Do we need a forensic science teaching network?

The challenging events of the past year have forced those of us working in higher education to adapt our teaching practices to conform to the restrictions put in place. For many this has been an opportunity to take a fresh view of the way material has been delivered in the past, and critically reflect on how it might be delivered in the future. There has been an explosion of innovative ideas and the introduction of support networks such as ‘#RemoteForensicCSI’ to aid with sharing these new innovations and examples of good practice.However, the past year has also helped to highlight a lack of an established network that could support the teaching of forensic science in the UK. Teaching networks within the UK exist for related disciplines, such as the Royal Society of Chemistry’s Higher Education Chemistry Teaching Network, but no network focuses on the teaching challenges specific to forensic science. Such a network could help to address the gap in pedagogical research to help support more effective teaching and give learners the best opportunities possible. This would complement the work of the Chartered Society of Forensic Science including upholding accreditation standards and the existing Link Member Scheme, whilst providing an environment to specifically support the teaching of forensic science. Any network could also look to link with other networks internationally such as the Council of Forensic Science Educators in the USA and identify examples of good practice worldwide that could be used to enhance and inform forensic science teaching in the UK.The teaching of forensic science is multifaceted with a need to strike a balance between practical skills and theoretical knowledge. Like many vocational courses forensic science teaching staff have a diverse range of backgrounds, encompassing both academic and practitioner experience. This results in a range of experiences and approaches to teaching and delivery, creating a fantastic melting pot for ideas, but outlets for sharing these innovative approaches are limited. This article will highlight some of the pedagogical gaps within forensic science teaching and areas that we could learn from. Most importantly, it will issue a clarion call to those working in this area to push for a UK Forensic Teaching Network.     

A Review of Forensic Science Higher Education Programs in the United States: Bachelor’s and Master’s Degrees*

Abstract: As the number of forensic science programs offered at higher education institutions rises, and more students express an interest in them, it is important to gain information regarding the offerings in terms of courses, equipment available to students, degree requirements, and other important aspects of the programs. A survey was conducted examining the existing bachelor’s and master’s forensic science programs in the U.S. Of the responding institutions, relatively few were, at the time of the survey, accredited by the forensic science Education Programs Accreditation Commission (FEPAC). In general, the standards of the responding programs vary considerably primarily in terms of their size and subjects coverage. While it is clear that the standards for the forensic science programs investigated are not homogeneous, the majority of the programs provide a strong science curriculum, faculties with advanced degrees, and interesting forensic‐oriented courses.     

Computerized forensic assistance software (FAS 1.0) for training and standardized investigation in distributed and disconnected services

As part of a European union (EU) support program in forensic science for the Palestinian police, a forensic assistance software was designed to respect the quality management of the anti-terrorism laboratory of the Palestinian police by the different forensic teams in the disconnected Palestinian cities. This tool not only proposes up-to-date detection and identification protocols for traces, explosives, drugs, GSR, biological samples, but also appeared to be a convenient support for forensic practice teaching.     

Why teach crime scene management to forensic university students?

Despite enhanced forensic collaborations between law enforcement agencies and universities, crime scene management remains a domain seen more as technical than scientific, largely carried out by sworn police officers qualified as scene of crime officers (SOCOs), confining forensic graduates to specialized expertise fields. Under such circumstances, we must ask ourselves why and how do we provide a generalised dedicated course to academic pupils who are not primarily intended to join such teams, excepting sometimes to assist them on a specialized field (explosion, arson, etc.)?Currently in Quebec, forensic graduates cannot join crime scene units attached to police forces, mainly because of unions, which argue about the need to be an experienced police officer before qualifying for a crime scene course.Based on the operational experience of the author, who created the foundational graduate forensic programme in Quebec, Canada, this paper will explain why such an academic course is still of high importance, its rationale within an academic curriculum, its goal and its implementation. Challenges are still to be considered, but selected feedback from students who understood that the aim of this course is distinct from their formal support disciplines, encourage such an approach.     

Shifting forensic science focus from means to purpose: A path forward for the discipline?

Forensic science is facing a persistent crisis that is often addressed by organizational responses, with a strong focus on the improvement and standardisation of means and processes. However, organisations and processes are highly dependent on the political, economical and legal structures in which they operate. This may explain why most proposed solutions had difficulties in addressing the crisis up to now, as they could hardly be applied transversally to all forensic science models. Moreover, new tools and technologies are continuously developed by a quasi-infinite number of different scientific disciplines, thus leading to further diversity and fragmentation of forensic science. In this paper, it is proposed to shift the focus from means to purpose and consider forensic science current challenges in terms of discipline, before addressing organisations’ specific issues. As a distinct discipline, forensic science can refocus research and development on shared principles and purposes, such as reconstructing, monitoring, and preventing crime and security issues. This focus change will facilitate a better understanding of the trace as the object of study of forensic science and eventually lead to a more impactful and long-lasting effect. This approach will also foster the development of a forensic science culture (instead of a primarily technological culture) unified by purpose rather than means through more relevant education and research.     

