The aim of this course is to promote critical thinking with regard to forensic science. Today, in general, most people are dazzled by the technical possibilities offered by forensic science. They somewhat live in the illusion that forensic evidence is fool proof and brings factual findings with 100% certainty. This course – given by specialists in the field – goes beyond the conventional image that is promoted through TV series such as CSI. It alerts (without alarming) the public on the limits of the techniques in order to promote a sound administration of forensic science in the criminal justice system. It allows participants to understand the importance of probabilistic reasoning in forensic science, because uncertainty is a constitutive part of forensic science. The course is constructed as a series of causes célèbres that could or have led to miscarriages of justice. Some of these cases have been part of case reviews carried out at the School of Criminal Justice of the University of Lausanne.
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Special thanks to our translators, in particular the University of Lausanne and the School of Criminal Justice sincerely thank Massimiliano Stabile (forensic biologist), Francesco Zampa (forensic chemist) and Giampietro Lago (forensic biologist) for the Italian translation of the course.
This first week will set the scene for the course. You will meet the instructors; learn about their background, teaching, research and casework activities. The School of Criminal Justice (University of Lausanne) will be shortly presented through a virtual visit, followed by the course objectives. The recent ENFSI guideline for evaluative reporting, used throughout the course, will be presented. ENFSI stands for the set of the good principles for writing forensic reports to be used in a court of law. The whole course aims at contrasting the practice as observed in notorious cases with the good practice promoted by the ENFSI guideline. Hence, we will start by setting out some reporting criteria that are essential to bring reliable evidence in court and explain the principles of interpretation (based on the concept of likelihood ratio) that should govern the production of any forensic evidence. The application of these principles leads to a defined way whereby the forensic scientist is entitled to speak to court.
What's included
12 videos7 readings1 assignment
Show info about module content
12 videos•Total 124 minutes
Course Introduction: Meet your Lausanne Team•9 minutes
Presentation and visit of The School of Criminal Justice•7 minutes
Course learning objectives•10 minutes
Week 1 Introduction: What is the “DNA” of a Good Forensic Report?•14 minutes
Forensic Science and Evaluative Reporting•9 minutes
Uncertainty in the Criminal Trial•14 minutes
Principles of forensic reporting (Part A): 1st Principle•13 minutes
Principles of forensic reporting (Part B): 2nd and 3rd Principles•7 minutes
ENFSI Guideline for Evaluative Reporting•13 minutes
Conclusion of week 1: What is the “DNA” of a Good Forensic Report?•10 minutes
Interview with Prof. Colin Aitken•9 minutes
Interview with Dr. Sc. Sheila Willis•9 minutes
7 readings•Total 65 minutes
Instructors•10 minutes
Development Team•5 minutes
Guests interviewed•10 minutes
Syllabus and Grading policies•10 minutes
Discussion forum guidelines•10 minutes
Getting started: Break the ice !•10 minutes
Additional literature Week 1•10 minutes
1 assignment•Total 30 minutes
Week 1•30 minutes
Week 2 - Elementary: source is not activity !
Module 2•3 hours to complete
Module details
There is a general misconception that a piece of forensic evidence is sufficient to clinch the outcome of a case. This module aims at showing that the reality is more subtle and is intrinsically linked to the concept of hierarchy of propositions.
Cases based on DNA and gunshot residue (GSR) evidence will be analysed and discussed. First, through the Weller case we will demonstrate the DNA findings providing information towards the source of the DNA may not be at the core of the issue in the case. More and more the source of the DNA is not challenged, but how the DNA got there is.
What's included
8 videos1 reading1 assignment
Show info about module content
8 videos•Total 132 minutes
Week 2 Introduction - Elementary: Source is not Activity! !•7 minutes
Part A - DNA recovered on a suspect (1): Hierarchy of Propositions•14 minutes
Part A - DNA recovered on a suspect (2): the Weller Case•16 minutes
Part B - Gunshot residues recovered on a suspect: The George case•26 minutes
Part C - DNA recovered on a victim (1): the Butler and Nealon cases•21 minutes
Part C - DNA recovered on a victim (2): Checklist for auditing statements•9 minutes
Week 2 Conclusion - Elementary: Source is not Activity !•5 minutes
Interview with Dr. Sc. CBE Ian Evett and Prof. Graham Jackson•34 minutes
1 reading•Total 10 minutes
Additional literature Week 2•10 minutes
1 assignment•Total 30 minutes
Week 2•30 minutes
Week 3 - DNA is not the magic bullet
Module 3•4 hours to complete
Module details
Based on international cases (Knox, Jama, Anderson and Scott) we will illustrate the potentials aspects that one needs to consider when assessing the value of DNA found in small quantity. You will be shown how one performs DNA analysis and what type of results can be produced. We will apply the ENFSI and the ISFG guidelines for evaluative reporting in the case at hand and see if the principles advocated allow avoiding misleading evidence. We will compare the situations where large quantities of blood are found to cases where low template DNA is recovered. You will learn to contrast these two situations and discover what type of results can be expected and what methods allow a balanced and robust interpretation. This first part of the course will demonstrate that very sensitive techniques require robust interpretation methods.
