Forensic science education and training : a tool-kit for lecturers and practitioner trainers

339 Pages·2017·12.523 MB·English

by  Cassella, John P., Maskell, Peter D., Williams, Anna

ForensicScienceEducationandTraining
Forensic Science Education and Training
ATool-kitforLecturersandPractitionerTrainers
Editedby
AnnaWilliams
SchoolofAppliedSciences,UniversityofHuddersfield,UK
JohnP.Cassella
DepartmentofForensicScienceandCrimeScience,StaffordshireUniversity,UK
PeterD.Maskell
SchoolofScience,EngineeringandTechnology,AbertayUniversity,UK
Thiseditionfirstpublished2017
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LibraryofCongressCataloging-in-PublicationData
Names:Williams,Anna,(Forensicanthropologist),editor.|Cassella,JohnP.,editor.|Maskell,PeterD.
Title:Forensicscienceeducationandtraining:atool-kitforlecturersandpractitionertrainers/editedbyAnnaWilliams,
JohnCassella,PeterD.Maskell.
Description:Chichester,UK;Hoboken:Wiley,2017.|Includesindex.
Identifiers:LCCN2016049894|ISBN9781118689233(hardback)|ISBN9781118689165(AdobePDF)|
ISBN9781118689158(epub)
Subjects:LCSH:Forensicsciences–Studyandteaching(Higher)–GreatBritain.|BISAC:MEDICAL/ForensicMedicine.
Classification:LCCHV8073.F2017|DDC363.25071/141–dc23LCrecordavailableathttps://lccn.loc.gov/2016049894
Coverdesign:Wiley
Coverimages:(top)courtesyofKrisThomson;(insetimages)courtesyofJohnP.Cassella
Setin10/12ptWarnockProbyAptaraInc.,NewDelhi,India
10 9 8 7 6 5 4 3 2 1
ThisbookisdedicatedtoDaveRogerswhosadlypassedawaybeforethepublication
andnevergottoseethefruitsofhisefforts.
vii
Contents
ListofContributors xiii
Foreword xv
DaveBarclay
Acknowledgements xix
 ForensicScienceEducation–ThePastandthePresentInandOutofthe
Classroom 1
JohnP.Cassella,PeterD.Maskell,andAnnaWilliams
Introduction 1
ConclusionsandImplicationsforTeachingandPractice 16
References 16
FurtherResources 18
 ForensicAnthropologyTeachingPractice 19
AnnaWilliams
Introduction 19
PracticalTeachingMethods 20
UseOfHumanSkeletalMaterialForTeachingPurposes 24
AlternativestoHumanSkeletalMaterial 27
TeachingForensicAnthropologyTheory 29
ForensicCasesasTraining 29
AssessmentMethods 30
Post-MortemExaminations 32
Conclusions 35
References 36
FurtherResources 38
 ConsiderationsinUsingaCrimeSceneHouseFacilityforTeachingand
Learning 39
DavidRogers
References 44
 TaphonomyFacilitiesasTeachingAids 45
PeterCrossandAnnaWilliams
Introduction 45
HistoryofTaphonomicResearchinForensicScience 45
viii Contents
TaphonomyResearchFacilities 47
TeachingForensicTaphonomy 48
EstablishmentofaTaphonomyFacilityforTeachingandResearch 50
TheFutureofTaphonomyFacilities 52
Conclusions 52
References 52
 ForensicFireInvestigation 57
RichardD.Price
Introduction 57
FireandExplosionInvestigationModule 58
FireSceneSimulation 60
Conclusions 69
FutureDevelopments 69
RecommendedResources 70
References 70
FurtherReading 71
 DigitalForensicsEducation 73
ChristopherHargreaves
Introduction 73
ChallengesinDigitalForensicsEducation 76
OtherDiscussionsinDigitalForensicsEducation 82
Summary 84
References 85
 AStrategyforTeachingForensicInvestigationwithLimitedResources 87
JaniceKennedy
Introduction 87
HistoricalBackground 87
Methodology 90
Results 94
Analysis 96
Conclusions 97
Acknowledgements 97
Appendix7.A:BudgetInformationforForensicInvestigationScenario 98
Appendix7.B:InformationonTestingAvailableforForensicInvestigation
Scenario 99
Appendix7.C:SuggestedScheduleforDeliveryofThisStyleofModule 100
References 101
 ImprovingthePhDThroughProvisionofSkillsTrainingforPostgraduate
Researchers 103
BenjaminJ.Jones
Introduction 103
StudyofStudentPerceptionofTrainingNeeds 105
TrainingCourseAttendanceandUsefulness 106
TrainingCourseDelivery 109
Contents ix
Conclusions 113
References 115
 EducationalForensicE-gamingasEffectiveLearningEnvironmentsfor
HigherEducationStudents 119
JamieK.Pringle,LukeBracegirdle,andJackieA.Potter
