Enhancing the student learning experience through memes.

Meme-making is an effective method for engaging students and enhancing the learning environment. Memes are a social media cultural phenomenon that the majority of those in Higher Education are exposed to on an almost daily occurrence. This research examined the use of meme-making within the forensic sciences to allow students to reflect on their knowledge. Students studying modules in forensic science across six universities in the UK and USA participated in the study. At the end of a teaching session, students produced a meme (using Meme Generator) to reflect on what they had learned; memes were then shared with the class anonymously via Padlet. This allowed all class members to see and engage with the memes created. At the end of the activity students were anonymously surveyed on their experience using Microsoft Forms and analysis of the results were undertaken using SPSS software. Meme-making was found to be an inclusive learning activity with no limitations, including age (part-time, distance learning and visually impaired students were not part of the study parameters). Results showed that not only did students find the practice fun, but it also helped with the retention of the class content suggesting that the meme-making process is an effective way to enhance the learning environment while engaging students. Student feedback suggests that to maximise participation the educator should stress reflection and learning as the key purpose of generating a meme, rather than being witty or entertaining. The forensic science educator should be mindful of selecting appropriate subject matter for this often-humorous activity.

Application of augmented reality for crime scene investigation training and education.

The role of the crime scene investigator is complex, and investigators need to be able to conduct multiple frequently performed tasks. Appropriate training and education are critical to impart the crime scene investigator with the necessary capabilities. For a range of reasons, including the COVID-19 pandemic and the need for multi-disciplinary capabilities, training and education requirements have evolved in recent times to be more flexible and accessible. The skills of a crime scene investigator can be broadly categorised into two types of fundamental skills: decision-making and psychomotor skills. Both these skills need to be taught and assessed within training and education programs. The most common approach to impart these skills is by incorporating a crime scene simulation facility; however, not everyone has access to these facilities. Furthermore, crime scene staff often undertake refresher courses and are required to complete proficiency assessments. Conducting these activities in a dedicated crime scene simulation facility is time consuming and costly. Virtual tools have been developed in recent years to address this, but these tools only assess decision-making skills and not psychomotor skills. This paper argues that the implementation of augmented reality (AR) technology should be considered in crime scene investigator training and university education, because it can provide significant advantages when paired with conventional methods of training and education. When appropriately managed, AR can provide an avenue of training where both decision-making and psychomotor skills can be addressed simultaneously, while providing a more flexible and accessible approach. The implementation of AR has the potential to significantly improve the standards of teaching, resulting in better equipped crime scene investigators. The paper will explore how AR has the potential to improve accessibility of training, increase safety, enhance the student experience, enhance collaboration and feedback through connectivity and potentially reduce cost. This paper will also provide an insight into what would need to be considered before implementing AR technology into crime scene investigation training and education alongside current approaches. It is argued that the inclusion of AR into the current training and education arsenal provides significant benefits that are worthy of exploration.

Current State of Forensic Science Improvement in the United States: Lessons from Wrongful Convictions.

Advocates and researchers have made many recommendations for forensic science improvement in the United States. These proposals are often motivated by wrongful convictions related to false or misleading forensic evidence. In many cases, the connection between the proposals and the actual experience of wrongful convictions has not been well defined. Further, recommendations may not have been realizable given the structure of the criminal justice system in the United States and the practical realities of forensic science laboratories. Finally, limited attempts have been made to assess recommendations over time to determine the progress of forensic science improvement and elucidate continuing gaps. Reports from the Department of Justice, the National Academy of Sciences, and the President's Council of Advisors on Science and Technology are assessed to determine the extent to which their recommendations have been implemented, whether the recommendations align with the actual experience of wrongful convictions, and how the American forensic science community has implemented forensic science improvement. The most successful proposals reflect a broad movement toward quality assurance, improved standards, and organizational improvement in the forensic sciences. Less successful proposals are associated with calls for large federal investments, difficulties in community-wide implementation, or uncertain linkage to foundations in science and practice. Significant progress has been made in the standardization of reporting and testimony, assessment of the foundational reliability of the disciplines, and DNA mixture interpretation. Significant gaps remain to improve medicolegal death investigation, governance, and the implementation of standards. Improved allocation and use of resources will be required to meet continuing challenges in capacity building, training, and proficiency testing, although past experience indicates that both federal and non-federal funding will be required to address these issues. Continued improvement is needed to address the issues associated with wrongful convictions, although forensic science leaders have demonstrated the ability to prioritize improvement initiatives.