In the second part of the course, you will understand that with trace quantities, stringent control procedures are needed on the crime scene and in the laboratory. Indeed, pollution (or so-called contamination) is an aspect one needs to take into account. Cases (for example in Australia, the USA and England) have shown that the traces from the crime scene can be polluted at the hospital, by paramedics or in the laboratory. It is thus essential to consider this possibility, especially when DNA is the central (and only) element supporting the allegation of a person’s involvement in a crime. How to take into consideration the possibility of error/contamination when assessing the results will be presented.
What's included
12 videos1 reading1 assignment
Show info about module content
12 videos•Total 200 minutes
Week 3 Introduction: DNA is not the Magic Bullet•9 minutes
DNA in the lab (1): From Detection to Quantification•15 minutes
DNA in the lab (2): From Amplification to DNA Profile•22 minutes
Part A - The Knox and Sollecito case (1) Summary of the circumstances•10 minutes
Part A - The Knox and Sollecito case (2) Low Template DNA•13 minutes
Part A - The Knox and Sollecito case (3) Discussion and Conclusion•19 minutes
Part B - Transfer and pollution (1) the Jama case•11 minutes
Part B - Transfer and pollution: The Probability of Error/Pollution•14 minutes
Part C - Transfer and pollution: the Anderson and Scott cases•15 minutes
Week 3 Conclusion: DNA is not the Magic Bullet•7 minutes
Interview with Prof. Peter Gill•27 minutes
Interview with Prof. Pierre Margot•38 minutes
1 reading•Total 10 minutes
Additional literature Week 3•10 minutes
1 assignment•Total 30 minutes
Week 3•30 minutes
Week 4 - Trials by Numbers or Numbers on Trial
Module 4•2 hours to complete
Module details
This week will be dedicated to how forensic scientists should convey the value of their results. From our white room dedicated to photography, we will study famous cases - including the Dreyfus case- and see how statistics can be misused. It will allow us to discuss how statistical values ought to be presented in court. A statistician (Phil Dawid) and a legal scholar (David Kaye) will be interviewed.
The second essential topic we will present will be on fallacious reasoning, and in particular on what has been coined, more than thirty years ago, the prosecutors fallacy. Bill Thompson, the first to have described this fallacious argument used in court will be another of our guest interviewees.
What's included
8 videos1 reading1 assignment
Show info about module content
8 videos•Total 98 minutes
Week 4 Introduction: Trials by Numbers or Numbers on Trial ?•4 minutes
Part A - Statistics in Court (1): the Clark and Collins Cases•13 minutes
Part A - Statistics in Court (2): the Clark and Collins Cases•13 minutes
Part B - The Transposed Conditional (1): Prosecutor's Fallacy•18 minutes
Part B - The transposed conditional (2): The Adams and the Dreyfus Cases•15 minutes
Week 4 Conclusion: Trials by Numbers or Numbers on Trial ?•3 minutes
Interview with Prof. David Kaye•20 minutes
Interview with Prof. William Thompson•12 minutes
1 reading•Total 10 minutes
Additional literature Week 4•10 minutes
1 assignment•Total 30 minutes
Week 4•30 minutes
Week 5: The wonderland of certainty
Module 5•4 hours to complete
Module details
This week will be present the Dallagher case involving earprints, the Mayfield and the McKie cases involving fingerprints. We want to make you understand what is at stake when an expert decides to conclude to an identification. You will understand through this week that identification is not the duty of the forensic scientist and that it is a decision that must be taken by the Court. We also want to highlight the possible causes for wrong identification. And yes they do occur, even with fingerprints! We will have the privilege to listen to interviews of persons closely involved in these cases: The father of Shirley McKie as well as Brandon Mayfield and her daughter Sharia.
What's included
12 videos1 reading1 assignment
Show info about module content
12 videos•Total 203 minutes
Week 5 Introduction: the Wonderland of Certainty•16 minutes
Detection of fingermarks in the laboratory•15 minutes
Part A - Identification with Earmarks (1): The Dallagher Case•20 minutes
Part A - Identification with Earmarks (2): The Dallagher Case•11 minutes
Part B - Identification with Fingermarks (1): The McKie Case•10 minutes
Part B - Identification with Fingermarks (2): The McKie Case•13 minutes
Part C - Identification with Fingermarks: The Mayfield Case•30 minutes
Analysis and comparison of the fingermark in Mayfield Case•9 minutes
Week 5 Conclusion: The Wonderland of Certainty•4 minutes
Interview with Mr Iain McKie•24 minutes
Interview with Dr Brandon Mayfield and Prof. Sharia Mayfield•31 minutes
Course Conclusions•20 minutes
1 reading•Total 10 minutes
Additional literature Week 5•10 minutes
1 assignment•Total 30 minutes
Week 5•30 minutes
Instructors
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The University of Lausanne is a Swiss state university founded in 1537. It is focused on Medicine, Life Sciences, Geosciences, Environmental Sciences, Business, Humanities, Social Sciences and Sport Sciences. UNIL is a research-intensive university which encourages interdisciplinarity. It is also renowned for its innovative teaching methods.
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Reviewed on Apr 28, 2020
Excellent content offered by pioneers in the field of scientific experts and how evidence is to be presented in courtrooms worldwide.
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One of the most well-structured online courses I have taken so far! The objectives and learning points are clearly emphasised every lecture and overall this was a great course.
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Reviewed on Oct 10, 2024
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