

Washington

Washington Gonzala: Biology Department rejects intelligent design

On National Public Radio’s Talk of the Nation Science Friday program of November 19, GU Law Professor David DeWolf participated in a discussion on teaching intelligent design as an alternative to evolution. Although Professor DeWolf is on the faculty of Gonzaga University Law School, his views on intelligent design do not represent those of the University as a whole. In particular, the faculty of the Biology Department at Gonzaga are unanimous in their acceptance of evolutionary theory as a fundamental underlying tenet of the science of biology. The principles of evolution are as well-established as any other body of scientific knowledge, and a full and correct appreciation for those principles is necessary for understanding the nature of life. Intelligent design is not a scientific alternative to evolution. The flaws in the idea of intelligent design have been amply and publicly exposed, and the Biology Department feels that the teaching of intelligent design has no place in a science curriculum at any level.

For additional information on the issue of intelligent design vs. evolutionary theory, visit the National Center for Science Education.

Faculty includes:
Kirk Anders, Assistant Professor Genetics and Evolution, Cell Biology
Julie Beckstead, Assistant Professor Community Ecology
Maria Bertagnolli, Associate Professor Diversity of Life, Cell Biology, Genetics and Evolution
David Boose, Associate Professor Diversity of Life, Ecology, Advanced Evolution, Conservation Biology
William Ettinger, Associate Professor Cell Biology, Genetics and Evolution, Plant Physiology, Molecular Biology, Intro Microbiology
Joseph Haydock, Assistant Professor Diversity of Life, Ecology, Vertebrate Biology, Genetics and Evolution
Hugh Lefcort, Professor Diversity of Life, Ecology, Parasitology, Behavioral Ecology
Peter Pauw, Professor Cell Biology, Microbiology, Histology, Immunology
Robert Prusch, Professor and Dean of Arts and Science Diversity of Life, Cell Biology, Advanced Cell Biology

Nancy Staub, Professor and Chair Genetics and Evolution, Vertebrate Biology, Advanced Evolution
Source: Biology Department rejects intelligent design Gonzaga

Pennsylvania

Pennsylvania Dover: York College profs disturbed by Dover

We are extremely disappointed and concerned about the recent decision by the majority of members on the Dover Area School Board to make intelligent design an official and required component of their biology curriculum.
The inclusion of intelligent design in their curriculum as an "alternative" evolutionary theory reflects a genuine lack of knowledge about the data supporting evolution by natural selection.

It also reflects a profound misunderstanding of the scientific process, and an equally profound disregard for the science educators and students in the Dover School District.

Scientific research takes place on all continents and in most countries. Despite their cultural and religious diversity, scientists from all over the world share a common methodology.

Science works because there is a shared universal understanding of a scientific process that includes the following fundamental conventions.

*Scientists systematically collect and organize information about the natural world. In doing so, we look for recurring patterns and relationships among events and processes.

*Science probes the material world by using a repeatable and standardized methodology that makes no reference to supernatural or theistic influences. In the course of working on difficult research problems, scientists do not use concepts such as "designer" or "creator." Instead, we assemble a coherent view of nature by persistently applying the methods of science.

*Explanations ("hypotheses") in biology must be testable. The invoking of Intelligent Design as a hypothesis to explain natural phenomena has no merit among scientists since no test can be designed that would generate observations or data to support such a mechanism.

*Scientists attempt to construct theories that explain a large number of observed events. The theory of evolution by natural selection is the unifying theory of biology.

No theory in biology is more tested, appreciated, resilient, and explanatory than the theory of evolution by natural selection. And, scientists from a variety of disciplines have amassed an overwhelming collection of testable, reproducible, and observable data to unequivocally support this process.
The inclusion of intelligent design in any science curriculum as an "alternative" to evolution by natural selection is inappropriate. As educators, we urge the Dover Area School Board to review this disappointing decision, and include its own biology teachers in discussions concerning curricular issues. As scientists and educators, we urge the school board to exclude theism and the supernatural from its science curriculum.

Tony Botyrius,M.S., Cornell University. Mr. Botyrius teaches the laboratory component in Biology I and II, Genetics, and Field Natural History. Mr. Botyrius also supervises secondary education biology student-teacher candidates. His research interest is plant ecology.
Rod Waltemyer
Ron Kaltreider, Ph.D., Pennsylvania State University. Dr. Kleiner teaches Ecology, Environmental Biology, Evolutionary Biology, Field Natural History, Senior Thesis, and Tropical Ecology. His research interests include plant-insect interactions, plant physiology, and forest ecology.
Karl Kleiner,Ph.D., Pennsylvania State University. Dr. Kleiner teaches Ecology, Environmental Biology, Evolutionary Biology, Field Natural History, Senior Thesis, and Tropical Ecology. His research interests include plant-insect interactions, plant physiology, and forest ecology
Carolyn Mathur, Ph.D., Auburn University. Dr. Mathur teaches Microbiology and Immunology. In 2003 she received a Summer Research Fellowship from the American Chemical Society/American Petroleum Institute to conduct geomicrobiological research on the availability of organic reserves in rocks to microbial degradation. She is collaborating with researchers at Penn State.
Jessica Nolan, Ph.D., Scripps Institution of Oceanography. Dr. Nolan teaches Introduction to Oceanography and Marine Biology. Her research areas include the role of plankton in the oceanic carbon cycle, genetic and ecological diversity of picoeukaryotes in the coastal ocean, and the evolution of plankton lineages.
Brad Rehnberg, Ph.D. Oregon State University. Dr. Rehnberg teaches Fundamentals of Human Biology, Animal Physiology, Animal Behavior, Introduction to Scientific Research, Senior Thesis, and Zoology. His research areas include sensory physiology and behavioral thermoregulation.
Debbie Ricker, Ph.D., Johns Hopkins University. Dr. Ricker is the chairperson of the department. She teaches Biology I, Introduction to Scientific Research, Reproduction and Development, and Senior Thesis. She studies reproductive biology, with an emphasis on male fertility.
Barbara Taylor, M.S., Towson State University. Mrs. Taylor teaches Fundamentals of Human Biology, Microbes: Unseen Life on Earth, and lab sections in Microbiology, Immunology, and Marine Biology.
Jeffrey Thompson,Ph.D., Pennsylvania State University College of Medicine. Dr. Thompson teaches General Biology, Biology I, Biochemistry, and Senior Thesis. His cancer therapy research is based on developing targeted delivery of cytotoxic compounds that "seek and destroy" cancer cells.

