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Agriculture, Environment & Public Service · course plan
⚠ Pending professional review

This course plan, its lessons and its assessments has not yet been verified by a licensed professional in the field or by a certification or approval body. It is a study draft and may contain errors. Do not use it as instructions for work on a job site or on live equipment. Always follow your instructor, your supervising professional, and current official references and regulations.

VoTechWorks program approval and accreditation are still in progress. Credentials are issued only by the certifying bodies named in each program, after their own exams.

Crime Scene / Forensic Technician

11 courses · 1,800 clock hours · 9–12 mo full-time. Grading is competency-based: each course requires the written exam, a competent skills demonstration with zero safety faults, a signed log, and a passed safety audit; percentage weights only rank performance above the competency floor.

$18,420 COMPLIMENTARYprogram tuition
11courses
103lessons
1,800hours
39assessments
Development progressPlanCourses, lessons and assessments written for this tradeLessons103 of 103 lesson pages writtenPractice820 practice questionsResources114 reference entries (study list)Review0 lesson pages reviewed by a licensed professional
Study now: 103 lesson pages are open (lesson titles below are links).
AGR-CSI53-01 Universal core

Universal Core: Safety, Math, Communication & Career for Crime Scene / Forensic Technicians

148 hr · $1,185 COMPLIMENTARY

This foundational course equips learners with the safety protocols, technical mathematics, communication skills, and career knowledge required to enter the crime scene forensic technician field. Students earn OSHA 10-Hour General Industry certification and First Aid/CPR credentials while developing the measurement, documentation, and professional skills that underpin every subsequent course in the program. Lesson content is directly mapped to the evidence-handling, documentation, and professional-conduct domains tested in the IAI CCSI and State Evidence Tech Cert credentialing exams.

Outcomes
Course text

This foundational course equips learners with the safety protocols, technical mathematics, communication skills, and career knowledge required to enter the crime scene forensic technician field. Students earn OSHA 10-Hour General Industry certification and First Aid/CPR credentials while developing the measurement, documentation, and professional skills that underpin every subsequent course in the program. Lesson content is directly mapped to the evidence-handling, documentation, and professional-conduct domains tested in the IAI CCSI and State Evidence Tech Cert credentialing exams.

How the course runs. 7 blocks: Hazard Recognition and OSHA 10 for Crime Scene Environments; First Aid, CPR, and Scene Medical Emergencies; Trade Math and Measurement for Forensic Documentation; Technical Reading and Forensic Vocabulary; Objective Writing, Field Notes, and Incident Narratives; Digital Tools for Case Documentation and Data Management; Professional Ethics, Credential Pathways, and Career Readiness.

What competent looks like. Demonstrate compliance with OSHA bloodborne pathogen standards, hazard communication requirements, and correct PPE selection for crime scene environments. Apply unit conversion, scale measurement, area/volume calculation, and basic statistics to forensic documentation tasks with at least 90% accuracy. Read, interpret, and summarize technical forensic reports, chain-of-custody forms, and laboratory documents using discipline-specific vocabulary. Produce clear, objective written notes, incident narratives, and professional emails that meet law-enforcement documentation standards. Use standard digital tools—word processing, spreadsheets, and case-management software—to organize and present forensic data accurately. Identify the credential pathways (IAI CCSI, IAI Latent Print Cert, State Evidence Tech Cert), their eligibility requirements, and the ethical standards governing forensic technicians.

Lessons · 7 blocks
#LessonHrTypeObjectiveActivitiesMaterialsCheck
1Hazard Recognition and OSHA 10 for Crime Scene Environments22theoryStudents will identify physical, biological, and chemical hazards present at crime scenes and correctly apply OSHA General Industry standards—including bloodborne pathogen controls and hazard communication—to those hazards.
  1. Complete all ten modules of the OSHA 10-Hour General Industry course, logging completion in the program tracking sheet and retaining the OSHA card.
  2. Analyze four written crime scene scenario cards (e.g., methamphetamine lab, decomposition scene, flooded basement, vehicle crash) and for each identify the hazard category, the applicable OSHA standard, and the required controls using the hierarchy of controls framework.
  3. Participate in a class hazard-mapping exercise: given a simulated indoor scene layout, mark biological, chemical, and physical hazard zones, select PPE from a displayed inventory (gloves, Tyvek suits, N95 vs. half-face respirator, safety glasses, booties), and justify each choice in writing.
OSHA 10-Hour General Industry course materials (authorized provider), OSHA 29 CFR 1910.1030 Bloodborne Pathogens standard text, OSHA Hazard Communication standard summary, sample SDS sheets for common crime scene chemicals (luminol, fingerprint powders, cyanoacrylate), PPE display inventory, scenario cards, hierarchy-of-controls reference card.Successful issuance of OSHA 10-Hour card (100% completion required); written hazard-mapping exercise scored with a rubric—students must correctly identify all hazard categories and select appropriate PPE for each scenario, achieving 80% or higher to pass.
2First Aid, CPR, and Scene Medical Emergencies10labStudents will demonstrate hands-only CPR, use of an AED, and first aid responses to trauma, chemical exposure, and bloodborne pathogen exposure incidents at a passing level required for American Heart Association or Red Cross certification.
  1. Perform a full CPR and AED sequence on a mannequin under instructor observation, meeting the compression rate and depth standards required for certification.
  2. Role-play three first aid scenarios specific to field forensic work: (1) a technician punctured by a sharp object at a scene, (2) skin and eye exposure to a chemical reagent, (3) a colleague who collapses from heat stress—students document each response using a provided incident report form.
  3. Review and complete the employer's required post-exposure control plan steps after a simulated needlestick, identifying the reporting chain, timeline, and required documentation.
CPR mannequins and AED trainer units, First Aid/CPR course materials (AHA or Red Cross authorized provider), gloves and face shields, chemical exposure first aid reference card, blank incident report forms, post-exposure control plan template.Certification card issued by the authorized provider (pass/fail per provider standards); first aid scenario rubric scored by instructor—students must correctly execute all critical steps for at least two of three scenarios and complete the incident report with no missing required fields.
3Trade Math and Measurement for Forensic Documentation26theoryStudents will accurately perform unit conversion between US customary and metric systems, calculate area and volume for scene sketches, apply scale factors, and compute basic descriptive statistics relevant to forensic measurement tasks.
  1. Complete a graded 30-problem worksheet covering unit conversions (inches to centimeters, feet to meters, ounces to milliliters), scale calculations for scene sketches at 1:20 and 1:50 ratios, and perimeter/area calculations for rectangular and irregular room shapes—minimum passing score 85%.
  2. Using a measured classroom set up as a mock scene, students measure distances with a steel tape and laser distance meter, record measurements in a field notes template, convert all measurements to metric, and draft a proportional rough sketch with a scale bar.
  3. Analyze a provided data set of five bloodstain impact angles (using the sine formula for stain length/width) and calculate the average angle of impact, range, and identify any outlier—discuss in pairs how measurement error affects conclusions.
Scientific calculator, steel measuring tape (25 ft), laser distance meter, graph paper, ruler, protractor, pencils, unit-conversion reference card, bloodstain angle worksheet, mock scene furniture and markers, IAI CCSI Candidate Study Guide (measurement and documentation sections).Worksheet score of 85% or higher; mock scene sketch assessed against a rubric for correct scale, labeled dimensions, north arrow, legend, and unit consistency—all five required elements must be present and accurate to pass.
4Technical Reading and Forensic Vocabulary20theoryStudents will read and accurately interpret forensic laboratory reports, chain-of-custody forms, crime scene examination reports, and court-admissible evidence logs using correct discipline-specific terminology.
  1. Read two sample forensic lab reports (latent print comparison and trace fiber analysis, with identifying information redacted) and complete a structured annotation sheet: underline all technical terms, write a plain-language definition for each, and write a two-sentence executive summary of each report's conclusion.
  2. Match a set of 40 trade vocabulary flashcards (terms drawn from IAI CCSI exam content areas: evidence categories, documentation methods, print development techniques, chain-of-custody requirements) with their definitions in a timed partner drill, then take a written vocabulary quiz.
  3. Examine a completed multi-page chain-of-custody form and an evidence log; identify four intentional errors planted by the instructor (e.g., missing signature, wrong date, unsealed item notation) and explain in writing why each error would be challenged in court.
Redacted sample forensic lab reports, sample chain-of-custody forms, sample evidence logs, vocabulary flashcard set (instructor-prepared from IAI CCSI content outline), IAI CCSI Candidate Handbook, structured annotation worksheet.Vocabulary quiz score of 80% or higher (40 terms); chain-of-custody error identification exercise—students must correctly identify and explain all four planted errors to pass, with partial credit for three; annotation sheet reviewed for accuracy of plain-language summaries.
5Objective Writing, Field Notes, and Incident Narratives24practiceStudents will produce factual, objective, and legally defensible written field notes and incident narratives that comply with law-enforcement documentation standards and contain no opinions, unsupported conclusions, or prohibited language.
  1. Observe a ten-minute staged scene walkthrough video and individually write field notes in real time; afterwards compare notes against a model answer for completeness (location, time, items, conditions) and objectivity, revising any subjective language identified.
  2. Transform a set of five poorly written, opinion-laden sentence examples (e.g., 'The suspect clearly struggled here') into objective, factual statements using only observable data, then explain in writing the legal risk each original sentence posed.
  3. Draft a complete two-page incident narrative for a fictional property crime scene using provided field notes and a scene photograph set; narrative is peer-reviewed against a rubric covering objectivity, completeness, grammar, and proper chronological structure.
Staged scene walkthrough video (instructor-produced), model field notes answer key, opinion-to-fact editing worksheet, fictional crime scene field notes packet, scene photograph set (8 photos), incident narrative rubric, word processor access.Incident narrative scored with rubric—students must score 80% or higher overall, with no score below 70% in the objectivity category, to pass; peer review feedback is formative only.
6Digital Tools for Case Documentation and Data Management24labStudents will use word processing, spreadsheet, and basic case-management software to create, organize, and present forensic case data accurately and in formats acceptable for evidentiary purposes.
  1. Using a word processor, format a provided raw incident narrative to meet a supplied agency style guide (specific fonts, headers, page numbering, date/time format, and section order); save the file in both editable and PDF formats, applying correct naming conventions for evidence files.
  2. Enter a 20-item evidence inventory into a spreadsheet, use sort and filter functions to locate specific item types, use formulas to total item counts by category, and produce a printed evidence summary table with correct column headers and units.
  3. Navigate a demonstration instance of a case-management database (or a structured Access/Excel surrogate if live software is unavailable), enter five evidence items with all required metadata fields, run a search by item type, and export a chain-of-custody report—compare output to a model report and identify any data entry discrepancies.
Computers with word processing and spreadsheet software, agency style guide (instructor-created sample), raw incident narrative for formatting, 20-item evidence inventory data set, case-management software demo access or structured Excel/Access surrogate, model chain-of-custody report.Formatted narrative checked against style guide—all required formatting elements must be correct (0 tolerance on page numbering and date format errors); spreadsheet evidence summary assessed for formula accuracy and correct totals (90% of cells must be error-free); chain-of-custody export compared to model—all five entries must match on every required field.
7Professional Ethics, Credential Pathways, and Career Readiness22theoryStudents will describe the eligibility requirements and exam domains for the IAI CCSI, IAI Latent Print Cert, and State Evidence Tech Cert credentials, articulate the ethical standards governing forensic technicians, and produce a career-readiness portfolio that meets professional application standards.
  1. Research and complete a credential-comparison chart for all three target credentials: for each, list the issuing body, eligibility requirements, exam domains, renewal cycle, and one employer job posting that lists it as preferred or required; present the chart to the class in a five-minute structured briefing.
  2. Analyze two published case studies of forensic evidence mishandling (drawn from publicly documented cases such as those discussed in NIST or NAS forensic science reform publications) and write a one-page ethics reflection identifying the specific standard violated, the professional consequence, and what proper procedure should have been followed.
  3. Assemble a career-readiness portfolio containing: a resume formatted for a crime scene technician position, a professional cover letter for a posted job opening, two completed mock job application forms, and a one-page personal code of ethics statement aligned to the IAI Code of Ethics.
IAI CCSI Candidate Handbook, IAI Latent Print Certification information sheet, state licensing board credential requirements summary, NIST or NAS forensic science reform report excerpts, publicly documented case study readings, resume template, cover letter template, blank job application forms, IAI Code of Ethics.Credential-comparison chart reviewed for accuracy on all required fields—no factual errors permitted on eligibility or exam domain descriptions; ethics reflection scored with a rubric (80% required, with the 'standard violated' and 'correct procedure' elements both required to be correct); career portfolio assessed for completeness—all five documents must be present and the resume and cover letter must contain no unprofessional language or formatting errors to pass.
Assessments
AssessmentTypeWeightPass standardMethod & rubric
Safety and Regulatory Knowledge ExamWritten exam25%75% correct (must score 100% on bloodborne pathogen and PPE selection items, which are flagged as critical safety items)A 50-question multiple-choice and short-answer exam covering OSHA 10 content, bloodborne pathogen standard requirements, hazard communication, PPE selection logic, first aid procedures, and post-exposure reporting, all contextualized to crime scene environments. This exam maps to the safety and professional practice domains of the IAI CCSI and State Evidence Tech Cert.
Accuracy · Safety · Communication · Professionalism
Math, Vocabulary, and Technical Reading ExamWritten exam25%80% overall; no sub-section may fall below 70%A 60-question exam in three sections: (1) 20 calculation problems covering unit conversion, scale, area/volume, and basic statistics; (2) 20 vocabulary matching and definition items drawn from IAI CCSI exam content areas; (3) 20 comprehension questions based on two provided forensic documents (a lab report and a chain-of-custody form). This exam maps to the documentation and evidence-handling knowledge domains of the IAI CCSI.
Accuracy · Safety · Communication · Professionalism
Integrated Documentation ProjectProject25%80% on the scoring rubric; objectivity category minimum 75%; all required document components must be presentStudents receive a packet of raw materials for a fictional scene (rough sketch, unformatted field notes, a 10-photo set, and an evidence inventory list) and must produce a complete case documentation package: formatted incident narrative, scaled scene sketch with legend, evidence log spreadsheet, and chain-of-custody form, all submitted as a single PDF. The rubric assesses accuracy, objectivity, formatting compliance, mathematical correctness of measurements, and completeness.
Accuracy · Safety · Communication · Professionalism
Professional Ethics and Career Oral DefenseOral / panel25%Pass on all four rubric categories: credential knowledge, ethical reasoning, communication clarity, and professional demeanor—any category scored as 'unsatisfactory' requires a single retakeEach student presents their career-readiness portfolio and credential-comparison chart to a panel of the instructor and one industry guest, then responds to five structured questions covering credential eligibility, a presented ethical dilemma scenario, and the student's personal code of ethics. The panel scores the student on accuracy of credential knowledge, quality of ethical reasoning, clarity of communication, and professional demeanor.
Accuracy · Safety · Communication · Professionalism
AGR-CSI53-02 Trade course

Scene Documentation & Photography

146 hr · $1,840 COMPLIMENTARY

Students learn to create a complete, court-admissible record of a crime scene using systematic search patterns, field notes, hand-drawn sketches, total-station and laser-distance measurement, and digital still/video photography. Emphasis is placed on accuracy, reproducibility, and the documentation standards required by IAI CCSI examination areas and state evidence technician certification. Every skill is practiced under realistic conditions so that the scene record can survive cross-examination and support downstream evidence analysis.

