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Forensic science education programs: A new paradigm
Science and Justice 50 (2010) 26–48
Contents lists available at ScienceDirect
Science and Justice j o u r n a l h o m e p a g e : w w w. e l s ev i e r. c o m / l o c a t e / s c i j u s
5th European Academy of Forensic Science
8–11 September 2009 University of Strathclyde, Glasgow, Scotland Oral Presentations
Education and Training Forensic science education programs: A new paradigm D.E. Adams, M. McCoy, T. Jourdan, W. Lord University of Central Oklahoma, Forensic Science Institute, Edmond, United States Forensic science programs in higher education in the United States, at both the undergraduate and graduate levels have traditionally been located in departments and colleges of universities offering degrees in the natural and physical sciences, although some programs can be found in social science departments such as criminal justice. Many of these programs are isolated within a specific academic department and this isolation can limit the depth and breadth of knowledge and skills obtained by students. Forensic science is truly an interdisciplinary field of study including specialities in pathology, engineering, odontology, toxicology, entomology, anthropology, psychiatry, psychology, biology, chemistry, computer science, and criminal justice. Isolating forensic science programs within one academic department can limit the options available to students seeking careers in forensic science and weakens the diversity of the pool of job candidates for forensic laboratories. This paper describes a new interdisciplinary approach at the University of Central Oklahoma (UCO) Forensic Science Institute (FSI) to educate future forensic science professionals. The FSI maintains that the new UCO Forensic Science academic program, in particular with its interdisciplinary dimension, is unmatched in excellence, design, or vision by any forensic science academic program in the United States. After approximately 30 years, UCO has ceased to offer a stand-alone Bachelor of Science (BS) degree in forensic science. The forensic science baccalaureate academic program, formerly housed in the Department of Chemistry, now resides in the Forensic Science Institute, and has morphed into a new and unique, to the authors' knowledge, configuration in which forensic science can only be taken as the companion in a dual major or dual degree program. Expected couplings with forensic science are chemistry, biology, anthropology, engineering, physics, psychology, computer science, criminal justice, accounting, and art, although others can be envisioned. The forensic science Master of Science (MS) degree program has similarly transitioned to the FSI and is now a research-and-thesis-oriented degree. The MS program will similarly take advantage of the broad array of academic as well as applied disciplines at UCO to become the first truly interdisciplinary Master's Degree program at the University of Central Oklahoma. doi:10.1016/j.scijus.2009.11.009
Developing an effective partnership between ‘persons having specialized knowledge’ and those involved in legal deliberations A. Daveya, D. Taitb, C. Lennardc, A. Wallacea a University of Canberra, Faculty of Law, Canberra, Australia b University of Western Sydney, College of Arts, Sydney, Australia c University of Canberra, National Centre for Forensic Studies, Canberra, Australia Investigative and legal processes are increasingly dependent on the contribution of ‘persons having a specialised knowledge’ — more commonly known as ‘experts’. However scientists and other experts tend to have different disciplinary training compared to that of lawyers, and have different frameworks for talking about probability, proof and validity. To improve the partnership between experts and courts, prosecutors and other legal participants, various models for presenting evidence have been tried, including single experts, court-appointed experts, panels of experts, court-appointed assessors, expert conferencing, referees, science judges, and professional organisations of experts. Changing standards for receiving and weighing expert evidence have been introduced, including the ‘Daubert test’ in US Federal courts, which incorporates rules for determining the credibility of disciplines, methods of analysis, and experts themselves. This research reviews the way experts are used in different legal systems, both civil law and common law. Questions include: How are ‘experts’ used in the investigative, pre-trial, trial, and other legal processes? How does the judicial system impact on the use of ‘experts’ in the investigation process? What problems have arisen with the use of opinion evidence in the different systems? How have these problems been addressed? How could these issues be addressed? doi:10.1016/j.scijus.2009.11.010
Workforce development for forensic practitioners — The challenges and benefits of collaborative partnerships between universities and employers B.W. Rankina,b a University of Teesside, Science and Technology, Middlesbrough, United Kingdom b Forensic Science Society, Harrogate, United Kingdom This paper will discuss the opportunities for collaborative partnerships between universities and employers in delivering education and training to raise the knowledge, skills, and competencies of forensic practitioners.
