Forensic Science Education and Training – A Tool–Kit for Lecturers and Practitioner Trainers

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

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