Excerpt from Science for Forensics Program Review Report 2015
VI. Priorities for the future: next five years
A. Program strengths
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The program is academically rigorous and prepares students for their third year of forensic
science studies at John Jay (or elsewhere).
Graduates are from disadvantaged/underrepresented populations.
The program advertises itself through popular culture (CSI and similar programs) and a larger
number of students are entering the program than was anticipated.
Faculty members are engaged in research in which advanced students, including students in the
program, participate.
B. Program weaknesses
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There is a lack of cohort identity in the program. This issue was identified specifically in the
student survey.
Student preparedness is a serious issue. Depending on advisement, a remedial math student
could declare this major, requiring calculus II and advanced study in biology, chemistry and
physics. The program is likely unrealistic for such students, contributing to high attrition.
Unavoidably, there are no directly forensic science classes during the first two years of study in
the program.
Forensic science is a cutting-edge field, and old instructional labs are used by students entering
the program. Overall, there is a lack of program-specific resources, though the number of
students in the program may not justify more.
While a course in Quantitative Analysis prior to beginning the junior year of study at John Jay is
required, this information has not been available to students on the QCC web site or catalog.
This course is a prerequisite for Instrumental Analysis (JJ CHE320/321). If students do not take it
(generally over the summer after earning their A.S. but before transferring to John Jay), their
studies are delayed a full year. Students must take this course via ePermit, as it is not offered at
QCC. This issue has been addressed as of the printing of this report.
Departmental participation in this review was difficult to come by. Admittedly, it is a small
program, with little departmental investment, as the few students in it are distributed among
departmental courses serving as prerequisites for a variety of programs. Departments are busy
dealing with a large cohort of unprepared students in remediation while at the same time
challenging more than a few shining stars who are performing research with faculty, and earning
scholarships and multiple transfer offers. Labor-intensive assessments are “back-burnered” to
focus on the more pressing goal of instructing students. However, the real problem appears to
be more deep-seated and ingrained in the assessment process. This problem concerns the
efficacy, the final “resulting action” step, of assessment. That is, departments can hardly be
expected to enthusiastically embrace an assessment when plans addressing shortcomings in
outcomes are in fact more dream than reality. In the Chemistry department, action plans
scheduling lab upgrades have not been adhered to. Previous reviews have noted a lack of
follow-up to action plans. There must be some mode of accountability for recommended
improvements and some method of evaluating the effects of assessment if attitudes are
expected to change.
Excerpt from Science for Forensics Program Review Report 2015
C. Suggestions for improvement
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Student cohort identity must be encouraged.
A realistic and comprehensive program brochure and web site need to be developed.
Changes to the program outcomes need to be adopted/promulgated.
Modernize teaching laboratories.
D. Recommendations for improvement
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Promulgate (Marketing, Academic Affairs, etc.) changes to the program outcomes in the college
catalog, on the website, and elsewhere as appropriate
Add Quantitative Analysis course requirement to the QCC web site and course catalog.41
Identify (sponsoring departments, especially chemistry) majors early in their studies (e.g., those
taking CH151) to shepherd them through the program and encourage cohort identity in
conjunction with the newly-formed QCC Transfer Resources Unit
Clarify the role of the John Jay advisor on campus and ensure that more students are aware of
the services offered
Appoint a program coordinator at QCC to identify students in the program and assist them with:
o Program requirements even though they are listed on the website
o Establishing a Forensic Science club (Through workshops initiated by the club advisor,
students will be more engaged with the program, creating a more meaningful and closer
relationship between faculty and students, which ultimately helps with retention.)
o Expectations when getting ready to transfer to John Jay)
o Career or graduate study opportunities after earning a baccalaureate degree in forensic
science at John Jay (including careers with local and state police, FBI, DEA, etc.)
Work with the Marketing department to update a brochure for the program and to expand the
program website to more closely mirror that of Criminal Justice
Sponsor (John Jay representative and the program coordinator) a mixer welcoming students to
the major as part of orientation
Encourage cohort identity by:
o Implementing block courses for majors (challenged by student schedules and the low
number of students in the program)
o Creating a student listserv (group email address)42
o Producing a Blackboard group (through the ACC)
o Creating a Facebook page43
o Creating a monthly social hour and/or study group/club for SF students
As of publication, website changes are already in progress.
This is already in existence but is only used by a limited number of chemistry faculty with limited efficacy.
43
The author has already done this; now it must be advertised to students and must be regularly updated:
https://www.facebook.com/groups/QCCForensicScience/
42