The Journal of Forensic Science Education

Optimized Forensic Laboratory Analyses of Painted Art

2023-08-12T15:33:29+00:00

Non-destructive and micro-destructive analyses play an important role in determining the authenticity of art works. These include determination of the composition and date of manufacture. Similar analyses are used for a range of forensic problems. However, the importance of “do no harm” to the object places a significant additional constraint beyond simply preserving evidence for future analyses. The rise in art theft and fraud cases recently and the need for rapid, non-destructive analyses to meet statute of limitations restrictions underscores the need for greater awareness and training in the analysis of works of art that may be forgeries or worth millions of dollars. A sequence of laboratories that address art authentication questions are shown in an order that minimizes sample usage and emphasizes the thought processes used in crime scene reconstruction. We outline six undergraduate laboratory exercises using a case study that includes novel wood and paint dating methods. We compare some simple methods to state-of-the-art instrumental analyses typically used in legal cases, using these to cross-validate the conclusions.

Engaging Students in Forensic Anthropology Learning: A Comprehensive Pedagogical Model

2023-07-10T17:38:53+00:00

Forensic anthropology is a popular course in forensic or anthropological disciplines. Many institutions offer forensic anthropology courses to prepare students to continue their education, pursue careers, or improve their knowledge in related fields. However, the pedagogical models of this course vary widely among programs. Knowledge in forensic anthropology and practical abilities are necessary for students to pursue employment in the field. A single pedagogical style, like the lecture technique, results in learning outcomes that lack practical skills; the lab-dominated pedagogy restricts the role of theoretical knowledge in this topic. Therefore, there is a need to develop an integrated pedagogical model that engages students in the learning of forensic nthropology. This article describes a comprehensive forensic anthropology pedagogical model comprising several modules. The work herein provides detailed information on this model for delivering experiential forensic anthropology education.

Utilization of a Mock Forensic Biology Case to Advance Learning and Skill Development in the Undergraduate Classroom

2023-07-13T19:29:10+00:00

The use of mock casework in forensic training programs serves an invaluable role in the practical assessment of the education, competency, and logic of trainees in forensic laboratories. However, often undergraduate programs are limited in practical offerings due to large enrollment sizes in classes, laboratory and equipment availability, and the cost of reagents and consumables to carry out worthwhile experiments. Presented herein is the mock forensic biology case assignment that all forensic biology specialist students must complete at the University of Toronto Mississauga. The course is designed to blend theory and practice and to provide students with the necessary practice of competencies to develop into proficient, reliable forensic practitioners.

Experiential Learning in Forensic Science at the University of Toronto Mississauga: The Merits of a Forensic Crime Scene House

2023-09-20T13:20:54+00:00

The University of Toronto Mississauga (UTM) is a leading institution in Canada for forensic science education. An invaluable resource for both the Forensic Science Program and forensic outreach at UTM is the Forensic Crime Scene House. Located on the UTM campus, the house offers students and visitors with a unique experiential opportunity to expand their knowledge and skills in the areas of forensic investigation, including crime scene processing and critical thinking. The Forensic Crime Scene House (CSI House) supports various undergraduate courses, external training workshops as well as general outreach to local schools and community groups, with more than 1000 visitors annually. This article describes how the Forensic Crime Scene House is leveraged to serve the largest possible number of students and participants, as well as future directions for creating a virtual experiential opportunity for marginalized and underrepresented communities.

Enrichment of Forensic Science Employability Skills through a Turing Placement Opportunity in Brazil

2023-09-21T19:47:32+00:00

The Turing Scheme funds learners from the UK to participate in international mobility schemes including short period studying abroad. International placements are thought to be a key element in equipping students with the necessary skills to transition from Higher Education and seek graduate level employment. This work evaluates the effectiveness of a four-week placement in the Federal District Civil Police in Brazil. The students’ experiences were examined by thematically evaluating their responses in a semi-structured focus group to four pre-established themes i) forensic science attributes – the development and reinforcement of specific forensic science skills, ii) employability – enhancement of the prospects in seeking post-education employment, iii) cultural experience – the international nature of the placement allowed cultural exploration and a valuable leaning experience, iv) organization – recognition of the broader financial and social issues that could be a barrier to some students taking part in international placements. This study provides an insight into the views of a small group of forensic students on an international placement and highlights the potential value to students in respect to skill development, employment prospects and cultural enrichment in engaging in such activities. These placements do come with significant administrative burdens on the organizers and the small number of places and other barriers limits the opportunity to a small number of learners.

Inclusion of LGBTQ+ topics in Forensic Science Education

2023-06-30T01:04:04+00:00

In the past year, the ACLU has identified 491 bills targeting LGBTQ+ individuals, with 228 of those bills directly applying to the ability to simply mention or represent the existence of queer individuals. In higher education, these bills may not directly impact the ability to discuss these topics, though there are resulting cultural stigmas that prevent many queer faculty and students from living openly due to feelings of being unsafe in this space or fear of job loss or opportunities. This is significant as queer students are at an elevated risk of withdrawing from STEM programs and had a generally more negative outlook on campus climate. With many of the negative interactions originate from an apparent lack of understanding of romantic, sexual, and gender identities. Fortunately, there is evidence to suggest that LGBTQ+ representation in faculty members and in course discussion improves queer student outcomes while increasing the knowledge base of individuals who do not identify with the LGBTQ+ community. This commentary explores the role of forensic science education in promoting diversity, inclusion, and belonging with a focus on the LGBTQ+ community by integrating queer topics in introductory level forensic science courses. Various forensic science fields, such as jurisprudence, handwriting analysis, DNA analysis, anthropology, and forensic nursing, are identified as opportunities to address queer topics through respectful and informed discussions that avoid perpetuating stereotypes or misinformation. By integrating queer topics and promoting understanding, forensic science education can contribute to a more diverse and inclusive scientific community.

What Every Forensic Provider Should Know that Few Academic Programs Teach

2023-07-31T13:09:25+00:00

If you could change one thing to make all aspects of forensic practice better, what would it be? As forensic educators, this is not a hypothetical question. You are training the next generation of examiners, supervisors, and managers that will shape the field for decades to come.

Since forensic practice is relatively new and still lacks any uniform regulation or guidance, there is no shortage of improvements that could be suggested. Is there one change that could positively impact all forensic disciplines? I feel there is.

Fostering Diversity and Access in Forensic Science

2023-12-01T19:11:44+00:00

This issue’s themes include diversity, equity, and inclusion (DEI) and access to educational tools including websites for anthropology instruction and a crime scene house in Canada. Two Commentaries describe needs and opportunities in forensic science for more teaching in root cause analysis and inclusion of marginalized and minority communities including the LGBTQ+ community. Innovative approaches to forensic science instruction continue to be disseminated in the Journal including international education, nondestructive approaches in art authentication, and a mock case laboratory exercise for forensic biology. We hope you enjoy this issue.