American Academy of Forensic Sciences

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American Academy of Forensic Sciences

Forensic Science Education

Programs Accreditation Commission

(FEPAC)

ACCREDITATION STANDARDS

Adopted by FEPAC – May 16, 2003

Approved by the AAFS Board of Directors – August 9, 2003

Revised by FEPAC – November 9, 2012

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FORENSIC SCIENCE EDUCATION PROGRAMS

ACCREDITATION COMMISSION

ACCREDITATION STANDARDS

FORENSIC SCIENCE EDUCATION PROGRAMS

ACCREDITATION COMMISSION

ACCREDITATION STANDARDS

1.0 INTRODUCTION

1.1 Mission

The mission of the Forensic Science Education Programs Accreditation Commission (FEPAC) is to maintain and enhance the quality of forensic science education through a formal evaluation and accreditation system for college-level academic programs that lead to a baccalaureate or graduate degree.

1.2 Purpose

The purposes of FEPAC are:

• To use the National Institute of Justice Technical Working Group for Education and Training in

Forensic Science (TWGED) and the TWGED-DE curriculum guidelines to develop, to implement, to maintain, and to enhance rigorous, consensus educational standards for undergraduate and graduate forensic science programs at accredited institutions of higher education;

• To develop and to implement a set of well-defined procedures for evaluating forensic science

programs against those standards; and,

• To encourage self-evaluation and continual improvement of forensic science education programs

through the accreditation process.

1.3 History

The American Academy of Forensic Sciences (AAFS) was established in 1948 to promote education for and research in the forensic sciences; to encourage the study, improve the practice, elevate the standards, and advance the cause of the forensic sciences; to promote interdisciplinary communications; and to plan, organize, and administer meetings, reports, and other projects for the stimulation and advancement of these and related purposes.

An assessment of forensic sciences published in 1999 by the National Institute of Justice (NIJ), entitled “Forensic Science: Review of Status and Needs,” described the educational and training needs of the forensic science community as “immense.” Among the recommendations contained in the report was the establishment of the following:

• National standards for education in forensic sciences;

• An independent, community-wide, consensus-building, standard-setting body such as a technical working group for education in forensic sciences; and

• An accreditation system for forensic science education programs.

The NIJ established a technical working group for education and training in forensic sciences (TWGED) in 2001 for the purpose of recommending sample curricular guidelines for educational programs in forensic sciences. The results of TWGED’s deliberations were delineated in a research report published in 2003, entitled “Education and Training in Forensic Sciences: A Guide for Forensic Science Laboratories, Educational Institutions, and Students.”

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Acknowledging the importance of an accreditation system for academic programs built on the foundation of TWGED, the AAFS in 2002 established an ad hoc committee, called Forensic Education Program Accreditation Committee, to explore issues related to the development of such an accreditation system. In 2004, the Forensic Science Education Programs Accreditation Commission became an official standing committee of the AAFS and awarded its first accreditation in February 2004.

A second NIJ technical working group on education and training for digital evidence published its reports in 2007. In 2009 a committee composed of four FEPAC Commissioners and four representatives from academic and practitioner digital evidence programs began the process of incorporating standards for digital evidence forensic science programs into the FEPAC Standards.

1.4 Scope of Accreditation

• FEPAC accredits forensic science education programs that lead to a bachelor’s or master’s degree in

forensic science or in a natural or computer science with a forensic science concentration.

• An eligible forensic science program must be located in a regionally accredited institution of higher

education that requires state, province, or equivalent approval.

• Forensic Science programs outside the United States are also eligible if they do not have an

established forensic science education accreditation system in their jurisdiction.

FEPAC promotes academic quality through formal accreditation of forensic science programs in the United States. All programs that FEPAC accredits are located within institutions that are accredited by a regional accreditation organization. The FEPAC accreditation process and policies employ rigorous, consensus standards that assure and advance academic quality at accredited institutions.

To ensure the accreditation requirements are valid and relevant indicators of the quality of education, FEPAC reviews its Accreditation Standards and Policies & Procedures on a regular schedule. In addition, FEPAC commissioners and on-site evaluators are trained on the various aspects of the accreditation process as a measure to promote reliability in application of the standards. Education programs are also monitored through annual reports to ensure continuous compliance with quality measures.

2.0 OVERVIEW OF THE STANDARDS

FEPAC accreditation standards guide and inform all aspects of the FEPAC accreditation program. The standards are divided into three parts: general standards that all programs must meet, undergraduate program standards, and graduate program standards.

3.0 GENERAL STANDARDS FOR ALL PROGRAMS

3.1 Eligibility

To be eligible for FEPAC accreditation or re-accreditation, a forensic science program shall document that: 1. The institution offering the program is regionally accredited, and,

2. The degree awarded upon successful completion of the program is at least a bachelor’s degree in one of the following:

• Forensic Science • Digital Forensics

• A degree in one of the following disciplines with a concentration in forensic science or digital forensics:

• Computer Science

• Computer/Electrical Engineering • Information Systems

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• Information Technology • A natural science

3. A program seeking FEPAC accreditation shall have graduated at least two classes before the Application for Accreditation (FEPAC Form 5.1) is submitted.

