The Need

In the early 1970s, university-level degrees in forensic science began emerging throughout the United States and internationally. Over five decades later there is an abundance of associate, bachelor, master, and doctoral degrees offered in forensic science, with some specializing or focused on the major subdisciplines, e.g. forensic biology/DNA, forensic chemistry, etc. Within the last decade, a new credential has emerged in higher education with the rapid rise in the demand for, and offering of, what are termed “micro-credentials”, e.g. certificate programs, intensive courses, and digital badges, etc¹,². Micro-credentials provide students with opportunities to boost their skillset in a specialized area, within a shortened time frame, and require significantly fewer credits of coursework when compared to bachelor’s or master’s degree programs. Many universities now offer “stackable credentials”, such as multiple certificates in related and complementary fields that, when combined, constitute an associate’s, bachelor’s, or master’s degree. Obtaining a single certificate however has become a popular choice, particularly for those already working in their chosen career. Certificates provide opportunities for professionals to add to their skill set and broaden their education, in perhaps a new sub-discipline within their field, and perhaps was not available or in existence when they were completing their undergraduate/graduate programs. Many universities now offer both undergraduate and graduate certificate programs in a broad range of disciplines, with some in specialized forensic and criminal justice topics. Many working professionals don’t have the time, desire, financial capability, or necessity to complete another full degree. Certificates however provide coherent programs of study in specialized areas, in a much-reduced time frame and at a lower cost. They provide working professionals with the ability to learn new skills, which they can then apply to their current position, pursue advancement in their career, or seek a new position. Furthermore, with advances in technology, and society’s increasing comfort with online learning, especially in the last two years, making certificate programs and micro-credentials available online opens the opportunity to a broader spectrum of prospective students who may have otherwise been restricted due to geographic location, employment, or family circumstances. In addition, creating asynchronous models of learning, allows a student to be the master of their own schedule, and eliminates issues for students in different time zones. It is important to note that a certificate is not a degree, nor is it “certification”. Rather, it is a focused set of prescribed courses that, when completed, demonstrates competence in a coherent academic specialty. Put simply, a certificate is evidence of education, while certification is evidence of passing an exam or meeting industry standards, and are typically issued by national organizations, not by universities, e.g. the American Board of Criminalistics (ABC) certification.

When creating and maintaining higher education programs in forensic science in the U.S., we have a prescribed “rule book” to work from which ensures that sufficient rigor and standards are adhered to, with the ultimate goal of producing workforce-ready graduates. In 2002, the American Academy of Forensic Sciences (AAFS) established an official standing committee, the Forensic Science Education Programs Accreditation Commission (FEPAC), which began accrediting forensic science programs in 2004. As of 2019, there are 50 FEPAC-accredited programs in the United States and one in Canada³. The mission of FEPAC, as stated on their website, is “to maintain and enhance the quality of forensic science education through formal evaluation and recognition of college-level academic programs that lead to a baccalaureate or graduate degree.” As any Director/Chair of a FEPAC-accredited program will know, the evaluation process for new programs and the renewal of existing accredited programs is no easy task and requires rigorous formal review, self-evaluation, and continual improvement. This ensures that students are receiving the highest quality education in the core competencies required to meet the ever-evolving development of knowledge in the forensic science field, and importantly, meets the demands and requisites for employment in operational casework laboratories. FEPAC provides a framework for the development and evaluation of forensic science programs (both baccalaureate and master’s degrees) and includes guidance on the curriculum, requisite coursework, and core competencies that programs must contain. When new subdisciplines emerge within the forensic sciences and criminal justice fields, however, there exists no “rulebook” from which to build out the necessary curriculum and core competencies, as they are only just being realized and developed.

Since its inception into criminal investigations in early 2018⁴, Forensic/Investigative Genetic Genealogy has emerged as a novel subdiscipline and become an added tool in the arsenal of forensic practitioners and investigators alike. In 2019, the U.S. Department of Justice (DOJ) issued an interim policy for its use by Department agencies⁵, and in the same year the Scientific Working Group on DNA Analysis Methods (SWGDAM) convened an Investigative Genetic Genealogy Working Group (IGG WG) to review and report on its use in forensic casework⁶. It is important to note that the terms “Forensic Genetic Genealogy (FGG)” and “Investigative Genetic Genealogy (IGG)” have both been widely and interchangeably used in the last four years, and there are equally plausible arguments for the use of each one. Until a consensus on the nomenclature is reached across all stakeholders in the industry, however, and for the purposes of this article, the author has combined both terms into one i.e. Forensic Investigative Genetic Genealogy, herein referred to as FIGG. Combining them highlights and reinforces the fact that this technique utilizes both forensic and investigative processes and it is hoped this satisfies all interested stakeholders.