Outcomes
Course text

Students learn to create a complete, court-admissible record of a crime scene using systematic search patterns, field notes, hand-drawn sketches, total-station and laser-distance measurement, and digital still/video photography. Emphasis is placed on accuracy, reproducibility, and the documentation standards required by IAI CCSI examination areas and state evidence technician certification. Every skill is practiced under realistic conditions so that the scene record can survive cross-examination and support downstream evidence analysis.

How the course runs. 12 blocks: Documentation Purpose, Legal Standards & Scene Safety Entry; Camera Fundamentals: Exposure, Focus & Depth of Field; The Overview–Mid-Range–Close-Up Photography Sequence; Outdoor & Low-Light Scene Photography; Field Notes: Systematic Recording & Scene Narrative; Rough Sketching: Measurement Techniques & Hand-Drawn Diagrams; Finished Scale Diagrams Using CAD-Lite or Drawing Software; Laser Distance Measurers & Entry-Level Total Station Operation; Video Documentation & Drone/Aerial Overview Awareness; Documentation Errors, Quality Control & Peer Review; Integrated Scene Documentation Exercise — Full Simulation; IAI CCSI Documentation Exam Area Review & Mock Written Assessment.

What competent looks like. Photograph an outdoor and indoor crime scene using the overview-mid-range-close-up sequence, producing images that meet IAI CCSI documentation standards with correct exposure, focus, and scale markers. Produce a hand-drawn rough sketch and a finished scale diagram of a crime scene containing at least five items of evidence, using triangulation and baseline measurement accurate to ±0.1 ft. Operate a laser distance measurer and an entry-level total station to collect coordinate data and generate a simple scene plot. Write a complete scene examination report — including agency information, date/time, weather, personnel, narrative, and itemized evidence list — free of ambiguity and consistent with the photographic and sketch record. Apply all scene-entry safety protocols, including PPE donning sequence, contamination-avoidance paths, and biohazard scene controls, before touching any documentation equipment. Identify and correct at least five common documentation errors (missing scale, unlabeled north arrow, broken photo sequence, measurement transposition, incomplete chain-of-custody notation) during a simulated peer-review exercise.

Lessons · 12 blocks
#LessonHrTypeObjectiveActivitiesMaterialsCheck
1Documentation Purpose, Legal Standards & Scene Safety Entry10.5theoryStudents will explain why scene documentation must be objective, reproducible, and tamper-evident, and will correctly don full PPE before entering a simulated scene.
  1. Instructor-led lecture and discussion: the documentation triad (photographs, sketches, notes), rules of evidence admissibility, and how documentation errors have caused case dismissals — students take structured notes using a provided outline.
  2. Students read and annotate two short excerpts: one from the IAI CCSI candidate study guide covering documentation requirements, and one from a federal court opinion addressing photographic chain of custody.
  3. PPE donning and doffing drill: students practice Tyvek suit, nitrile gloves, boot covers, and respirator in the correct OSHA sequence, then walk a marked contamination-avoidance path into a staged classroom scene without touching items.
IAI CCSI Candidate Study Guide; OSHA 29 CFR 1910.132 PPE standard handout; Tyvek suits, nitrile gloves (two layers), boot covers, N95 respirators; contamination-avoidance path tape; whiteboard and projector.Exit ticket: five short-answer questions on documentation purpose and legal standards (80% correct required); instructor initialing a PPE-donning checklist with zero sequence errors.
2Camera Fundamentals: Exposure, Focus & Depth of Field13demoStudents will adjust aperture, shutter speed, and ISO on a DSLR to produce a correctly exposed, sharp image of a small evidence item under three different lighting conditions.
  1. Instructor demonstrates the exposure triangle on a DSLR projected live via HDMI to a classroom screen, then adjusts settings for a bright outdoor scene, a dim indoor scene, and a high-contrast backlit scene while narrating each decision.
  2. Students rotate through three lighting stations (daylight, fluorescent, tungsten) and photograph the same ruler-sized evidence placard, recording their chosen settings on a camera settings log sheet.
  3. Paired critique: each student selects their best and worst image from each station, uploads to a shared class folder, and presents a one-minute verbal explanation of what setting change would fix the worst image.
DSLR cameras (one per two students); 50 mm and 18–55 mm lenses; external flash units; light stands with daylight, fluorescent, and tungsten bulbs; evidence placards; HDMI cable and projector; camera settings log sheet.Instructor reviews three submitted images (one per lighting condition) against an exposure rubric: histogram within mid-tones, subject in focus across full depth, no motion blur — all three images must pass to receive credit.
3The Overview–Mid-Range–Close-Up Photography Sequence13practiceStudents will photograph a staged indoor scene using the complete overview–mid-range–close-up sequence, producing a logically ordered image set that allows a viewer who was never present to understand the scene layout and the position of every item.
  1. Students walk through a staged room (simulated bedroom scene with five numbered evidence items) and plan their shot sequence on a photography plan worksheet before picking up a camera.
  2. Each student executes the full sequence: four compass-point overview shots, mid-range shots establishing each evidence item in context, and paired close-up shots (without scale, then with scale marker and evidence placard) for every item.
  3. Students import images to a lab computer, sort them into a numbered folder following agency naming convention, and produce a one-page photo log listing image number, direction, subject, and lens used.
DSLR cameras; scale markers (ABFO No. 2 scales); numbered evidence placards (1–5); staged indoor scene room or equivalent space; photography plan worksheet; photo log template; lab computers with image-import software.Photo log and image folder reviewed against a 15-point checklist (compass overviews present, each item has a contextual mid-range, paired close-ups with and without scale, no out-of-focus close-ups, correct naming convention) — 13 of 15 points required to pass.
4Outdoor & Low-Light Scene Photography10.5fieldStudents will photograph a simulated outdoor scene at dusk or in low-light conditions using fill flash, painting-with-light, or high-ISO technique and produce a complete, usable image set.
  1. Instructor demonstrates painting-with-light and fill-flash techniques on a darkened outdoor practice lot using a tripod-mounted camera while students observe and ask questions.
  2. Students rotate through a staged outdoor scene (parking lot with spray-painted evidence markers) during reduced-light conditions, photographing the scene using at least two different low-light techniques and logging their settings.
  3. Group debrief: images are displayed on a portable projector; the class identifies the most and least successful techniques and documents lessons learned on an after-action reflection sheet.
DSLR cameras; tripods; external flash units; remote shutter releases; high-lumen flashlights; portable battery-powered projector; ABFO scales; after-action reflection sheet; PPE (hi-vis vests for outdoor work area).Instructor selects three random images from each student's set and scores against exposure, focus, and sequence rubric — all three must be usable (histogram acceptable, subject in focus, scale visible in close-ups) to pass.
5Field Notes: Systematic Recording & Scene Narrative10.5theoryStudents will write a complete, time-stamped field note entry for a simulated scene — including agency header, personnel log, weather, scene description narrative, and itemized evidence list — that matches a provided photographic record with no factual contradictions.
  1. Instructor models bad vs. good field note entries on the projector, annotating errors (passive voice ambiguity, missing timestamps, vague location descriptions) and then rewriting each in acceptable form.
  2. Students receive a 20-image photo set of a staged scene and a blank field note form; they write a full scene narrative, personnel log, and evidence list from the photos alone, as they would in the field when revisiting their own notes.
  3. Peer-review swap: partners check each other's notes against the photo set using a contradiction-check checklist, flagging every inconsistency; students correct errors and resubmit.
Printed 20-image photo sets (same staged scene used in Lesson 3); agency field note forms; contradiction-check checklist; pens (non-erasable blue or black ink per field standard); instructor annotated example notes (good and bad).Instructor scores final revised notes against a 12-item rubric (header complete, timestamps present, narrative in active voice, north orientation stated, every photo-documented item listed) — 10 of 12 required.
6Rough Sketching: Measurement Techniques & Hand-Drawn Diagrams13practiceStudents will produce a complete rough sketch of a staged indoor scene using baseline and triangulation measurements accurate to ±0.1 ft, with a north arrow, title block, legend, and all five evidence items correctly located.
  1. Instructor demonstrates baseline measurement and triangulation on a whiteboard diagram, then repeats the demonstration in the hallway with a tape measure and two mock evidence markers, having students call out the math.
  2. Students work in pairs inside a staged room: one measures and calls out values, the other records on the rough sketch form; roles alternate halfway through so both students produce a complete independent sketch.
  3. Instructor conducts a measurement verification check by comparing two randomly selected measurements from each pair's sketch against the instructor's key measurements — discrepancies greater than 0.1 ft are retaken.
100 ft fiberglass tape measures; 25 ft steel tape measures; rough sketch forms with title block; pencils and erasers; numbered evidence markers; staged indoor room; instructor measurement key; rulers.Rough sketch scored on 10-item checklist (title block, north arrow, legend, room dimensions, five evidence items located, two measurement methods used, readable scale notation) — 9 of 10 required; any measurement error >0.1 ft requires a re-measure.
7Finished Scale Diagrams Using CAD-Lite or Drawing Software13labStudents will convert their Lesson 6 rough sketch into a finished scale diagram using digital drawing software, producing a print-ready plan view accurate to the original measurements that could be submitted as a court exhibit.
  1. Instructor demonstrates the software interface (polygon room tool, dimension annotation, legend insertion, north-arrow placement, scale bar) using a screen-share walkthrough with students following along on lab computers.
  2. Students input their own Lesson 6 measurements to construct a finished diagram, checking that on-screen dimensions match rough-sketch values at every step before moving to the next room feature.
  3. Students print their diagrams, place them alongside their Lesson 6 rough sketches, and complete a self-audit form verifying that every measurement, item location, and label matches — discrepancies are corrected before submission.
Lab computers with free or low-cost 2-D drawing software (e.g., RoomSketcher, SketchUp Free, or agency-standard CAD-lite); printed rough sketches from Lesson 6; self-audit comparison form; printer; scale rulers for verification.Finished diagram compared by instructor against Lesson 6 rough sketch on an 8-item accuracy checklist — all room dimensions within ±0.05 ft of rough sketch, all five evidence items within ±0.1 ft of rough-sketch location, north arrow and scale bar present; all 8 items must pass.
8Laser Distance Measurers & Entry-Level Total Station Operation13demoStudents will collect distance and coordinate data for at least six points in an outdoor scene using a laser distance measurer and entry-level total station, then transfer the data to a plot diagram.
  1. Instructor introduces the laser distance measurer: turning on, sighting, reading the display, and recording values; students practice on a hallway course, measuring six distances and comparing to steel-tape values.
  2. On an outdoor practice lot, the instructor sets up and levels the total station, demonstrates prism-pole targeting, and collects three coordinate points while narrating each step; students rotate through and each collect at least three points.
  3. Students download collected coordinate data (or manually transcribe) into a simple spreadsheet template and use the X/Y values to plot points on graph paper, producing a simple scaled point plot of the outdoor course.
Laser distance measurers (one per two students); entry-level total station (one unit, shared rotation); prism poles; tripod; laptop with data-transfer cable; spreadsheet template; graph paper; steel tape for verification; outdoor practice lot.Instructor compares student-collected distances against key measurements — all six laser distances within ±0.05 ft, and the three total-station coordinates plot within ±0.1 ft of known positions on the instructor's reference plot.
9Video Documentation & Drone/Aerial Overview Awareness10.5demoStudents will produce a narrated walk-through video of a staged indoor scene that follows a systematic path, keeps the camera steady, and provides clear verbal identification of every item documented.
  1. Instructor demonstrates a walk-through video technique using a smartphone or camcorder: entry narration (date, time, case number, operator), systematic clockwise path, steady pan speed, and close-up pauses at evidence items — students observe and critique a good example vs. a bad example video.
  2. Students produce their own walk-through video of a staged scene, then review it immediately on playback, completing a self-review checklist for narration clarity, pan speed, and item coverage.
  3. Instructor delivers a brief illustrated lecture on FAA Part 107 drone operation requirements and how aerial documentation is integrated with ground-level records — no drone flight is conducted, but students identify what an aerial overview adds to documentation.
Smartphones or camcorders; tripod or stabilizer; staged indoor scene; self-review video checklist; projector for good/bad example playback; FAA Part 107 overview handout.Instructor reviews each student's video using a 10-item checklist (entry narration complete, clockwise path maintained, no uncontrolled camera shake, each numbered item verbally identified and briefly zoomed) — 9 of 10 required.
10Documentation Errors, Quality Control & Peer Review10.5practiceStudents will identify and document at least five distinct documentation errors in a deliberately flawed scene-record package (photos, sketch, notes) and propose specific corrections for each.
  1. Instructor distributes a prepared flawed scene package containing a photo set with broken sequence and missing scales, a sketch with no north arrow and a transposed measurement, and notes with passive-voice ambiguity and a missing evidence item — students annotate the package independently.
  2. Small groups compare their annotated packages, reconcile any disagreements, and produce a consolidated error report listing each error, its location in the record, the applicable standard violated, and the correction required.
  3. Groups present their top three errors to the class; instructor provides authoritative feedback and discusses how each error could be exploited during cross-examination.
Printed flawed scene packages (one per student); annotation pens (red); consolidated error report form; projector for group presentations; IAI CCSI documentation standards reference sheet.Each student's independent annotation must identify at least 5 of the 8 planted errors before the group discussion begins — students who identify fewer than 5 individually must complete a corrective annotation exercise on a second flawed package.
11Integrated Scene Documentation Exercise — Full Simulation19.5fieldStudents will independently document a full simulated crime scene — producing a complete photo log and image set, rough sketch with measurements, finished scale diagram, and scene narrative — within a realistic time limit and without instructor prompting.
  1. Students receive a mock dispatch sheet (scene type, address, responding personnel) and independently plan their documentation approach using a pre-scene checklist before entering the staged outdoor/indoor combined scene.
  2. Each student executes the full documentation sequence without assistance: PPE donning, scene photography (overview through close-up), field notes and narrative, rough sketch with measurements, then returns to the lab to complete the finished diagram and photo log.
  3. Students submit their complete package (printed photo log, finished diagram, field notes) and participate in a 10-minute instructor debrief where they answer questions about their decisions, simulating an investigative review.
All documentation equipment from prior lessons (cameras, scales, tape measures, laser measurer, sketch forms, lab computers); staged combined indoor/outdoor scene with eight numbered evidence items; dispatch sheet template; pre-scene checklist; PPE.Package scored on a 20-point integrated rubric (photos: 8 points; sketch/diagram: 6 points; notes: 6 points) — 16 of 20 points required to pass; any critical omission (no north arrow, no scale in close-ups, evidence item missing from notes and diagram simultaneously) requires a repeat simulation.
12IAI CCSI Documentation Exam Area Review & Mock Written Assessment9theoryStudents will correctly answer at least 80% of practice questions covering IAI CCSI examination areas related to scene documentation and photography, identifying their individual weak areas before the formal course assessment.
  1. Instructor maps each lesson in the course to the corresponding IAI CCSI content area on a matrix projected for the class, then leads a 45-minute rapid-fire Q&A review using flashcard-style questions drawn from each content area.
  2. Students complete a 40-question timed mock written exam (multiple-choice and short answer) covering photography technique, measurement methods, sketch standards, note-writing standards, and documentation error identification.
  3. Students score their own exams against an answer key, flag every missed item, and complete a targeted study plan form identifying which content areas to review before the end-of-course knowledge exam.
IAI CCSI content-area matrix handout; 40-question mock exam (printed); answer key; targeted study plan form; whiteboard for Q&A.Students scoring below 80% on the mock exam must meet individually with the instructor before the formal knowledge exam to review flagged items — passing the mock exam at ≥80% is tracked but not a course grade; it is a readiness indicator.
Assessments
AssessmentTypeWeightPass standardMethod & rubric
Scene Documentation Written ExaminationWritten exam25%75% or higher (30 of 40 questions correct)A 40-question closed-book examination covering photography exposure and sequence standards, measurement and sketching methods, field note requirements, legal admissibility principles, and common documentation errors, mapped to IAI CCSI examination content areas for documentation and photography. Questions are multiple-choice and short-answer; students have 60 minutes.
Standard met · Safety · Time · Quality/finish · Documentation
Full Scene Documentation Skills DemonstrationSkills demonstration45%16 of 20 points on the integrated rubric; no critical omissionsStudents independently document a staged scene (minimum eight evidence items, mixed indoor/outdoor) within a set time limit, submitting a complete photo log and image set, rough sketch, finished scale diagram, and scene narrative — scored against the same 20-point rubric used in Lesson 11, with any critical omission (missing scale in all close-ups, evidence item absent from both notes and diagram) resulting in an automatic retest.
Standard met · Safety · Time · Quality/finish · Documentation
Documentation Lab LogLog15%All 12 lessons logged with instructor initials; average rubric score ≥75% across logged activitiesStudents maintain a running lab log throughout the course, entering the date, lesson title, equipment used, measurements taken, images captured, and a brief reflection on what was learned and what needs improvement for each hands-on lesson; the instructor initials each entry at the end of the lesson, and the log is submitted as a complete bound or digital record at the end of the course.
Standard met · Safety · Time · Quality/finish · Documentation
Scene Entry & PPE Safety CheckSafety audit15%Zero critical errors on the safety checklist; completed before Lesson 3 beginsA pass/fail practical safety check conducted by the instructor: the student dons full PPE (Tyvek suit, double nitrile gloves, boot covers, appropriate respiratory protection) in correct sequence, enters a simulated scene along the designated contamination-avoidance path without touching any evidence, and then doffs PPE in the correct sequence without self-contamination — any breach of sequence or scene contact is a critical error requiring an immediate repeat attempt.
Standard met · Safety · Time · Quality/finish · Documentation
AGR-CSI53-03 Trade course

