Current issues in forensic science higher education

Abstract

An assessment of the forensic sciences, published in 1999 by the National Institute of Justice (NIJ), described the educational and training needs of the forensic science community as “immense” [1]. This immense need has developed over the last two decades by the unprecedented demand of the criminal justice system for crime laboratory services due in large part to the implementation of forensic DNA testing. As a result of this demand, local, state, and federal government resources have been allocated to expand laboratory services, although the availability of individuals with the requisite skills and education to fill new positions is severely limited. To try and meet this need, undergraduate and graduate forensic science programs have developed at an unparalleled rate over the last decade in both the USA and abroad. An examination of the American Academy of Forensic Sciences website (www.aafs.org) reveals over 100 forensic science programs leading to a bachelor’s degree in the USA with 30 such programs listed from other countries. In addition, over 50 programs leading to a master’s degree in forensic science or a related discipline in the USA alone are listed. Considering that the vast majority of these programs did not exist a decade ago is cause for optimism about the future of forensic science. At the same time, however, this rapid growth is cause for concern about the quality of many of these programs. Do we need forensic science academic programs?