3.2 Planning and Evaluation

The program shall have an explicit process for evaluating and monitoring its overall efforts to fulfill its mission, goals, and objectives; for assessing its effectiveness in serving its various constituencies; for modifying the curriculum as necessary, based on the results of its evaluation activities; and for planning to achieve its mission in the future. Toward this end, the program shall conduct at regular intervals an analytical self-evaluation that responds to the FEPAC standards and includes a summary statement both of the program’s strengths and weaknesses with regard to each standard and of the program’s performance with respect to student achievement. The program evaluation system shall include at least the following elements:

1. An analysis of the results of the student’s performance in a capstone experience; e.g., an evaluation of forensic science standardized test results, publications and/or reports; 2. Exit questionnaire and interview of graduates;

3. Post-graduate assessment, such as job placement surveys; and

4. The program must demonstrate how collected information is used in the evaluation and development of the program to meets its stated mission, goals, and objectives.

3.3 Institutional Support

The program shall receive adequate support from the institution. As with other natural or computer science programs, the financial resources available to the program shall be sufficient to allow the program to achieve its mission, goals, and objectives. Classrooms, laboratories, and other program facilities, including

equipment and supplies, shall be adequate for the size and scope of the program. Instructional and support services for the program shall also be adequate.

3.4 Faculty

All faculty members shall be appropriately qualified, by education and experience, to implement the

instructional program. The scientific and educational capabilities of the faculty should be distributed over the major areas of the program. Forensic science faculty includes any faculty or instructional staff member who teaches a forensic science course or a support course designed specifically for the program.

• The number of faculty members shall be sufficient to ensure regular offerings of all courses needed for the degree program. Students shall not experience delays in graduating because of lack of course offerings. • Faculty members with working experience in a forensic science laboratory are preferred. However, over

reliance on part-time or adjunct faculty members may be deemed inadequate institutional support. o Full-time faculty teaching in graduate programs shall have demonstrated research activity

appropriate to their institution's mission.

o At least 50% of the full-time forensic science faculty shall have an appropriate doctoral degree. o Full-time faculty members shall oversee all coursework and ensure its applicability to the

program’s mission, goals, and objectives.

o At least 50% of the forensic-science credit hours in a program (4.3.1c / 4.3.1d or 4.3.2c / 4.3.2d for undergraduate programs and 5.3 for graduate programs) must be taught by full time faculty. • The program shall have well-defined policies and procedures to recruit, appoint, and promote qualified

faculty, to evaluate the competence and performance of faculty, and to support the professional development and advancement of faculty.

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3.5 Student Support Services

The program shall provide adequate student support services including mentoring, academic advising, and career and placement services. The program shall also provide an environment and culture that are congruent with professional standards and behaviors.

3.6 Recruiting and Admissions Practices, Academic Calendars, Catalogs, Publications,

Grading, and Advertising

The program shall have policies and procedures for student recruitment and admissions that locate and select qualified individuals who have the educational prerequisites and the interest and motivation to pursue careers in forensic science. These policies and procedures shall identify the scientific background necessary and clearly define the expectations for admission to, continuation in, and completion of the program. All statements made about the program in any promotional advertising, catalogs, or other institutional

publications shall be accurate. In addition, the student shall be advised of the typical suitability requirements particular to employment in the field. Specifically, students should be advised that background checks similar to those required for law enforcement officers are likely to be a condition of employment (Reference: NIJ Report NCJ 203099 – “Qualifications for a Career in Forensic Science,” pp.7-10).

If pursuing a career as a forensic DNA analyst, nine cumulative hours of course work in biochemistry, molecular biology, and genetics is required; course work in population genetics is desirable. Employers will require documentation, such as a syllabus, for course work with other titles.

The program shall ensure that all students receive timely and accurate information about the academic calendar, required coursework and degree requirements, grading policies and satisfactory academic progress, and other relevant academic policies.

All application, admission, and degree-granting requirements and regulations shall be applied equitably to individual applicants and students regardless of age, sex, race, disability, religion, or national origin.

3.7 Record of Student Complaints

The program shall have a procedure for handling student complaints. At a minimum, this procedure shall include informing students of their right to file a complaint with the college or university and providing students with the institution’s procedures for filing such a complaint.

The program shall maintain a record of all complaints it receives, as well as the resolution of those

complaints. The program shall make this record available to members of the on-site evaluation team during the on-site visit.

3.8 Distance Learning and Other Alternative Delivery Mechanisms

FEPAC considers distance learning to be one of several acceptable forms of instructional methodology. Therefore, FEPAC does not maintain separate standards for distance learning or other alternative delivery

mechanisms and expects all programs to meet the same standards for accreditation, regardless of the instructional methodology used.

FEPAC acknowledges that laboratory-based instruction is integral to any science-based discipline such as forensic science. Therefore, any program that offers at least some instruction via distance learning shall demonstrate that it includes an appropriate laboratory experience for all students.

3.9 Success with Respect to Student Achievement

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problem-solving skills necessary for success in a modern crime laboratory. The program may do this through the use of a formal, objective tool, such as the Forensic Science Assessment Test from the American Board of Criminalistics, or through other appropriate pre-graduation assessment measurements.

The program shall also document its record of student performance, as measured by post-graduate assessments, and any additional outcome measures the program may use to assess student progress and achievement. These records shall be maintained for at least five years after student graduation.