Developing a virtual laboratory module for forensic science degree programmes.

Laboratory work is essential in forensic science degree courses. They provide students with an opportunity to put theory into practice, as well as develop relevant professional laboratory skills through a case-based learning framework. Traditional laboratory instruction involves the use of a written laboratory script or manual that details the laboratory procedures and techniques for an experiment. Occasionally, instructors may provide a brief in-person demonstration of a critical aspect of the experimental procedure during the session. Since the coronavirus pandemic, the use of virtual laboratory (vLab) resources, such as video demonstrations, in teaching science practical skills has increased. These resources may be used alone or in combination with in-person laboratory sessions in a flipped learning model. Previous research has shown that vLab resources could enhance students' knowledge, confidence, and experience inside the laboratory. This study aimed to explore the perceptions and attitudes of forensic science students toward the use of a vLab module. Three videos were created in which procedures for carrying out presumptive tests, screening exhibits, and recording examinations were demonstrated. Seven undergraduate students enrolled at different stages of a forensic science degree programme were introduced to the vLab module and interviewed using a semi-structured interview approach. Through a thematic synthesis of the interview transcripts, we found that the implementation of an inclusive vLab module could enhance students' knowledge, confidence, and independence in carrying out forensic science laboratory procedures.

What is the Preferred Educational Background of Forensic Scientists?

Forensic science is a broad and rapidly developing field where fundamental scientific principles and techniques are used to investigate crimes. As the field evolves, universities offering forensic science degrees are increasing in both number and diversity of curricula. Paramount to any discussion around forensic science education is an assessment of what educational degrees are preferred by those hiring both entry- and supervisory-level forensic scientists. Quantification of degree preference through surveys of hiring officials occurred in 1986 and 1996. Since then, the Forensic Science Education Programs Accreditation Commission was established and has flourished, potentially enhancing the desirability of forensic science degrees. An updated survey was conducted to identify current educational background preferences within the field. The survey was distributed to members of the American Society of Crime Laboratory Directors and members of the Society of Forensic Toxicologists in hiring or leadership roles, yielding 221 responses. Results indicated a continued preference for a degree combination of master's in forensic science and a bachelor's degree in physical or biological sciences for both entry- and supervisory-level candidates. Holding only a bachelor's in the physical or biological sciences was also preferred for entry-level candidates whereas the preference for supervisory-level candidates was strongly influenced by the respondents' terminal degree.

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.

The use of simulated crime scenes in teaching undergraduate forensic sciences: Implementing an active learning approach to forensics.

Incorporating a simulated crime scene into one's pedagogy in forensic science undergraduate courses allows students the opportunity to experience a realistic scenario while demonstrating their knowledge and enhancing their critical thinking skills. The purpose of this paper is to examine an active learning approach to using simulated crime scenes to provide an impactful learning experience for students. While potentially challenging for the instructor, constructing a crime scene scenario can provide students with hands-on practical experience while helping to dispel forensic science misconceptions. Through many years of creating crime scenes, best practices for using such high impact activities in forensic science courses are described in detail, including preparatory exercises that culminate in the final crime scene scenario, considerations in preparing and constructing a crime scene activity, and supervising and assessing students once the activity begins. Three major challenges to implementing active learning exercises such as simulated crime scenes in undergraduate forensic science programs include high workload for instructors, limited supplies, and lack of suitable facilities. Workload solutions include instructors and departments considering the cost and benefit of course releases to improve curriculum and student enrollment. Supplies and facilities solutions involve innovation in reuse and repurposing of supplies, and instructor flexibility in using classroom and outdoor spaces.

An international survey of applied face-matching training courses.

