Professors tell students: Drop class if you dispute man-made climate change
Kate Hardiman - University of Notre Dame •August 31, 2016
http://www.thecollegefix.com/post/28825/
We will not, at any time, debate the science of climate change'
Three professors co-teaching an online course called "Medical Humanities in the Digital Age" at the University of Colorado-Colorado Springs recently told their students via email that man-made climate change is not open for debate, and
those who think otherwise have no place in their course.
"The point of departure for this course is based on the scientific premise that human induced climate change is valid and occurring.
We will not, at any time, debate the science of climate change, nor will the 'other side' of the climate change debate be taught or discussed in this course," states the email, a copy of which was provided to The College Fix by a student in the course.
Signed by the course's professors Rebecca Laroche, Wendy Haggren and Eileen Skahill, it was sent
after several students expressed concern for their success in the course after watching the first online lecture about the impacts of climate change.
"Opening up a debate that 98% of climate scientists unequivocally agree to be a non-debate would detract from the central concerns of environment and health addressed in this course," the professors' email continued.
"... If you believe this premise to be an issue for you, we respectfully ask that you do not take this course, as there are options within the Humanities program for face to face this semester and online next."
The professors also note
this ban on debate extends to discussion among students in the online forums.
Moreover, students who choose to use outside sources for research during their time in the course may select
only those that have been peer-reviewed by the Intergovernmental Panel on Climate Change, the email states....
...In addition to teaching man-made climate change, the course also delves into the "health effects of fracking," according to its syllabus.
The reading assignments in the fracking section focus on only its negative impacts and fail to present the other side of the issue, namely the possible benefits of fracking.
Assigned readings includes: "4 States Struggling to Maintain Radioactive Fracking Waste," "EPA Study on Fracking Ignored Contamination Studies," and "Frack Free Colorado: 'Colorado's Affected People.'"
An activity assigned within that section instructs students to take a test to measure their own carbon footprint. The purpose, reads the syllabus, "is not to create
guilt or
shame, though those emotions are entirely common."..