Training of legal professionals in DNA evidence

The South African Criminal Legal System is based on Roman Dutch law. Court proceedings are led by a single presiding officer of the court. Prosecutors and defence advocates present the court with evidence in an adversarial manner. This system has inherent advantages and disadvantages and therefore the training of legal professionals in handling DNA evidence in court is important. The prosecutors resort under the National Prosecuting Authority and the defence advocates act independently or e.g. under the auspices of Legal Aid South Africa.Education curricula of legal professional do not include forensic science evidence. Principles such as evidential value in the forensic context are not addressed. Training of legal professionals with our Essential DNA Evidence™ Course has been a multiplier of forensic science knowledge in the legal profession in South Africa. We present prosecution and defence perspectives in an unbiased manner, compensating for the possible subjective interpretations of evidence that may be presented in court. Forensic evidence is subsequently carefully evaluated prior to being court presentation thus improving court efficiency, and allowing for a more focussed approach to the presentation of evidence. Approaches to the customisation of course content that adds value has been identified via evaluation of training programmes.Experience has shown that legal professionals have the ability to incorporate relatively complex scientific concepts into their legal arguments if provided with the appropriate training opportunity. Appropriate training in DNA evidence has made the court process more effective, both in terms of time and costs, and ultimately serves justice.     

Expanding forensic science through forensic intelligence

Research and Development (‘R&D’) in forensic science currently focuses on innovative technologies improving the efficiency of existing forensic processes, from the detection of marks and traces at the scene, to their presentation in Court. R&D approached from this perspective provides no response to doubts raised by recent criminological studies, which question the effective contribution of forensic science to crime reduction, and to policing in general.Traces (i.e. forensic case data), as remnants of criminal activity are collected and used in various forms of crime monitoring and investigation. The aforementioned doubts therefore need to be addressed by expressing how information is conveyed by traces in these processes. Modelling from this standpoint expands the scope of forensic science and provides new R&D opportunities. Twelve propositions for R&D are stated in order to pave the way.     

Swapping Carrots for Sticks: Forensic science provider views of the Forensic Regulator Act 2021

In April 2021, the Forensic Science Regulator Act 2021 received Royal Assent, providing new statutory powers for the Forensic Science Regulator (FSR) of England and Wales. These powers are intended to enable the FSR to compel forensic science providers (FSPs) comply with quality standard requirements. The FSR has until now relied upon ‘soft power’ and arguments of benefits to be gained if FSPs achieve accreditation and adhere to the Code of Practice. Reaching the limits of persuasive powers, the FSR Act now introduces powers to penalise FSPs who remain unaccredited or fall below published standards. To gauge the potential impact, forensic scientists were asked to anticipate effects of the Act. Practitioners indicated that the new statutory powers could instil a sense of urgency among police force forensic science units in particular, in prioritising quality and investing in accreditation. However, there are significant capacity limitations which may hamper more widespread and sustainable change, such as financial pressures faced by FSPs, as well as resource constraints within the FSR role. Changing from a regulatory approach focussed upon voluntary cooperation, support and encouraging intrinsic motivations (i.e ‘carrots’), for one reliant upon deterrence in the forms of threats of sanctions and punishment (‘sticks’), could prevent real improvements in quality and undermine the achievement of regulatory aims. The FSR Act is unable to address problems with forensic science provision, that militate against the quality of forensic science services. Thus, benefits accrued from swapping carrots for sticks may be illusory and may ultimately prove counterproductive.     

A content analysis of fingerprint literature for educational curricula

Forensic science is being required to justify and elucidate its scientific foundations. One way of doing this is through academic curricula. For many native forensic sciences, these curricula do not exist. A content analysis of nine major books in fingerprints was conducted to develop a structure for curricula in that field. The results of this study can be used to organize course content and serve as a model for other disciplines with published materials but no coherent or standard curricula.     

The application of signal detection theory to decision-making in forensic science

Signal Detection Theory (SDT) has come to be used in a wide variety of fields where noise and imperfect signals present challenges to the task of separating hits and correct rejections from misses and false alarms. The application of SDT helps illuminate and improve the quality of decision-making in those fields in a number of ways. The present article is designed to make SDT more accessible to forensic scientists by: (a) explaining what SDT is and how it works, (b) explicating the potential usefulness of SDT to forensic science, (c) illustrating SDT analysis using forensic science data, and (d) suggesting ways to gain the benefits of SDT analyses in the course of carrying out existing programs of quality assessment and other research on forensic science examinations.     

