The Use of Case Studies to Teach Forensic Interpretation

The interpretation of forensic evidence is one of the more difficult areas of forensic science for students to understand and apply. To convey the complexities and fluidityof interpretating evidence types such as fibres, glass and paint can be an education challenge with the concepts appearing quite abstract. Setting interpretation within a case allowsthe student to better contextualise how varying factors impact upon interpretation of evidence but choosing a suitable case study can be testing. This poster discusses theadvantages of using case studies to enhance student ability to evaluate and critic the interpretation of evidence

The Use of Case Studies to Teach Forensic Interpretation

The interpretation of forensic evidence is one of the more difficult areas of forensic science for students to understand and apply. To convey the complexities and fluidityof interpretating evidence types such as fibres, glass and paint can be an education challenge with the concepts appearing quite abstract. Setting interpretation within a case allowsthe student to better contextualise how varying factors impact upon interpretation of evidence but choosing a suitable case study can be testing. This poster discusses theadvantages of using case studies to enhance student ability to evaluate and critic the interpretation of evidence

Investigating the effect photodegradation has on natural fibres at a microscopic level

It is a known fact that when fabric is left exposed to sunlight photodegradation occurs. However, no study has ever looked at the photodegradation that occurs to individual fibre filaments as commonly recovered from a scene of crime. To look at photodegradation of individual fibres, wool and cotton fabric were dyed using CI Acid Red 27 and CI Direct Red 80 respectively at two depths of shade, 0.25% and 2.0% owf. Pieces of fabric and individual fibre samples were then placed in a Light Fastness Q-Sun 1000 Xenon test chamber which simulated exposure to sunlight over two time periods, 64 h (equivalent to one weeks sun exposure) and 128 hrs (equivalent to two weeks sun exposure). The resulting pieces of fabric and fibres where then examined using high power comparison microscopy, as well as graded for colour fading using SDC Grey Scale for Assessing Change in Colour (including half steps). Results show that in both fibre types, photodegradation occurs in all samples, however, the degree of fading is shown to vary within a given fibre population showing it is unpredictable in nature

Collaborative development of guidelines for teaching sensitive topics in forensic science

Five colleagues from the University of the West of Scotland and Teesside University have come together to develop an engaging presentation on the politics and practices of teaching sensitive topics. Given the absence of resources to guide the teaching of sensitive topics in forensic science, our group collaborated to learn from shared experiences in criminal justice education. The session begins with an introduction to the teaching of sensitive topics and progresses to illustrate examples of how trauma-informed practice might be implemented in forensic science education. We aim to assist forensic science educators in developing support frameworks for the teaching of sensitive topics, prioritising student wellbeing and engagement while also considering the wellbeing of educators. To further this initiative, we invite attendees to participate in a large-scale collaborative exercise to help shape the development of comprehensive guidelines. Together, we can make a significant impact on the future of forensic science education

Collaborative pedagogy:meme-based reflective practice

This session describes a most enjoyable collaborative project in forensic science education, where academics from various institutions joined forces to explore meme making as a pedagogical tool. Students were empowered to engage and reflect on course content by the integration of meme making into taught classes. The collaborative journey of the researchers will be explored whilst showcasing this simple yet effective method for improved academic engagement. The session incorporates an overview of meme making and its application in enhancing student learning. It is supplemented by student-generated memes and survey data which display its effectiveness. Attendees will engage in meme creation to experience the amusement of a class who share in this collaborative learning experience. Allowing students to enjoy those Memes made by the class creates a sense of collective ownership, to encourage a more cohesive and bonded learning community. Collaboration, therefore, enriched both the research process and the understanding of the educational outcomes

Enhancing the student learning experience through memes

Meme-making is an effective method for engaging students and enhancing the learning environment. Memes are a social media cultural phenomenon that the majority of those in Higher Education are exposed to on an almost daily occurrence. This research examined the use of meme-making within the forensic sciences to allow students to reflect on their knowledge. Students studying modules in forensic science across six universities in the UK and USA participated in the study. At the end of a teaching session, students produced a meme (using Meme Generator) to reflect on what they had learned; memes were then shared with the class anonymously via Padlet. This allowed all class members to see and engage with the memes created. At the end of the activity students were anonymously surveyed on their experience using Microsoft Forms and analysis of the results were undertaken using SPSS software.Meme-making was found to be an inclusive learning activity with no limitations, including age (part-time, distance learning and visually impaired students were not part of the study parameters). Results showed that not only did students find the practice fun, but it also helped with the retention of the class content suggesting that the meme-making process is an effective way to enhance the learning environment while engaging students.Student feedback suggests that to maximise participation the educator should stress reflection and learning as the key purpose of generating a meme, rather than being witty or entertaining. The forensic science educator should be mindful of selecting appropriate subject matter for this often-humorous activity

Enhancing the student learning experience through memes

Meme-making is an effective method for engaging students and enhancing the learning environment. Memes are a social media cultural phenomenon that the majority of those in Higher Education are exposed to on an almost daily occurrence. This research examined the use of meme-making within the forensic sciences to allow students to reflect on their knowledge. Students studying modules in forensic science across six universities in the UK and USA participated in the study. At the end of a teaching session, students produced a meme (using Meme Generator) to reflect on what they had learned; memes were then shared with the class anonymously via Padlet. This allowed all class members to see and engage with the memes created. At the end of the activity students were anonymously surveyed on their experience using Microsoft Forms and analysis of the results were undertaken using SPSS software. Meme-making was found to be an inclusive learning activity with no limitations, including age (part-time, distance learning and visually impaired students were not part of the study parameters). Results showed that not only did students find the practice fun, but it also helped with the retention of the class content suggesting that the meme-making process is an effective way to enhance the learning environment while engaging students. Student feedback suggests that to maximise participation the educator should stress reflection and learning as the key purpose of generating a meme, rather than being witty or entertaining. The forensic science educator should be mindful of selecting appropriate subject matter for this often-humorous activity