Abstract
coming pages is the change and the rate of change that has taken place in the forensic science profession at all levels, technical, practical and academic and its use within the Courtrooms is now greater than ever, demanding higher and higher levels of skill, competence and understanding of what is useful in a police investigation and criminal trial.
| Original language | English |
|---|---|
| Title of host publication | Forensic science education and training |
| Subtitle of host publication | a tool-kit for lecturers and practitioner trainers |
| Editors | Anna Williams, John P. Cassella, Peter D. Maskell |
| Place of Publication | Chichester |
| Publisher | John Wiley & Sons |
| Pages | 1-18 |
| Number of pages | 18 |
| ISBN (Electronic) | 9781118689196 |
| ISBN (Print) | 9781118689233 |
| DOIs | |
| Publication status | Published - 18 May 2017 |
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Forensic science education : the past and the present in and out of the classroom. / Cassella, John P.; Maskell, Peter D.; Williams, Anna.
Forensic science education and training : a tool-kit for lecturers and practitioner trainers. ed. / Anna Williams; John P. Cassella; Peter D. Maskell. Chichester : John Wiley & Sons, 2017. p. 1-18.Research output: Chapter in Book/Report/Conference proceeding › Chapter (peer-reviewed)
TY - CHAP
T1 - Forensic science education
T2 - the past and the present in and out of the classroom
AU - Cassella, John P.
AU - Maskell, Peter D.
AU - Williams, Anna
PY - 2017/5/18
Y1 - 2017/5/18
N2 - This chapter aims to reflect upon and to consider the ‘where are we now’ aspect of forensic science education and training. Despite the rhythms and reflective cycle that academia requires, it is surprising how little time the on-the-ground academics and practitioners involved in education and training get to truly reflect upon the curriculum and assessment of what they deliver. Of course what is specifically taught depends upon many variables; the interests, skills and experiences of those academics delivering the material coupled with the requirement of the industry to teach it. Whilst such criteria are of importance to say ‘art’ colleagues in their curriculum design, they are not as crucial as they are to a subject such as forensic science. This offers limited latitude for what is taught and requires industry professionals and accreditation boards to drive the expectations of the curricula to a greater degree. What is apparent over thecoming pages is the change and the rate of change that has taken place in the forensic science profession at all levels, technical, practical and academic and its use within the Courtrooms is now greater than ever, demanding higher and higher levels of skill, competence and understanding of what is useful in a police investigation and criminal trial.
AB - This chapter aims to reflect upon and to consider the ‘where are we now’ aspect of forensic science education and training. Despite the rhythms and reflective cycle that academia requires, it is surprising how little time the on-the-ground academics and practitioners involved in education and training get to truly reflect upon the curriculum and assessment of what they deliver. Of course what is specifically taught depends upon many variables; the interests, skills and experiences of those academics delivering the material coupled with the requirement of the industry to teach it. Whilst such criteria are of importance to say ‘art’ colleagues in their curriculum design, they are not as crucial as they are to a subject such as forensic science. This offers limited latitude for what is taught and requires industry professionals and accreditation boards to drive the expectations of the curricula to a greater degree. What is apparent over thecoming pages is the change and the rate of change that has taken place in the forensic science profession at all levels, technical, practical and academic and its use within the Courtrooms is now greater than ever, demanding higher and higher levels of skill, competence and understanding of what is useful in a police investigation and criminal trial.
U2 - 10.1002/9781118689196.ch1
DO - 10.1002/9781118689196.ch1
M3 - Chapter (peer-reviewed)
SN - 9781118689233
SP - 1
EP - 18
BT - Forensic science education and training
A2 - Williams, Anna
A2 - Cassella, John P.
A2 - Maskell, Peter D.
PB - John Wiley & Sons
CY - Chichester
ER -