The CSI effect at university: forensic science students’ television viewing and perceptions of ethical issues

2012 ◽  
Vol 44 (4) ◽  
pp. 381-391 ◽  
Author(s):  
Roslyn Weaver ◽  
Yenna Salamonson ◽  
Jane Koch ◽  
Glenn Porter
2017 ◽  
Author(s):  
Jason Chin

The CSI Effect posits that exposure to television programs that portray forensic science (e.g., CSI: Crime Scene Investigation) can change the way jurors evaluate forensic evidence. The most commonly researched hypothesis under the CSI Effect suggests that shows like CSI depict an unrealistically high standard of forensic science and thus unreasonably inflate the expectations of jurors. Jurors are thus more likely to vote to acquit, and prosecutors face higher burden of proof. We review (1) the theory behind the CSI Effect, (2) the perception of the effect among legal actors, (3) the academic treatment of the effect, and (4) how courts have dealt with the effect. We demonstrate that while legal actors do see the CSI Effect as a serious issue, there is virtually no empirical evidence suggesting it is a real phenomenon. Moreover, many of the remedies employed by courts may do no more than introduce bias into juror decision making or even trigger the CSI Effect when it would not normally occur (i.e., the self-fulfilling prophesy). We end with suggestions for the proper treatment of the CSI Effect in courts, and directions for future scholarly work.


2018 ◽  
Vol 13 ◽  
pp. 2843-2853 ◽  
Author(s):  
David S Byrne

The purpose of this research was to investigate whether crime scene simulations benefit the learning process in terms of retention of knowledge.  By providing a real-word experience via the Applied Learning pedagogy, the comprehension of the basic foundations of forensic science were indeed retained and reinforced through the incorporation of a mock crime scene in the classroom.  A total of 50 undergraduate students majoring in criminal justice participated and were evaluated using three different assessment measures employed throughout the practicum: feedback, reflection, and debriefings.  This qualitative research uncovered that students’ retention of the theories and concepts continued past the midterm examination while the instructor benefited from a multi-assessment approach to gauging student performance.  Additionally, this research also found that learners benefited in ways beyond the scope of this study; they also came away with practical realizations relating to the benefits of collaboration and an understanding of how this course prepares them for careers in law enforcement.


PERSPEKTIF ◽  
2020 ◽  
Vol 9 (2) ◽  
pp. 219-227
Author(s):  
Ainun Jaryah Bahrir

Cyberstalking is behavior that leads to repeated invasion of one's privacy by electronic mail or computer-based communication with a view to controlling, coercing, intimidating, harassing, or threatening. The purpose of this study is to describe the understanding of forensic science students about the concept of cyberstalking; the object criteria of this study are forensic science students who are still active and have taken cybercrime courses. This research method uses descriptive quantitative. Subjects in this study were obtained through purposive sampling with a total of 36 students. The technique of collecting research data is by distributing closed questionnaires. Research data analysis technique is a descriptive analysis technique, describing data obtained using tables and graphs. The results of this study indicate that forensic science students already have the correct perception of cyberstalking. The majority of students can distinguish statements with indications of cyberstalking and not cyberstalking.


2018 ◽  
Author(s):  
Gianni Ribeiro ◽  
Jason Marcus Tangen ◽  
Blake M McKimmie

Forensic science techniques are often used in criminal trials to infer the identity of theperpetrator of crime and jurors often find this evidence very persuasive. Unfortunately, two of the leading causes of wrongful convictions are forensic science testing errors and false or misleading forensic testimony (Saks & Koehler, 2005). Therefore, it is important to understand jurors pre- existing beliefs about forensic science, as these beliefs may impact how they evaluate forensic evidence in the courtroom. In this study, we examine people’s perceptions of the likelihood of error and human judgment involved at each stage of the forensic science process (i.e., collection, storage, testing, analysis, reporting, and presenting). In addition, we examine peoples’ perceptions of the accuracy of — and human judgment involved in — 16 different forensic techniques. We find that, in contrast to what would be expected by the CSI effect literature, participants believed that the process of forensic science involved considerable human judgment and was relatively error-prone. In addition, participants had wide-ranging beliefs about the accuracy of various forensic techniques, ranging from 65.18% (document analysis) up to 89.95% (DNA). For some forensic techniques, estimates were lower than that found in experimental proficiency studies, suggesting that our participants are more skeptical of certain forensic evidence than they need to be. Keywords: Forensic science, forensic evidence, accuracy, error rate, CSI effect.


Author(s):  
Ioannis Stavrakakis ◽  
Damian Gordon ◽  
Brendan Tierney ◽  
Anna Becevel ◽  
Emma Murphy ◽  
...  

AbstractWithin the Computer Science community, many ethical issues have emerged as significant and critical concerns. Computer ethics is an academic field in its own right and there are unique ethical issues associated with information technology. It encompasses a range of issues and concerns including privacy and agency around personal information, Artificial Intelligence and pervasive technology, the Internet of Things and surveillance applications. As computing technology impacts society at an ever growing pace, there are growing calls for more computer ethics content to be included in Computer Science curricula. In this paper we present the results of a survey that polled faculty from Computer Science and related disciplines about teaching practices for computer ethics at their institutions. The survey was completed by respondents from 61 universities across 23 European countries. Participants were surveyed on whether or not computer ethics is taught to Computer Science students at each institution, the reasons why computer ethics is or is not taught, how computer ethics is taught, the background of staff who teach computer ethics and the scope of computer ethics curricula. This paper presents and discusses the results of the survey.


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