New lab provides criminal justice students opportunity to process simulated crime scenes – Ashland University

Ashland University Inaugurates Advanced Crime Scene Laboratory to Bolster Justice Education

Introduction

Ashland University has unveiled a state-of-the-art crime scene laboratory, an initiative designed to provide criminal justice students with immersive, practical training. This facility represents a significant investment in advanced educational methodologies and directly supports the United Nations Sustainable Development Goals (SDGs), particularly those concerning quality education, justice, and community safety.

Facility Specifications and Educational Capabilities

Laboratory Design

The laboratory is a comprehensive simulation environment meticulously designed to replicate a one-bedroom apartment. This setup is crucial for staging a wide array of realistic crime scenarios, thereby enhancing the pedagogical experience.

• Simulated Living Quarters: The facility includes four distinct, fully furnished areas: a bedroom, bathroom, kitchen, and living room.
• Realistic Staging: The inclusion of typical household amenities allows faculty to create authentic scenarios, ranging from domestic violence incidents to natural death scenes, challenging students to conduct thorough and proper searches for evidence.

Technical Equipment and Resources

A substantial investment of over $20,000 has been allocated to equip the lab with professional-grade forensic supplies. This ensures students gain proficiency with tools and techniques used in the field.

1. Manikins for crime scene reconstruction
2. Magnifiers and microscopes for detailed evidence analysis
3. Kits for DNA evidence collection and magnetic fingerprinting
4. Wound simulation materials
5. Tire and shoe print casting equipment

Alignment with Sustainable Development Goals (SDGs)

SDG 4: Quality Education

The laboratory is a cornerstone in the university’s commitment to SDG 4 by providing inclusive and equitable quality education and promoting lifelong learning opportunities.

• Enhanced Vocational Skills (Target 4.4): The hands-on investigations enable students to develop critical thinking, problem-solving, and investigative skills essential for employment in the justice sector.
• Practical Application of Theory: The facility bridges the gap between theoretical knowledge and practical application, ensuring students are competent and confident in their abilities upon graduation.
• Interdisciplinary Learning: The lab will also serve students and faculty in forensic chemistry, forensic biology, and social work, promoting a holistic and collaborative educational environment.

SDG 16: Peace, Justice and Strong Institutions

By preparing competent and ethical criminal justice professionals, the initiative directly contributes to building effective, accountable, and inclusive institutions.

• Promoting the Rule of Law (Target 16.3): Students learn to make evidence-based decisions, a fundamental principle for ensuring equal access to justice and upholding the rule of law.
• Strengthening National Institutions (Target 16.a): The program produces skilled graduates ready to serve in law enforcement and related fields, thereby strengthening the capacity of local and national justice systems. Over 70% of program graduates enter directly into the field.

SDG 5: Gender Equality & SDG 11: Sustainable Cities and Communities

The training scenarios address critical societal issues, preparing students to contribute to safer and more equitable communities.

• Addressing Violence Against Women (Target 5.2): The ability to simulate domestic violence incidents provides critical training for future public servants in handling sensitive cases and protecting vulnerable populations.
• Enhancing Community Safety (Target 11.1): Well-trained law enforcement professionals are essential for creating safe and resilient communities, a key objective of sustainable urban development.

SDG 17: Partnerships for the Goals

The project exemplifies a successful multi-stakeholder partnership, a core principle of SDG 17.

• Public-Private-Civil Society Partnership (Target 17.17): The laboratory was made possible through a philanthropic gift from private citizens Jim and Barb Chandler, demonstrating a powerful collaboration between the university and the community to achieve shared educational and societal goals.

Projected Impact and Conclusion

The new crime scene laboratory at Ashland University is projected to have a profound impact on student preparedness and, consequently, on the broader community. By providing an unparalleled experiential learning environment, the university is not only enhancing graduate employability but is also actively contributing to the development of a more just and peaceful society. This initiative serves as a model for how higher education can align its objectives with global sustainability targets, producing graduates equipped to address the complex challenges of the 21st century.

Analysis of Sustainable Development Goals in the Article

1. Which SDGs are addressed or connected to the issues highlighted in the article?

• SDG 4: Quality Education – The article’s central theme is the enhancement of education for criminal justice students at Ashland University through a new, state-of-the-art crime scene lab. It focuses on providing practical, hands-on experience to improve learning outcomes and prepare students for their future careers.
• SDG 16: Peace, Justice and Strong Institutions – By training future law enforcement professionals to be more effective, the initiative directly contributes to strengthening the institutions responsible for maintaining peace and justice. The emphasis on “evidence-based decisions” aims to improve the quality and fairness of the justice system.
• SDG 8: Decent Work and Economic Growth – The article highlights that the program prepares students for employment, making them “employable the instant you graduate.” This focus on providing relevant skills for a specific career field connects to the goal of achieving productive employment and decent work.

2. What specific targets under those SDGs can be identified based on the article’s content?

• SDG 4: Quality Education

  • Target 4.4: By 2030, substantially increase the number of youth and adults who have relevant skills, including technical and vocational skills, for employment, decent jobs and entrepreneurship. The article explicitly states the lab provides “real-world experience” and “hands-on crime scene investigations” to develop “investigative skills that are essential to successful careers in criminal justice,” directly aligning with this target.

• SDG 16: Peace, Justice and Strong Institutions

  • Target 16.a: Strengthen relevant national institutions, including through international cooperation, for building capacity at all levels, in particular in developing countries, to prevent violence and combat terrorism and crime. The crime lab is a clear example of building capacity within an educational institution to train future members of law enforcement. The goal is to “better prepare students for careers in law enforcement,” thereby strengthening the justice system as a whole.

• SDG 8: Decent Work and Economic Growth

  • Target 8.6: By 2020, substantially reduce the proportion of youth not in employment, education or training. Although the 2020 deadline has passed, the principle remains relevant. The article supports this target by describing how the program prepares students for immediate employment, noting, “You’re going to be employable the instant you graduate.”

3. Are there any indicators mentioned or implied in the article that can be used to measure progress towards the identified targets?

• For SDG Target 4.4:

  • Indicator: The article provides a direct quantitative indicator for the success of the program in preparing students for employment or further education: “Currently, more than 70% of the program’s graduates enter directly into the field, while 26% go on to law school or graduate school.” This measures the proportion of graduates with relevant vocational skills who are employed or in further training.

• For SDG Target 16.a:

  • Indicator: The article implies qualitative indicators of institutional capacity building. These include:
    • The creation of the “state-of-the-art crime scene lab” itself.
    • The investment in “more than $20,000 worth of evidence supplies.”
    • The development of a realistic training environment that mimics a one-bedroom apartment to “simulate real-life experiences.”

• For SDG Target 8.6:

  • Indicator: The employment rate of graduates is a direct indicator. The article states that “more than 70% of the program’s graduates enter directly into the field,” which serves as a measure of the proportion of youth transitioning successfully from education to employment.

4. Table of SDGs, Targets, and Indicators

Source: ashland.edu