Forensic Science Education and Training

Anna Williams School of Applied Sciences, University of Huddersfield, UKJohn Paul Cassella Department of Forensic Science and Crime Science, Staffordshire University, UKPeter D. Maskell School of Science, Engineering and Technology, Abertay University, UK

"Overall this book is successful in its aims; it is relevant and places emphasis on the importance of quality and standards within forensic science education"....."This book would be of benefit to forensic educators and trainers providing some beneficial opportunities to enhance teaching material and develop curriculums" Ruth Buckley MCSFS on behalf of The Chartered Society of Forensic Sciences

• List of Contributors xiiiForeword xvDave BarclayAcknowledgements xix1 Forensic Science Education – The Past and the Present In and Out of the Classroom 1John P. Cassella, Peter D. Maskell, and Anna WilliamsIntroduction 1Conclusions and Implications for Teaching and Practice 16References 16Further Resources 182 Forensic Anthropology Teaching Practice 19Anna WilliamsIntroduction 19Practical Teaching Methods 20Use Of Human Skeletal Material For Teaching Purposes 24Alternatives to Human Skeletal Material 27Teaching Forensic Anthropology Theory 29Forensic Cases as Training 29Assessment Methods 30Post-Mortem Examinations 32Conclusions 35References 36Further Resources 383 Considerations in Using a Crime Scene House Facility for Teaching and Learning 39David RogersReferences 444 Taphonomy Facilities as Teaching Aids 45Peter Cross and Anna WilliamsIntroduction 45History of Taphonomic Research in Forensic Science 45Taphonomy Research Facilities 47Teaching Forensic Taphonomy 48Establishment of a Taphonomy Facility for Teaching and Research 50The Future of Taphonomy Facilities 52Conclusions 52References 525 Forensic Fire Investigation 57Richard D. PriceIntroduction 57Fire and Explosion Investigation Module 58Fire Scene Simulation 60Conclusions 69Future Developments 69Recommended Resources 70References 70Further Reading 716 Digital Forensics Education 73Christopher HargreavesIntroduction 73Challenges in Digital Forensics Education 76Other Discussions in Digital Forensics Education 82Summary 84References 857 A Strategy for Teaching Forensic Investigation with Limited Resources 87Janice KennedyIntroduction 87Historical Background 87Methodology 90Results 94Analysis 96Conclusions 97Acknowledgements 97Appendix 7.A: Budget Information for Forensic Investigation Scenario 98Appendix 7.B: Information on Testing Available for Forensic InvestigationScenario 99Appendix 7.C: Suggested Schedule for Delivery of This Style of Module 100References 1018 Improving the PhD Through Provision of Skills Training for Postgraduate Researchers 103Benjamin J. JonesIntroduction 103Study of Student Perception of Training Needs 105Training Course Attendance and Usefulness 106Training Course Delivery 109Conclusions 113References 1159 Educational Forensic E-gaming as Effective Learning Environments for Higher Education Students 119Jamie K. Pringle, Luke Bracegirdle, and Jackie A. PotterIntroduction 119Background 120Methodology 122Results 126Discussion 131Conclusions 133Acknowledgements 133Glossary 133References 134Further Resources 13610 Virtual Anatomy Teaching Aids 137Kris Thomson and Anna WilliamsIntroduction 137Virtual Anatomy in Healthcare Education 137Forensic and Virtual Autopsy Imaging 140Advanced Clinical and Procedural Training 141Conclusions 143References 14511 Online Teaching Aids 147Anna-Maria Muller, Luke Taylor, and Anna WilliamsIntroduction 147Employability and Transferrable Skills 148Online Learning Management Systems 150Note-taking Apps – The Age of Evernote and OneNote 151Scientific Demonstration Apps 151Within the Forensic Curriculum 152Practical Guidance for Using Online Tools 153Social Networks and Forums 155Deciding Which Technology to Use 156Conclusions 159References 15912 Simulation, Immersive Gameplay and Virtual Realities in Forensic Science Education 163Karl Harrison and Colleen MorganIntroduction 163Terms of Reference 164Serious Games 165Simulation-based Real Environment Learning in Professional Forensic Training 166Hydra Augmented Reality 167Virtual Reality 168Crime Science Investigators (CSIs) 172Augmented Reality 172Augmented Virtuality 172Virtual Reality 173Conclusions 174References 17513 Training Forensic Practitioners in DNA Profiling 177Sue CarneyIntroduction 177Prior Knowledge 177Setting the Scene: Expectations 178Preconceptions and Common Misconceptions 178Introductory Concepts 179Intermediate Concepts 182Advanced Concepts 186Specialist Techniques 189In The Court of Appeal 191Teaching Principles 195Appendix 13.A: Low Level Profile Examples 197References 20114 The Forensic Investigation of Sexual Offences: Practitioner Course Design and Delivery 207Sue CarneyIntroduction 207Starting Points 207Evidence Types 208The Body as a Crime Scene: Information from the Forensic Medical Examination 209Setting the Strategy 212Interpretation of Findings 214Writing the Statement 216Training to Other Audiences 219Conclusions 220Appendix 14.A: Sexual Offence Case Training Scenarios 221Appendix 14.B: Templates for Use in Statement Writing Exercises 226References 23215 The Use of High-Fidelity Simulations in Emergency Management Training 235Graham BraithwaiteThe Need for High Fidelity 235Scenario Design 236Health and Safety Considerations 237Initial Response 241Site Management 242Evidence Collection 244Media Management 246Team Management 247Witnesses and Interviewing 248Coaching Techniques 250Analysis and Reporting 251Summary 252Reference 25216 Police Training in the Twenty-first Century 253Mark RoycroftIntroduction 253Training of Future Police Detectives 255Evaluation of Police Performance 257Avoiding Miscarriages of Justice 257Maintaining and Developing the Role of the Senior Investigating Officer (SIO) 258Expert Witnesses 260The Compartmentalisation of Investigative Skills 260Forensic Provision 261Silverman Report on the Closure of the Forensic Science Service 261Ethical Issues 262High Volume Crime 262New Investigative Challenges 263Recommendations 265Conclusions 266Glossary 266References 26617 The Design and Implementation of Multiple Choice Questions (MCQs) in Forensic Science Assessment 269Claire GwinnettIntroduction to Multiple Choice Questions (MCQs) 269The Benefits and Limitations of MCQ Use in Forensic Science Assessment 270Designing MCQs for Forensic Science 275Integrating MCQs into Forensic Science Education and Assessment 289Marking Methods for MCQ Assessments 294Conclusions 297References 29718 The Future of Forensic Science Education 301John P. Cassella, Anna Williams, and Peter D.MaskellIntroduction 301The Teaching Exercise Framework and the Research Exercise Framework 303Accreditation of Forensic Science Providers 305Accreditation of Academic Forensic Courses 305Accreditation of Forensic Science Practitioners 306Employers in the Next Decade 307The Future of Forensic Science Education and Practitioner Training 308Conclusions 309References 309Further Reading 310Index 311