MEMBERS OF YORK COLLEGE BIOLOGY DEPARTMENT
Source: York College profs disturbed by Dover

College biologists blast Dover York College faculty members said the 'intelligent design' decision goes against science.
Kleiner said two members of the department declined to sign the letter. Elizabeth Hodgson, a lab coordinator who teaches general biology, declined to comment on her reasons for not signing it. Bruce Smith, a biology and botany professor, could not be reached for comment Tuesday.

PENNSYLVANIA PARENTS FILE FIRST-EVER CHALLENGE TO 'INTELLIGENT DESIGN' INSTRUCTION IN PUBLIC SCHOOLS

'Intelligent Design' Is Religious Argument, Not Science, Say Parents
HARRISBURG, PA-The American Civil Liberties Union of Pennsylvania, Americans United for Separation of Church and State and attorneys with Pepper Hamilton LLP filed a federal lawsuit today on behalf of 11 parents who say that presenting "intelligent design" in public school science classrooms violates their religious liberty by promoting particular religious beliefs to their children under the guise of science education.

"Teaching students about religion's role in world history and culture is proper, but disguising a particular religious belief as science is not," said ACLU of Pennsylvania Legal Director Witold Walczak. "Intelligent design is a Trojan Horse for bringing religious creationism back into public school science classes."

The Rev. Barry W. Lynn, Americans United Executive Director, added, "Public schools are not Sunday schools, and we must resist any efforts to make them so. There is an evolving attack under way on sound science education, and the school board's action in Dover is part of that misguided crusade. 'Intelligent design' has about as much to do with science as reality television has to do with reality."
Source: ACLU

Ohio

Ohio Citizens for Science

* Website

Ohio: Case scientists oppose creationist lesson in school curriculum

Faculty support legislation restoring genuine science education to the state's public school curricula
Lawrence Krauss, chair and Ambrose Swasey Professor of physics at Case Western Reserve University, said the proposed curriculum includes thinly veiled creationism and hoped the governor would "come down on the side of good science."

"The people behind intelligent design creationism find science to be incompatible with belief in God," Krauss said. "That's not the case; most scientists do believe in God. The issue is this: Intelligent design is scientifically untestable. It's not science."

Professeor Lawrence Krauss, chair and Ambrose Swasey Professor of physics
Professor Patricia Princehouse
Professeor Cynthia Beall, Case's Sarah Idell Pyle Professor of Anthropology

Case Western Reserve University
Source: Case scientists oppose creationist lesson in school curriculum
See also Case faculty vote to oppose Ohio's proposed evolution plan

Ohio Faculty Council Resolution on Guidelines for Teaching the Geological and Biological Sciences

Biological Sciences Adopted February 13, 2004

Regarding the reinstatement of proper teaching guidelines for the teaching of Geological and Biological Sciences

WHEREAS, it is a responsibility of the Ohio educators to present science and encourage scientific inquiry; and

WHEREAS, science is a systematic method of continuing investigation, based on observation, hypothesis testing, measurement, experimentation, and theory building, which leads to more adequate explanations of natural phenomena, explanations that are open to further testing, revision, and falsification, and while not “believed in” through faith may be accepted or rejected on the basis of evidence; and

WHEREAS, the theory of evolution, as presently developed, fully satisfies these criteria, especially when its teaching considers the remaining debates concerning its detailed mechanisms; and

WHEREAS, a recent decision by the State Board of Education establishes a module for the “critical assessment of evolution,” which simultaneously attacks the theory itself and facilitates the introduction of pseudo-scientific approaches such as “Creationism” or “Intelligent Design,” which have no scientific validity,

THEREFORE, BE IT RESOLVED that the Ohio Faculty Council supports legislation reversing the State Board’s decision and restoring genuine science education to the state’s public school curricula, and

BE IT FURTHER RESOLVED that the Ohio Faculty Council urges citizens, educational authorities, and legislators to oppose any alteration of the science curriculum or state proficiency tests in science that would in any way accommodate approaches based on either religious beliefs or other sources that are not amenable to the scientific process of scrutiny, testing, and revision.

Ohio Faculty Council members include:

Bowling Green State University
Central State University
Cleveland State University
Kent State University
Medical College of Ohio at Toledo
Miami University
Northeastern Ohio Universities College of Medicine
The Ohio State University
Ohio University
Shawnee State University
University of Akron
University of Cincinnati
University of Toledo
Wright State University
Youngstown State University

Source: Ohio Faculty Council Resolution on Guidelines for Teaching the Geological and Biological Sciences

Ohio University Presidents Oppose Intelligent Design

While we recognize the great value of spirituality and faith in today's society, we urge you to reject the concept of intelligent design creationism as a part of the science curriculum. We also request that you establish the foundation for a preeminent science curriculum in Ohio dedicated to rigorous testing and experimentation, strengthened with thorough teaching of evolution in our science requirements.

Robert Glidden President, Ohio University Chair, Inter-University Council
On behalf of IUC presidents:

Luis Proenza, University of Akron
Sidney Ribeau, Bowling Green State University
John Garland, Central State University
Joseph Steger, University of Cincinnati
Michael Schwartz, Cleveland State University
Carol Cartwright, Kent State University
Frank McCullough, Medical College of Ohio
James Garland, Miami University
Robert Blacklow, Northeastern Ohio Universities College of Medicine
William Kirwan, Ohio State University
Michael Field, Shawnee State University
Daniel Johnson, University of Toledo
Kim Goldenberg, Wright State University
Daniel Sweet, Youngstown State University

Source: Ohio University Presidents Oppose Intelligent Design

CWRU faculty report findings on evolution, intelligent design poll of Ohio's scientists