Evidence Collection & Chain of Custody

146 hr · $1,840 COMPLIMENTARY

Students learn the systematic methods for recognizing, documenting, collecting, packaging, and preserving physical evidence at crime scenes in accordance with accepted forensic standards. The course covers legal and scientific chain-of-custody requirements from first contact with evidence through laboratory submission and courtroom presentation. Competencies directly support the IAI CCSI exam domains for evidence handling and the State Evidence Tech Cert legal requirements.

Outcomes
Course text

Students learn the systematic methods for recognizing, documenting, collecting, packaging, and preserving physical evidence at crime scenes in accordance with accepted forensic standards. The course covers legal and scientific chain-of-custody requirements from first contact with evidence through laboratory submission and courtroom presentation. Competencies directly support the IAI CCSI exam domains for evidence handling and the State Evidence Tech Cert legal requirements.

How the course runs. 12 blocks: Legal Foundations of Evidence and the Fourth Amendment; Chain of Custody: Principles, Documentation, and Legal Weight; PPE, Contamination Control, and Scene Safety for Evidence Collectors; Crime Scene Search Patterns and Evidence Prioritization; Evidence Recognition and Prioritization by Category; Collection Techniques for Biological Evidence; Collection and Packaging of Trace, Impression, and Toolmark Evidence; Collection of Digital and Electronic Evidence; Packaging, Sealing, and Labeling Standards; Evidence Submission, Property Room Procedures, and Lab Intake; Courtroom Admissibility, Daubert/Frye Standards, and Testimony Foundations; Integrated Evidence Collection Practical: Full Scene Simulation.

What competent looks like. Demonstrate proper recognition, prioritization, and collection of at least eight classes of physical evidence using agency-standard techniques without contaminating the sample. Complete legally defensible chain-of-custody documentation for every item collected, traceable from scene to lab, with zero unaccounted transfers. Select and apply the correct packaging material and preservation method for biological, chemical, trace, and digital evidence in accordance with current forensic guidelines. Explain the legal basis for evidence admissibility, including Fourth Amendment considerations, and articulate how improper collection or custody breaks can render evidence inadmissible. Perform scene search patterns (grid, spiral, zone, strip) and justify pattern selection based on scene type, size, and evidence distribution. Apply required personal protective equipment and decontamination procedures for each evidence category to prevent cross-contamination and protect personal safety.

Lessons · 12 blocks
#LessonHrTypeObjectiveActivitiesMaterialsCheck
1Legal Foundations of Evidence and the Fourth Amendment10.5theoryStudents will explain how the Fourth Amendment, search warrants, consent, and plain-view doctrine govern evidence collection and will identify at least five scenarios in which improperly obtained evidence may be suppressed.
  1. Read and annotate excerpts from landmark U.S. Supreme Court cases dealing with search and seizure, then summarize the ruling and its impact on evidence collection in a one-page brief.
  2. Work in pairs to evaluate five written scenario cards (each describing a different entry and search situation) and decide whether collected evidence would be admissible, citing the legal principle that applies.
  3. Participate in a structured class discussion comparing warrant exceptions (exigent circumstances, automobile exception, plain view, consent) using a decision-tree handout to map each exception.
Textbook: Fisher, B.A.J. & Fisher, D.R., Techniques of Crime Scene Investigation (8th ed.); U.S. Constitution Fourth Amendment text; printed scenario cards; legal decision-tree handout; whiteboard.Written scenario-analysis quiz: 10 scenarios scored by instructor; pass = 70% correct identification of admissibility status with correct legal rationale cited.
2Chain of Custody: Principles, Documentation, and Legal Weight13theoryStudents will complete a chain-of-custody form for a mock set of evidence items, accurately recording every transfer with no missing fields, and explain how a broken chain affects courtroom admissibility.
  1. Instructor demonstrates completion of a standard evidence log and chain-of-custody form using a projected example; students replicate the form for a set of five fictional items, then peer-review each other's forms against a rubric.
  2. Trace a mock chain-of-custody scenario backward from courtroom exhibit to scene collection, identifying where a simulated error (an uninitialed transfer) was introduced and discussing its legal consequences.
  3. Role-play a transfer of evidence between a 'scene technician' and a 'property room officer,' practicing verbal confirmation, signature, date/time, and condition notation for each item.
Standard agency chain-of-custody forms (blank); evidence log sheets; scenario packets; peer-review rubric; IAI CCSI study guide excerpts; ballpoint pens (no erasable ink).Instructor reviews each student's completed chain-of-custody form against a 15-point checklist (date, time, item number, description, collector, every transfer signed); pass = zero missing required fields and zero inaccurate item descriptions.
3PPE, Contamination Control, and Scene Safety for Evidence Collectors10.5demoStudents will don and doff a full evidence-collection PPE ensemble (gloves, Tyvek suit, booties, mask) correctly, explain the rationale for each layer, and describe decontamination procedures that prevent cross-contamination between items.
  1. Instructor demonstrates the sequence for donning and doffing gloves, Tyvek suit, N95 respirator, and booties; students practice three full cycles individually while instructor checks for protocol errors using a printed checklist.
  2. Simulate a contaminated scene by placing fluorescent powder on surfaces; students collect mock evidence, then use a UV lamp to reveal any transfer to gloves, suit, or unintended surfaces, recording findings in a brief contamination log.
  3. Discuss and diagram a decontamination corridor (clean, transition, dirty zones) on paper, then physically set up the zones in the lab space using tape and signage and explain the purpose of each zone to the class.
Nitrile gloves (multiple sizes), Tyvek suits, N95 respirators, boot covers, safety glasses; UV lamp; fluorescent contamination powder; PPE donning/doffing checklist; masking tape for zone demarcation; biohazard bags.Instructor observes each student's donning/doffing sequence using a 10-step checklist; pass = no steps out of order and no simulated self-contamination detected under UV inspection.
4Crime Scene Search Patterns and Evidence Prioritization13practiceStudents will execute at least three scene-search patterns (grid, zone, spiral) on a simulated outdoor and indoor scene, justify their pattern choice in writing, and correctly identify and flag all planted evidence items.
  1. Study illustrated handouts describing strip, grid, zone, and spiral patterns; complete a matching exercise linking pattern type to scene type (large field, small room, vehicle interior, debris field), then compare answers with a partner.
  2. On a marked outdoor area (approximately 30 × 30 ft) with 12 hidden mock evidence flags planted by the instructor, teams of three execute a grid search, document each item found with a numbered flag and rough sketch, and compare recovery rate against the planted total.
  3. Debrief as a class: calculate each team's find rate, discuss missed items, and write a one-paragraph justification for the pattern chosen, addressing scene size, number of searchers, and evidence type expected.
Measuring tape (100 ft); numbered evidence flags; sketch paper and pencils; clipboard; printed search-pattern handouts; cones for grid corners; outdoor practice area.Team recovers at least 10 of 12 planted items (83%) and each individual student submits a written justification earning at least 4 of 5 points on the rubric (clarity, pattern selected, rationale, scene factors addressed, grammar).
5Evidence Recognition and Prioritization by Category10.5theoryStudents will correctly classify a set of 20 photographic evidence samples into at least seven recognized forensic evidence categories and rank collection priority based on fragility and environmental risk.
  1. Using a projected slideshow of 20 crime-scene photographs, students individually categorize each item (biological, trace, impression, digital, documentary, ballistic, chemical/controlled substance, or toolmark) on a printed answer sheet, then class reviews answers together.
  2. Construct a priority matrix on a whiteboard: list evidence categories along one axis and environmental risk factors (rain, foot traffic, temperature, UV light) along the other, then rank each category's vulnerability and discuss implications for collection order.
  3. In groups of four, read a written scene narrative and produce an evidence collection order list with justification, then present their list to the class for peer critique.
Projected slideshow (20 scene images); printed answer sheets; whiteboard and markers; scene narrative handouts; Fisher & Fisher textbook chapters on evidence classification.Individual written classification quiz on 20 images plus a five-item priority-ranking exercise; pass = 75% accuracy on classification and correct top-three priority items identified with valid rationale.
6Collection Techniques for Biological Evidence15labStudents will collect simulated biological evidence (dried bloodstains, saliva swabs, hair) using accepted swabbing, cutting, and tape-lift techniques without contaminating the sample, and package each specimen correctly for laboratory submission.
  1. Instructor demonstrates wet-swab and dry-swab techniques on a fabric swatch stained with simulated blood (non-biological dye); students replicate the technique on identical swatches, label tubes with required information, and place in paper (not plastic) bags with desiccant.
  2. Practice collecting simulated hair and fiber evidence using forceps and tape lifts; mount tape lifts on acetate backing, label, and complete an evidence submission form for each item.
  3. Package all collected items from the session into a properly labeled evidence envelope, complete the chain-of-custody entry, and seal with evidence tape initialed across the seal, then instructor performs a blind audit of packaging quality.
Cotton swabs; sterile distilled water; simulated bloodstain fabric swatches (dye-based); paper envelopes and bags; desiccant packets; forceps; clear tape; acetate backing; evidence submission forms; evidence tape; permanent markers; nitrile gloves; Tyvek suits.Instructor evaluates each student's packaged biological evidence set against a 12-point packaging rubric (correct container type, desiccant present, sealed with initialed tape, all label fields complete, no cross-contamination visible); pass = 10 of 12 points.
7Collection and Packaging of Trace, Impression, and Toolmark Evidence15labStudents will recover trace evidence using tape lifts, electrostatic lifting devices (ESDA), and vacuum collection; cast a two-dimensional impression in dental stone; and package toolmark evidence without altering the mark.
  1. Use an electrostatic lifting device (ESDA) on a dusty surface to recover a latent shoe impression; photograph the lift before and after collection, complete documentation, and store the lift in a rigid container to prevent distortion.
  2. Mix dental stone to package-specified consistency, pour a cast of an instructor-prepared shoe impression in sand or soil, allow to cure, excavate, clean, label, and package for transport without breaking the cast.
  3. Examine a set of toolmark exemplars on soft metal coupons (created by instructor with screwdrivers and pliers); photograph with scale, cut out the coupon section containing the mark without touching the mark surface, wrap in protective foam, and complete the evidence form.
Electrostatic lifting device (ESDA); dental stone powder; mixing bowls; water; shoe-impression forms in sand trays; rubber spatulas; toolmark coupons (soft aluminum); camera with macro lens; photo scales; rigid evidence containers; foam padding; evidence forms.Each student submits one ESDA lift, one dental stone cast, and one packaged toolmark coupon with completed forms; instructor checks against a 15-point rubric covering documentation accuracy, packaging integrity, and absence of damage to evidence; pass = 12 of 15 points.
8Collection of Digital and Electronic Evidence10.5demoStudents will describe first-responder protocols for digital evidence (phones, computers, storage media) and demonstrate correct collection, packaging, and documentation steps that preserve electronic data integrity without powering devices on or off improperly.
  1. Instructor demonstrates use of a Faraday bag to isolate a powered-on mobile phone, explaining the rationale for blocking wireless signals; students practice placing identical dummy phones into Faraday bags and completing the evidence label.
  2. Work through a written scenario in which a computer is found powered on at a scene: students write a step-by-step response (photograph screen state, do not touch keyboard, consult digital examiner, document all connected peripherals) and compare to the instructor's model answer.
  3. Complete an evidence submission form for a set of three digital items (phone, USB drive, laptop) using manufacturer labels and anti-static bags, then explain to a partner why static and wireless signals are the primary packaging threats for electronic evidence.
Faraday bags (various sizes); dummy mobile phones; anti-static bags; printed scenario handout; digital evidence submission forms; camera; permanent markers; SWGDE best-practice reference handout.Instructor observes each student place a dummy phone in a Faraday bag and complete the label; graded with a 6-point checklist (bag sealed, label complete, rationale explained verbally); plus scenario written response graded for completeness; pass = 5 of 6 points on bag procedure and 75% on scenario.
9Packaging, Sealing, and Labeling Standards10.5practiceStudents will package and label a mixed set of eight evidence items—spanning biological, trace, impression, and digital categories—using the correct container type for each, with all required label fields completed and tamper-evident sealing applied.
  1. Complete a packaging decision matrix exercise: given a list of 12 evidence types, students select paper vs. plastic vs. rigid container vs. Faraday bag vs. anti-static bag and explain the reason; instructor grades immediately for rapid feedback.
  2. Receive a mixed tray of eight simulated evidence items collected in previous lessons; package each item correctly from scratch, applying evidence tape seals and completing all label fields (case number, item number, description, date, time, collector, location collected) with no blanks.
  3. Swap completed packages with another student for peer audit using a printed 10-point checklist, flag any errors on a sticky note, and return for correction; instructor then reviews flagged packages.
Paper bags and envelopes (assorted sizes); rigid cardboard evidence boxes; Faraday bags; anti-static bags; desiccant; evidence tape; permanent markers; printed packaging decision matrix; peer-audit checklist; mixed simulated evidence items from prior labs.Instructor audits each student's eight-item packaged set against the 10-point checklist per item (80 points total); pass = 72 of 80 points (90%) with no item using a categorically wrong container type.
10Evidence Submission, Property Room Procedures, and Lab Intake10.5fieldStudents will complete a simulated property-room evidence submission workflow—including intake forms, locker assignment, refrigeration for biologicals, and temporary release documentation—demonstrating compliance with standard property-room protocols.
  1. Tour the program's simulated property room (or an arranged visit to a partner agency's property room); observe intake procedures, storage organization, refrigerated/frozen storage for biologicals, and the check-out/check-in process, taking structured notes on a guided observation form.
  2. Simulate a full submission: carry a set of packaged items from a mock scene to the simulated property room, hand off to an instructor playing the property-room officer, verbally confirm each item, obtain a receipt, and file a copy in the case folder.
  3. Complete a temporary-evidence-release form (for items sent to an outside lab), trace the additional chain-of-custody link created, and discuss scenarios in which improper release documentation has led to evidence being challenged in court.
Simulated property room (or partner agency); evidence intake forms; storage logs; refrigerator/freezer for biological storage; temporary-release forms; pre-packaged mock evidence sets; guided observation form; case folders.Instructor evaluates submission paperwork completeness (intake form, receipt, case-folder copy) using an 8-point checklist; pass = all 8 fields correct and verbal hand-off observed to include item count confirmation and condition statement.
11Courtroom Admissibility, Daubert/Frye Standards, and Testimony Foundations8.5theoryStudents will explain the Daubert and Frye standards for scientific evidence admissibility and describe how collection and chain-of-custody documentation directly supports or undermines an expert's ability to testify about physical evidence.
  1. Read a condensed summary of Daubert v. Merrell Dow Pharmaceuticals and Frye v. United States; complete a compare-contrast chart identifying the key test criteria under each standard and which standard applies in federal court vs. various state courts.
  2. Analyze a mock defense motion to suppress evidence based on chain-of-custody gaps in a written scenario; identify which specific documentation failures gave rise to the motion and propose corrective actions that would have prevented it.
  3. Participate in a mock direct-examination in which the instructor plays defense counsel challenging the chain of custody; students respond as the technician who collected the evidence, referencing their documentation to answer challenges.
Daubert/Frye summary handout; compare-contrast worksheet; mock suppression motion document; mock direct-examination script; Fisher & Fisher textbook chapter on admissibility.Written 10-question quiz on Daubert/Frye criteria and chain-of-custody admissibility concepts; pass = 70%; plus instructor rates mock testimony on a 5-point rubric (accuracy, documentation reference, composure, clarity, responsiveness); pass = 4 of 5.
12Integrated Evidence Collection Practical: Full Scene Simulation18.5labWorking individually, students will process a staged multi-evidence crime scene from arrival through evidence submission, producing a complete, legally defensible evidence package—search pattern documentation, collection notes, chain-of-custody forms, and packaged items—with no critical errors.
  1. Each student receives a scene briefing card and independently conducts a scene safety assessment, dons PPE, selects and executes a search pattern, documents the scene with a rough sketch, and flags all evidence items before touching anything.
  2. Collect, package, label, and seal each evidence item found using the correct technique and container for its category; complete a chain-of-custody entry for every item at the moment of collection.
  3. Submit the complete evidence package to the simulated property room (instructor), undergo a structured verbal debrief in which the instructor questions collection and packaging decisions, and complete a self-assessment checklist comparing performance to course standards.
Staged scene with planted evidence (biological swatches, trace fibers, shoe impression, digital dummy device, documentary evidence, toolmark coupon); full PPE kit; evidence collection toolkit; chain-of-custody forms; packaging materials; property-room intake forms; self-assessment checklist; camera.Instructor scores using a 40-point integrated rubric: PPE compliance (5 pts), search pattern execution and documentation (5 pts), correct collection technique per item (10 pts), correct packaging and labeling per item (10 pts), chain-of-custody completeness (10 pts); pass = 32 of 40 points (80%) with no critical error (wrong container for biological evidence, missing seal, or undocumented transfer).
Assessments
AssessmentTypeWeightPass standardMethod & rubric
Evidence Law and Chain-of-Custody Knowledge ExamWritten exam25%70% correct (42 of 60 points)A 60-question written exam covering Fourth Amendment doctrine, chain-of-custody legal requirements, evidence categories and classification, Daubert/Frye admissibility standards, and packaging selection rationale. Questions are multiple choice and short answer; the exam maps directly to IAI CCSI exam domain areas covering evidence collection principles and legal foundations.
Standard met · Safety · Time · Quality/finish · Documentation
Integrated Scene Processing Skills DemonstrationSkills demonstration45%80% on the 40-point rubric with zero critical errorsStudents individually process the Lesson 12 staged crime scene, and the instructor scores the complete workflow—PPE compliance, search pattern execution, collection technique, packaging and labeling, and chain-of-custody documentation—using the 40-point rubric. This performance assessment maps to the IAI CCSI practical competency domain and the State Evidence Tech Cert requirement for demonstrated collection proficiency.
Standard met · Safety · Time · Quality/finish · Documentation
Evidence Collection Lab LogLog15%All 12 lesson entries complete; average entry score of 80% on the 5-point entry rubricStudents maintain a running lab log throughout the course documenting their procedures, observations, packaging decisions, and chain-of-custody entries for every hands-on lesson. Each entry is scored on accuracy, completeness, correct terminology, chain-of-custody correctness, and legibility; the log is reviewed at mid-course and at course end.
Standard met · Safety · Time · Quality/finish · Documentation
PPE and Decontamination Safety CheckSafety audit15%100% on critical safety steps; overall 90% on 10-point checklistInstructor administers an unannounced observation during one of the lab lessons in which students must correctly don full PPE, collect evidence from a UV-powder-contaminated surface, and doff without self-contaminating, using a 10-point checklist. Any failure on the three critical steps (glove integrity, doffing sequence, biohazard bag disposal) requires immediate remediation and retest before the student may continue lab work.
Standard met · Safety · Time · Quality/finish · Documentation
AGR-CSI53-04 Trade course