At least one measure of student achievement must be listed on the program’s website. The measure(s) to be placed on the website are determined by the institution or program and should be updated annually. The measures of student performance listed on the program’s website must also be listed on the annual report to FEPAC.

3.10 Professional Involvement

The program shall provide service to the forensic science profession and to the community through some combination of communication, collaboration, consultation, technical assistance, continuing education programs, and any other means it may have for sharing the program’s professional knowledge and competence. The purpose of this involvement is to provide opportunities for faculty and students to contribute to the

advancement of the field of forensic science, and to maintain program currency and credibility with practitioners and forensic science laboratory administrators.

3.10a

Interaction with Forensic Science Laboratories

The program shall demonstrate formal, regular interaction with at least one operational forensic science

laboratory. This interaction must be on-going and documented. This relationship must take the form of two or more of the following:

1. Student internships;

2. Training opportunities where the program provides instruction to laboratory personnel; 3. Faculty serving on laboratory advisory committees;

4. Coordinated research initiatives between the laboratory and academic program; 5. Professional activities coordinated between the laboratory and the academic program; 6. Laboratory personnel serving in an advisory capacity to the academic program.

3.10b Interaction with Forensic Science Organizations

The program shall demonstrate formal, regular interaction with at least one professional forensic science organization.

4.0 UNDERGRADUATE PROGRAM STANDARDS

An undergraduate forensic science program shall provide a basic foundation in the scientific and laboratory problem-solving skills necessary for success in a modern forensic laboratory. Such a program shall combine rigorous scientific and laboratory training with exposure to the breadth of forensic science disciplines, including forensic science practice, law enforcement, and ethics.

4.1 Mission, Goals, and Objectives

The undergraduate forensic science program shall have a clearly formulated mission with well-defined supporting goals and educational objectives. The mission statement should be a clear and succinct

representation of the program’s purpose for existence, its philosophies, goals, and ambitions. The mission shall be appropriate to the institution and consistent with the goals and objectives of the forensic science community to produce a technically skilled and educated workforce. The goals and objectives shall be clearly specified, consistent with the mission, and appropriate in light of the degree(s) awarded.

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The undergraduate forensic science degree should not necessarily be viewed as a terminal degree but as a preparation for a variety of graduate and professional degrees including clinical and analytical chemistry, medicine, law, and biomedical research and advanced degrees in forensic science.

4.2 Undergraduate Admission Requirements

At a minimum, a high school diploma or GED shall be required for admission into a forensic science undergraduate program. Additionally, a program shall be in place to assist and advise entering students to ensure that they have the requisite background in science and mathematics for success in the degree.

4.3 Curriculum

For general forensic science programs with emphasis in chemistry, biology, or toxicology, standards 4.3.1a through 4.3.1d should be followed. For forensic science programs with an emphasis on digital evidence, standards 4.3.2a through 4.3.2d should be followed.

No course may be used to satisfy more than one of the standards in 4.3.1a-d or 4.3.2a-d.

4.3.1 General Curriculum

The undergraduate program in forensic science shall offer a coherent curriculum that reflects the mission and goals of the program and provides the student with the appropriate skills requisite for the bachelor’s degree. The curriculum shall, at a minimum, ensure that each student:

1. Obtain a thorough grounding in the natural or computer sciences;

2. Build upon this background by taking a series of more advanced science classes; and 3. Develop an appreciation of issues specific to forensic science through course work and laboratory-based

instruction.

The following topics must be covered in the curriculum: • Courtroom testimony

• Introduction to law • Quality assurance • Ethics

• Professional practice

• Evidence identification, collection, processing • Survey of forensic science

Normally, a topic will involve multiple class meetings and may involve multiple learning modalities, such as lectures, laboratories, and demonstrations. Evaluation of student mastery of each topic may be done through a number of modalities, but the topic material must be specifically addressed in a syllabus and assessed.

The program shall have clear procedures for assessing and documenting each student’s progress toward fulfillment of these objectives.

4.3.1a-d Specific Curricular Requirements

The specific curricular requirements that follow are based on the fact that most forensic scientists work in areas such as drug analysis, trace analysis, firearms and toolmarks, and forensic biology. Students seeking to work in alternative areas of forensic science, such as computer analysis, latent print recovery and comparison, or crime scene reconstruction, will require other curricula or further training.

Because certain forensic science disciplines require more rigorous coursework than the minimum described below, in particular, more biology and chemistry, the program shall ensure that its curriculum is adequate to prepare students for specialization in subdisciplines of forensic science such as forensic biology, forensic chemistry, toxicology, or pattern evidence examination.

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4.3.1a Natural Science Core Courses

Biology: at least one course, which includes an associated laboratory, in biology for science majors (4 semester hours).

Physics: at least two courses, each of which includes an associated laboratory, in physics for science majors (8 semester hours). Note: Calculus-based physics is preferred but not required.

Chemistry: at least four courses, each of which includes an associated laboratory. Two of the courses shall be in general chemistry for science majors (8 semester hours), and two shall be in organic chemistry for science majors (8 semester hours).

Mathematics: at least one course in differential and integral calculus (3 semester hours) and at least one course in statistics (3 semester hours).

4.3.1b Specialized Science Courses

A minimum of 12 additional semester hours in more advanced coursework in chemistry or biology. Note: These classes shall be consistent with the degree program and shall meet the needs of students specializing in sub disciplines of forensic science. At least two of the classes shall include laboratory training.