For immediate release: October 4, 2002

CLEVELAND—Nine out of 10 Ohio scientists from secular and religious colleges and universities responding to a survey say that intelligent design is primarily a religious view and not part of science. Case Western Reserve University faculty reported on the findings of the Internet poll during a news conference October 10.
*Nine out of 10 scientists (91 percent) felt the concept of intelligent design was unscientific and the same number responded that it was a religious view
*A vast majority (93 percent) of the scientists were not aware of "any scientifically valid evidence or an alternate scientific theory that challenges the fundamental principles of the theory of evolution"
*Almost all scientists (97 percent) said they did not use the intelligent design concept in their research
*Ninety percent of the responding scientists stated that they felt no scientific evidence supports intelligent design, while 2 percent were unsure
*Approximately 7 percent felt that intelligent design had some support from scientific evidence
*Some 84 percent felt acceptance of the evolution theory was "consistent with believing in God
Source: CWRU faculty report findings on evolution, intelligent design poll of Ohio's scientists

The American Society for Cell Biology

NATIONAL OFFICE: 8120 Woodmont Avenue, Suite 750 Bethesda Maryland 20814-2762
TEL: (301) 347-9300 FAX (301) 347-9310 E-MAIL ascbinfo@ascb.org www.ascb.org
March 6, 2002

We write on behalf of the American Society for Cell Biology, a non-profit professional society of 10,000 basic biomedical research scientists in academia, industry, and government laboratories throughout the United States and the world. About 200 ASCB members are Ohioans.
We were pleased by the Ohio State Board of Education's decision to solicit an outside review of state science curriculum from educators and scientists. As scientists, we concur with the panel's recommendations that the teaching of the theory of evolution be part of the state curriculum guidelines, because we believe that a basic science education without a firm grounding in evolutionary
concepts would leave the student ill-prepared for further study or a career in the life sciences.
For this reason, we are appalled by recent attempts to inject the teaching of "Intelligent Design" into Ohio science curriculum guidelines. "Intelligent Design" is nothing but thinly veiled "Creationism." It is not a scientific theory but a matter of faith, and it does not belong in a science curriculum. Darwin's theory of natural selection is a central unifying concept in modern biology. It enables scientists to explore and understand natural processes from ecology to molecular and cellular biology. Imposing the doctrine of "Intelligent Design" in the science classroom will compromise students' understanding of
modern biology and leave them with devalued academic credentials. Justifying the teaching of "Intelligent Design" to Ohio's science students with an equal-time argument is foolish.
This is also an issue for Ohio's economic future. The American Society for Cell Biology calls upon Ohio's educational leaders to work with Governor Taft in his initiative to foster high-tech and biotech industry in the state. Promoting "Intelligent Design" in science classrooms would undermine Ohio's scientific
credibility, tarnish its reputation in the global scientific community, and compromise the state's ability to attract scientists and scientific entrepreneurs.
We urge the State Board of Education to avoid this divisive, counterproductive, and ultimately pointless controversy. Evolutionary theory has an immense impact on everything from controlling antibiotic resistance to treating cancer, and provides a platform that helps scientists understand
diseases such as diabetes, Alzheimer's, and congestive heart failure. If the Ohio State Board of Education opens the doors of our science classrooms to theology, the uproar will only get louder and louder, damaging Ohio's reputation, its economy, and most of all, its children.
Respectfully,
Paul Berg, Ph.D. Cahill Professor of Cancer Research & Biochemistry,
Emeritus Director Emeritus, Beckman Center for Molecular & Genetic Medicine
Stanford University School of Medicine Nobel Prize in Chemistry, 1980 Chair, The
ASCB Public Policy Committee
Tom Egelhoff, Ph.D. Associate Professor, Physiology & Biophysics Case
Western Reserve School of Medicine Member, The ASCB Public Information
Committee

Missouri

Scientists and Educators for Quality Science Education

More than 450 Missouri scientists and educators have endorsed a statement (see below) opposing the teaching of "intelligent design," a form of creationism, in public school science classes. Intelligent design is the idea that the biological world is so complex that it can only be explained by reference to a "designer," not necessarily a divine being. Missouri House Bill 911, filed by Rep. Robert Wayne Cooper of Camdenton, would mandate equal treatment for intelligent design alongside biological evolution in public elementary and secondary schools, including classes in "Physics, Chemistry, Biology, Health, Physiology, Genetics, Astronomy, Cosmology, Geology, Paleontology, Anthropology, Ecology, and Climatology."

The Statement

Let's Teach Science in Science Classes

Missouri House Bill 911 wants to change the Education statutes to mandate the teaching of "intelligent design" creationism alongside Darwinian evolution in public school science classes. Missourians of all persuasions should reject this attempt to force non-science into the science curriculum.

Proponents of Intelligent Design advertise it as an "alternative" to biological evolution. Advocates of HB911 frame their argument in terms of fairness, pointing out that it is necessary to teach all sides of a controversy. If the controversy about Darwinian evolution vs. Intelligent Design were truly scientific, we would enthusiastically support its inclusion in the curriculum. As educators, we know that one of the best ways to engage students in studying science is to present them with an unsolved problem. Look at how the current search for evidence of past life on Mars excites students at all levels.

Intelligent Design, however, isn't science. The characteristics of science that are accepted in U.S. law derive from a 1982 court decision, McLean vs Arkansas Board of Education.

:[T]he essential characteristics of science are:
:(1) It is guided by natural physical or biological law;
:(2) It has to be explanatory by reference to natural law;
:(3) It is testable against the empirical world;
:(4) Its conclusions are tentative, i.e. are not necessarily the final word; and
:(5) It is falsifiable or, more accurately, makes predictions that can be tested by observation

Intelligent Design doesn't meet these tests because it is a philosophical or theological perspective, not a scientific one. The Intelligent Design movement was started by a Berkeley law professor, Phillip Johnson. As Johnson's own writings assert, anti-evolution is a "wedge" to get religious "values" inserted into the public school curriculum. Thus, the motivation behind Intelligent Design has nothing to do with advancing science.

Even without considering their motives, Intelligent Design proponents haven't shown that there is anything in it that meets the criteria for being judged as science. Intelligent Design advocates presuppose the existence of a Designer and then try to debunk existing data; science works the other way around. The Designer explicitly does not follow the known processes of physics or chemistry so it isn't guided by, nor can it explain things by referring to physical or biological law. Intelligent Design fails to make predictions that we can test by observation or experiment. What if we found alien bacterial life on the moons of Jupiter? Would that be evidence for or against multiple instances of Design?