Latent Prints: Development, Recovery, and Comparison

146 hr · $1,840 COMPLIMENTARY

Students develop hands-on competency in the full latent-print workflow: developing and recovering prints from a wide range of substrates using physical and chemical methods, documenting and lifting results, and performing ACE-V comparison to link or exclude a suspect print. The course maps directly to the IAI Certified Crime Scene Investigator (CCSI) and IAI Latent Print Certification exam domains, with safety and chain-of-custody discipline integrated throughout every lab session.

Outcomes
Course text

Students develop hands-on competency in the full latent-print workflow: developing and recovering prints from a wide range of substrates using physical and chemical methods, documenting and lifting results, and performing ACE-V comparison to link or exclude a suspect print. The course maps directly to the IAI Certified Crime Scene Investigator (CCSI) and IAI Latent Print Certification exam domains, with safety and chain-of-custody discipline integrated throughout every lab session.

How the course runs. 12 blocks: Friction Ridge Skin: Anatomy, Formation, and Persistence; Safety, PPE, and Chemical Hygiene for Latent-Print Work; Fingerprint Classification, Terminology, and Level-Detail Analysis; Powder Development: Techniques and Substrate Selection; Lifting Techniques and Evidence Packaging; Chemical Development: Cyanoacrylate Fuming; Chemical Development: Amino-Acid Reagents on Porous Surfaces; Alternate Light Source (ALS) and Fingerprint Photography; ACE-V Methodology: Principles and Controlled Practice; AFIS: Entry, Searching, and Candidate Evaluation; Integrated Scene Simulation: Full Latent-Print Workflow; Review, Competency Self-Assessment, and Exam Mapping.

What competent looks like. Select and apply the correct development technique—powder, chemical, or alternate light source—based on substrate type and contamination conditions. Lift, package, label, and submit latent-print evidence in strict compliance with chain-of-custody requirements. Photograph developed latent prints with scale and oblique lighting to produce court-admissible images. Apply the ACE-V methodology (Analysis, Comparison, Evaluation, Verification) to reach a documented, defensible conclusion on print identification or exclusion. Operate an AFIS terminal to enter an unknown print and interpret candidate matches for follow-up manual comparison. Work safely with all chemical developers—cyanoacrylate, ninhydrin, DFO, physical developer—using required PPE, ventilation controls, and chemical hygiene procedures consistent with OSHA and laboratory safety standards.