Forensic anthropology in the global investigation of humanitarian and human rights abuse: Perspective from the published record

Forensic anthropologists have played key roles in the historical development of forensic science applications to global humanitarian and human rights issues. These anthropological initiatives can be traced back to the Smithsonian seminar organized by T. D. Stewart in 1968 and published in 1970. Key developments include the 1984 delegation sent by the American Association for the Advancement of Science to Argentina and the formation of the Argentine Forensic Anthropology Team. Subsequent highlights include major anthropological involvement in support of investigations by international criminal tribunals, formation of forensic anthropology teams in different countries and activities of the International Commission of Missing Persons and the forensic unit of the International Committee of the Red Cross. Recent developments feature the formation of the Humanitarian and Human Rights Resource Center of the American Academy of Forensic Sciences and its support of worthwhile projects in many countries. The published record provides historical perspective on these developments.     

Training multi-disciplinary teams to work with sex offenders: Effects on staff attitudes

Abstract

A recent British Prison Service initiative has focused on providing sex offender programmes facilitated by multi-disciplinary teams of staff. A three week long training programme was designed to provide staff with the necessary knowledge, skills and experience to facilitate these structured treatment groups. Following the training, staff indicated they were more confident in their ability to provide treatment and showed a greater belief that treatment could be successful. In addition, they showed significantly more positive attitudes towards sexual offenders and to offenders in general. However, participants did not indicate undue concern about working in a sensitive treatment area. This pattern continued at six month follow-up, indicating that the training changed attitudes as expected, and that the training was seen by participants as adequately preparing them to undertake provision of a structured sex offender treatment programme in a secure setting.     

Responsible research and innovation training programmes: implementation and evaluation of the HEIRRI project

Responsible research and innovation, or RRI, is a concept that aims to bring together society and science for a better future. There are six key elements of RRI: public engagement, gender equality, science education, open access, ethics and governance. Higher Education Institutions and Responsible Research and Innovation (HEIRRI) project aimed to bring the concept of RRI into the educational system. Using state-of-the-art review of good practices, HEIRRI team developed 10 training programmes on RRI for different higher education institution educational levels, including a summer school and a massive open online course (MOOC). We conducted pilot of the trainings and evaluated participants' experiences. Satisfaction with HEIRRI training programmes on responsible research and innovation was high, both for participants and for the trainers, and trainings raised awareness of RRI. Participants' feedback was used to identify areas that need improvement and provided for recommendations for final versions of the HEIRRI training programmes. In order to equip researchers with skills to recognize and apply RRI values, RRI should be included in their education. HEIRRI training is suitable for a range of different disciplines, including forensic science, and is free to use and adjust for specific contexts (available from: https://rri-tools.eu/heirri-training-programmes).     

Proposing Problem-Based Learning for teaching future forensic speech scientists

In the last 10–15 years, Masters programmes and undergraduate modules have emerged in the UK that teach forensic speech science. Forensic speech science is the forensic subdiscipline concerned with analysing speech recordings, such as telephone calls of unknown speakers, when they arise as evidence. In order to answer questions surrounding the identity of the speakers in these recordings, forensic speech analysts draw on their expertise in phonetics and acoustics. Even though existing UK forensic speech science programmes do not claim to train students to a level where they are in a position to carry out real-life forensic casework, a proportion of the graduates from these programmes do go on to fill discipline-specific roles in security organisations or for private providers of forensic speech analysis. It is therefore surely in the community’s interests to review educational approaches to capitalise on the current training opportunities. This paper specifically proposes to explore the potential of a Problem-Based Learning (PBL) approach to forensic speech science teaching. PBL is a student-centred learning approach that heavily relies on the students’ independence in the solving of ill-structured problems. PBL has shown to be beneficial to programmes that directly lead on to discipline-specific professional roles, and has even become the standardised teaching approach in some of those areas (medicine being the flagship example). Given its reported success in other disciplines, the question arises as to whether PBL could bring similar benefits to prospective forensic speech practitioners and to forensic speech science as a whole.     

Learning about Bayesian networks for forensic interpretation: an example based on the 'the problem of multiple propositions'

Both, Bayesian networks and probabilistic evaluation are gaining more and more widespread use within many professional branches, including forensic science. Notwithstanding, they constitute subtle topics with definitional details that require careful study. While many sophisticated developments of probabilistic approaches to evaluation of forensic findings may readily be found in published literature, there remains a gap with respect to writings that focus on foundational aspects and on how these may be acquired by interested scientists new to these topics. This paper takes this as a starting point to report on the learning about Bayesian networks for likelihood ratio based, probabilistic inference procedures in a class of master students in forensic science. The presentation uses an example that relies on a casework scenario drawn from published literature, involving a questioned signature. A complicating aspect of that case study - proposed to students in a teaching scenario - is due to the need of considering multiple competing propositions, which is an outset that may not readily be approached within a likelihood ratio based framework without drawing attention to some additional technical details. Using generic Bayesian networks fragments from existing literature on the topic, course participants were able to track the probabilistic underpinnings of the proposed scenario correctly both in terms of likelihood ratios and of posterior probabilities. In addition, further study of the example by students allowed them to derive an alternative Bayesian network structure with a computational output that is equivalent to existing probabilistic solutions. This practical experience underlines the potential of Bayesian networks to support and clarify foundational principles of probabilistic procedures for forensic evaluation.     