The court left out the final, and for scientists, definitive, test of whether something is science or not. An idea is judged first by whether it leads to new experiments or observations that make sense in light of the idea. Any theory or hypothesis, no matter how attractive, is discarded if it doesn't prove useful in this sense. Johnson started his wedge strategy over a dozen years ago, and the Intelligent Design advocates have published numerous books, position papers, essays and so on. In all that output, however, there has not been a single peer-reviewed paper in a scientific journal that uses Intelligent Design as a guide to a new experimental result or observation. To the contrary, a number of claims made by the Intelligent Design advocates have been tested scientifically - and they haven't held up. We are forced to conclude that Intelligent Design, despite all the publicity, hasn't contributed anything to the physical or biological sciences and therefore has no place ! in the public school science classroom.

By contrast, evolution through natural selection has been tested ever since Darwin proposed it. Its principles and predictions fit with our observations of the contemporary and ancient natural world. We see examples of natural selection operating at molecular, organismal and species levels at the present time. Practically, we use evolution every day: to help select drug molecules, to follow the development of new species, to explore Earth and other planets, to develop new computer algorithms and to understand the human genome. It remains a vital and exciting area of science.

Missourians are working to build Life Sciences for the economic development of our state. We hope to discover new crops to feed the world, new medicines to comfort our lives and new materials that are more efficient and environmentally friendly than what we have now. Our state has important advantages in this effort: a central location, commitment and cooperation across the region, and strong educational institutions. Let's not throw these advantages away by undermining the science education of our young people. After all, we expect them to lead the way.

Endorsers

(Affiliations listed for identification purposes only)

Public Institutions

University of Missouri-Columbia (116)

Sandra Abell
John Adams
Jim Allen
Lloyd Barrow
Karen Bennett
Robert Blake (emeritus)
Sarah Bush
Michael Calcutt
John Cannon
James Carrel
Anand Chandresekar
Linda Chapman
Gordon Christensen
Edward Coe
Leah Cohn
Karen Cone
Deborah Cunningham
Bruce Cutter
John David
Joshua A. Deily
Christopher Duncan
John Dwyer
David Eide
Janice Faaborg
John Faaborg
Mark Flinn
William Folk
Leonard Forte
Craig Franklin
Patricia Friedrichsen
Shari Freyermuth
Kevin Fritsche
Candace Galen
Clark Gantzer
Peter Gardner
Walter Gassman
Jennifer C. Geib
Miriam Golomb
Noah Gordon
Jennifer Graham
Thomas Guilfoyle
Richard Guyette
Gretchen Hagen
Allen W. Hahn
Calvin Hale
Michael Harmata
Gerald Hazelbauer
Ann D. Havey
Tim Holtsford
Sarah C. Humfeld
TC Hwang
Philip J. Johnson
Jack Jones
Robert Karoly
Marc Linit
Robert Livingston
Sudarshan Loyalka
Dennis Lubahn
Alan Luger
R. Lee Lyman
Ruth MacDonald
Robin Hurst-March
Kelly Maynard
Thomas Mawhinney
Bruce McClure
Matthew McClure
John McCormick
Mark McIntosh
Gabe McNett
Chris Merkord
Jan Miernyk
Joshua Millspaugh
Rose-Marie Muzika
Stephen Nothwehr
Dennis O'Brien
Beryl Ortwerth
Deborah Pearsall
Philip Peters
Tom Philips
Joseph Polacco
M. Shane Pruett
Linda Randall
Chada Reddy
Tracy Rittenhouse
Mitch Rosenholtz
Michael Roveto
Ralph Rowlett
Leona Rubin
Lisa Sattenspiel
Thomas Scanlon
K. L. Schaffer
Frank Schmidt
Johannes Schul
Dennis Sentilles
Kevin L. Shelton
Stacy Small
George Smith
Gary Stacey
Matthew Struckhoff
Jack Tanner
Jay Thelen
Kathy Timms
Randall Tindall
Michael Underwood
Alber Vogt (emeritus)
Mark Volkmann
Reed Wadley
Judy Wall
Carol Ward
Jan Weaver
Daniel Wescott
Carol Wicks
Lee Wilkins
W. Raymond Wood
David Worcester
Mark Yates
Steven Young

University of Missouri-Kansas City (16)

Keith M. Ashman
Deendayal Dinakarpandian
Leonard Dobens
Michael Ferrari
Saul Honigberg
Orisa J. Igwe
Douglas J. Law
Appie Van de Liefvoort
Lee Likens
Anthony Persechini
Jerry P. Place
Peter Rogan
Thomas Schuman
Ann Smith
Jakob Waterborg
Karen Williams

University of Missouri-Rolla (30)

Ralph Alexander
Ron Bieniek
Frank D. Blum
Robert Dubois
Ron Frank
Leslie Gertsch
Jay M. Gregg
Barbara Hale
John Hogan
David E. Hoiness
Robert Laudon
Paula M. Lutz
Don Madison
Anne Maglia
Melanie Mormile
Dev Niyogi
Tonya Numbere
Francisca Oboh-Ikuenobe
Paul Parris
Barbara Patterson (emeritus)
Gary Patterson
John L. Schmitt
Michael Schulz
Ekkehard Sinn
Agnes Vojta
Thomas Vojta
Dave Westenberg
Gerald Wilemski
Terry Wilson
David J. Wronkiewicz

University of Missouri-St. Louis (8)

Carol M. Bourne
Charles Granger
Robert Marquis
Colin McDiarmid
Patricia Parker
Zuleyma Tang-Martinez
Marc Spingola
James Trager

Central Missouri State University (14)

Aaron Alford
Ruth S. Burkett
Stefan Cairns
Kurt Dean
Richard Frazier
John Gole
John B. Hess (emeritus)
Steve Mills (emeritus)
Steve Mohler
Selene Nikaido
Jay Raveill
John Sheets
Frank Ray Voorhees
Stephen Wilson

Harris-Stowe State College (1)