Lessons · 12 blocks
#LessonHrTypeObjectiveActivitiesMaterialsCheck
1Friction Ridge Skin: Anatomy, Formation, and Persistence10theoryStudents will explain how friction ridge skin forms, why ridge detail is permanent after fetal development, and how three print types (latent, patent, plastic) differ in recovery approach.
  1. Lecture and annotated diagram exercise: label the layers of friction ridge skin (epidermis, dermis), identify sweat pores, furrows, and incipient ridges on a printed anatomical cross-section, then answer a 15-question identification quiz.
  2. Case reading: students read a one-page summary of a landmark identification case (such as the Jennings case, which established fingerprint evidence in US courts), extract the key science claims, and write a half-page reflection on what ridge persistence means for evidence longevity.
  3. Substrate sorting activity: instructor presents 12 common crime-scene surfaces (glass, aluminum can, human skin, glossy paper, cardboard, plastic bag, leather, painted wood, wax paper, styrofoam, rubber, fabric); students rank each from most to least likely to retain a usable latent print and defend their ranking in a brief group discussion.
Friction ridge anatomy diagrams, SWGFAST glossary of friction ridge terminology (archived reference), Ashbaugh 'Quantitative-Qualitative Friction Ridge Analysis' Chapter 1–2, substrate sample set, whiteboard15-question identification quiz on anatomy, print types, and substrate suitability; pass mark 80% (12/15 correct).
2Safety, PPE, and Chemical Hygiene for Latent-Print Work10theoryStudents will identify the health hazards of each major latent-print chemical and demonstrate correct PPE selection, ventilation requirements, spill response, and SDS interpretation before handling any chemical in subsequent labs.
  1. SDS scavenger hunt: instructor provides SDS sheets for cyanoacrylate (CA) fuming, ninhydrin, DFO, and physical developer; students locate the correct PPE, exposure limits, first-aid measures, and disposal instructions for each, then complete a structured worksheet.
  2. PPE donning and doffing drill: in pairs, students practice the correct sequence for putting on and removing nitrile gloves, safety glasses, half-face respirator with organic-vapor cartridges, and lab coat; instructor uses a checklist to flag any breaks in procedure.
  3. Scenario exercise: students read three short scenarios describing a CA fume hood malfunction, a ninhydrin skin contact, and improper waste disposal, and write the correct corrective action for each, citing the relevant SDS section.
SDS packets for CA glue, ninhydrin, DFO, physical developer; nitrile gloves (powder-free), safety glasses, half-face respirators with OV cartridges, lab coats, PPE donning/doffing checklist, OSHA Hazard Communication standard summarySDS worksheet graded for accuracy on all four chemicals; PPE donning/doffing observed by instructor with zero critical errors allowed; scenario responses must correctly cite SDS sections—all three components must pass (100% on safety items) before student may enter the chemical lab.
3Fingerprint Classification, Terminology, and Level-Detail Analysis12theoryStudents will classify a set of 20 fingerprint images by pattern type (loop, whorl, arch) and correctly identify a minimum of eight Level 2 detail features (ridge endings, bifurcations, dots, short ridges, enclosures, spurs) per print using standard SWGFAST terminology.
  1. Classification drill: students examine 20 inked exemplar prints, assign the correct Henry/NCIC classification (plain arch, tented arch, radial loop, ulnar loop, plain whorl, central pocket loop whorl, double loop whorl, accidental whorl), and record their answers on a classification chart; instructor reviews answers as a group.
  2. Minutiae mapping exercise: using printed enlargements of four latent prints, students mark and label every visible Level 2 feature with a colored pencil code (one color per feature type), count totals, and compare results with a partner before class reconciliation.
  3. Terminology matching test: 30-term vocabulary quiz drawn from the SWGFAST glossary covering Levels 1, 2, and 3 detail; students must define each term and give one example.
Sets of inked exemplar print cards, printed latent-print enlargements, SWGFAST glossary, colored pencils, classification chart worksheets, NCIC fingerprint classification reference cardClassification drill: 85% accuracy (17/20 correct patterns); minutiae mapping: minimum 8 correctly labeled features per print verified by instructor overlay; vocabulary quiz: 80% (24/30).
4Powder Development: Techniques and Substrate Selection14labStudents will develop latent prints on five different substrate types using the correct powder (black, white, magnetic, fluorescent) and brush technique, achieving a minimum of three identifiable prints per substrate set.
  1. Demonstration by instructor: students observe correct brush loading, application pressure, and direction-of-ridge brushing technique on a glass pane, then practice the identical technique on a practice substrate before touching the graded samples.
  2. Substrate rotation lab: each student receives a set of 15 prepared substrates (glass, aluminum, plastic, painted wood, glossy paper—three of each); they select the appropriate powder for each surface, develop, and record substrate, powder used, result quality (excellent/usable/poor/no result), and reasoning in a lab log.
  3. Photographic documentation: after developing at least three high-quality prints, students photograph each with a macro lens, scale card, and oblique lighting, then download and evaluate image sharpness and ridge clarity against a provided quality standard checklist.
Black fingerprint powder, white fingerprint powder, magnetic powder, fluorescent powder, fiberglass brush, magnetic wand brush, camel-hair brush, substrate sets (glass plates, aluminum beverage cans, plastic containers, painted wood panels, glossy paper), scale cards, DSLR camera with macro lens, ring flash and oblique light source, lab log formsLab log reviewed for correct powder selection and reasoning on all 15 substrates (80% correct choices); minimum three identifiable prints developed per five substrate types; photographs pass quality checklist (ridge detail visible, scale present, no motion blur)—instructor signs off.
5Lifting Techniques and Evidence Packaging10labStudents will lift developed latent prints using rubber, gel, and hinged lifters without distortion, mount or package each lift correctly, and complete all chain-of-custody documentation with zero omissions.
  1. Lifting technique progression: instructor demonstrates rubber lifter application and peeling technique, gel lifter use on textured surfaces, and hinged lifter use on flat surfaces; students practice each on duplicate substrates before moving to the graded set.
  2. Graded lifting exercise: students develop and lift 12 prints (four per lifter type) from assigned substrates, mount each in the correct backing card or sealed envelope, and affix a completed evidence label (case number, date, time, technician initials, substrate, location description).
  3. Chain-of-custody drill: students complete a full evidence submission form for their 12 lifts, transfer them to a mock evidence locker with a sign-in log, then retrieve a partner's package and verify that all documentation is present and intact before signing the log.
Rubber lifters (black and white), gel lifters, hinged lifters, backing cards, evidence envelopes, evidence tape, evidence labels, chain-of-custody forms, evidence submission forms, mock evidence locker, marker pensAll 12 lifts assessed: no print distortion (instructor compares lift to photograph), all labels complete and legible, chain-of-custody form error-free—any missing field on a CoC form is an automatic resubmit; overall pass requires 10/12 lifts meeting quality standard and zero CoC errors.
6Chemical Development: Cyanoacrylate Fuming12labStudents will safely conduct a cyanoacrylate (superglue) fuming session in a ventilated chamber, produce polymerized ridge detail on at least four non-porous items, and document results with proper photography and chain-of-custody entries.
  1. Pre-lab safety check: before the fume chamber is activated, instructor quizzes each student on CA hazards, required PPE, and emergency shutdown; any student who cannot answer all three questions is excused to review the SDS before re-entering.
  2. Fuming session: working in pairs inside a ventilated CA fuming cabinet, students load prepared items (plastic bag sections, beverage cans, glass vials, a mobile phone case), place the CA reservoir, activate heat, and monitor the timed fuming cycle; they record time, humidity, temperature, and CA amount in their lab log.
  3. Post-fume documentation and optional enhancement: students photograph all fumed items (white ridge detail against dark substrate and vice versa), then apply a fluorescent dye stain (Rhodamine 6G or equivalent) to one subset of items, examine under alternate light source, and compare enhancement effectiveness in a written comparison entry.
CA fuming cabinet with ventilation, cyanoacrylate (ethyl or methyl), CA reservoir dishes, heat source, hygrometer/thermometer, nitrile gloves, safety glasses, half-face respirator with OV cartridge, prepared non-porous substrate set, Rhodamine 6G dye stain (or equivalent), alternate light source (ALS), lab log forms, DSLR camera, scale cardsPre-lab safety quiz: 100% correct required to proceed; fuming lab log complete with all environmental data; minimum four fumed items with visible ridge detail confirmed by instructor; photographs meet quality checklist—all components must pass.
7Chemical Development: Amino-Acid Reagents on Porous Surfaces14labStudents will apply ninhydrin and DFO reagents to porous substrates in the correct sequence, use heat and humidity appropriately to develop color, and photograph results under white light and alternate light source to produce admissible-quality images.
  1. Sequencing lecture and worksheet: instructor explains why DFO is applied before ninhydrin (DFO targets amino acids and fluoresces; ninhydrin also targets amino acids and produces the Ruhemann's purple color reaction, so the fluorescent method comes first to avoid masking); students complete a sequencing worksheet and predict outcomes for six substrate scenarios.
  2. DFO application lab: students apply DFO solution to paper substrates using a spray or dip method in a ventilated hood, allow to dry, apply heat per protocol, examine under ALS (blue-green excitation, orange barrier filter), photograph fluorescent ridges, and record results.
  3. Ninhydrin application lab: students then apply ninhydrin to the same substrates, allow to develop at room temperature or with steam, photograph the Ruhemann's purple ridges under white light, and record a comparative analysis entry in their lab log comparing DFO and ninhydrin yield on the same sample.
Ninhydrin solution, DFO solution, fume hood or spray booth, safety glasses, nitrile gloves, chemical-resistant apron, heat gun or steam iron, porous substrate set (white paper, newsprint, brown paper bag, cardboard), ALS unit (blue-green wavelength), orange barrier filter goggles, DSLR camera, lab log forms, SWGMAT guidelines for chemical developmentSequencing worksheet 80% correct; lab log entries complete for both reagents on all substrates; at least three identifiable prints developed under each method; photographs show ridge detail under both white light and ALS—instructor sign-off required.
8Alternate Light Source (ALS) and Fingerprint Photography12demoStudents will configure an ALS unit at the correct wavelength and select the matching barrier filter to maximize print contrast, then produce a complete photographic series of a latent print that meets court-admissible documentation standards.
  1. ALS theory and demonstration: instructor explains the electromagnetic spectrum in context of latent-print fluorescence, demonstrates wavelength selection for CA-stained prints (e.g., blue-green excitation) versus other fluorescent developers, and walks through the camera settings (low ISO, manual focus, tripod use) needed for dark-room ALS photography.
  2. ALS configuration exercise: students are given a set of latent prints developed with four different fluorescent techniques and must independently select the correct ALS wavelength and barrier filter for each, justify their choice on a worksheet, then capture images and compare to instructor reference images.
  3. Full documentation series: each student photographs one prepared print card using the full admissible-documentation sequence—overall scene orientation shot with case label, mid-range shot showing print location, close-up with and without scale under white light, close-up with and without scale under ALS—and submits a labeled image folder.
ALS unit with multiple wavelength outputs, barrier filter goggle set, DSLR camera, tripod, cable shutter release, ABFO No. 2 scale cards, darkened room or blackout curtain, prints developed with CA + Rhodamine, DFO, fluorescent powder, and physical developer, worksheet for wavelength selectionWavelength/filter selection worksheet 80% correct; full documentation series reviewed against a 10-point checklist (orientation shot, mid-range shot, close-up with scale, close-up without scale, ALS images with and without scale, case label visible, sharp focus, correct white balance, no blown highlights, adequate ridge contrast)—8 of 10 criteria met to pass.
9ACE-V Methodology: Principles and Controlled Practice14practiceStudents will apply each step of the ACE-V process—Analysis of the latent unknown, Comparison to an exemplar, Evaluation to a conclusion (identification, exclusion, or inconclusive), and Verification notation—and document their reasoning in a structured case worksheet.
  1. ACE-V lecture and case study: instructor walks through a documented comparison case, narrating each ACE-V step using projected print enlargements; students annotate their own printed copies of the same prints, marking Level 1, 2, and 3 features noted during Analysis and flagging agreement or disagreement points during Comparison.
  2. Controlled ACE-V practice set: students receive a packet of 10 paired prints (latent unknown + exemplar), half of which are identifications and half exclusions, with one inconclusive; they complete a structured ACE-V worksheet for each pair, documenting at least five comparison points before reaching an Evaluation, and submit for instructor review.
  3. Peer verification exercise: students swap their completed worksheets with a classmate who independently evaluates the same 10 pairs without seeing the original conclusions, then both students meet to discuss any disagreements and document the resolution—mirroring the V step of ACE-V.
Printed latent-print comparison packets (10 pairs), ACE-V structured worksheet forms, print enlargement sheets, colored pencils for feature annotation, IAI and SWGFAST position statements on friction ridge analysis and ACE-V, projectorACE-V worksheets graded: correct conclusion on at least 8 of 10 pairs (80%); each worksheet must show documented feature comparison with minimum five comparison points noted; peer verification discrepancies must be resolved in writing—instructor reviews all worksheets before final sign-off.
10AFIS: Entry, Searching, and Candidate Evaluation12practiceStudents will enter an unknown latent print into an AFIS training terminal, evaluate the system-generated candidate list using manual ACE-V comparison, and document a preliminary identification or no-match conclusion with supporting notes.
  1. AFIS overview lecture: instructor explains how AFIS encodes minutiae as coordinate and directional data, how the search algorithm generates a candidate score list, and why AFIS output is a preliminary tool that requires human comparison—not an automatic identification; students take structured notes and answer five comprehension questions.
  2. Guided AFIS entry exercise: using a training AFIS workstation (or simulation software such as a state training system), instructor walks the class through encoding a latent print—marking core and delta where present, placing minutiae, adjusting ridge flow—and submitting a search; students replicate the steps on their own workstation with a different unknown print.
  3. Candidate list evaluation: each student receives a printed or on-screen candidate list of the top five candidates returned for their unknown print; they conduct a manual ACE-V comparison on the top two candidates and complete a one-page report stating their conclusion, the comparison points supporting it, and a recommendation for submission to a certified examiner for verification.
AFIS training workstation (state-provided training access or NIST/NIST-recommended simulation), unknown latent print images, candidate list printouts, ACE-V report form, AFIS user guide or training manual, SWGFAST documentation of latent print examination guidelinesAFIS entry assessed for correct minutiae placement (instructor compares to reference encoding; 80% agreement required); candidate evaluation report must include a stated conclusion, minimum four documented comparison points, and a verification recommendation—all three elements present to pass.
11Integrated Scene Simulation: Full Latent-Print Workflow12fieldStudents will independently execute the complete latent-print workflow—scene approach, surface assessment, technique selection, development, photography, lifting, packaging, chain-of-custody documentation, and a written preliminary comparison report—in a realistic simulated crime scene without instructor prompting.
  1. Scene briefing and planning: students receive a one-page scenario (e.g., simulated burglary of an office with mixed porous and non-porous surfaces) and complete a surface assessment form listing each surface, the expected print type, and the planned development technique before touching anything in the scene.
  2. Full scene processing: working individually or in pairs (depending on class size), students process the scene in correct sequence—photograph surfaces before development, apply appropriate powders or conduct CA fuming, photograph developed prints, lift and package, complete all evidence labels and chain-of-custody forms, and submit the evidence package to the instructor acting as evidence custodian.
  3. Preliminary comparison report: using two lifted prints designated as 'suspect exemplar' and 'unknown latent,' students conduct an ACE-V comparison and submit a one-page written report with conclusion, supporting feature documentation, and a note requesting independent verification—replicating real-world practice.
Simulated crime scene room with preloaded latent prints on mixed surfaces, full powder and chemical development kit, CA fuming cabinet, ALS unit, DSLR camera with macro lens, full lifting kit, evidence packaging materials, chain-of-custody forms, surface assessment worksheets, comparison report formsScene processing evaluated on a 20-point rubric (surface assessment complete, correct technique selected for each surface, prints developed without contamination, photographs meet quality checklist, all lifts labeled and packaged, CoC forms complete and error-free, comparison report includes documented features and stated conclusion)—16/20 points required to pass; any CoC error triggers an automatic resubmission of that form.
12Review, Competency Self-Assessment, and Exam Mapping14theoryStudents will identify any remaining knowledge or skill gaps by completing a mapped self-assessment aligned to IAI CCSI and IAI Latent Print Certification exam domains, then create a targeted study plan addressing weak areas before the course knowledge exam.
  1. Domain mapping exercise: students receive a two-column chart listing every topic covered in the course alongside the corresponding IAI CCSI and Latent Print exam domain category; they rate their confidence on each topic (1–4 scale), total their low-confidence items, and share their top three weak areas in a class discussion so the instructor can prioritize the review session.
  2. Instructor-led comprehensive review: using student-reported weak areas as the agenda, instructor runs a 90-minute interactive review covering friction ridge science, chemical development sequencing, ACE-V documentation standards, AFIS limitations, and evidence integrity; students may bring their lab logs and notes and are encouraged to ask clarifying questions.
  3. Full mock exam: students complete a 50-question multiple-choice practice exam drawn from all course content areas (10 questions per major domain: anatomy and terminology, development techniques, photography and documentation, comparison methodology, legal and ethical standards); they score their own exams using the provided key, then complete a gap-analysis worksheet identifying each missed item's topic and the lesson where it was taught.
Domain mapping chart (IAI CCSI exam outline, IAI Latent Print exam outline), self-assessment forms, instructor review slide deck, 50-question mock exam with answer key, gap-analysis worksheet, all course handouts and lab log forms available for reference during reviewMock exam score recorded as a formative indicator; score below 75% triggers a required instructor conference and targeted remediation plan before the graded knowledge exam; gap-analysis worksheet must be completed and submitted regardless of score.
Assessments
AssessmentTypeWeightPass standardMethod & rubric
Latent Prints Knowledge ExamWritten exam25%75% (38/50 correct)A 50-question multiple-choice examination covering all course domains—friction ridge anatomy and permanence, print type identification, substrate and technique selection, chemical developer properties and sequencing, ALS operation, ACE-V principles, AFIS limitations, and chain-of-custody requirements. Questions are written at the application and analysis level to reflect IAI CCSI and IAI Latent Print Certification exam rigor; students may not use notes or references.
Standard met · Safety · Time · Quality/finish · Documentation
Practical Skills DemonstrationSkills demonstration45%80% on a 25-point instructor rubric with zero critical errors on safety or chain-of-custody itemsEach student independently processes a fresh set of six prepared substrates (three non-porous, three porous), selecting and applying the correct development technique for each, photographing all results with scale and lighting, lifting and packaging three identified prints, and completing all chain-of-custody documentation. A critical error—unsafe chemical handling, missing CoC entry, or print contamination—requires an immediate repeat of that station before the overall score is recorded.
Standard met · Safety · Time · Quality/finish · Documentation
Laboratory Log PortfolioLog15%All 12 lessons' log entries present and complete; average entry quality score of 3 out of 4 on the scoring rubricStudents submit their complete lab log portfolio covering every hands-on lesson, including substrate assessments, technique selections and rationale, environmental data for chemical sessions, photograph inventories, and ACE-V comparison worksheets. Each entry is scored on a 4-point rubric (1 = incomplete, 2 = partial, 3 = complete with minor errors, 4 = complete and accurate); missing entries score 0 and must be reconstructed with instructor supervision before the portfolio is accepted.
Standard met · Safety · Time · Quality/finish · Documentation
Chemical Safety and PPE Compliance CheckSafety audit15%100% on all safety-critical items; any single critical failure requires immediate remediation and recheck before the student may continue in the chemical labsConducted at the start of the chemical development unit (Lessons 6–7) and repeated during the integrated simulation (Lesson 11), this observed checklist confirms that each student can correctly don full PPE, identify the correct respirator cartridge for organic vapors, locate and interpret the relevant SDS sections, state the emergency procedures for a CA fume hood failure, and dispose of chemical waste in the designated container. This assessment maps directly to the safety and legal standards required for state Evidence Tech Cert compliance.
Standard met · Safety · Time · Quality/finish · Documentation
AGR-CSI53-05 Trade course

Bloodstain & Trace Evidence Basics

146 hr · $1,840 COMPLIMENTARY

Students learn to recognize, document, collect, and package bloodstain pattern evidence and trace materials—including hair, fiber, glass, and soil—using established forensic science principles and chain-of-custody procedures. Emphasis is placed on scene safety when working with biological hazards, accurate field notation, and defensible laboratory submission practices. Lesson content maps directly to the IAI CCSI examination domains covering physical evidence recognition and processing.