Introduction 119
Background 120
Methodology 122
Results 126
Discussion 131
Conclusions 133
Acknowledgements 133
Glossary 133
References 134
FurtherResources 136
 VirtualAnatomyTeachingAids 137
KrisThomsonandAnnaWilliams
Introduction 137
VirtualAnatomyinHealthcareEducation 137
ForensicandVirtualAutopsyImaging 140
AdvancedClinicalandProceduralTraining 141
Conclusions 143
References 145
 OnlineTeachingAids 147
Anna-MariaMuller,LukeTaylor,andAnnaWilliams
Introduction 147
EmployabilityandTransferrableSkills 148
OnlineLearningManagementSystems 150
Note-takingApps–TheAgeofEvernoteandOneNote 151
ScientificDemonstrationApps 151
WithintheForensicCurriculum 152
PracticalGuidanceforUsingOnlineTools 153
SocialNetworksandForums 155
DecidingWhichTechnologytoUse 156
Conclusions 159
References 159
 Simulation,ImmersiveGameplayandVirtualRealitiesinForensicScience
Education 163
KarlHarrisonandColleenMorgan
Introduction 163
TermsofReference 164
SeriousGames 165
Simulation-basedRealEnvironmentLearninginProfessionalForensic
Training 166
x Contents
HydraAugmentedReality 167
VirtualReality 168
CrimeScienceInvestigators(CSIs) 172
AugmentedReality 172
AugmentedVirtuality 172
VirtualReality 173
Conclusions 174
References 175
 TrainingForensicPractitionersinDNAProfiling 177
SueCarney
Introduction 177
PriorKnowledge 177
SettingtheScene:Expectations 178
PreconceptionsandCommonMisconceptions 178
IntroductoryConcepts 179
IntermediateConcepts 182
AdvancedConcepts 186
SpecialistTechniques 189
InTheCourtofAppeal 191
TeachingPrinciples 195
Appendix13.A:LowLevelProfileExamples 197
References 201
 TheForensicInvestigationofSexualOffences:PractitionerCourseDesign
andDelivery 207
SueCarney
Introduction 207
StartingPoints 207
EvidenceTypes 208
TheBodyasaCrimeScene:InformationfromtheForensicMedical
Examination 209
SettingtheStrategy 212
InterpretationofFindings 214
WritingtheStatement 216
TrainingtoOtherAudiences 219
Conclusions 220
Appendix14.A:SexualOffenceCaseTrainingScenarios 221
Appendix14.B:TemplatesforUseinStatementWritingExercises 226
References 232
 TheUseofHigh-FidelitySimulationsinEmergencyManagementTraining 235
GrahamBraithwaite
TheNeedforHighFidelity 235
ScenarioDesign 236
HealthandSafetyConsiderations 237
InitialResponse 241
SiteManagement 242
Contents xi
EvidenceCollection 244
MediaManagement 246
TeamManagement 247
WitnessesandInterviewing 248
CoachingTechniques 250
AnalysisandReporting 251
Summary 252
Reference 252
 PoliceTrainingintheTwenty-firstCentury 253
MarkRoycroft
Introduction 253
TrainingofFuturePoliceDetectives 255
EvaluationofPolicePerformance 257
AvoidingMiscarriagesofJustice 257
MaintainingandDevelopingtheRoleoftheSeniorInvestigatingOfficer
(SIO) 258
ExpertWitnesses 260
TheCompartmentalisationofInvestigativeSkills 260
ForensicProvision 261
SilvermanReportontheClosureoftheForensicScienceService 261
EthicalIssues 262
HighVolumeCrime 262
NewInvestigativeChallenges 263
Recommendations 265
Conclusions 266
Glossary 266
References 266
 TheDesignandImplementationofMultipleChoiceQuestions(MCQs)in
ForensicScienceAssessment 269
ClaireGwinnett
IntroductiontoMultipleChoiceQuestions(MCQs) 269
TheBenefitsandLimitationsofMCQUseinForensicScienceAssessment 270
DesigningMCQsforForensicScience 275
IntegratingMCQsintoForensicScienceEducationandAssessment 289
MarkingMethodsforMCQAssessments 294
Conclusions 297
References 297
 TheFutureofForensicScienceEducation 301
JohnP.Cassella,AnnaWilliams,andPeterD.Maskell
Introduction 301
TheTeachingExerciseFrameworkandtheResearchExerciseFramework 303
AccreditationofForensicScienceProviders 305
AccreditationofAcademicForensicCourses 305
AccreditationofForensicSciencePractitioners 306
EmployersintheNextDecade 307
xii Contents
TheFutureofForensicScienceEducationandPractitionerTraining 308
Conclusions 309
References 309
FurtherReading 310
Index 311