Terry F. Werner

Lincoln University (2)

Jim Borgwald
Mike Scott

Missouri Western State College(1)

David C. Ashley

Northwest Missouri State University (12)

Gregg Dieringer
David A. Easterla
Barrett Eichler
Kurt A. Ken Jones
Haberyan
Peter Kondrashov
Patricia Lucido
Phillip J. Lucido
Janette Padgitt
Karen L. Schaffer
John Shaw
Jeff Thornsberry

St. Louis Community College (1)

George Heth

Southeast Missouri State (20)

Allan J. Bornstein
James E. Champine
Philip W. Crawford
Gary J. Cwick
Bill Eddleman
Allen Gathman
Hamner Hill
Alan Journet
Timothy M. Judd
James M. Knapp
Karen A. Lawrence
Walt W. Lilly
Cara Lunn
Rosemarie Mier
Carol Morrow
Steve Overmann
John S. Scheibe
David Starrett
Nicholas Tibbs
Steven N. Trautwein
Margaret Waterman
Diane L. Wood

Southwest Missouri State University (46)

Douglas P. Aubrey
M. Christopher Barnhart
Daniel W. Beckman
Richard N. Biagioni
Michelle Bowe
Justin Boyles
Bryan E. Breyfogle
Pam Brown
William J. Burling
Adam Crane
Dean Cuebas
Bradley J. Fisher
Mark D. Given
John Havel
Charles W. Hedrick
John S. Heywood
Frank A. James
Steven L. Jensen
Robert P. Jones
Brianna Kaiser
Roy King
Joe Martire
Alicia Mathis
Robert Mayanovic
Mark L. McKnight
Miranda Milam
Thomas D. Moeglin
Brad Mormann
James Puckett
Paul L. Redfearn Jr.
Mark M. Richter
Lynn W. Robbins
Russell G. Rhodes
Georgianna Saunders
John G. Steiert
John Strong
Tina M. Tamme
William E. Thomas
Bob Thurman
Tom Tomasi
Anthony P. Toste
Alexander Wait
Yang Wang
Robert J. Whitaker
Nathan Windel
George W. Wolf
Jim Zimmerman

Truman State University (38)

Michael J. Adams
Dawood Afzal
Matthew Beaky
Dawn Beaulac
Jon Beck
Anne Bergey
Michele Y. Breault
Marijke Breuning
Brent Buckner
Scott Burt
Mark Campbell
David Christiansen
Cynthia Cooper
Maria C. Di Stefano
Taner Edis
Roger Festa
Stephanie Fore
Suren Fernando
Alan Garvey
Jon C. Gering
Peter Goldman (emeritus)
Rob Graber
Wolfgang Hoeschele
Elisabeth Hooper
Michael Ira Kelrick
Barbara Kramer
Patrick Lobert
Elaine McDuff
Judith M. Misale
Jeanne Mitchell
Anne Moody
Jeffrey M. Osborn
Peter J. Ramberg
Marc Rice
David Robinson
Peter Rolnick
Pam Ryan
Michael Seipel
George Shinn
Jeffrey R. Vittengl

Private Institutions

Central Methodist College (1)

Paul Porneluzi

Culver-Stockton College(1)

Joseph R. Coelho

Kirksville College of Osteopathic Medicine (6)

Robert Baer
Garrett Edwards
Michael Lockwood
Julia E. McNabb
Philip C. Slocum
Karen Snider
Melissa Stuart

Rockhurst University (1)

Chad Scholes

St. Louis University (15)

Greg Comer
Carmine Coscia
David Crossley
Vijai Dixit
John Encarnacion
Karen A. Gregerson
John C. James
Ronald T. Kellogg
Mark Knuepfer
Lacy Kolo
Andy Lechner
Heather Macarthur
Brian J. Mitchell
Jim Moore
Larry M. Stacey
William D. Thacker
Peggy Weidman

Southwest Baptist University (1)

Mike Dickerson

Washington University, St. Louis (111)

Joseph Ackerman
Mark Alford
Garland Allen
Paul M. Allen
Aaron DiAntonio
Nathan Baker
David C. Beebe
Carl M. Bender
Claude Bernard
Stan Braude
Michael Brent
James H. Buckley
Peter M. Burgers
Jonathan Chase
Roberto Civitelli
Josephine E. Clark-Curtiss
Barak Cohen
Patricia Collin-Osdoby
Jane Phillips-Conroy
John Cooper
Roy Curtiss III
Willem H. Dickhoff
Tamara Doering
Sean Eddy
Elliot Elson
Timothy Fleming
Carl Frieden
Regina Frey
Michael Friedlander
Peter Gaspar
Lev Gelb
Patrick C. Gibbons
Jeremy Gibson-Brown
Alison Goate
Edward Gogol
Daniel Goldberg
Ursula Goodenough
Timothy Graubert
Diana L. Gray
Michael Gross
Daniel F. Hanson
Erik Herzog
Thomas Hoerr
Tim Holy
Bradley Joliff
T.J. Kappock
Ken Kelton
David Kirk
Daniel Kohl
Vjolica Konufca
Rachel Kopan
Robert Krantz
Kristen Kroll
Marilyn Krukowski
Barbara Kunkel
Harold L. Levin
Petra Levin
Walter Lewis
Timothy Lohman
Fanxin Long
Jonathan Losos
Elaine Mardis
Charles W. Markman
Garland Marshall
Rebecca P. McAlister
Kathryn Miller
Kelle Moley
Michael Mueckler
Michael Neff
Randall Odem
Mike Ogilvie
Karen O'Malley
David Ornitz
Himadri Pakrasi
Rohit Pappu
William C. Parks
Marshall Alan Permutt
Steve Peterson
Roger J. Phillips
Barbara Pickard
Craig Pikaard
Linda Pike
Joel Price
Ralph Quatrano
Janet S. Rader
Eric Richards
Carmelo Romano
John H. Russell
J. Evan Sadler
Meera Saxena
Barbara Schall
Stephen Scholnick
James Schreiber
Andrey S. Shaw
Joshua Smith
William Hayden Smith
Jennifer Smith
Erica Sonnenburg
Thomas H. Steinberg
Wai-Mo Suen
Nobuo Suga
Alan Templeton
Douglas Tollefson
Robert Tucker
Thomas Vaid
Herbert Virgin
L. Lewis Wall
Ralf Wessel
Douglas Wiens
Clifford M. Will
Ernst Zinner

