I never really did tell you, but in case you were wondering, I will. Just the highlights, though.
What did I do about that evolution class?
1) Did I stand up in class and share my Christian beliefs?
No. There is nothing about this that would have been helpful, respectful, non-disruptive, educational, or edifying.
2) Did I go to office hours or otherwise confront my professor? Or inform him of my thoughts? Or ask him questions or in any form discuss the evidence regarding his ideas and my beliefs with him?
No. He would not have taken it well, and I did not have the time nor interest to discuss it with him. My goal was to learn things.
3) What about assignments?
I answered test questions (multiple choice, I believe), in ways that were correct as per the class.
The class, did, however, have weekly essay assignments. These required more thought and the making of claims, backed up with fact anyway. I believe there were about 10 of these. These assignments were graded by graduate teaching assistants, with good answers being passed along to the professor who shared a few at the beginning of each class. In nine of the ten essays, I disagreed or showed skepticism about the theories, for a variety of reasons (never citing the Bible, but always scientific evidence; I do not recall if I ever mentioned my own beliefs). I received high grades on all of them. In one essay, towards the end of the semester, there was no reason to disagree, and my essay was in support of claims made in class. My answer was shared that week in class, as part of the powerpoint.
My TA told me that she had sent several of my answers to the professor over the course of the class. I was unsurprised that the one week I agreed with him, he had selected to share my post, but not for the other nine weeks that I disagreed with him, while my answers had been equally good and thorough.
As a note, the only dissenting essays that he ever chose to share were ones which he could refute. This gave him another opportunity to argue his interpretation of the data (which one might call a belief). The data are the data. But interpretation is interpretation.
4) What did I learn?
So this professor's theory was not just evolutionary, but an extension of evolutionary theory. His views were controversial to people who perfectly believed evolution. And there were people who believed evolution who vocally expressed their skepticism.
But I learned about evolution from a person who believes evolution (even in an extreme, controversial way). I learned how to learn in this setting, how to continue to make scientific arguments in support of or against claims (which, whatever you believe or use it for, is a valuable thing to learn as a basic skill of communication). I learned that my passion for science was fueled by the experience. I learned that my passion for and awe of God was fueled by the experience. I learned that there is nothing I can learn that can separate me from the love of God. And I learned that learning is never wasted. There is more to explore. And more tools help us, not hurt us. And for those who believe in Creation, the most informative thing to do may be to take a class on evolution and really soak it in, read your Bible, look at the scientific evidence. Instead of rejecting it outright, let's look at the data. Are we disagreeing with interpretation? That's one thing. But then we need to explain the data. Which means we need to learn what the data is and then go back and see how it fits in with what we believe. God has given us science. It's meant for us, too. Let's use it to seek Him.