The future of forensic and crime scene science. Part II. A UK perspective on forensic science education

This paper builds on the views presented by the author at 'The Future of Forensic and Crime Scene Science Conference'. Forensic science has become an increasingly prominent area of science within the last 10 years. This increasing prominence together with popularity in the subject has seen the number of undergraduate students studying forensic science related courses at UK Universities increase rapidly in just 5 years and there are no short term signs of this trend reducing. In 2005, there were 450 courses with forensic in the title offered by higher education institutes. Although the forensic community has expressed its concern that job prospects for these students wishing to pursue careers as forensic scientists will be limited numbers of students undertaking science courses have still increased. The increase in students studying forensic science comes in an era of decreasing science numbers in higher education with the potential to produce high calibre science graduates with sought after skills in critical thinking, analysis, interpretation and communication. Technology has continued to advance at a similar pace providing those responsible for managing crime with a need and opportunity to identify and predict new and future applications of science and technology; not just in reducing and detecting crime but also in predicting how technology will be used by criminals in the future. There is therefore a need for forensic science users, providers and educators to identify the knowledge and skills required by forensic scientists and crime investigators of the future to ensure that technology continues to be used and applied to its full advantage. This provides universities an opportunity to contribute to the development of both the practice and practitioners of forensic science. This paper outlines the current issues facing universities in relation to forensic science and identifies their future role in providing high quality relevant courses for future forensic practitioners; developing current forensic practitioners through their participation in applied research, short courses, conferences and qualifications linked to professional practice; and supporting and developing the practice of forensic and crime scene science, through the identification, engagement and dissemination of pure and applied research.     

我国法医临床学鉴定标准现状与展望

技术标准是一个行业发展的技术支撑,也是质量控制现代化的基础性手段。我国的法医临床学经过近四十年的发展,目前已有各类规范性技术文件23部,案件量逾100万件/年。本文从标准级别、颁布部门、实施时间等方面系统复习了这些标准,可以看出:相关技术标准制订过程中大量吸纳了国际先进理念,同时也吸纳了法医临床学鉴定实践经验;目前,标准体系已初步形成。当然,目前实施的标准也存在诸多问题,如:彼此间矛盾突出、部分标准不符合技术标准的形式要件、对国际标准的研究不够深入、部分标准欠缺等等,标准化建设任务依然艰巨。未来,法医学工作者仍需加强标准与法律法规衔接的配套研究;加强国际标准跟踪、评价的研究,以形成更多的具有国际先进水平的适合我国国情的国家标准。     

Criminal justice faculty and criminal justice students: A case for the missing data

This article reviews the most current criminal justice education research. It examines the interrelationship between the work of the John Jay College of Criminal Justice, the Academy of Criminal Justice Sciences, the Joint Commission on Criminology and Criminal Justice Education and Standards, and the National Advisory Commission on Higher Education for Police, and describes and compares some of their more important findings. Discussed are types of criminal justice programs; characteristics of criminal justice faculty, particularly in terms of earned academic degrees; agency work experience; commitment to research and teaching; types of criminal justice curricula, as typified by certain educational philosophies; and criminal justice students. Although this article notes several areas with which future research might become fruitfully involved, the area in need of most immediate attention, and the area that current research has all but ignored, is the criminal justice student.     

A Perspective on Errors,Bias, and Interpretation in the Forensic Sciences and Direction for Continuing Advancement*

Abstract: The forensic sciences are under review more so than ever before. Such review is necessary and healthy and should be a continuous process. It identifies areas for improvement in quality practices and services. The issues surrounding error, i.e., measurement error, human error, contextual bias, and confirmatory bias, and interpretation are discussed. Infrastructure is already in place to support reliability. However, more definition and clarity of terms and interpretation would facilitate communication and understanding. Material improvement across the disciplines should be sought through national programs in education and training, focused on science, the scientific method, statistics, and ethics. To provide direction for advancing the forensic sciences a list of recommendations ranging from further documentation to new research and validation to education and to accreditation is provided for consideration. The list is a starting point for discussion that could foster further thought and input in developing an overarching strategic plan for enhancing the forensic sciences.