Examples of specialized science courses include • Biochemistry • Molecular biology • Genetics • Population genetics • Inorganic chemistry • Analytical/quantitative chemistry • Physical chemistry • Instrumental analysis • Cell biology • Pharmacology • Microbiology

4.3.1c Forensic Science Courses

A minimum of 15 semester hours in forensic science coursework must be covered in the curriculum.

Of these 15 hours, 9 semester hours shall involve classes in forensic chemistry, forensic biology, physical methods, or microscopy and contain a laboratory component. Forensic science internships or independent study/research may not be used to fulfill the 9 semester hours containing the laboratory component.

4.3.1d Additional Courses

A minimum of 19 additional semester hours of advanced, upper level courses that provide greater depth in the student’s area of specialization beyond an introductory level in the program are required. Students can use these additional courses to begin to specialize along a forensic science discipline track.

4.3.2 General Baccalaureate Curriculum Requirements for Digital Evidence Programs

The specific curricular requirements that follow are based on the fact that most digital forensic scientists work in areas such as electronic discovery, criminal investigation, litigation support, information security, incident response, and policy compliance. Students seeking work in alternative areas of forensic science such as drug analysis, trace analysis, firearms and toolmarks, forensic biology, or crime scene reconstruction will require other curricula or further training.

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Because certain digital forensic science disciplines require more rigorous coursework than the minimum described below, particularly more computer science, mathematics and networking, the program shall ensure that its curriculum is adequate to prepare students for specialization in sub-disciplines of digital forensic science such as network forensics, audio and video forensics, mobile device forensics, anti-forensics, or malware analysis.

In addition, the curriculum must cover the following topics related to forensic science: • Courtroom testimony

• Introduction to law • Quality assurance • Ethics

• Professional practice

• Evidence identification, collection, processing • Survey of forensic science

4.3.2a Computing and Information Science and Technology Core Courses

A minimum of 24 semester hours of coursework shall include the following topics: • Computer organization and architecture

• File systems and operating systems • Computer networking

• Information, computer, network or enterprise security • Programming theory and languages

• Statistics

• Data structures/database design

• Web or mobile application design and development • Technical writing

4.3.2b Specialized Digital Forensic Science Courses

A minimum of 24 semester hours is required in digital forensic science course work that covers the following topics: identification, acquisition, authentication, examination, analysis, and reporting. Courses in computer forensics, network forensics and a capstone experience are required.

Internships or independent study/research courses may be used to fulfill up to three hours of this requirement.

4.3.2c Forensic Science Courses

A minimum of 15 additional semester hours is required in courses that provide greater depth in the student’s area of specialization.

4.3.2d Additional Courses

A minimum of 15 additional semester hours of advanced, upper level courses that provide greater depth in the student’s area of specialization beyond an introductory level in the program are required. Additional semester hours to complete the minimum of 120 semester hours are to be defined by the individual institution.

4.4 Program Director

The program director shall be a full-time faculty member at the academic institution, appropriately qualified to meet the program’s stated mission, goals, and objectives, and to provide leadership in forensic science

education, research, and other scholarly activities so that students are adequately prepared for forensic science practice. The program director shall meet the following requirements:

1. Minimum of a Master’s or professional degree appropriate for a forensic science program, and at least three years relevant experience as a forensic-science practitioner in an operational forensic science

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laboratory setting (the three years not including any training period); OR earned doctorate in an appropriate discipline, and three years experience as an academic forensic scientist that includes appropriate educational, research and service contributions to forensic science

2. Documented management experience appropriate to the duties assigned to the position.

5.0 Graduate Program Standards

A graduate forensic science program shall provide advanced education in the scientific and laboratory problem-solving skills necessary for success in a modern forensic laboratory. Such a program shall combine rigorous scientific and laboratory training with exposure to the breadth of forensic science disciplines, including forensic science practice, law enforcement, and ethics.

5.1 Mission, Goals, and Objectives

The graduate forensic science program shall have a clearly formulated mission appropriate to the institution and shall include teaching and learning, research, and service. The mission statement should be a clear and succinct representation of the program’s purpose for existence, its philosophies, goals, and ambitions. The mission shall be appropriate to the institution and consistent with the goals and objectives of the forensic science community to produce a technically skilled and educated workforce. The goals and objectives shall be clearly specified, consistent with the mission, and appropriate in light of the degree(s) awarded.

5.2 Graduate Admission Requirements

A bachelor’s degree in a forensic or natural science, computer science, computer electronic or electrical engineering, information systems or information technology (or its equivalent coursework in a relevant field) shall be required for entrance into the appropriate graduate forensic science program. Undergraduate work should be evaluated to determine if the applicant has sufficient scientific or technical background to successfully complete the graduate program.

5.3 Curriculum

The graduate program in forensic science shall offer a coherent curriculum that reflects the mission and goals of the program.

5.3.1 General Curricular Requirements

The curriculum shall, at a minimum, ensure that each student:

1. Develop an understanding of the areas of knowledge that are essential to forensic science;

2. Acquire skills and experience in the application of basic forensic science concepts and of specialty knowledge to problem solving;

3. Be oriented in professional values, concepts and ethics; and

4. Demonstrate integration of knowledge and skills through a capstone experience, such as a formal, objective tool, (e.g., the American Board of Criminalistics Forensic Science Aptitude Test), or other comprehensive examination, thesis, and/or research projects.

