A Study of the FEPAC Accredited Graduate Forensic Science Programs\u27 Curricula

The National Institute of Justice (1999) and the National Academy of Sciences (2009) recommended that forensic science training shift from on-the-job training to formal education. However, the reports cited inconsistencies in the curricula of the forensic science degree programs as an impediment to this. The Forensic Science Education Programs Accreditation Commission (FEPAC) Standards were created to address this issue; however, no studies have been conducted to determine how the accreditation standards have been implemented by the FEPAC accredited graduate programs. This study evaluated the self-study responses (n=11) and website information (n=17) specific to FEPAC’s Graduate Curriculum Standards to determine how the graduate programs fulfilled the FEPAC Graduate Curriculum Standards. This study also determined to what extent inconsistencies or consistencies exist among the accredited graduate programs’ curricula. This study found that although FEPAC Accredited Graduate Forensic Science Programs exhibited differences (unique characteristics) among their curricula, they did not as whole exhibit significant inconsistencies (lack of agreement). All the graduate programs covered the natural sciences particularly as the areas related to forensic science, such as forensic chemistry and forensic biology. However, the programs’ coverage of the comparative sciences, such as firearms and questioned documents was limited. Evaluation of the eleven FEPAC self-study reports revealed that on average these programs exceeded the required ten instructional hours specified by FEPAC as core forensic science topics required of all accredited graduate forensic science programs. All programs in this study required students to complete an independent research project as their capstone experience whether thesis or non-thesis. Additionally, all programs included a requirement for students to attend a graduate seminar where students presented their independent research findings. Admissions requirements were similar for all programs with the exception of the prerequisite courses required for entry into the graduate program. The study found the FEPAC Accredited Graduate Forensic Science Programs’ curricula consistent with unique characteristics among the graduate programs. The curricula were rigorous, scientific-based, and discipline specific

Dealing with abstraction: Case study generalisation as a method for eliciting design patterns

Developing a pattern language is a non-trivial problem. A critical requirement is a method to support pattern writers with abstraction, so as they can produce generalised patterns. In this paper, we address this issue by developing a structured process of generalisation. It is important that this process is initiated through engaging participants in identifying initial patterns, i.e. directly dealing with the 'cold-start' problem. We have found that short case study descriptions provide a productive 'way into' the process for participants. We reflect on a 1-year interdisciplinary pan-European research project involving the development of almost 30 cases and over 150 patterns. We provide example cases, detailing the process by which their associated patterns emerged. This was based on a foundation for generalisation from cases with common attributes. We discuss the merits of this approach and its implications for pattern development

Panel criteria and working methods

"This document sets out the assessment criteria and working methods of the main and sub-panels for the 2014 Research Excellence Framework. The deadline for submissions is 29 November 2013" -- front cover

An organization overview of pedagogical practice in work-integrated education

Tertiary curriculum design has increasingly emphasized work-integrated learning (WIL) opportunities. This qualitative study provides an overview of a variety of WIL activities at Massey University, New Zealand. Descriptive comments, provided through interviews with fifteen academic supervisors from disciplines ranging from the applied sciences through social sciences to business, education and creative arts, highlight the following six factors to be considered in the resourcing of WIL programs. Themes related to set-up include placement requirements, support, selection, location, and risk management issues. Student preparation involves pre-requisite theoretical knowledge, general career preparation (CV & interview skills) and readiness for practice. With respect to supervision, an on-campus academic mentor and a work-place supervisor are both important to the student. Competencies linked to team work and professional standards include self-confidence, communication and people skills. The teaching pedagogies used include lectures and labs, oral presentations, scenario-based-learning and project work. Assessment involved a learning contract, reflective journal, oral presentation, and final report