1. Broadening forensic science students’ perspectives through an international field trip experience
Emma Johnston, De Montfort University
Title
Introduction
Internationalisation in higher education (HE) may be defined as “the process of integrating an international, intercultural or global dimension into the purpose, functions or delivery of postsecondary education” 1
De Montfort University has introduced #DMUglobal, an international experience programme, as part of its internationalisation agenda
The aim of internationalisation of HE is to help students develop skills to be successful in diverse environments and increase cultural competency
Under the #DMUglobal programme, final year forensic science undergraduate students had the opportunity to participate in a forensic anthropology field school in Guatemala.
Field trips allow for experiential learning2, putting theory into practice and social learning theory3
Results
Students rated themselves higher for all skills following the trip to Guatemala. See Figure 3.
The largest increases were in global knowledge (67%) and foreign language skills (42%)
The smallest increase was in team working skills (19%)
Method
Final year students on the DNA Profiling module travelled with the a member of staff to Guatemala
They participated in field school activities at the Forensic Anthropology Foundation of Guatemala (FAFG), where the author used to work. See Figure 1.
At the end of the trip they completed a feedback questionnaire and self-assessed several skill levels before and after the trip
The skills were team working; adaptability, drive and resilience; communication; cultural agility; foreign language skills; global mind-set and global knowledge
Figure 3. Student skill levels before and after the trip
Conclusions
Students clearly found the experience of travelling to Guatemala beneficial and it improved their perceived skill levels in certain key “soft skills”
These skills or attributes are often associated with employability and link to the HEA’s aim of preparing 21st century graduates to live in and contribute to a globally interconnected society4
Students gained valuable professional experience not available in UK but were also exposed to a very different culture and society
It is important to acknowledge that not all students will be able to or want to participate in a field-trip. Therefore internationalisation of the curriculum as a whole is vital and the most inclusive approach.
The results seem to agree with the findings of a recent British Council study which found that the duration of overseas study is not important. Short-term opportunities may be just as beneficial as a whole year abroad5
In future, data regarding subject specific aspects of the trip and key skills for forensic scientists will be collected
Other forensic science programmes may wish to consider incorporating an international field-trip into their course as part of a wider internationalisation initiative
Morning
Afternoon
Day 1
Arrive Guatemala
Day 2
Trip to Antigua Guatemala
Day 3
Introduction to the work of FAFG
Museum of the victims
Experience of the families
The investigation process
Safety in the field
Day 4
Bone anatomy
Basic odontology
Day 5
Determination of age, sex and stature
Trauma and cause of death
Day 6
Fieldwork
Day 7
DNA laboratory
Free afternoon
Day 8
Trip to Lake Atitlan
Day 9
Depart Guatemala
Figure 1. Itinerary of the field school
References
1. KNIGHT, J. (2003) Updating the definition of internationalization. International higher education, 33, p. 2-3
2. MITUSSIS, D. and SHEEHAN, J. (2013) Reflections on the pedagogy of international field-schools: Experiential learning and emotional engagement. ELiSS, Issue 3, p
3. MOONEY, LA. and EDWARDS, R (2001) Experiential Learning in Sociology: Service Learning and Other Community-Based Learning Initiatives. Teaching Sociology, Vol. 29, No. 2, p
4. HEA (2014) Internationalising higher education framework [Online]. Higher Education Academy. Available from:
5. MELLORS-BOURNE R, JONES E, LAWTON W and WOODFIELD S (2015) Student perspectives on going international [Online] British Academy and UK HE International Unit. Available from:
Figures 2a,b, and c (clockwise from top left). Figure 2a. Students at an excavation site. Figure 2b. Students in the DNA laboratory. Figure 2c. Students participating in a bone anatomy exercise.