The program shall define clear learning objectives for each discrete component of the curriculum. The program shall have clear procedures for assessing and documenting each student’s progress toward the fulfillment of these learning objectives and toward readiness for forensic science practice.

The program shall provide students with the basic knowledge necessary for effective testimony as an expert witness, and each student shall participate in practical experiences where they will render expert testimony,

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e.g., moot court.

For general forensic science programs with emphasis in chemistry, biology, or toxicology, standards 5.3.1a-d should be followed. For forensic science programs with an emphasis on digital evidence, standards 5.3.2a-d should be followed.

5.3.1a-d Specific Topic Requirements within the Curriculum

The curriculum shall include the topics described in standards 5.3.1a-d for traditional forensic science programs.

5.3.1a Core Forensic Science Topics

The following topics must be part of the curriculum: • Crime scene investigation

• Physical evidence concepts • Law/science interface

• Ethics and professional responsibilities • Quality assurance

• Analytical chemistry and instrumental methods of analysis • Drug chemistry/toxicology

• Microscopy and materials analysis • Forensic biology

• Pattern evidence

The emphasis on each topic should be appropriate in light of the degrees awarded. However, a minimum of 10 instructional hours must be spent on each topic.

5.3.1b Courses in Specialized Areas

The curriculum must include graduate-level science courses appropriate to the specialization, track(s) and/or concentration(s) offered by that institution. For example, courses covering the topics of molecular biology and population genetics, advanced analytical chemistry, toxicology, and materials analysis may be appropriate.

5.3.1c Graduate Seminar

A formal seminar, which is a requirement of a course, presented by invited experts, faculty, and/or students covering topics such as published work, original research, and other relevant topics must be offered.

5.3.1d Research

Each student is required to complete an independent research project. The research project shall culminate in a thesis or written report of publishable quality. The academic program must have written guidelines for the format of the thesis/report and for the evaluation of the oral presentation.

Each student is required to have a committee of at least three individuals who are responsible for mentoring the project. One member of the student’s research committee must be a full-time faculty member of the program. The other two members can include full or part-time faculty, forensic practitioners and others with specialized knowledge. At least one member of the committee must be external to the department sponsoring the research. In addition, each student must present the results of the work orally, in a public forum, before the committee. Presentations at professional meetings do not meet this requirement.

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provide the opportunity for faculty and students to contribute to the knowledge base of forensic science, including research directed at improving the practice of forensic science.

5.3.2a-d Specific Topic Requirements within the Curriculum for Digital Evidence Programs

The curriculum shall include the topics described in standards 5.3.2a through 5.3.2d.

5.3.2a Core Forensic Science Topics

The following topics must be part of the curriculum: • Crime scene investigation

• Physical evidence concepts • Law/science evidence

• Ethics and professional responsibilities • Quality assurance

• Forensic biology • Pattern evidence

• Hardware forensic concepts • Software forensic concepts • Network forensic concepts

5.3.2b Courses in Specialized Areas

The curriculum must include graduate-level science courses appropriate to the specialization, track(s), and or concentration(s) offered by that institution (e.g., network forensics, personal electronic device (PED) forensics, embedded device forensics, incident response, reverse engineering, multimedia forensics, legal issues,

information security, operational management). An advanced computer and network forensics course that requires a graduate course as prerequisite must be completed.

5.3.2c Graduate Seminar

A formal seminar, which is a requirement of a course, presented by invited experts, faculty, and/or students covering topics such as published work, original research, and other relevant topics must be offered.

5.3.2d Research

Each student is required to have a committee of at least three individuals who are responsible for mentoring the project. One member of the student’s research committee must be a full-time faculty member of the program. The other two members can include full or part-time faculty, forensic practitioners and others with specialized knowledge. At least one member of the committee must be external to the department sponsoring the research. In addition, each student must present the results of the work orally, in a public forum, before the committee. Presentations at professional meetings do not meet this requirement.

The research shall be conducted in an environment conducive to research and scholarly inquiry, and shall provide the opportunity for faculty and students to contribute to the knowledge base of forensic science, including research directed at improving the practice of forensic science.

5.4 Program Director

The program director shall be a full-time faculty member at the academic institution appropriately qualified by academic experience, research qualifications, and background in program administration to meet the program’s stated mission, goals, and objectives, and to provide leadership in forensic science education, research, and other scholarly activities so that students are adequately prepared for forensic science practice. The program director shall meet the following requirements:

1. Minimum of an earned Doctorate degree appropriate for a forensic science program, AND at least five years relevant experience as an academic forensic scientist that includes appropriate educational, research and service contributions to forensic science; OR at least five years relevant experience as a

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forensic-science practitioner, not including any training time in an operational forensic science laboratory setting

2. Documented research experience in a forensic science discipline or in methods and techniques adapted, validated and implemented by the forensic science community,

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FEPAC Glossary

(Graduation) Assessment measures (Std 3.2, 3.9)

Measures designed to evaluate the effectiveness of the educational program. Examples include graduate rate studies, job placement surveys, Forensic Science Assessment Test, etc.

