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c.
Academic Resources
The last point in the realm of forensic education is that of research and
development. One of the reasons for the longer than necessary lag time
between a new scientific development and its adaptation for forensic use is
simply a lack of time and resources. In the most efficient working crime
laboratory, the case backlog may occasionally ebb, but it never recedes com-
pletely. A delicate balancing act always exists between clearing current cases
and developing the technology to process future cases more efficiently and
with better reliability and enhanced discrimination. Most professions rely on
graduate research programs to provide a wellspring for new ideas, and to
develop novel scientific breakthroughs to the point where they have practical
application. Both undergraduate and graduate students provide the perfect
vehicle for large comprehensive studies, screens, and validation. This lack of
academic support continues to hamper the progress of criminalistics severely.
The emergence, or perhaps reemergence, and maintenance of forensic
science as an autonomous branch of academic knowledge, and its recognition
as a true and respected profession, depend on a strong educational and
academic component. In spite of the valiant efforts of a few individuals who
continue to maintain quality criminalistics programs, an adequate and com-
prehensive academic framework does not exist. The forensic community
would do well to make this a priority (Stoney, 2000).
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d.
Apprenticeship
In addition to formal education and laboratory experience, some kind of
apprenticeship is appropriate before a practitioner takes on independent
casework. No amount of simulated casework truly prepares one for the real
thing; working cases under the direct mentorship of an experienced colleague
remains the best induction into the field.