Educators in forensic science

The need to staff forensic laboratories with qualified personnel has created a demand for education facilities to prepare forensic scientists. Educators in colleges and universities in many parts of the country are responding to this demand. Very quickly these brave souls discover that being an educator in forensic science places them directly in the middle of a controversy in which the educational needs of the forensic science profession must be placed in a frame work prescribed by college or university administration. At this point, the educator becomes the man in the middle. To survive this controversy, the educator must recognize each problem area and somehow reach a solution acceptable to the parties involved. 

Consulting and Education in Forensic Science. Available from . 

In this paper, an attempt will be made to illustrate the relationship that exists between education and the forensic sciences, to present some of the problems that can be encountered in establishing a forensic science degree program, and to discuss how these problems were confronted in establishing a B.S. degree program in Forensic Science at Florida Technological University (FTU) in Orlando, Florida. 

How great is the student interest in such a program While we have no firm statistics, we have reason to believe that it will not be difficult to fill available positions (ca. 15 - 20 full-time) with qualified candidates. Information from existing M.S. programs in forensic science indicates that there are many more applicants than positions available, and we have had inquiries from over 40 students and 20 universities even at this early stage of our program. Student interest in careers in forensic science undoubtedly follows the national trend toward professional education with social relevance (e.g. law, allied health professions, etc.). 

This paper has outlined activities in forensic science over the past several years at Northeastern University. The establishment of the Institute of Chemical Analysis, Applications and Forensic Science has greatly aided in the development of forensic research and educational programs. Several years ago Bradford and Samuel (10) recommended the establishment of forensic science institutes to provide service to the profession. While we have not exactly followed their ideas, there are similarities between their recommendations and our activities. As time progresses, it is hoped that research and education at this Institute will make significant contributions to the field of forensic science. 

T his volume is based on papers presented at the symposium entitled Educational and Scientific Progress in Forensic Science. The primary sponsor was the Analytical Chemistry Division, with co-sponsorship from the Chemical Education Division and the American Academy of Forensic Sciences. The symposium program consisted of invited contributions from all sectors of the forensic science community. These presentations attracted large audiences and prompted lively discussion, reflecting the growing interest of the educational, scientific, and professional communities in forensic science. 

It is hoped that this volume will lead to further advances in forensic science through an increased communication of ideas and skills. The growth of physical evidence utilization has created great educational, employment, and research opportunities which are likely to continue for many years. 

Teaching and training in forensic science has always interested Michael and he has developed a number of short courses and integrated lecture courses, with a particular emphasis on drug analysis. These have been delivered in the UK, Europe, North and South America and in the Ear East. Michael is particularly keen to continue to develop the educational provision in this discipline. 

Let us begin by posing the question "What seems to be, in my humble view, the current necessary ingredients of American forensic science education " I say American, for this is presumably the principal area of interest for this symposium but in so doing one cannot ignore the enormous contributions of our predecessors in Europe and, to some extent, the Far East. Looking... 

Having briefly touched upon some historical facets of forensic science, I think it is clear that the first necessary ingredient of our educational program is one which will make students aware of the past. Undergraduate and graduate criminalistics programs have mushroomed from four in the 1940 s to several dozen at the present time. As I understand the philosophy... 

There are few successful forensic science/criminalistics educational programs at colleges and universities in the United States. 

These are the basic problems to which the educator, the man in the middle, must find working solutions if he is going to have a successful forensic science degree program. 

What about chemistry courses in the curriculum The question of whatconstitutes adequate educational preparation for the forensic science profession is a very controversial one. Almost without hesitation, when asked what background do you look for when you hire new personnel, the answer is a degree in chemistry. Yet, when pressed, this same individual will usually admit that there are a few things which were not covered in a Chemistry Degree that are valuable to forensic scientists. There is no doubt that a strong background preparation in Chemistry is essential. 

With the award of the LEAA educational development grant in July 1973, the decision was rapidly reached between personnel in the College of Criminal Justice and the Department of Chemistry to concentrate development in the area of forensic science. This decision was based on the strengths in the College of Criminal Justice, the Department of Chemistry (especially in chemical analysis and materials science) and the considerations outlined... 

Personnel. On July 15, 1973, the Institute awarded a grant to the Forensic Sciences Foundation, which is an adjunct to the American Academy of Forensic Sciences. The Foundation, the research arm of the Academy, is tackling a problem at the very heart of the entire forensic science profession the availability and qualifications of scientific personnel. The qualifications of individuals practicing in the forensic disciplines range from poor to excellent and reflect their innate abilities as well as their education and training. 

---