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Forensic Science Education and Training

  • ID: 3968928
  • Book
  • June 2017
  • 344 Pages
  • John Wiley and Sons Ltd
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Forensic science poses unique challenges to educators and students, as it has a strong theoretical base, but is also highly practical and vocational. From preparing a crime scene house to setting test questions, this volume offers a comprehensive guide to delivering aspects of high quality forensic science education through a variety of means. It evaluates current methods of teaching, learning and assessment practice in forensic science, at all levels of tertiary and higher education, including universities, continuing education and professional training establishments.

Bringing together contributions from leading forensic experts, this volume discusses:

  • Pedagogical uses for new technology including apps and e–gaming
  • Creating practical classes on a budget
  • Creating high–reality mock disaster scenes
  • Virtual anatomy tools
  • Translating forensic business methods internationally

Forensic Science Education and Training: A Tool–kit for Lecturers and Practitioner Trainers provides a unique set of resources, experience and practical advice for teachers, teaching assistants, lecturers and trainers in many areas of forensic science. It will also appeal to professional scientists, forensic science students, researchers in forensic science or professional trainers and training course providers, within police forces and law enforcement agencies.

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List of Contributors xiii

Foreword xv
Dave Barclay

Acknowledgements xix

1 Forensic Science Education The Past and the Present In and Out of the Classroom 1
John P. Cassella, Peter D. Maskell, and Anna Williams

Introduction 1

Conclusions and Implications for Teaching and Practice 16

References 16

Further Resources 18

2 Forensic Anthropology Teaching Practice 19
Anna Williams

Introduction 19

Practical Teaching Methods 20

Use Of Human Skeletal Material For Teaching Purposes 24

Alternatives to Human Skeletal Material 27

Teaching Forensic Anthropology Theory 29

Forensic Cases as Training 29

Assessment Methods 30

Post–Mortem Examinations 32

Conclusions 35

References 36

Further Resources 38

3 Considerations in Using a Crime Scene House Facility for Teaching and Learning 39
David Rogers

References 44

4 Taphonomy Facilities as Teaching Aids 45
Peter Cross and Anna Williams

Introduction 45

History of Taphonomic Research in Forensic Science 45

Taphonomy Research Facilities 47

Teaching Forensic Taphonomy 48

Establishment of a Taphonomy Facility for Teaching and Research 50

The Future of Taphonomy Facilities 52

Conclusions 52

References 52

5 Forensic Fire Investigation 57
Richard D. Price

Introduction 57

Fire and Explosion Investigation Module 58

Fire Scene Simulation 60

Conclusions 69

Future Developments 69

Recommended Resources 70

References 70

Further Reading 71

6 Digital Forensics Education 73
Christopher Hargreaves

Introduction 73

Challenges in Digital Forensics Education 76

Other Discussions in Digital Forensics Education 82

Summary 84

References 85

7 A Strategy for Teaching Forensic Investigation with Limited Resources 87
Janice Kennedy

Introduction 87

Historical Background 87

Methodology 90

Results 94

Analysis 96

Conclusions 97

Acknowledgements 97

Appendix 7.A: Budget Information for Forensic Investigation Scenario 98

Appendix 7.B: Information on Testing Available for Forensic Investigation

Scenario 99

Appendix 7.C: Suggested Schedule for Delivery of This Style of Module 100

References 101

8 Improving the PhD Through Provision of Skills Training for Postgraduate Researchers 103
Benjamin J. Jones

Introduction 103

Study of Student Perception of Training Needs 105

Training Course Attendance and Usefulness 106

Training Course Delivery 109

Conclusions 113

References 115

9 Educational Forensic E–gaming as Effective Learning Environments for Higher Education Students 119
Jamie K. Pringle, Luke Bracegirdle, and Jackie A. Potter