Academic Calendar (Std 3.6)

The annual period designated by the educational institution that defines the beginning and ending of terms or semesters and includes all significant dates, deadlines, exam periods, or other calendar information related to the educational program.

Academic Forensic Scientists (Std 4.4 and Std 5.4)

Forensic scientists employed in an academic setting such as a College or University, generally in an instructional or research role.

Accreditation

A recognition signifying that the program meets all FEPAC standards. This status may be attained by programs seeking either initial or renewal of accreditation. Accreditation (initial or re-‐ accreditation) is for a five-‐year period.

Accreditation cycle (Commissioner’s Manual 3.2)

The annual timeline of phases involved in the FEPAC accreditation process. The period of time between the date that application for accreditation is received and the date of the FEPAC commission’s final action.

Accredited (Throughout)

Having received formal recognition and acknowledgment of adherence to quality standards of an accrediting body. A program which has received accreditation.

Adequate support (Std 3.3)

Demonstrated academic, administrative, and financial support of the educational program sufficient for the program to achieve the defined mission, goals, and objectives.

Adjunct Faculty (Std. 3.4)

FEPAC defines Adjunct faculty as non-‐tenure track faculty, generally employed as part-‐time instructors at colleges and universities, because they possess practical real-‐world experience that may benefit the educational program.

Administrative records

Records, whether electronic or hardcopy, related to the administration of the institution.

Administrative review

Review of educational program for consistency with mission, goals, and objectives as well as standards of conformity.

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Annual Reports (Std 1.4)

A yearly report by which the college or university objectively evaluates the achievement and progress towards meeting the institution's mission, goals, and objectives, as well as ensuring continuous compliance with FEPAC Standards. A required element of the report shall be a cover letter containing a declaration from the director of the accredited program of its on-‐going compliance with all accreditation requirements and the requirements of the Program’s own management system.

Appeal

A request by the program to FEPAC for reconsideration by that body of a decision it has made relating to that standard or request by a program for reconsideration of any adverse decision made by the accreditation body related to its desired accreditation status.

Appropriate doctoral degree (Std 3.4)

A Ph.D., J.D., M.D., or other Doctoral Degree in a course of study specific to the knowledge, skills, and education required for the professional practice in the fields of forensic science in the programs accredited by FEPAC.

Evaluator

A person assigned by an accreditation body to perform, alone or as part of an assessment team, an assessment of a program.

Audit

A systematic, independent, documented process for obtaining records, statements of fact or other relevant information and assessing them objectively to determine the extent to which specified requirements are fulfilled.

Capstone Experience (std 3.2, 4.3.2b, 5.3.1.4)

A final assessment designed to help demonstrate that the graduating student has the knowledge and skills commensurate with the degree awarded.

Certification (std. 2.3)

The recognition bestowed upon a group or individual recognizing their knowledge, skills, and competence in a particular field.

Civil law and procedure

The system of law concerned with private relations between members of a community rather than criminal, military, or religious affairs.

Coherent Curriculum (std. 4.3.1, 5.3)

A curriculum that is relevant, orderly, and consistent within the structure of the educational program and appropriately addresses the program’s missions, goals, and objectives.

Complaint

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conformity assessment body or accreditation body relating to the activities of that body, where a response is expected. An expression of concern or dissatisfaction from a student, faculty, or staff member to the Faculty, Program, Department, or University where a response is expected.

Constituencies

Individuals or groups, such as students, faculty, alumni, personnel, and the community that are served by or have an interest in the institution.

Contact hours (std. 4.3.1c)

A unit of measure that represents an hour of scheduled instruction given to students, and is related to the number of academic credits that will be awarded.

Corrective action

An action to eliminate the cause of a detected nonconformity or other undesirable situation.

Credit Hours (Std 3.12)

A unit of measure representing the equivalent of an hour (50 or 60 minutes) of lecture

instruction per week over the entire term. It is applied toward the total number of credit hours needed for completing the requirements of a degree, diploma, certificate or other award. Credit hours for instruction other than lecture (such as lab, recitation, practicum, etc.) may require different numbers of hours per week as defined by each institution.

Crime/forensic laboratory

A laboratory (with at least one full-‐time scientist) which examines physical evidence in criminal matters, issues test reports, and provides opinion testimony with respect to such physical evidence in a court of law.

Criminal law and procedure

A system of law concerned with the punishment of those who commit crimes.

Curriculum

An educational program consisting of a set of required and elective courses with credits that can be applied to an associate's, bachelors, masters, or doctoral degree. 2) a set of courses constituting an area of specialization.

Demonstrated Research Activity (Std 3.4)

An individual has conducted research activities that have been published in a relevant peer-‐ reviewed scientific journal and/or that have been presented at a relevant scientific meeting.

Denial of Accreditation (Comm. Man. 3.8)

A status signifying that the Commission has determined that the program does not meet the standards. This status may be assigned only to programs seeking initial accreditation.

Digital Forensic Science Courses (Std 4.3.2b)

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include identification, acquisition, authentication, examination, and analysis, of digital or multimedia evidence.

Digital Forensics (Std 3.1)

Forensic examination of digital and multi-‐media evidence. (from AAFS PPM)

Discipline

In the forensic science context, a major area of casework for which specialized knowledge and/or training is required.