William Jewell College (7)

Judith Dilts
Stephanie Fiedler
Dan Heruth
Milton Horne
Paul Klawinski
Randall Morris
Anne Nickel

Research Institutions

Donald Danforth Plant Science Research Center (2)

Roger Beachy
Jan Jaworski

Missouri Botanical Garden (2)

Peter Hoch
Peter Raven

Stowers Institute (5)

James Coffman
Joan W. Conaway Robb Krumlauf
Linheng Li
Arcady R. Mushegian

National Science Foundation - PRISM (1)

Marilyn Rhea (Project Director)

Schools

Public School Teachers (5)

Robin S. Hankinson (Cape Girardeau HS)
Becky Litherland (Columbia Public Schools)
Gary Midkiff (Farmington HS)
Chris Reeves (School of the Osage HS)
Carol Schatz (Holt HS)

Not included in the overall count - but still concerned

Parents and Citizens (10)

Brian Beckmann
Bill Boll (see website below)
Kimberly Bordeaux (Inklings Creative)
Alan Jacobs
Dan Stefacek (parent)
Mari Winn Taylor (Editor/Publisher The Joplin Independent)
Bernard M. Ross (Senior at Lindenwood College)
Janet I. Stanford (grandparent)
Debra Sullentrup (Student at Truman State)
Gene Woodford

Out of State Scientists and Educators(3)

Stepen L. Timme (Pittsburg State University - KS)
Marc Whitaker (Hillsdale Middle School - CA)
Linda Hand (College of San Mateo - CA)

Source: Missouri Scientists and Educators for Quality Science Education

Missouri: Intelligent Design and the Missouri Standard Science Act (April 14, 2004)

WHEREAS, This bill has been introduced for consideration by the Missouri State legislature; and

WHEREAS, This bill proposes to require all primary and secondary schools to teach the proposed curriculum; and

WHEREAS, The Faculty of the University have authority for maintaining academic standards and for determining standards for admission to the University, and

WHEREAS, "Intelligent Design" has not been used as the basis for any contemporary peer reviewed scientific publication in the Biological or Physical Sciences and therefore does not meet the standards for accepted scientific knowledge, and

WHEREAS, the teaching of this material will displace accepted scientific knowledge and thereby interfere with students’ ability to meet requirements for admission to the University; therefore be it

RESOLVED, That HB 1722 should be rejected by the state legislature; and be it further

RESOLVED, That the Faculty Council requests the faculty governance bodies of other institutions of higher education in the State of Missouri to study this bill and join us in calling for rejection of this bill by the Missouri State legislature.

Faculty Council University of Missouri, Columbia
Source: Intelligent Design and the Missouri Standard Science Act (April 14, 2004)

Wisconsin

Wisconsin: Grantsburg

On Oct. 12, the Grantsburg school board passed a motion: "When theories of origin are taught, students will study various scientific models or theories of origin and identify the scientific data supporting each." This motion revised a policy first passed unanimously on June 28, "to direct our science department to teach all theories of origin."

Although 42 deans throughout the University of Wisconsin system on Oct. 18 urged the board to rescind the policy, and more than 300 faculty members in Wisconsin on Nov. 1 signed a second letter of protest, the board is so far obdurate.

Not coincidentally, the president of the school board, David Ahlquist, is a pastor at a local Baptist church, which has previously invited a "young-earth" creationist to speak.

The main problem is the mandate to study not just "scientific models" but "theories of origin."

Contact:

:Grantsburg Schools
:480 E James Ave
:Grantsburg WI 54840-7959
:715/463-5499
:fax 715/463-2534
:Dr. Joni Burgin, District Administrator jburg@grantsburg.k12.wi.us

School Board Member Email Addresses:

:David Ahlquist dahlquist@grantsburg.k12.wi.us
:David Dahlberg ddahlberg@grantsburg.k12.wi.us
:Christine Erickson cerickson@grantsburg.k12.wi.us
:Russell Erickson rerickson@grantsburg.k12.wi.us
:Cindy Jensen cjensen@grantsburg.k12.wi.us
:Eric McKinley emckinley@grantsburg.k12.wi.us
:James Sundquist jsundquist@grantsburg.k12.wi.us

You may also wish to send a letter or email to the Burnett County Sentinel, Box 397, Grantsburg WI 54840, fax 715/463-5138.

Wisconsin Grantsburg: Over 350 educators signed the following letter to the Grantsburg School board

As science teachers and members of the Wisconsin Society of Science Teachers (WSST), we are writing to you because we are concerned about the recent action the Grantsburg School Board has taken with respect to the teaching of evolution in the Grantsburg Schools. First, permit us to introduce ourselves. WSST was founded in 1958 and with a current membership of almost 2,000, we are the largest organization in Wisconsin devoted to the advancement of science education. Our purpose is to promote, support and improve science education in the state of Wisconsin by providing leadership, advocacy, and programs to enhance the teaching and learning of science. WSST is a chapter of the National Science Teachers Association (NSTA), long a leader in science education nationally.

The motion recently adopted by the Grantsburg Board, “When theories of origin are taught, students will study various scientific models/theories of origins and identify the scientific data supporting each,” is, in our professional opinion, terribly misguided. To our knowledge, the only viable scientific theory in this area is the theory of evolution. Your motion, by its simple presence, implies that the Board believes that there are other, competing scientific theories. The fact that your motion is limited to “theories of origin” and not to the entirety of science, similarly suggests that the Board has something specific in mind with respect to the teaching of “origins.”