Outcomes
Course text

Students learn to recognize, document, collect, and package bloodstain pattern evidence and trace materials—including hair, fiber, glass, and soil—using established forensic science principles and chain-of-custody procedures. Emphasis is placed on scene safety when working with biological hazards, accurate field notation, and defensible laboratory submission practices. Lesson content maps directly to the IAI CCSI examination domains covering physical evidence recognition and processing.

How the course runs. 12 blocks: Biological Hazard Safety and Bloodborne-Pathogen PPE; Donning, Doffing, and Decontamination Drill; Introduction to Bloodstain Pattern Analysis: Terminology and Classification; The Physics of Blood Droplets: Shape, Angle, and Directionality; Area of Origin: Stringing and Trigonometric Methods; Transfer, Wipe, Swipe, and Void Patterns: Interpretation and Documentation; Biological Evidence Collection: Swabbing, Cutting, and Packaging; Hair and Fiber Evidence: Recognition, Collection, and Microscopic Characteristics; Glass Fracture Analysis and Collection; Soil and Paint Transfer Evidence; Scene Integration: Bloodstain and Trace Evidence in a Mock Scene; Report Writing, Courtroom Standards, and IAI CCSI Exam Mapping.

What competent looks like. Identify and classify bloodstain patterns (passive, projected, transfer) using accepted BPA terminology and communicate findings in written scene notes. Demonstrate proper bloodborne-pathogen PPE selection, donning/doffing, and decontamination procedures in compliance with OSHA Bloodborne Pathogens Standard (29 CFR 1910.1030). Collect, package, and label biological and trace evidence samples following chain-of-custody protocols that satisfy State Evidence Tech Cert and IAI CCSI standards. Apply basic trigonometric and geometric methods to determine area of origin for convergent bloodstain patterns. Recognize, collect, and preserve trace evidence categories—hair, synthetic fiber, glass fractures, soil, and paint transfer—without contamination. Complete accurate examination-quality field sketches, scene notes, and evidence submission forms for bloodstain and trace evidence scenes.

Lessons · 12 blocks
#LessonHrTypeObjectiveActivitiesMaterialsCheck
1Biological Hazard Safety and Bloodborne-Pathogen PPE10.5theoryStudents will correctly identify the regulatory requirements of OSHA 29 CFR 1910.1030 and select appropriate PPE for scenes containing blood or other potentially infectious materials (OPIM)
  1. Read and annotate the OSHA Bloodborne Pathogens Standard fact sheet; highlight the exposure-control plan, HBV vaccination, and post-exposure procedures
  2. Complete a written PPE selection exercise: given five scenario cards (pooled blood, spatter on rough concrete, decomposed remains, diluted stain on fabric, aerosolized reagent), students write the required PPE ensemble for each
  3. Class discussion: review real case examples in which inadequate PPE led to investigator exposure; identify which standard requirements were violated in each case
OSHA 29 CFR 1910.1030 text, NIOSH PPE guidance for first responders, disposable gloves (nitrile, various mil thicknesses), Tyvek suits, N95 respirators, face shields, boot covers, PPE selection reference cardWritten PPE selection quiz: 10 scenario items; students must score 80% or higher and must correctly identify full ensemble for the blood-pool and aerosolized-reagent scenarios as non-negotiable safety items
2Donning, Doffing, and Decontamination Drill8.5demoStudents will don and doff a full biological-hazard PPE ensemble without self-contamination, following a documented step-by-step procedure
  1. Instructor demonstrates the correct donning sequence (suit, boot covers, inner glove, face shield, outer glove) and doffing sequence using simulated contamination marker (UV-reactive lotion) on the outer glove surface
  2. Each student performs a timed don-and-doff drill; a partner uses a UV lamp to check for lotion transfer to skin or clothing during doffing
  3. Students practice field decontamination of non-porous equipment surfaces using a 10% bleach solution and document the procedure in a mock exposure-control log entry
Tyvek suits, nitrile gloves (inner and outer), face shields, boot covers, UV-reactive lotion, UV lamp, 10% sodium hypochlorite solution, spray bottles, disposable towels, exposure-control log formsPractical pass/fail checklist: instructor observes each don-and-doff; zero UV lotion transfer to skin or personal clothing required to pass; any transfer = immediate remediation and retest
3Introduction to Bloodstain Pattern Analysis: Terminology and Classification13theoryStudents will define the standard bloodstain pattern terminology adopted by the International Association of Bloodstain Pattern Analysts (IABPA) and correctly classify stain types from photographs
  1. Lecture with annotated slides: passive drip, satellite, cast-off, projected (gunshot, arterial), transfer/wipe/swipe, void, and pool patterns; students complete a labeled diagram worksheet
  2. Pattern identification exercise: students examine a packet of 30 crime-scene photographs and record the pattern type, surface, and any observed directionality indicators in a classification table
  3. Small-group comparison: groups compare their classification tables, resolve disagreements using IABPA reference terminology, and report one contested stain to the class with a rationale
IABPA glossary of bloodstain pattern terminology, crime-scene photograph packet (minimum 30 images representing all major pattern types), classification worksheet, projectorPattern classification quiz: 20 photograph items; students must correctly classify and name the pattern type with 75% accuracy overall and must correctly identify all projected-pattern items (gunshot/arterial) as these carry the most courtroom significance
4The Physics of Blood Droplets: Shape, Angle, and Directionality13labStudents will calculate the impact angle of individual bloodstains from measured stain width-to-length ratios using the arcsine formula and confirm findings by comparing results to known drop angles
  1. Produce reference samples: from a fixed height, drop controlled volumes of simulated blood (red water-based solution approved for lab use) onto white card stock at known angles (30°, 45°, 60°, 90°); photograph and measure each resulting stain
  2. Apply the formula: impact angle = arcsin (width ÷ length) to each measured stain; record calculated angles versus known angles in a data table and compute percent error
  3. Analyze directionality: using the same stains, identify the satellite pattern, the direction of the pointed tail, and the presence of wave castoff; annotate photographs with arrows indicating direction of travel
Red water-based simulated blood (non-biohazard lab substitute), pipettes or dropper bulbs, protractor jigs for controlled angle drops, white card stock, ruler (mm scale), calipers, calculator, graph paper, camera or smartphone for documentationLab data table review: calculated impact angles must be within ±5° of known angles for at least 8 of 10 test stains; percent error table and directional annotations must be complete to receive a passing lab score
5Area of Origin: Stringing and Trigonometric Methods13labStudents will use convergent stringing and basic trigonometry to determine the two-dimensional area of convergence and estimated height of origin for a simulated blood-spatter scene
  1. Set up a pre-made simulated spatter scene on a floor and adjacent wall; students identify a minimum of six individual stains suitable for stringing, photograph them, and record stain locations with measurements from two fixed reference points
  2. String the scene: students use colored string lines and tape flags to project the long axis of each selected stain back toward convergence; photograph the convergence zone from above and record the mapped area in a field sketch
  3. Calculate height of origin using impact angle data from Lesson 4 methodology and the horizontal distance from stain to convergence point; present a written one-paragraph interpretation of the area-of-origin finding
Pre-set simulated spatter scene (card-stock stains affixed to floor and wall), colored string (minimum 50 ft), tape, tape measure, protractor, calculator, field sketch paper, cameraInstructor compares student-mapped convergence zone to the known origin point; zone must encompass the true origin point; height calculation must be within 20% of the known drop height; written interpretation must reference specific measurements to pass
6Transfer, Wipe, Swipe, and Void Patterns: Interpretation and Documentation10.5practiceStudents will correctly interpret transfer, wipe, swipe, and void bloodstain patterns in mock-scene photographs and produce a written pattern narrative meeting courtroom documentation standards
  1. Photograph analysis: students examine a packet of 15 photographs containing transfer, contact, wipe, swipe, and void patterns; they write a pattern-description paragraph for each using IABPA standard terminology, noting what the pattern indicates about object movement or positioning
  2. Create known samples: students press a gloved hand, a shoe sole, and a fabric swatch into simulated blood and transfer each to card stock; they photograph the resulting patterns and annotate directionality and object identification
  3. Void-pattern exercise: instructor places a pre-bloodied scene mockup with an object removed; students sketch the void, describe its shape and what object type it suggests, and explain how this information can be used in reconstruction
Photograph packet (15 images), simulated blood, nitrile gloves, shoe sole prop, fabric swatches, card stock, camera, IABPA terminology reference, field notebookWritten pattern narratives reviewed by instructor against a rubric: narrative must use correct IABPA terminology, state what each pattern indicates, and contain no unsupported conclusions; students must score 75% on rubric across all 15 descriptions
7Biological Evidence Collection: Swabbing, Cutting, and Packaging15labStudents will collect wet and dried simulated bloodstain samples using double-swab, single-swab, and cutting methods, then package and label each sample correctly for laboratory submission
  1. Demonstrate and practice the double-swab technique on a dried simulated stain on a non-porous surface: wet swab first, then dry swab; students photograph the stain before and after collection, air-dry both swabs, and package in paper coin envelopes
  2. Cutting method: using sterile scalpel and forceps, students excise a portion of a fabric swatch bearing a dried stain, package in a paper fold (druggist fold), place in a paper bag, and seal with evidence tape; complete a chain-of-custody tag for the item
  3. Whole-object submission exercise: students prepare a mock non-porous item (ceramic tile with simulated blood) for submission—photograph, measure, sketch, seal in a paper bag with desiccant, complete a property/evidence submission form with all required fields
Sterile cotton swabs, sterile scalpel handles and blades, forceps, paper coin envelopes, paper bags, evidence tape, permanent markers, chain-of-custody tags, property/evidence submission forms, desiccant packets, simulated blood on fabric swatches and ceramic tiles, cameraInstructor evaluates completed samples using a packaging checklist: all samples must be in paper (not plastic), chain-of-custody tag must be complete and unbroken, swabs must be air-dried before final packaging, and submission form must have zero blank required fields; any packaging error that could degrade DNA is an automatic fail
8Hair and Fiber Evidence: Recognition, Collection, and Microscopic Characteristics13theoryStudents will identify the microscopic characteristics used to distinguish human from animal hair and natural from synthetic fiber, and select the correct collection method for each substrate
  1. Microscope lab: students examine prepared reference slides of human scalp hair, animal hair (dog, cat), cotton fiber, nylon fiber, and wool under compound microscope (100x–400x); they draw and label each specimen noting medulla pattern, cuticle scale pattern, and color banding
  2. Collection method comparison: given five scenario cards (hair on upholstered seat, fiber on a rough concrete floor, loose hair in pooled blood, fiber on tape-lift already collected, single hair on a dry smooth surface), students write the correct collection tool and packaging method for each
  3. Case study reading: review an FBI Laboratory Handbook excerpt on questioned hair and fiber analysis; students identify three limitations of microscopic hair comparison that affect courtroom admissibility and write a short paragraph on each
Compound microscopes (minimum 400x), prepared reference slides (human and animal hair, natural and synthetic fiber), blank slide templates for student drawings, FBI Laboratory Handbook or equivalent reference, scenario cards, forceps, glassine envelopes, trace evidence collection tapeLabeled microscope drawings graded against reference images: students must correctly identify and label medulla type, cuticle scale pattern, and fiber structure for at least 4 of 6 specimens; collection-method scenario card answers must be 80% correct
9Glass Fracture Analysis and Collection10.5demoStudents will explain radial and concentric fracture patterns in glass, determine direction of force and sequence of impacts, and collect glass fragment evidence without cross-contamination
  1. Instructor breaks a pane of tempered glass behind a protective barrier; students examine the fracture pattern from a safe distance, identify radial and concentric cracks, and sketch the pattern with arrows indicating direction of force using the FORCE rule (Fracture Originates on the Radially Cracked Edge)
  2. Multi-impact sequencing exercise: students examine pre-broken glass panel with two distinct impact sites; they determine the sequence of impacts by tracing which radial cracks are stopped by existing concentric cracks from the earlier impact
  3. Glass collection: wearing full PPE, students collect glass fragments using forceps, package each fragment in a rigid crush-proof container (pillbox or rigid vial) with cotton padding, and complete a chain-of-custody tag; they also perform a tape-lift for glass dust from a nearby surface and package the tape lift
Pre-broken glass panels (tempered or pre-fractured safety glass for controlled demonstration), protective barrier and face shields, forceps, rigid pillboxes or vials, cotton padding, evidence tape, chain-of-custody tags, trace evidence tape lifts, eye protection, heavy-duty gloves for glass handlingStudents complete a fracture-analysis worksheet: direction-of-force determination must be correct; multi-impact sequence must be correctly ordered with written rationale citing fracture termination as evidence; glass packaging must be in a rigid container to receive a passing score
10Soil and Paint Transfer Evidence10.5practiceStudents will collect soil and paint transfer samples in a manner that preserves their forensic value for class comparison and submit them with correctly completed documentation
  1. Soil collection: students collect known soil samples from a designated outdoor area using a clean wooden depressor and paper fold method, then collect a questioned sample from a mock shoe sole; they label, package, and document the collection location with GPS coordinates and a sketch, and note environmental conditions
  2. Paint transfer collection: using a pre-prepared mock vehicle panel with a smear of contrasting paint, students photograph the transfer, use a clean scalpel to collect paint chips in layers (preserving the layer sequence), package in a paper druggist fold inside a rigid container, and complete a submission form
  3. Comparison exercise: students examine photographs of soil color charts (Munsell or equivalent) and paint chip color standard references and practice writing a physical description of their collected samples suitable for a laboratory request form
Wooden depressors, paper druggist fold sheets, glassine envelopes, rigid vials, clean scalpels, forceps, GPS device or phone with GPS, Munsell soil color chart or color reference, mock vehicle panel with paint transfer, camera, evidence submission formsInstructor reviews collected samples and submission forms: soil sample must be in paper (not plastic) and GPS coordinates must be recorded; paint chips must be packaged to prevent layer mixing; submission forms must describe the evidence using physical observation terms only (not conclusions); all three items must meet standard to pass
11Scene Integration: Bloodstain and Trace Evidence in a Mock Scene15fieldStudents will process a complete mock indoor crime scene containing bloodstain patterns and multiple trace evidence types, producing a full documentation and collection package
  1. Scene walk-through and assessment: wearing full PPE, students conduct an initial walk-through of a pre-set mock scene (minimum four bloodstain pattern types, hair, fiber, glass, and soil present); they photograph the overall scene in systematic overlapping coverage and produce a rough field sketch with a north arrow and scale
  2. Evidence prioritization and processing: students create a written evidence recovery plan listing the order in which items will be collected and why, then execute the plan—collecting, packaging, and labeling each item with a unique item number and completing a chain-of-custody log entry for each
  3. Pattern narrative: after collection, students write a scene narrative describing each bloodstain pattern category identified, the corresponding collection or documentation action taken, and any preliminary interpretive statement that is supportable by the physical evidence
Mock indoor scene setup (simulated blood patterns, planted hair and fiber, glass fragments, soil sample, paint smear), full PPE for each student, camera, measuring tape, field sketch paper, evidence bags and packaging materials (assorted, all paper), item-numbered evidence tags, chain-of-custody log, scene narrative formInstructor evaluates the complete documentation package using a 20-point rubric: photography coverage (5 pts), sketch accuracy and completeness (5 pts), chain-of-custody log with no gaps (5 pts), and written pattern narrative using correct terminology without unsupported conclusions (5 pts); minimum passing score is 14 of 20
12Report Writing, Courtroom Standards, and IAI CCSI Exam Mapping13.5theoryStudents will write a complete bloodstain and trace evidence report in the format required for court submission and identify which report elements directly correspond to IAI CCSI examination content areas
  1. Lecture and template review: instructor presents the components of a court-quality forensic field report (case identifiers, examiner credentials, scene description, evidence list, findings, limitations, and no-opinion-beyond-data rule); students annotate a sample report identifying each component
  2. Report drafting: using their documentation package from the mock scene in Lesson 11, each student writes a full field report following the reviewed format; peers exchange reports and use a provided checklist to identify any missing components or unsupported conclusions
  3. IAI CCSI mapping exercise: students receive a simplified outline of IAI CCSI domain areas and, working in pairs, match each lesson in this course to the relevant CCSI content domain, then identify which report elements would be evaluated during a certification review of submitted case work
Sample forensic field report (court-submitted format), report-writing checklist, IAI CCSI candidate information bulletin (current edition), peer review checklist, student documentation packages from Lesson 11Completed field report graded against a 10-point rubric: all required components present (4 pts), findings statements supported by specific measurements or observations (3 pts), no speculative conclusions (3 pts); minimum passing score is 7 of 10; the CCSI mapping table must match at least 80% of domains correctly
Assessments
AssessmentTypeWeightPass standardMethod & rubric
Bloodstain Pattern and Trace Evidence Knowledge ExamWritten exam25%75% (38 of 50 items correct); students who score below 75% complete a targeted review and retake a parallel form within one weekA 50-item written exam covering bloodstain pattern classification and IABPA terminology, physics of blood droplet formation, area-of-origin trigonometry, trace evidence characteristics (hair, fiber, glass, soil, paint), OSHA bloodborne-pathogen requirements, and chain-of-custody principles. Questions are written at the application and analysis levels to reflect the IAI CCSI examination style.
Standard met · Safety · Time · Quality/finish · Documentation
Mock Scene Processing Skills DemonstrationSkills demonstration45%Pass requires a minimum score of 14 of 20 on the scene rubric AND zero critical safety violations (ungloved contact with simulated biological material, doffing error resulting in simulated self-contamination, or broken chain-of-custody are automatic fails); one retake of the full practical permittedStudents independently process a fresh mock scene that contains at least three bloodstain pattern types and two trace evidence categories not previously seen in practice; they must complete all photography, sketching, evidence collection, packaging, labeling, and chain-of-custody documentation within a set time window. The evaluating instructor uses the 20-point rubric from Lesson 11 and a separate safety-compliance checklist.
Standard met · Safety · Time · Quality/finish · Documentation
Laboratory and Field Notebook LogLog15%All 12 lesson lab entries must be present; a minimum of 10 entries must be rated Satisfactory or above on the completeness rubric; entries rated Unsatisfactory may be corrected and resubmitted once within the course termStudents maintain a running lab and field notebook throughout the course, recording data tables, measurements, sketches, packaging records, and reflective notes for every hands-on lesson. The notebook is reviewed at mid-course (after Lesson 6) and again at course end; entries are evaluated for completeness, accuracy of recorded measurements, correct use of terminology, and clear chain-of-custody notation.
Standard met · Safety · Time · Quality/finish · Documentation
Biological Hazard Safety Compliance CheckSafety audit15%Pass requires 100% compliance on all non-negotiable PPE and decontamination checklist items across three observed opportunities during the course (Lessons 2, 7, and 11); any single critical failure (skin exposure to simulated biological material or failure to complete decontamination before removing PPE) requires immediate remediation and a successful re-observation before the student may continue course lab workInstructor or lab supervisor observes each student during the three designated lab lessons using a standardized safety checklist that covers correct donning sequence, integrity of PPE during work, correct doffing sequence without self-contamination, and equipment decontamination procedures. The checklist is aligned with OSHA 29 CFR 1910.1030 requirements and reflects the safety standards assessed under the State Evidence Tech Cert licensure.
Standard met · Safety · Time · Quality/finish · Documentation
AGR-CSI53-06 Trade course

