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.

Teaching old presumptive tests new digital tricks with computer vision for forensic applications.

Presumptive (or 'spot') tests have served forensic scientists, law enforcement, and legal practitioners for over a hundred years. Yet, the intended design of such tests, enabling quick identification of drugs by-eye, also hides their full potential. Here, we report the development and application of time-resolved imaging methods of reactions attending spot tests for amphetamines, barbiturates, and benzodiazepines. Analysis of the reaction videos helps distinguish drugs within the same structural class that, by-eye, are judged to give the same qualitative spot test result. It is envisaged that application of these results will bridge the existing suite of field and lab-based confirmatory forensic tests, and support a broader range of colorimetric sensing technologies.

Lockdown labs: Pivoting to remote learning in forensic science higher education.

Forensic Science training and education is reliant on the application of knowledge to casework scenarios and the development of key practical skills that provide a platform for career development in the field. The COVID-19 pandemic introduced a number of challenges to effectively deliver practical content online and remotely, whilst still meeting intended learning outcomes, accreditation requirements, and attaining a high level of student engagement and experience. The MSc Forensic Science programme featured in this study is a one-year degree programme with a strong emphasis on the practical elements of forensic science, and a diverse international student cohort. Therefore, the restrictions associated with the pandemic made it very difficult not only to plan the delivery of material but also to adapt the content itself for effective online and remote learning. By focusing on the intended learning outcomes, a number of innovative teaching practices were developed to successfully transition from face-to-face teaching to online and remote delivery. A range of online and practical resources were developed, including a laboratory home kit, demonstration videos, online practical technique simulations (produced by Learning Science), data analysis tasks, and interactive workshops and activities, all designed to consolidate student learning and build confidence, in preparation for such a time that on campus practical teaching could resume. The initial feedback received from these activities from both staff and students was extremely positive and the transition from classroom to online teaching was a success, as reflected in student attainment and later student feedback. Students reported that they had a better understanding of what was expected of them, including knowledge of protocols and techniques, and felt much more confident moving into the next stage of their learning development. Even though the practical laboratory sessions were the most significantly affected by the restrictions associated with the pandemic, and resulted in reduced interaction for the students, this was counteracted by virtual sessions and workshops, which gave students the opportunity to engage with each other and communicate their thoughts and opinions, ultimately building key presentation and group working skills. This case study will detail the pivot to remote learning, as well as critically evaluating the feedback from students and discussing the changes that are likely to be retained as longer-term teaching practices, versus those that were a necessary temporary addition or adjustment in response to the pandemic.

Do we need a forensic science teaching network?

The challenging events of the past year have forced those of us working in higher education to adapt our teaching practices to conform to the restrictions put in place. For many this has been an opportunity to take a fresh view of the way material has been delivered in the past, and critically reflect on how it might be delivered in the future. There has been an explosion of innovative ideas and the introduction of support networks such as '#RemoteForensicCSI' to aid with sharing these new innovations and examples of good practice. However, the past year has also helped to highlight a lack of an established network that could support the teaching of forensic science in the UK. Teaching networks within the UK exist for related disciplines, such as the Royal Society of Chemistry's Higher Education Chemistry Teaching Network, but no network focuses on the teaching challenges specific to forensic science. Such a network could help to address the gap in pedagogical research to help support more effective teaching and give learners the best opportunities possible. This would complement the work of the Chartered Society of Forensic Science including upholding accreditation standards and the existing Link Member Scheme, whilst providing an environment to specifically support the teaching of forensic science. Any network could also look to link with other networks internationally such as the Council of Forensic Science Educators in the USA and identify examples of good practice worldwide that could be used to enhance and inform forensic science teaching in the UK. The teaching of forensic science is multifaceted with a need to strike a balance between practical skills and theoretical knowledge. Like many vocational courses forensic science teaching staff have a diverse range of backgrounds, encompassing both academic and practitioner experience. This results in a range of experiences and approaches to teaching and delivery, creating a fantastic melting pot for ideas, but outlets for sharing these innovative approaches are limited. This article will highlight some of the pedagogical gaps within forensic science teaching and areas that we could learn from. Most importantly, it will issue a clarion call to those working in this area to push for a UK Forensic Teaching Network.

An assessment of a portable cyanoacrylate fuming system (LumiFume™) for the development of latent fingermarks.

The effectiveness and suitability of a portable cyanoacrylate fuming system (LumiFume™) with Lumicyano™ at detecting latent fingermarks was assessed. The first phase of the study compared the LumiFume™ system with traditional cabinet fuming and black/white powder suspension for the development of latent fingermarks on a variety of surfaces (glass, plastic bin bag, laminated wood and tile) by means of depletion series' from 10 donors and four ageing periods (1, 7, 14 and 28 days). The portable fuming system provided superior quality of developed marks on glass and laminated wood whereas powder suspension was better on bin bags and all three techniques were comparable on tile. A decrease in mark quality was recorded from 1 to 14 days for the fuming techniques before an increase at 28 days. Lumicyano™ fluorescence stability studies over a 28 day period by means of depletion series' on glass slides and plastic bin bags revealed better quality marks for the portable system LumiFume™; however, storing marks under light conditions expedited deterioration for both systems. All marks developed with Lumicyano™ were subsequently treated with BY40 resulting in further improvement in mark quality for all substrates and ageing periods, with the exception of laminated wood which absorbed the fluorescent stain reducing the contrast in the process. The second phase of the study consisted of a pseudo-operational trial on 300 various substrates (e.g. glass bottles, aluminium cans, plastic bags) recovered from recycling bins. LumiFume™ and Lumicyano™ yielded 1469 marks whereas Lumicyano™ cabinet fuming and powder suspension yielded 1026 and 641 marks respectively. Similar to the first phase of the study, further treatment of the Lumicyano™ treated marks with BY40 resulted in further quality improvement as well as additional new marks. The LumiFume™ system produced results at least equivalent to the traditional cabinet fuming with Lumicyano™ highlighting its potential for implementation into casework to process crime scenes.