We encourage you to closely examine the NSTA position statement on The Teaching of Evolution. This statement can be viewed on the web at:

http://www.nsta.org/main/pdfs/PositionStatement_Evolution.pdf>

The statement says quite clearly that “evolution has not been emphasized in science curricula in a manner commensurate to its importance because of official policies, intimidation of science teachers, the general public’s misunderstanding of evolutionary theory, and a century of controversy. In addition, teachers are being pressured to introduce creationism, ‘creation science,’ and other nonscientific views, which are intended to weaken or eliminate the teaching of evolution.” The statement goes on to say that “evolution is a unifying concept for science,” and points out that “scientific disciplines with a historical component, such as astronomy, geology, biology, and anthropology, cannot be taught with integrity if evolution is not emphasized.”
With respect to “alternative” views, the statement says, “’Creation science’ is a religious effort to support special creationism through methods of science. Teachers are often pressured to include it or other related nonscientific views such as ‘abrupt appearance theory,’ ‘initial complexity theory,’ ‘arguments against evolution,’ or ‘intelligent design theory’ when they teach evolution. Scientific creationist claims have been discredited by the available scientific evidence. They have no empirical power to explain the natural world and its diverse phenomena. Instead, creationists seek out supposed anomalies among many existing theories and accepted facts. Furthermore, ‘creation science’ claims do not lead to new discoveries of scientific knowledge.”

We can well believe that you may have passed your motion in the belief that doing so would encourage critical thinking skills among your students. If this is the case, we believe your motion is wide of the mark because there is no way students can learn critical thinking skills when they are told that nonscientific material has an underlying scientific basis. Rather than introducing students to critical thinking skills, we believe that such instruction will simply confuse them about the very nature of science. Given the large number of vitally important scientific issues currently confronting our society, confusion of this sort cannot be in society’s best interest. Additionally, we fear that your students will simply not be able to effectively compete academically in college with students who have been exposed to high quality science instruction in high school.

Please remember that WSST is a non-partisan, non-political group whose sole interest lies in promoting high quality science instruction throughout Wisconsin. Our letter is intended to bring information to your attention about which we believe you may be unaware. Our hope is that you will rescind your motion and not interfere in the science curriculum.

Thank you very much for your attention to this matter. We hope to be hearing from you in the near future.

Source: To the Grantsburg School Board and #sign Sign this letter

Wisconsin Grantsburg: Wisconsin Academics Decry Move to Water Down Darwin, Science 2004 306: 1113

Wisconsin academics are rallying to reverse a decision last month by a local school board that would require students to "study various scientific models/theories of origins" rather than stick with Darwinian theory only.

The Grantsburg school board's action spurred Michael Zimmerman, dean of the College of Letters and Sciences at the University of Wisconsin, Oshkosh, to organize a flurry of letter writing by hundreds of scientists and theologians from universities around the state as well as high school science teachers. "We want to send as a strong a message as we can," says Zimmerman. Although Wisconsin state standards mandate the teaching of evolution, the board contends that the district has a right to make the standards more "inclusive."
Source: Science -- 306 (5699): 1113b

and
On October 18, Zimmerman and 42 fellow deans sent a letter to the Grantsburg school board and superintendent of schools. The letter urged the school board to withdraw the policy and advised that "alternative theories" consist of misinformed, spurious attacks on evolution combined with misleading, simplistic versions of evolutionary theory. A second letter signed by over 300 biology and religious studies faculty from 43 institutions of higher learning, both public and private, from across Wisconsin was sent on November 1.

Source: NCSE link

Wisconsin Grantsburg: Pastors protest district policy Fri, Dec. 17, 2004

Pastors protest district policy

Letter says evolution, Bible can coexist

BY KEVIN HARTER

Pioneer Press
Nearly 200 Wisconsin clergy want school officials in Grantsburg, Wis., to ensure evolution remains at the center of scientific teaching in the schools.

The district drew criticism for approving a policy earlier this year calling for scientific theories and evidence other than evolution to be taught. It changed the policy earlier this month, explicitly ruling out teaching creationism and “intelligent design,” a theory that the universe is so complex that it must have been created by a higher power.

But the revised policy contained an expectation that students be able to explain “the scientific strengths and weaknesses of evolutionary theory.” Such language is “a standard creationist tactic,” according to a news release accompanying a letter signed by 188 pastors from Baptist, Catholic, Episcopal, Lutheran, Methodist and other churches.

The pastors want evolution to be treated “the same as all scientific theories” and not singled out for special scrutiny, said Michael Zimmerman, dean of the College of Letters and Science at the University of Wisconsin-Oshkosh. Zimmerman organized the letter-writing effort, which he called unprecedented.

TEXT OF THE PASTORS' LETTER:

Mr. David Ahlquist

President

Board of Education

Grantsburg School District

Grantsburg, Wisconsin 54840
Dear Mr. Ahlquist,

"Within the community of Christian believers there are areas of dispute and disagreement, including the proper way to interpret Holy Scripture. While virtually all Christians take the Bible seriously and hold it to be authoritative in matters of faith and practice, the overwhelming majority do not read the Bible literally, as they would a science textbook. Many of the beloved stories found in the Bible — the Creation, Adam and Eve, Noah and the ark — convey timeless truths about God, human beings, and the proper relationship between Creator and creation expressed in the only form capable of transmitting these truths from generation to generation. Religious truth is of a different order from scientific truth. Its purpose is not to convey information but to transform hearts.

"We the undersigned, Christian clergy from many different traditions, believe that the timeless truths of the Bible and the discoveries of modern science may comfortably coexist. We believe that the theory of evolution is a foundational scientific truth, one that has stood up to rigorous scrutiny and upon which much of human knowledge and achievement rest. To reject this truth or to treat it as 'one theory among others' is to deliberately embrace scientific ignorance and transmit such ignorance to our children. We believe that among God's good gifts are human minds capable of critical thought and that the failure to fully employ this gift is a rejection of the will of our Creator. To argue that God's loving plan of salvation for humanity precludes the full employment of the God-given faculty of reason is to attempt to limit God, an act of hubris. We urge school board members to preserve the integrity of the science curriculum by affirming the teaching of the theory of evolution as a core component of human knowledge. We ask that science remain science and that religion remain religion, two very different, but complementary, forms of truth."

Source: Pastors protest district policy

Michigan

Michigan Citizens for Science

* Website

Issues

MCFS is currently working to defeat two pieces of legislation recently introduced into the Michigan House of Representatives (HB 4946 & 5005). Each of these bills would weaken the quality of science education in Michigan as well as introduce non-scientific and faith-based ideologies into the public classroom.

