FORENSIC GEOLOGY: AN UNCOMMON HANDS-ON APPROACH TO ROCKS, MINERALS AND MAPS

The popularity of shows such as CSI and Forensic Files have resulted in a documented increase in student interest in science. One of the reasons cited for this heightened appeal is the conception that forensic science is “relevant to real life.” While hopefully most of our students do not actually have first hand experience with a homicide investigation, the feeling behind such an observation is worth exploring, especially as it applies directly to issue of attracting urban students to the geosciences.

For the first time this past spring semester Forensic Geology (GES 350) was taught at Buffalo State College, with the overall object of introducing urban students to the basic principles of geoscience through the venue of forensic investigation. Initially conceived as a way to attract non-science majors, the course turned out to be of much more importance in assisting science majors, especially science education majors, to more fully develop their understanding of important geoscience concepts, rid them of several surprising misconceptions, and deepen their understanding of the scientific process.

The course meet weekly in three-hour long investigative sessions and was divided into a series of topics such as rocks, sand, soil, use of geological maps, microfossils, and use of minerals in cosmetics, paint and ink. Each topic was introduced through pre-class readings, brief question/answer lectures, and class discussion of famous historical cases in which key evidence was geological. Students were then divided into small groups and given an activity in which they acted as a forensic laboratory team. They received guided hands-on experience with the tools and analysis techniques necessary to complete their tasks, but were responsible for developing their own investigative strategies, eventually even choosing which tools would be necessary for their assignment. Students were given a week to compete each exercise and would presented their findings in the form of a case report at the beginning of the following class.

Initially the students were extremely uncomfortable with the loosely guided assignments, instead used to laboratories with specific, step-wise instructions and clear, unambiguous, “right” answers. Enthusiasm increased weekly though, resulting in an enriching experience for the students and instructor alike.