Digital Evidence Intro

146 hr · $1,840 COMPLIMENTARY

This course introduces crime scene and forensic technicians to the recognition, documentation, collection, and preservation of digital evidence found at crime scenes, including mobile devices, computers, storage media, and surveillance systems. Students learn first-responder protocols that protect digital evidence integrity and maintain an unbroken chain of custody without conducting in-depth forensic analysis, which is the domain of certified digital forensic examiners. Lesson content maps directly to the digital evidence handling competencies tested in the IAI CCSI exam and to state evidence technician certification requirements.

Outcomes
Course text

This course introduces crime scene and forensic technicians to the recognition, documentation, collection, and preservation of digital evidence found at crime scenes, including mobile devices, computers, storage media, and surveillance systems. Students learn first-responder protocols that protect digital evidence integrity and maintain an unbroken chain of custody without conducting in-depth forensic analysis, which is the domain of certified digital forensic examiners. Lesson content maps directly to the digital evidence handling competencies tested in the IAI CCSI exam and to state evidence technician certification requirements.

How the course runs. 12 blocks: What Is Digital Evidence: Types, Sources, and Legal Context; Safety and Legal Boundaries at Digital Evidence Scenes; First-Responder Protocols: Computers and Storage Media; First-Responder Protocols: Mobile Devices; Surveillance Systems and Vehicle Telematics as Evidence; Chain of Custody for Digital Evidence; Packaging and Transportation of Digital Evidence; Photography and Documentation of Digital Evidence In Situ; Cloud Evidence, Social Media, and Networked Devices; Anti-Forensic Awareness: Recognizing Tampering and Destruction; Report Writing for Digital Evidence; Integrated Digital Evidence Scene Exercise.

What competent looks like. Identify and classify common types of digital evidence (computers, mobile devices, removable storage, surveillance systems, and networked devices) found at crime scenes and articulate the legal and evidentiary significance of each. Apply first-responder protocols—including device isolation, Faraday shielding, and power-state decisions—to preserve digital evidence in a forensically sound condition before submission to a digital forensics laboratory. Document digital evidence completely using photography, sketching, notes, and chain-of-custody forms in accordance with department policy and accepted forensic standards. Package and transport digital evidence using appropriate anti-static, anti-electromagnetic containers and materials while maintaining an unbroken, court-defensible chain of custody. Recognize the legal authorities—including search warrants, consent, and exigent circumstances—required to seize digital evidence, and describe when to stop and consult legal counsel or a supervisor. Explain testimony fundamentals related to digital evidence, including articulating first-responder actions taken, limitations of field handling, and the role of the laboratory examiner, in plain language suitable for a jury.