Introduction 119

Background 120

Methodology 122

Results 126

Discussion 131

Conclusions 133

Acknowledgements 133

Glossary 133

References 134

Further Resources 136

10 Virtual Anatomy Teaching Aids 137
Kris Thomson and Anna Williams

Introduction 137

Virtual Anatomy in Healthcare Education 137

Forensic and Virtual Autopsy Imaging 140

Advanced Clinical and Procedural Training 141

Conclusions 143

References 145

11 Online Teaching Aids 147
Anna–Maria Muller, Luke Taylor, and Anna Williams

Introduction 147

Employability and Transferrable Skills 148

Online Learning Management Systems 150

Note–taking Apps The Age of Evernote and OneNote 151

Scientific Demonstration Apps 151

Within the Forensic Curriculum 152

Practical Guidance for Using Online Tools 153

Social Networks and Forums 155

Deciding Which Technology to Use 156

Conclusions 159

References 159

12 Simulation, Immersive Gameplay and Virtual Realities in Forensic Science Education 163
Karl Harrison and Colleen Morgan

Introduction 163

Terms of Reference 164

Serious Games 165

Simulation–based Real Environment Learning in Professional Forensic Training 166

Hydra Augmented Reality 167

Virtual Reality 168

Crime Science Investigators (CSIs) 172

Augmented Reality 172

Augmented Virtuality 172

Virtual Reality 173

Conclusions 174

References 175

13 Training Forensic Practitioners in DNA Profiling 177
Sue Carney

Introduction 177

Prior Knowledge 177

Setting the Scene: Expectations 178

Preconceptions and Common Misconceptions 178

Introductory Concepts 179

Intermediate Concepts 182

Advanced Concepts 186

Specialist Techniques 189

In The Court of Appeal 191

Teaching Principles 195

Appendix 13.A: Low Level Profile Examples 197

References 201

14 The Forensic Investigation of Sexual Offences: Practitioner Course Design and Delivery 207
Sue Carney

Introduction 207

Starting Points 207

Evidence Types 208

The Body as a Crime Scene: Information from the Forensic Medical Examination 209

Setting the Strategy 212

Interpretation of Findings 214

Writing the Statement 216

Training to Other Audiences 219

Conclusions 220

Appendix 14.A: Sexual Offence Case Training Scenarios 221

Appendix 14.B: Templates for Use in Statement Writing Exercises 226

References 232

15 The Use of High–Fidelity Simulations in Emergency Management Training 235
Graham Braithwaite

The Need for High Fidelity 235

Scenario Design 236

Health and Safety Considerations 237

Initial Response 241

Site Management 242

Evidence Collection 244

Media Management 246

Team Management 247

Witnesses and Interviewing 248

Coaching Techniques 250

Analysis and Reporting 251

Summary 252

Reference 252

16 Police Training in the Twenty–first Century 253
Mark Roycroft

Introduction 253

Training of Future Police Detectives 255

Evaluation of Police Performance 257

Avoiding Miscarriages of Justice 257

Maintaining and Developing the Role of the Senior Investigating Officer (SIO) 258

Expert Witnesses 260

The Compartmentalisation of Investigative Skills 260

Forensic Provision 261

Silverman Report on the Closure of the Forensic Science Service 261

Ethical Issues 262

High Volume Crime 262

New Investigative Challenges 263

Recommendations 265

Conclusions 266

Glossary 266

References 266

17 The Design and Implementation of Multiple Choice Questions (MCQs) in Forensic Science Assessment 269
Claire Gwinnett

Introduction to Multiple Choice Questions (MCQs) 269

The Benefits and Limitations of MCQ Use in Forensic Science Assessment 270

Designing MCQs for Forensic Science 275

Integrating MCQs into Forensic Science Education and Assessment 289

Marking Methods for MCQ Assessments 294

Conclusions 297

References 297

18 The Future of Forensic Science Education 301
John P. Cassella, Anna Williams, and Peter D.Maskell

Introduction 301

The Teaching Exercise Framework and the Research Exercise Framework 303

Accreditation of Forensic Science Providers 305

Accreditation of Academic Forensic Courses 305

Accreditation of Forensic Science Practitioners 306

Employers in the Next Decade 307

The Future of Forensic Science Education and Practitioner Training 308

Conclusions 309

References 309

Further Reading 310

Index 311

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Anna Williams
John Paul Cassella
Peter D. Maskell
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