As a practitioner and an educator, Chapter 8 was particularly significant. Here's what we should all know - here's what we're all responsible for knowing.
"Forensic Examiners must understand the principles, practices, and contexts of science, including the scientific method. Training should move away from the reliance on the apprentice-like transmittal of practices to education ..."
10 years later, has the situation changed? 10 years later, there are a ton of "apprentice-like" certification programs and just a handful of college programs. College programs are expensive and time consuming. Mid-career professionals don't have the time to sit in college classes for years. Mid-career professionals don't have the money to pay for college. Those that have retired from public service and "re-entered" their profession on the private side face the same challenges.
Years ago, I designed a curriculum set for an undergraduate education in the forensic sciences. It was designed such that it could form the foundation for graduate work in any of the forensic sciences - with electives being being discipline specific. I made the rounds of schools. I made the rounds of organizations like LEVA. I made my pitch. I got nowhere with it. Colleges are non-profit in name only, it seems.
To address the problems of time and money, as well as proximity, I've moved the box of classes on-line. The first offering is out now - Statistics for Forensic Analysts. It's micro learning. It's "consumer level," not "egg head" level. It's paced comfortably. It's priced reasonably. It's entirely relevant to the issues raised in the NAS Report, as well as the issues raised in this month's edition of Significance Magazine.
I encourage you to take a look at Statistics For Forensic Analysts. If you've read the latest issue of Significance, and you have no idea what they're talking about or why what they're talking about is vitally important, you need to take our stats class. Check out the syllabus and sign-up today.
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