Distance learning (Std. 3.8)

An educational course or program in which a majority of the instruction occurs with the

instructor and student in separate locations. This may include web-‐based methods, video conferencing, teleconferencing, correspondence, or other forms of delivery methods.

Documented Research Experience (Std. 5.4)

An individual has conducted research activities that resulted in an appropriate combination of publication in a relevant peer reviewed scientific journal, a formal scientific presentation at a relevant scientific meeting, or a successful peer reviewed grant of which there is a written record.

Eligible program

Forensic science education programs that lead to a bachelor’s or master’s degree in forensic science or in a natural science with a forensic science concentration are eligible for accreditation. FEPAC will also accredit bachelor’s or master’s degree programs or programs in a related area with a digital evidence concentration. The program must be located in a regionally accredited institution of higher education that requires state, province, or equivalent approval.

Ethics

The rules or standards governing the conduct of a person or the members of a profession: for example, medical ethics.

Evidence

Material, regardless of form, gathered for the purpose of gleaning information relevant to a criminal investigation.

Faculty

The instructional staff of a college or university. This includes all personnel, full-‐time or part-‐ time, participating in the instructional portion of an educational program. An educator who works at a college or university in an instructional capacity.

Forensic science

1) The application of science to matters of law. 2) The application of scientific knowledge and methodology to legal problems and criminal investigations.

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Forensic science concentration (Std 1.4)

A forensic science concentration refers to a specialization within a degree program such as chemistry or biology that has defined curricular requirements. Institutions define the number of credit hours of coursework that constitute a concentration.

Forensic Science Education Programs

Programs that lead to a bachelor's or higher level degree in Forensic Science or a Natural Science with a Forensic Science Concentration, or a Bachelor's Degree or higher with a Digital Forensic Science concentration.

Full-‐time (instructional) faculty

Those full-‐time members of the instructional/research faculty whose major regular assignment includes instruction, including those with released time for research. Also, includes full-‐time faculty for whom it is not possible to differentiate between teaching, research and public service because each of these functions is an integral component of his/her regular assignment.

Full-‐time science faculty (Std 3.4):

Those full-‐time members of the instructional/research faculty whose major regular assignment is science instruction, including those with released time for research. Also, includes full-‐time faculty for whom it is not possible to differentiate between teaching, research and public service because each of these functions is an integral component of his/her regular assignment.

GED (Std 4.2)

General Education Development high school equivalency certificate.

General Standards (Std 2.0, 3.0)

An acknowledged measure of comparison for quantitative or qualitative value; a criterion. For FEPAC purposes, General Standards are the criteria that all programs must meet in order to achieve accreditation.

Goals

The educational purpose which the institution or program strives to achieve.

Graduate Program Standards (Std 2.0, 5.0)

An acknowledged measure of comparison for quantitative or qualitative value; a criterion. For FEPAC purposes, Graduate Program Standards are the criteria that all Master's level or higher programs must meet in order to achieve accreditation.

Inspection

Examination of a program or institution and determination of its conformity with specific requirements or, on the basis of professional judgment, with general requirements.

Institutional support (Std 3.3)

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program to achieve its mission, goals, and objectives. Examples include sufficient laboratory facilities, equipment, and supplies.

Instructional Personnel (Std 3.4)

Staff whose primary function/occupational activity is primarily instruction or instruction combined with research and/or public service. (Source: IPEDS)

Internships (Std 3.10a, 4.3.1c, 4.3.2b)

Internships are full-‐time experiences for students in real-‐world settings for specified periods of time. They may have exposure to the workplace or research as the primary focus. In the FEPAC context, internships refer to these experiences in casework forensic science laboratories that conduct analyses relevant to the student’s program of study.

Laboratory experience (Std 3.8)

Knowledge gained through practical work experience in a laboratory setting for which an institution, through a formalized process, may analyze and award related academic credit to a student.

Laboratory training (Std 4.0, 4.3.1b, 5.0) / Laboratory-‐based instruction (Std 3.8, 4.3.1)

A component of a science course that includes laboratory-‐based learning experience (and includes laboratory health and safety).

Management Experience (Std 2.2, 4.4, 5.4)

Supervisory experience in a laboratory or academic position that includes setting and maintaining policy and procedures and operational and personnel decision making,

Mentoring (Advising) (Std 3.5, 5.3.1d, 5.3.2d)

Serving as a counselor or teacher, in academic or occupational settings.

Mission

The institution and/or program's stated purpose and philosophy, which is reflected in the daily academic and business practices and interactions with the constituents.

Multiple class meetings (Std 4.3.1, 4.3.2, 5.3.1a)

Instruction on a topic that takes place in more than one lecture, laboratory, or class meeting.

Multiple learning modalities (std 4.3.1, 4.3.2, 5.3.1a)

Differing methods of delivering instructional material. These methods may include but are not limited to instruction, laboratory experience, and demonstrations.

Natural Sciences (Std 3.1, 4.3.1a, 5.2)

Chemistry, biology and physics.

Objectives

Quality objectives are established to provide a focus to direct the organization. They determine the desired results and assist the organization to apply its resources to achieve these results. The quality

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objectives need to be consistent with the commitment to continual improvement, and their achievement needs to be measurable.

Other Instructional Personnel (Std 3.4)

Non-‐faculty personnel directly involved in instruction within the educational program. Examples may include teaching assistants, research assistants, and guest instructors or lecturers.

