works and what does not work to help students learn biology with an evolutionary perspective, and then to institute what works. Who are the key players in promoting the teaching of evolution? How can those who need assistance to teach more evolution in their courses get that assistance, and how can that assistance be delivered? If curricular materials are the answer, who is going to develop them, and how will people learn about them? These are among the many questions the convocation was meant to examine, Uno said.
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