Abstract
Environmental science has evolved into a politically charged science branded as ‘controversial’ in the media and academic circles. Instructors may be fearful to discuss certain environmental topics in an academic setting for fear of possible retribution (i.e., academic freedom issues) or accusations of instructional bias. Some college instructors may feel compelled to delete topics from the curriculum. Diluting the curriculum shields students from the opportunity to discuss compelling arguments, deal with complex scientific and value-laden issues, and develop critical thinking skills in a safe, academic setting.
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