Part-‐time Faculty (Std 5.3.1d, 5.3.2d)

Those members of the instructional/research staff who are employed part-‐time and whose major regular assignment is instruction. Also, includes part-‐time faculty for whom it is not possible to differentiate between teaching, research and public service because each of these functions is an integral component of his/her regular assignment.

Physical Evidence Concepts (Std. 5.3.1a, 5.3.2a)

Concepts or fundamentals of physical evidence and its role in forensic investigations that include recognition, documentation, collection, handling, preservation, and approaches to analysis.

Policy (4.3.2)

A guiding principle, operating practice, or plan of action governing decisions made on behalf of an organization.

Post-‐graduate assessment (Std 3.2, 3.9)

A quantitative measure of documented student performance used to assess progress and achievement, such as job placement and employer surveys.

Practitioners (Std 3.10, 5.3.1d, 5.3.2d)

A person actively employed in a forensic science profession or discipline.

Procedure

A specified way to carry out an activity or a process (ISO 1700:2004).

Professional Degree (Std 4.1, 4.4)

A degree, typically beyond the associate's or bachelor's degree, that may include a master's or doctoral degree. The chosen field in which the degree is awarded generally determines the title of the degree. A professional degree is an academic degree that prepares the holder for a particular profession by emphasizing competency skills along with theory and analysis.

Professional standards (Std 3.5)

Standards of performance that people are expected to achieve in their work, and the knowledge and skills they need to perform effectively. (SSDA)

Program

1) A course of academic study; a curriculum. 2) A plan or system of academic and related or ancillary activities. A program is generally designed to lead to a degree.

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Program director

Full-‐time faculty member at the academic institution ultimately responsible for the leadership and implementation of the academic program.

Public Forum (Std 5.3.1d, 5.3.2d)

An opportunity to present research to the public and peers.

Qualified instructor

An instructor with education, knowledge and/or experience that meets or exceeds the criteria necessary to achieve the educational objectives of the program, usually within a particular subject matter area.

Quality

Degree to which a set of inherent characteristics fulfills requirements.

Quality assurance (4.3.1, 4.3.2, 5.3.1A, and 5.3.2a)

Those planned and systematic actions necessary to provide sufficient confidence that a laboratory’s product or service will satisfy given requirements for quality. (From A/L)

Quality control

Internal activities or activities conducted according to externally established standards, used to monitor the quality of analytical data and to ensure that it satisfies specified criteria. (From A/L)

Quality Measures (Std 1.4)

Assessment tools used to evaluate the quality of an educational program.

Regionally Accredited Institution of Higher Education (Std 1.4, 3.1)

An institution of higher education that has received accreditation from one of the six regional higher education accrediting bodies: Middle States Commission on Higher Education, New England Association of Schools and Colleges Commission on Institutions of Higher Education, North Central Association of Colleges and Schools, The Higher Learning Commission, Southern Association of Colleges and Schools (SACS) Commission on Colleges, Western Association of Schools and Colleges Accrediting Commission for Senior Colleges and Universities, and the Northwest Commission on Colleges and Universities.

Requirement

Need or expectation that is stated, generally implied or obligatory.

Research

Original laboratory or field based scientific work of publishable quality in the natural or forensic sciences which must include original data analysis, interpretation, and falsifiable hypothesis testing, but is not a social science project or exclusively a literature review or validation study.

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Research initiatives (Std 3.10a)

An act or strategy intended to address specific research questions usually between two organizations, such as an academic institution and a public or private laboratory.

Review

Verification of the suitability, adequacy and effectiveness of selection and determination activities, and the results of these activities, with regard to fulfillment of specified requirements (3.1) by an object of conformity assessment.

Self-‐study/self-‐evaluation

Self-‐assessment against a set of specified requirements or criteria. (Modified ISO) An

organization's self-‐assessment is a comprehensive and systematic review of the organization's activities and results referenced against the quality management system or a model of excellence. Self-‐

assessment can provide an overall view of the performance of the organization and the degree of maturity of the quality management system. It can also help to identify areas requiring improvement in the organization and to determine priorities.

Specialized Knowledge (Std 5.3.1d, 5.3.2d)

Knowledge of a certain field or discipline that an individual may possess from personal experience, education, or skills beyond that of a lay person.

Standards

Acknowledged measures of comparison for quantitative or qualitative value; criteria.

Student support services (Std 3.5)

Services whose primary purpose is to contribute to students’ emotional and physical well-‐being and to their intellectual, cultural, and social development outside the context of the formal instructional program. These support services may include mentoring, academic advising, and career and placement services. (Partial Source: IPEDS)

Substantive Change (Comm. Man.)

Any change that could adversely affect the accreditation status of the program. Examples may include: Any change in the established mission or objectives of the program, any change in the regional accreditation status, the addition of courses or programs that represent a significant departure, in either content or method of delivery, from those that were offered when FEPAC last evaluated the program, the addition of courses or programs at a degree or credential level above that which is included in the program’s current accreditation, a change in the number of credit hours required for successful completion of a program, or a change in program director.

Surveillance

System of conformity assessment activities as a basis for maintaining the validity of the statement of conformity and compliance with FEPAC standards.

American Academy of Forensic Sciences