Contents lists available at ScienceDirect
Science and Justice j o u r n a l h o m e p a g e : w w w. e l s ev i e r. c o m / l o c a t e / s c i j u s
5th European Academy of Forensic Science
8–11 September 2009 University of Strathclyde, Glasgow, Scotland Oral Presentations
Education and Training Forensic science education programs: A new paradigm D.E. Adams, M. McCoy, T. Jourdan, W. Lord University of Central Oklahoma, Forensic Science Institute, Edmond, United States Forensic science programs in higher education in the United States, at both the undergraduate and graduate levels have traditionally been located in departments and colleges of universities offering degrees in the natural and physical sciences, although some programs can be found in social science departments such as criminal justice. Many of these programs are isolated within a specific academic department and this isolation can limit the depth and breadth of knowledge and skills obtained by students. Forensic science is truly an interdisciplinary field of study including specialities in pathology, engineering, odontology, toxicology, entomology, anthropology, psychiatry, psychology, biology, chemistry, computer science, and criminal justice. Isolating forensic science programs within one academic department can limit the options available to students seeking careers in forensic science and weakens the diversity of the pool of job candidates for forensic laboratories. This paper describes a new interdisciplinary approach at the University of Central Oklahoma (UCO) Forensic Science Institute (FSI) to educate future forensic science professionals. The FSI maintains that the new UCO Forensic Science academic program, in particular with its interdisciplinary dimension, is unmatched in excellence, design, or vision by any forensic science academic program in the United States. After approximately 30 years, UCO has ceased to offer a stand-alone Bachelor of Science (BS) degree in forensic science. The forensic science baccalaureate academic program, formerly housed in the Department of Chemistry, now resides in the Forensic Science Institute, and has morphed into a new and unique, to the authors' knowledge, configuration in which forensic science can only be taken as the companion in a dual major or dual degree program. Expected couplings with forensic science are chemistry, biology, anthropology, engineering, physics, psychology, computer science, criminal justice, accounting, and art, although others can be envisioned. The forensic science Master of Science (MS) degree program has similarly transitioned to the FSI and is now a research-and-thesis-oriented degree. The MS program will similarly take advantage of the broad array of academic as well as applied disciplines at UCO to become the first truly interdisciplinary Master's Degree program at the University of Central Oklahoma. doi:10.1016/j.scijus.2009.11.009
Developing an effective partnership between ‘persons having specialized knowledge’ and those involved in legal deliberations A. Daveya, D. Taitb, C. Lennardc, A. Wallacea a University of Canberra, Faculty of Law, Canberra, Australia b University of Western Sydney, College of Arts, Sydney, Australia c University of Canberra, National Centre for Forensic Studies, Canberra, Australia Investigative and legal processes are increasingly dependent on the contribution of ‘persons having a specialised knowledge’ — more commonly known as ‘experts’. However scientists and other experts tend to have different disciplinary training compared to that of lawyers, and have different frameworks for talking about probability, proof and validity. To improve the partnership between experts and courts, prosecutors and other legal participants, various models for presenting evidence have been tried, including single experts, court-appointed experts, panels of experts, court-appointed assessors, expert conferencing, referees, science judges, and professional organisations of experts. Changing standards for receiving and weighing expert evidence have been introduced, including the ‘Daubert test’ in US Federal courts, which incorporates rules for determining the credibility of disciplines, methods of analysis, and experts themselves. This research reviews the way experts are used in different legal systems, both civil law and common law. Questions include: How are ‘experts’ used in the investigative, pre-trial, trial, and other legal processes? How does the judicial system impact on the use of ‘experts’ in the investigation process? What problems have arisen with the use of opinion evidence in the different systems? How have these problems been addressed? How could these issues be addressed? doi:10.1016/j.scijus.2009.11.010
Workforce development for forensic practitioners — The challenges and benefits of collaborative partnerships between universities and employers B.W. Rankina,b a University of Teesside, Science and Technology, Middlesbrough, United Kingdom b Forensic Science Society, Harrogate, United Kingdom This paper will discuss the opportunities for collaborative partnerships between universities and employers in delivering education and training to raise the knowledge, skills, and competencies of forensic practitioners.