Face matching decisions in applied settings are typically carried out by trained face-matching professionals, known as facial reviewers and facial examiners. Recent research has demonstrated that short professional face-matching training courses are limited in improving face-matching accuracy, however, despite the existence of high-level training guidelines produced by the practitioner community the content, duration and delivery of training for facial reviewers and facial examiners are not widely understood in the academic research community. The current study aimed to address this gap in the scientific literature to better understand how different agencies train facial reviewers and facial examiners, using results collected from an international survey. The survey included questions on the duration, delivery and content of an agencies face-matching training. 24 face-matching agencies from five continents took part in the survey. A quantitative analysis of the survey results revealed that at the group level facial examiners received longer durations of training, covering more topics than reviewers and more frequently included one-to-one mentoring. However, the survey revealed large differences in the duration, delivery methods and content of training by individual agencies at both the facial review and facial examiner level and low inclusion of evidence-based training practices. These results should help researchers to better understand the diversity in training practices and durations of training between different agencies and may help explain the individual differences observed in the performance of face matching professionals in the literature.

Educating for practice: A new redesigned pedagogical model of clinical forensic medicine.

Nowadays, cultivating experts in clinical forensic medicine (CFM) has become a universal problem worldwide. In most English-speaking countries, CFM is traditionally designed as an introduction and incorporation into medical undergraduate training whereas in China it is an essential sub-specialty of forensic science. The scope, missions, and tasks of this discipline vary widely by virtue of the diversity of countries and legal environment, leading to the difference in pedagogical model, even in professional qualities and abilities. Accordingly, it is imperative to uniform and standardize the training model of undergraduate of forensic major. In this article, we describe a redesigned pedagogical model of CFM implemented by the Faculty of Forensic Medicine, which is characterized by: (a) initiating students into comprehension of CFM and raising their awareness of the professional responsibilities; (b) developing students intellectual curiosity of legal and medical issues and educating in advanced techniques of CFM; (c) cultivating students ability of expression and communication in professional terms and providing with educational resources to enhance their professional qualities; and (d) improving teachers ability of imparting knowledge and promoting the development and optimization of teaching evaluation system. In terms of forensic practical and scientific research, plentiful prominent achievements have been currently acquired resulted from this redesigned pedagogical model, which demonstrates its superiority in undergraduate education.

Can forensic science learn from the COVID-19 crisis?

This paper draws parallels between the current COVID-19 crisis and the apparent forensic science crisis. It investigates if shared approaches of the problem and solutions could emerge. Some relevant aspects of the medical system as it reacted to the pandemic crisis and the situation in forensic science are presented. Further, three main stages of the COVID-19 crisis and its impact on individuals and society are proposed, highlighting similarities to the effects of forensic science. Finally, some lessons from COVID-19 for forensic science are identified and discussed. It is concluded that forensic science's best assurance to address current and future challenges, particularly in an increasingly digital environment, remains a sound scientific approach, including critical thinking and inter-disciplinary collaborations.

Forensic science educational programs (VI) - Programs in the US.

Historically, academic forensic science (FS) programs in the US tended to be relatively small and were embedded in a criminal justice, chemistry, or biology department. Then, in the early 2000s, interest in FS surged, many colleges and universities responded to student demand by adding FS degrees to their curriculums. The search for forensic science programs in the US was done online, using the American Academy of Forensic Sciences' Forensic Science Education Program Accreditation Commission (FEPAC) list of accredited programs, the CollegeSource® Online Google search, Universities.com, and forensicscolleges.com as primary sources. Once a college or university with one or more FS programs was identified, the university's web pages were accessed to confirm that the program was active. The site was searched to find the location, home department, program URL, contract information, degree name, degrees offered, and accrediting body for the institution. For universities and colleges with multiple programs in different departments, each department and its associated degrees is listed separately under the institutions entry. All levels from PhD to certificate programs have been included. However, degrees that offer forensic courses as electives are not included. Only FEPAC is listed for accredited FS programs. Part of FEPAC accreditation is documenting that the institution is accredited by a regional accreditation organization. No attempt has been made to evaluate the quality of the FS programs listed. With the proliferation of FS programs since 2001, it is important for potential students to evaluate a degree program carefully before deciding to enroll.

