An interesting post at Telic Thoughts reports on a study in which teaching both evolution and anti-evolution (ID/Creationism) in class leads to students' greater acceptance of evolution:
At the end of the course, the students were invited to take a voluntary, anonymous survey about possible changes in their outlooks. The results, published in the November 2005 issue of the journal BioScience, found that 61 percent of students exposed to both creationism and evolution changed their outlooks, while only 21 percent of students exposed only to evolution did so — and nearly all of the changes were from the creationist to the evolutionist direction.
The post is followed by the usual ID hand-wringing (led by Sal Cordova) about how the study must be "flawed" because, logically, students would always choose ID over evolution when confronted with both (Cordova reports that Dembski gets 100% turnover from evolution to ID when he teaches!).
While the study may have some methodological issues, the overall result is interesting and backs up some anectodal information from my own college classes here in Susanvlle. When the significant flaws in Intellilgent Design are pointed out to students and the disinformation ID activists hand out about evolution is corrected, my experience is that a large proportion of students, if not becoming strict adherents to evolutionary theory, at least realilze they've been fed a line of BS from Behe, Dembski, Wells and the pastors, teachers and other adults in their lives who regurgitate ID propaganda back to them. Certainly greater numbers of students walk away thinking there is something more susbstantial to evolutionary theory than what they have been lead to believe by local creationists.