Anti-Evolution/> Intelligent Design Bill Introduced into Michigan House (HB 4946)
A bill introduced into the Michigan House would require all references to "evolution" and "how species change through time" in the science standards to be modified to indicate "that (evolution) is an unproven theory" by adding the phrase "All students will explain the competing theories of evolution and natural selection based on random mutation and the theory that life is the result of the purposeful, intelligent design of a Creator".
The bill would require that "In the science standards for middle and high school, all references to evolution and natural selection shall be modified to indicate that these are unproven theories by adding the phrase 'Describe how life may be the result of the purposeful, intelligent design of a Creator'."

HB 4705 from the 2001-2 legislative session has been reintroduced as HB 5005 in the current House. HB 5005 would require that "The teaching in a public school science class of the methodological naturalism hypothesis as an explanation for the origin and diversity of life shall not preclude also teaching the design hypothesis as an explanation for the origin and diversity of life." The bill states that "A public school official shall not censor or prohibit the teaching of the design hypothesis."
As used in this bill, "design hypothesis" is defined as "the theory (sic) that life and its diversity result from a combination of chance, necessity and design. Methodological naturalism is defined as "the theory that nature is all there is and that all phenomena, including living systems, result only from chance and necessity.

Source: Source

A Michigan Science Teachers Association Position Statement

Approved August 5, 2003

The Teaching of Evolution and Michigan House of Representatives Bills No. 4946 and No. 5005
In adopting the position statement of the National Science Teachers Association ( NSTA) (1997) regarding the teaching of evolution, The Michigan Science Teachers Association (MSTA) supports the position that evolution is a major unifying concept of science and should be included as part of K-College science frameworks and curricula. The MSTA recognizes that evolution has not been emphasized in science curricula in a manner commensurate to its importance because of official policies, intimidation of science teachers, the general public’s misunderstanding of evolutionary theory and a century of controversy. Furthermore, teachers are being pressured to introduce creationism, creation "science", and other nonscientific views, which are intended to weaken or eliminate the teaching of evolution.
In accordance of the Michigan State Board of Education’s March 10, 1982 resolution regarding the "Teaching of Religion and Creationism in Michigan Public Schools", the MSTA agrees with the position that the "...State Board of Education oppose the teaching, in public educational institutions, of any course in religion which is outside of the realm of a secular program of education and be it further resolved that the State Board of Education recommend that any school district currently teaching creationism or any course in religion in an attempt to indoctrinate toward any particular belief or disbelief cease and desist such teaching."
In recognition of the Michigan State Board of Education’s resolution on the teaching of evolution and the MSTA adoption of the NSTA position statement on teaching evolution, the Michigan Science Teachers Association advocates that HB 4946 & HB 5005 be removed from any further consideration by the House of Representatives.

Wedgie World

Wednesday, December 01, 2004

Educators, Scientists and religious people speak out against Intelligent Design

National Organizations

National Science Teachers Association

AAAS Board Resolution Urges Opposition to "Intelligent Design" Theory in U.S. Science Classes American Association for the Advancement of Science

Resolution

Botanical Society of America

The American Society for Cell Biology

American Geological Institute

List of Organizations at EvoWiki

Oklahoma

Oklahomans for Excellence in Science Education

OKLAHOMA’S PROPOSED TEXTBOOK DISCLAIMER ON EVOLUTION

Oklahoma: Statement of OU Science Faculty

Georgia

Georgia Citizens for Integrity in Science Education

Georgia: Jimmy Carter on Evolution 2004

Georgia: Georgia Academy of Science Endorsement of AAAS Board Resolution on Intelligent Design Theory

Georgia: RESOLUTION approved April 13, 2004, by the College of Arts and Science, Georgia State University

Clergy Statement of Support for Georgia Citizens for Integrity in Science Education

UNIVERSITY SYSTEM OF GEORGIA BIOLOGY ACADEMIC ADVISORY COMMITTEE STATEMENT ON EVOLUTION

Kansas

Kansas Citizens for Science

Kansas: Kansas Rejects Evolution:A Response from the Geoscience Community October 1999

Texas

Evolution debate continues in Texas

Texas: 550+ Texas scientists and educators agree on teaching evolution

Texas Baylor: Intelligent design is NOT a science: Baylor

Washington

Washington Gonzala: Biology Department rejects intelligent design

Pennsylvania

PENNSYLVANIA PARENTS FILE FIRST-EVER CHALLENGE TO 'INTELLIGENT DESIGN' INSTRUCTION IN PUBLIC SCHOOLS

Ohio

Ohio Citizens for Science

Ohio: Case scientists oppose creationist lesson in school curriculum

Ohio Faculty Council Resolution on Guidelines for Teaching the Geological and Biological Sciences

Ohio University Presidents Oppose Intelligent Design

CWRU faculty report findings on evolution, intelligent design poll of Ohio's scientists

The American Society for Cell Biology

Missouri

Scientists and Educators for Quality Science Education

The Statement

Let's Teach Science in Science Classes

Endorsers

Public Institutions

University of Missouri-Columbia (116)

University of Missouri-Kansas City (16)

University of Missouri-Rolla (30)

University of Missouri-St. Louis (8)

Central Missouri State University (14)

Harris-Stowe State College (1)

Lincoln University (2)

Missouri Western State College(1)

Northwest Missouri State University (12)

St. Louis Community College (1)

Southeast Missouri State (20)

Southwest Missouri State University (46)

Truman State University (38)

Private Institutions

Central Methodist College (1)

Culver-Stockton College(1)

Kirksville College of Osteopathic Medicine (6)

Rockhurst University (1)

St. Louis University (15)

Southwest Baptist University (1)

Washington University, St. Louis (111)

William Jewell College (7)

Research Institutions

Donald Danforth Plant Science Research Center (2)

Missouri Botanical Garden (2)

Stowers Institute (5)

National Science Foundation - PRISM (1)

Schools

Public School Teachers (5)

Parents and Citizens (10)

Out of State Scientists and Educators(3)

Missouri: Intelligent Design and the Missouri Standard Science Act (April 14, 2004)

Wisconsin

Wisconsin: Grantsburg