Due to the rapid development and implementation of FIGG into criminal investigations across the US⁷,⁸, and some internationally⁹, it became clear that there was not only a need, but a demand, for coherent instructional education in this new subdiscipline. The use of FIGG did not appear as if by magic. There were professional genealogists/investigators who had the foresight to apply genetic genealogy tools to criminal/forensic investigations e.g. Unidentified Human Remains (UHR) cases and suspect cases (i.e. violent crimes of homicide and sexual assault). Some professional genealogists possess advanced degrees in various disciplines, while some have developed their genetic genealogy knowledge on their own through self-learning. The task of self-learning through short courses, webinars, YouTube videos, seminars, and workshops can be challenging, albeit there are some excellent repositories of information in the broader genealogy community e.g. the International Society of Genetic Genealogy (ISOGG) Wiki. It can be difficult however to independently navigate what skills and core competencies are essential, and what tools and standards will make your research/investigation more efficient and accurate. An intensive workshop or short course focused on FIGG can certainly provide useful guidance and training in the fundamentals of the workflow. A comprehensive and structured university program however offers a depth and breadth of education on the many components that comprise the whole process, including the many intricacies and complexities that can exist. Many advise those who wish to gain experience in FIGG to first volunteer and work on adoption and unknown parentage cases/investigations. This is undoubtedly a valuable experience to develop and hone your skills and refine your knowledge. There are many people though, who have a desire and need for coherent programs of study that deliver a structured educational model containing the required curriculum, requisite coursework, and core competencies that are necessary to become skilled in FIGG.

The Development

In mid-2019, the University of New Haven began to develop proposals to create graduate-level coursework to deliver instructional training and education in FIGG. Third-level institutions across the US and internationally have varying policies and procedures written into their operating guidelines and handbooks for the development of new programs. The policy that exists at the University of New Haven is to first begin by preparing a feasibility study to assess new program proposals which is presented to the University administration and University Curriculum Committee (UCC). This feasibility review exists to provide a brief overview of the proposed program, offering preliminary information about the rationale, potential market, anticipated financial impact, needs for personnel and other resources, and relation to the university and college missions and strategic plans. It was clear there was significant rationale and demand for a graduate-level certificate program in FIGG as none existed anywhere in the world. The Association of Genealogy Educators and Schools (AGES) collates a list of genealogy-related courses and programs at institutes, colleges, and universities across the world. None however focus on genetic genealogy and its application to law enforcement/forensic investigations.

At the University of New Haven, the forensic science and criminal justice programs are the university’s flagship programs and are internationally recognized. Recently, universities.com named the forensic science program at the University of New Haven the #1 in the United States for 2022. The B.S in Forensic Science is also the largest FEPAC-accredited program and is one of the longest-running programs in the United States. Graduates from both the B.S. and M.S. in forensic science have been employed in crime labs in every state across the country, and some internationally. Some graduates/alumni inquired if the university was offering or planning to develop coursework or training in FIGG, as they were beginning to implement it in the agencies they work for. Therefore, it was clear there was an opportunity to meet industry needs by developing an educational program focused on FIGG. It was also clear that this aligns with the missions and strategic plans of the University of New Haven and the Henry C. Lee College of Criminal Justice and Forensic Sciences, which is to strive to meet emergent challenges and provide unique educational opportunities to the industry. Throughout the University of New Haven’s hundred-year history, it has always provided market-responsive education to meet the workforce needs of the world. This is evidenced by the university establishing the second graduate program in National Security within the U.S immediately after 9/11, and the continual development of new programs in niche specialized fields within the Henry C. Lee College of Criminal Justice and Forensic Sciences.

Since 2018, FIGG has become an increasingly popular topic among forensic practitioners and law enforcement professionals, with many presentations on the topic at all the major conferences and symposiums. In addition, general members of the public who have a keen interest in genealogy, some with extensive expertise and some who consider themselves amateur hobbyists, have become drawn to this new application of using genetic genealogy in criminal investigations. Therefore, it was clear there was market potential for prospective students from a variety of different areas. Following feasibility review and the green light from the university administration to go ahead with the development of a detailed curriculum proposal, an analysis was performed of the key fundamental elements that are involved in a FIGG investigation. No other educational program of its kind exists and therefore it was essential to start from scratch and build out the curriculum, drawing on the faculty’s existing knowledge and expertise in the area, including educational standards that already exist independently in the areas of forensic biology/DNA analysis, genetic genealogy, and genealogical research using documentary evidence. This helped form the foundation for the design of the curriculum, with the ultimate goal of achieving the program’s objectives, which is to educate and train students in the core competencies that are involved in the application of genetic genealogy to forensic/law enforcement investigations.