Fraud and misrepresentation in retail forest products exceeds U.S. forensic wood science capacity.

Fraud and misrepresentation in forest products supply chains is often associated with illegal logging, but the extent of fraud in the U.S. forest products market, and the availability of forensic expertise to detect it, is unknown. We used forensic wood anatomy to test 183 specimens from 73 consumer products acquired from major U.S. retailers, surveyed U.S. experts regarding their forensic wood anatomy capacity, and conducted a proficiency-testing program of those experts. 62% of tested products (45 of 73) had one or more type of fraudulent or misrepresented claim. Survey respondents reported a total capacity of 830 wood specimens per year, and participants' identification accuracy ranged from 6% to 92%. Given the extent of fraud and misrepresentation, U.S. wood forensic wood anatomy capacity does not scale with the need for such expertise. We call for increased training in forensic wood anatomy and its broader application in forest products supply chains to eliminate fraud and combat illegal logging.

Teaching forensic science under conditions of humanitarian crisis: Toward a critically-informed experiential approach.

This article examines the use of critical pedagogy practices for teaching students the forensic science of migrant death and identification in the US borderland. Critical pedagogy, a philosophy of education that centers issues of social justice and human rights in the classroom, insists that teaching is inherently political, and challenges students to recognize and address power structures which perpetuate an unjust status quo. Drawing examples from qualitative data gathered during two field seasons in South Texas with the University of Indianapolis Forensic Science Team and narrative analysis of students team members' daily reflections about their work within structures designed to address the US border crisis, this article illuminates challenges and possibilities for teaching in learning in a context of mass violence.

Is forensic science in danger of extinction?

Observations of modern day forensic science has prompted asking the question of whether this field is in danger of extinction. Although there have undoubtedly been meaningful advancements in analytical capabilities, we have overlooked several unintended practical and philosophical consequences. This article addresses three main areas of concern: the declining role of the generalist in an era of increased specialization, the role of education in preparing the next generation of forensic scientists, and the implementation of advanced instrumentation with a focus on statistical significance and field deployable instrumentation.

Bare footprint metric analysis methods for comparison and identification in forensic examinations: A review of literature.

Footprint is one of the most common types of physical evidence recovered at a crime scene. The forensic footprint evidence may play an important role in establishing the identity of a person; therefore, its examination is of prime importance. A link may be established by observing and comparing the morphological features of footprints with the perpetrator. These barefoot prints may be present as a two-dimensional print or a three-dimensional imprint depending on the substrate upon which they have been impressed upon and accordingly different methods and techniques are implemented in order to identify the questioned prints. After the execution of appropriate procedure, these prints are then compared with the exemplar prints, i.e., prints of the suspects to narrow down the process of identification. The analysis of bare footprints has been used to offer a wide range of knowledge about different print patterns. Thus, the present work extends an overview of the different methods and indices that are being used to evaluate footprints for comparison and identification purposes. The evaluation and interpretation of footprints is not only of prime importance in forensic examination but also help in clinical examinations and elucidation of various podiatric disorders. The paper also focuses on the occurrence of footprint evidence, forensic podiatric training and education, reliability and accuracy of the footprint analysis methods and associated intra-rater and inter-rater discrepancies.

Forensic facial comparison in South Africa: State of the science.

Forensic facial comparison (FFC) is a scientific technique used to link suspects to a crime scene based on the analysis of photos or video recordings from that scene. While basic guidelines on practice and training are provided by the Facial Identification Scientific Working Group, details of how these are applied across the world are scarce. FFC is frequently used in South Africa, with more than 700 comparisons conducted in the last two years alone. In this paper the standards of practice are outlined, with new proposed levels of agreement/conclusions. We outline three levels of training that were established, with training in facial anatomy, terminology, principles of image comparison, image science, facial recognition and computer skills being aimed at developing general competency. Training in generating court charts and understanding court case proceedings are being specifically developed for the South African context. Various shortcomings still exist, specifically with regard to knowledge of the reliability of the technique. These need to be addressed in future research.