Lessons · 12 blocks
#LessonHrTypeObjectiveActivitiesMaterialsCheck
1What Is Digital Evidence: Types, Sources, and Legal Context10.5theoryStudents will categorize at least six types of digital evidence and explain the legal authorities required to seize each in a given scenario.
  1. Guided reading and annotation of the Scientific Working Group on Digital Evidence (SWGDE) document on best practices for first responders, followed by a class discussion comparing types of devices and their evidentiary value.
  2. Case-study analysis: students review three real published case summaries (provided in redacted form) in which digital evidence was central and identify what device type was seized, what legal authority was cited, and what the outcome was.
  3. Scenario sort: instructor presents 20 crime-scene scenario cards; students individually sort them into categories (computer, mobile, cloud, surveillance, IoT, vehicle telematics) and justify their classifications in a brief written response.
SWGDE Best Practices for First Responders (current edition), NIJ Electronic Crime Scene Investigation guide, printed scenario cards, student notebooks, whiteboardWritten scenario classification exercise scored on a 20-point rubric; students must correctly classify at least 16 of 20 scenarios and provide an accurate legal-authority statement for each to pass.
2Safety and Legal Boundaries at Digital Evidence Scenes10.5theoryStudents will apply OSHA electrical-hazard precautions and identify at least three legal boundaries—warrant, consent, exigency—that control when a technician may touch or seize digital evidence.
  1. PPE station rotation: students don and doff appropriate PPE (anti-static wrist straps, nitrile gloves, safety glasses) at an instructor-staged mock scene that includes a powered desktop computer, a UPS battery, and a tangle of cords, and verbally identify each electrical hazard.
  2. Legal boundary role-play: pairs of students act out three scripted interactions—one with a signed consent form, one with a search warrant, one with an alleged exigency—and decide in each whether seizure is lawful, recording their reasoning on a decision worksheet.
  3. Group debrief and correction of common errors using a published court decision (instructor-selected) in which improperly seized digital evidence was suppressed; students list what the first responder should have done differently.
Anti-static wrist straps, nitrile gloves, safety glasses, printed legal-boundary worksheets, printed role-play scripts, selected court-decision excerpt (instructor-provided), OSHA 29 CFR 1910 electrical safety reference cardPPE donning/doffing checklist (pass = zero critical errors, defined as touching powered equipment without grounding protection) and legal-boundary worksheet scored at 80% or higher.
3First-Responder Protocols: Computers and Storage Media15demoStudents will demonstrate the correct first-responder power-state decision (leave on vs. shut down) and isolation steps for a desktop computer and an external hard drive, with no actions that alter stored data.
  1. Instructor demonstrates the live-system triage decision tree: how to recognize a running computer, assess whether volatile data (RAM, open network connections) must be preserved by a specialist, and when and how to perform a controlled shutdown vs. a hard power-off, explaining the rationale at each step.
  2. Students practice in pairs on lab desktop units (sanitized training machines with no casework data): one student calls out device state while the other performs the correct isolation procedure and verbally narrates every action for documentation purposes.
  3. Write-up drill: after each practice run, students complete a simulated field notes form documenting device make/model, serial number, power state at arrival, actions taken, time, and technician name, then swap papers with another pair for peer review against a provided answer key.
Sanitized desktop computers (training units), external USB hard drives (training units), power strips, field notes forms, decision tree job aid (laminated), NIJ Electronic Crime Scene Investigation guideInstructor observation checklist: student must perform all six mandated isolation steps in correct order with no data-altering errors (pass = zero critical errors); field notes form must include all required fields with accurate information.
4First-Responder Protocols: Mobile Devices15demoStudents will isolate a powered-on mobile phone from network communications using a Faraday bag and airplane-mode procedure, and document the device without unlocking or browsing its contents.
  1. Instructor demonstrates the risk of remote wipe and the purpose of Faraday shielding, then shows proper placement of a live phone into a Faraday bag, verifying isolation with a signal-indicator app on a second device.
  2. Students rotate through three stations—smartphone in a Faraday bag, tablet in an RF-shielded box, and a feature phone wrapped in aluminum foil and placed in an anti-static bag—performing isolation at each and testing signal blockage.
  3. Photographic documentation drill: before isolation, students photograph each device in place using a DSLR with a scale card, capturing the screen state, physical condition, and surrounding scene context; photos are reviewed by the instructor for completeness and correct scale placement.
Faraday bags (various sizes), RF-shielded evidence boxes, aluminum foil, anti-static bags, training smartphones and tablets (no SIM, Wi-Fi disabled by default), DSLR cameras, ABFO No. 2 scale cards, signal-indicator app on instructor deviceSignal-blockage verification (phone shows no bars or Wi-Fi symbol inside container = pass); photographic documentation checklist scored at 80% or higher; no instance of screen-browsing or unlocking without authorization.
5Surveillance Systems and Vehicle Telematics as Evidence10.5theoryStudents will describe the correct steps to preserve and request footage from a digital video recorder (DVR), network video recorder (NVR), and vehicle event data recorder (EDR) without altering original data.
  1. Instructor-led walkthrough of a mock business surveillance setup: students identify camera locations, DVR/NVR unit, hard drive capacity, and overwrite cycle, and calculate how far back footage may be available given a hypothetical overwrite interval.
  2. Case scenario worksheet: given a hit-and-run scenario, students draft a written request (to a business owner or IT administrator) for specific footage, specifying date range, camera ID, file format, and chain-of-custody transfer method.
  3. Discussion and reading on vehicle EDR data: students read an excerpt from NHTSA guidance on EDR access, list what data fields a technician can expect, and identify which specialists (crash reconstructionist, manufacturer-trained examiner) must be contacted before downloading.
Mock DVR/NVR training unit (disconnected from network), printed surveillance-system diagrams, NHTSA EDR guidance excerpt, footage-request form template, whiteboard, calculatorFootage-request form assessed against a 10-point rubric (all required fields completed, accurate date/time range, correct chain-of-custody transfer method described); minimum passing score 80%.
6Chain of Custody for Digital Evidence13labStudents will complete an unbroken, legally defensible chain-of-custody record for three digital items from scene collection through packaging, labeling, and simulated submission to a laboratory.
  1. Lab scenario setup: instructor places three numbered evidence items (USB drive, smartphone, laptop) at a mock scene; students photograph, log, and collect each item, completing a chain-of-custody form for every transfer from their hands to packaging to the evidence locker.
  2. Transfer drill: students simulate handing evidence to a supervisor (played by a classmate) and receiving it back, each time obtaining a signature and time entry on the form, then compare completed forms against an instructor answer key.
  3. Error-detection exercise: instructor provides three pre-completed chain-of-custody forms with deliberate errors (missing signature, incorrect item number, time gap); students identify each error, explain why it could compromise admissibility, and correct the form.
Training USB drives, training smartphones, training laptops (all sanitized), chain-of-custody forms, tamper-evident evidence bags, permanent markers, evidence labels, anti-static packaging, evidence locker (or locked cabinet), SWGDE COC guidanceStudent-completed chain-of-custody forms reviewed against checklist: all fields present, signatures obtained at every transfer, no time gaps, correct item descriptions; pass = zero critical omissions (defined as missing signature or unaccounted transfer).
7Packaging and Transportation of Digital Evidence10.5labStudents will select and apply correct packaging materials for five categories of digital evidence and explain the rationale for each choice to prevent data loss, electrostatic discharge, or electromagnetic interference during transport.
  1. Packaging station exercise: five stations around the room, each with a different device type; students rotate, select packaging from a supply table (Faraday bags, anti-static bags, cardboard boxes, bubble wrap, tamper-evident seals), package the item, and complete a label, then defend their material choices on a brief written card.
  2. Temperature and humidity discussion: instructor presents data on how heat and moisture damage storage media, and students identify unacceptable transport conditions (vehicle trunk in summer, proximity to electromagnets) and record a safe-transport checklist.
  3. Mock transport and receiving scenario: packaged items are transported to a simulated evidence room; a classmate acting as evidence custodian verifies seals, labels, and forms, signs the chain-of-custody log, and returns an itemized receipt; students debrief on any discrepancies found.
Faraday bags, anti-static bags, tamper-evident evidence bags, cardboard boxes, bubble wrap, tamper-evident seals, permanent markers, evidence labels, chain-of-custody forms, temperature/humidity data handoutPackaging selection rubric (correct material chosen for each device type, label complete, seal intact, written rationale accurate); pass = 80% or higher across all five stations.
8Photography and Documentation of Digital Evidence In Situ13practiceStudents will produce a complete photographic and written record of digital evidence at a staged scene that meets the documentation standards required by the IAI CCSI competency area for scene documentation.
  1. Staged scene photography: students photograph a mock home-office scene containing a desktop, two external drives, a tablet, and a router using the three-level approach (overall, mid-range, close-up with scale) and document screen states, indicator lights, and cable connections.
  2. Sketch and notes drill: students produce a hand-drawn scaled sketch of device placement on the desk and in the room, label each item with an evidence number, and write a narrative description that would allow another technician to reconstruct the scene.
  3. Photo log completion: students create a photo log listing frame number, direction of view, description, time, and photographer name for every image taken, then cross-reference the log to their sketch and notes to verify every item appears in all three documentation formats.
DSLR cameras, ABFO No. 2 scale cards, photo log forms, graph paper, pencils, rulers, evidence number placards, sanitized training devices as scene props, IAI scene documentation standards referencePhoto set, sketch, notes, and photo log evaluated on a 25-point rubric aligned to IAI CCSI documentation competencies; pass = 20/25 or higher, with no critical omissions (defined as a device not appearing in any documentation format).
9Cloud Evidence, Social Media, and Networked Devices10.5theoryStudents will explain the legal process (preservation letter, court order, subpoena) required to obtain cloud-stored and social-media evidence and identify the limits of a field technician's role in that process.
  1. Guided reading of DOJ's Searching and Seizing Computers and Obtaining Electronic Evidence (current edition, relevant sections on third-party providers); students highlight the distinction between a preservation request and a disclosure order and write a one-paragraph summary in their own words.
  2. Role-boundary mapping: in small groups, students create a two-column chart listing what a first-responder evidence technician is authorized to do (photograph a screen showing a social-media page, note a URL, write a summary for the affiant) versus what requires legal process or a specialist.
  3. IoT device identification exercise: instructor presents photos of 10 household items (smart TV, voice assistant, doorbell camera, fitness tracker, etc.); students identify each as a potential evidence source, name what data it may hold, and explain what preservation step the first responder should take.
DOJ Searching and Seizing Computers guide (current edition, printed excerpts), printed IoT device photo cards, two-column chart worksheet, student notebooksOne-paragraph summary scored on accuracy (must correctly distinguish preservation request from disclosure order); role-boundary chart assessed for zero misclassifications of authorized vs. unauthorized technician actions; IoT exercise scored at 80% or higher.
10Anti-Forensic Awareness: Recognizing Tampering and Destruction10.5theoryStudents will identify at least five indicators of potential anti-forensic activity or evidence destruction at a crime scene and document observations appropriately for the examining digital forensic specialist.
  1. Instructor-led case review: class examines three published accounts (redacted) of cases involving destroyed hard drives, wiped phones, and overwritten storage; students list the observable indicators a first responder could have noted at the scene before submission to the lab.
  2. Indicator identification drill: staged scene includes a laptop with the hard drive visibly removed, a phone submerged in a container of water, and a USB drive with physical damage; students photograph each, document observations in field notes, and flag the items for specialist attention using proper notation.
  3. Limits-of-role discussion: students debate (with instructor guidance) when an evidence technician should versus should not attempt to power up or access a damaged device, concluding with a written personal policy statement citing SWGDE and departmental guidance.
Published case summaries (instructor-provided, redacted), DSLR camera, damaged prop devices (decommissioned, non-functional), container of water as prop, field notes forms, SWGDE guidance on handling damaged mediaField notes from indicator identification drill reviewed for completeness and accuracy; must identify and document all three staged anti-forensic conditions with appropriate specialist-referral notation; personal policy statement assessed for alignment with SWGDE guidance.
11Report Writing for Digital Evidence10.5practiceStudents will draft a complete, factual first-responder digital evidence report for a mock scene that uses plain language, avoids interpretive conclusions, and contains all required administrative and descriptive elements.
  1. Report anatomy lecture and annotation: instructor walks through a model first-responder report line by line, students annotate their copy to identify each required section (header, scene overview, device inventory, actions taken, packaging summary, specialist referrals, signature block).
  2. Drafting exercise: using notes, photos, and chain-of-custody forms from a previous lab session, students write a full first-responder report in 45 minutes under timed conditions, mirroring real-world time pressure.
  3. Peer and instructor critique: reports are exchanged; reviewers use a checklist to flag missing sections, interpretive language, passive-voice constructions that obscure who did what, and any factual inconsistency with the source documentation; authors revise based on feedback.
Model first-responder report (instructor-created), report checklist, student notes and photos from prior labs, computers or legal pads for drafting, plain-language style guide excerptFinal revised report scored on 20-point rubric: all required sections present (10 points), no interpretive conclusions (4 points), factually consistent with source documentation (4 points), legible and plainly written (2 points); pass = 16/20 or higher.
12Integrated Digital Evidence Scene Exercise16.5fieldStudents will manage a full simulated digital evidence scene from initial approach through final evidence submission, demonstrating all first-responder competencies in sequence with no critical errors.
  1. Full mock scene: instructor sets a multi-room staged scene (living room desktop, bedroom smartphone, garage DVR, vehicle with EDR note) with hidden evaluator checkpoints; students work individually to assess the scene, apply safety precautions, document, isolate, package, and complete all chain-of-custody paperwork without coaching.
  2. Evaluator debrief: after submission to the mock evidence room, the instructor (or a second evaluator) conducts a structured debrief using the competency checklist, identifying any step performed out of sequence, any data-altering action, or any documentation gap.
  3. Reflection journal: students write a 300-word reflection identifying two actions they performed correctly, one area for improvement, and one question they would ask a supervising examiner before their next real scene.
Multi-room training lab configured as mock scene, sanitized prop devices (desktop, smartphone, tablet, external drives), mock DVR unit, vehicle EDR reference card (no actual vehicle required), all prior course documentation tools, competency evaluation checklist, evidence lockerCompetency evaluation checklist completed by instructor: 30 observable steps across safety, documentation, isolation, packaging, and chain-of-custody; pass = 27/30 or higher with zero critical errors (defined as data-altering action, missing chain-of-custody signature, or failure to apply grounding protection on powered equipment).
Assessments
AssessmentTypeWeightPass standardMethod & rubric
Digital Evidence Fundamentals Knowledge ExamWritten exam25%75% or higher (30 of 40 items correct)A 40-item multiple-choice and short-answer exam covering device classification, legal authorities for seizure, first-responder protocols, chain-of-custody principles, cloud and social-media evidence process, and anti-forensic indicators; questions are written to the IAI CCSI digital evidence competency areas and state evidence tech certification knowledge domains.
Standard met · Safety · Time · Quality/finish · Documentation
First-Responder Device Isolation Skills DemonstrationSkills demonstration45%Zero critical errors; 90% or higher on full checklist (27 of 30 steps correct)Working from a cold-start staged scene, the student isolates and documents a desktop computer, a mobile phone, and a USB drive within a set time limit while an evaluator scores each step on a 30-point competency checklist; the demonstration mirrors the practical skill expectations of the IAI CCSI examination and state evidence technician skills verification.
Standard met · Safety · Time · Quality/finish · Documentation
Digital Evidence Lab LogLog15%All 12 lab entries present and scored at 80% or higher on the lab-log rubricStudents maintain a structured lab log throughout the course, recording objective, materials used, procedures followed, observations, and self-assessed accuracy for each hands-on lesson; the completed log is submitted at course end and evaluated for consistency, completeness, and honest self-reflection, demonstrating the documentation habits required of a practicing evidence technician.
Standard met · Safety · Time · Quality/finish · Documentation
Digital Evidence Safety and Legal Boundary CheckSafety audit15%100% on critical safety items; 80% or higher on full checklistA structured observation checklist administered during the integrated scene exercise (Lesson 12) that specifically scores electrical-hazard PPE use, anti-static precautions, correct power-state decisions, and accurate identification of legal authority before touching any device; any failure on a critical safety item requires immediate remediation and a re-check before the student may continue in the program.
Standard met · Safety · Time · Quality/finish · Documentation
AGR-CSI53-07 Trade course

Courtroom Testimony for Crime Scene and Forensic Technicians

146 hr · $1,840 COMPLIMENTARY

This course prepares forensic technicians to present physical evidence, written reports, and expert opinions in criminal and civil proceedings with accuracy, clarity, and professional credibility. Students learn the legal framework governing expert witnesses, practice direct and cross-examination, and develop the documentation habits that withstand judicial scrutiny. Lesson content maps directly to the courtroom-testimony and report-writing competency areas tested in the IAI CCSI and State Evidence Tech Cert examinations.

Outcomes
Course text

This course prepares forensic technicians to present physical evidence, written reports, and expert opinions in criminal and civil proceedings with accuracy, clarity, and professional credibility. Students learn the legal framework governing expert witnesses, practice direct and cross-examination, and develop the documentation habits that withstand judicial scrutiny. Lesson content maps directly to the courtroom-testimony and report-writing competency areas tested in the IAI CCSI and State Evidence Tech Cert examinations.

How the course runs. 12 blocks: The Legal System and the Forensic Technician's Role; Rules of Evidence Governing Physical and Demonstrative Exhibits; Writing the Court-Ready Forensic Report; Preparing to Testify: Review, Coordination, and Pre-Trial Meetings; Direct Examination Techniques; Cross-Examination: Tactics, Challenges, and Staying Credible; Presenting and Authenticating Forensic Photographs in Court; Testifying About Latent Prints and Scientific Methodology; Bloodstain Pattern and Trace Evidence Testimony; Digital Evidence Testimony and Chain of Custody for Electronic Items; Professional Conduct, Demeanor, and Ethics in Court; Full Simulated Trial: Integrated Testimony Capstone.

What competent looks like. Explain the roles and obligations of a fact witness versus an expert witness under the Federal Rules of Evidence and articulate how state rules may differ. Prepare a court-ready forensic report that is accurate, objective, free of jargon, and fully supported by chain-of-custody documentation. Testify clearly and accurately on direct examination, answering only what is asked without volunteering unsupported conclusions. Respond to cross-examination tactics—including hypotheticals, leading questions, and challenges to methodology—without becoming defensive or changing truthful testimony. Lay proper foundation for the admission of photographs, physical evidence, and demonstrative exhibits following applicable rules of evidence. Demonstrate professional courtroom conduct, appearance, and demeanor that upholds the neutrality and credibility of the forensic technician role.

Lessons · 12 blocks
#LessonHrTypeObjectiveActivitiesMaterialsCheck
1The Legal System and the Forensic Technician's Role10.5theoryStudents will correctly distinguish between criminal and civil court structures, identify where forensic testimony fits in each, and explain the difference between a fact witness and an expert witness.
  1. Read and annotate a simplified overview of the federal and state court hierarchy, then place forensic technician testimony on a diagram showing where it enters each type of proceeding.
  2. Compare two short witness transcripts—one fact witness, one expert witness—and in writing identify at least five differences in the questions asked, the scope of answers, and the language used.
  3. Small-group discussion: 'What happens if a fact witness offers an opinion they were not qualified to give?' Groups present findings to the class and instructor corrects misconceptions.
Federal Rules of Evidence overview handout (plain-language summary), state court structure diagram, sample trial transcripts (public domain or redacted), whiteboard.Written identification quiz: students correctly classify 10 witness-role scenarios as fact or expert witness and give one-sentence rationale for each; 8 of 10 correct to pass.
2Rules of Evidence Governing Physical and Demonstrative Exhibits12.5theoryStudents will explain the foundational requirements for admitting physical evidence, photographs, and demonstrative exhibits in court and apply those requirements to sample evidence items.
  1. Instructor-led lecture and Q&A on relevance, authentication, best-evidence rule, and chain-of-custody as prerequisites to admission; students take structured notes using a provided outline.
  2. Case-study exercise: examine three sample evidence scenarios (a fingerprint card, a crime-scene photograph, a toxicology report) and write the specific foundation a technician must lay for each item to be admitted.
  3. Paired role-play: one student plays the prosecutor asking foundational questions, the other plays the technician answering; pairs switch roles and then self-evaluate using a checklist.
Federal Rules of Evidence §§ 401, 901, 1001 plain-language handouts, sample evidence packets (photographs, chain-of-custody forms, latent-print cards), foundation-laying checklist.Written short-answer quiz: given three new evidence scenarios, student correctly identifies all required foundational steps; full credit requires identification of chain-of-custody link for each item; 75% or higher to pass.
3Writing the Court-Ready Forensic Report14.5practiceStudents will produce a complete, court-ready forensic report for a simulated crime scene that is factually accurate, written in objective language, free of unsupported conclusions, and internally consistent with all attached chain-of-custody records.
  1. Instructor demonstrates a flawed sample report projected on screen; students identify at least 10 problems (opinion stated as fact, passive-voice obscuring who did what, missing item numbers, missing date/time) using a peer-review rubric.
  2. Students receive a simulated scene packet (photographs, field notes, chain-of-custody logs) and draft a full narrative report following the agency report template provided.
  3. Peer-exchange and red-pen review: each student reviews a classmate's draft using the rubric, marks errors, and returns it; authors revise and submit the corrected version for instructor grading.
Agency report template, simulated scene packet (photos, field notes, chain-of-custody forms), report-writing rubric, red pens, word-processing software.Instructor-graded report rubric: all required sections present, no unsupported conclusions, no first-person opinion language, all evidence items traceable to chain-of-custody log; score of 75% or higher on rubric to pass.
4Preparing to Testify: Review, Coordination, and Pre-Trial Meetings10.5theoryStudents will describe the steps a forensic technician takes between receiving a subpoena and taking the witness stand, including reviewing notes, meeting with the attorney, and understanding the scope of expected testimony.
  1. Instructor-led walkthrough of a realistic pre-trial timeline: subpoena receipt, file review, attorney meeting, exhibit preparation, courthouse logistics; students annotate a blank timeline handout.
  2. Students review a mock case file (reports, photographs, evidence logs from the Lesson 3 simulated scene) as if preparing to testify the next morning, then write a one-page self-briefing memo summarizing what they expect to be asked.
  3. Class discussion comparing self-briefing memos: what key facts did students note, what did they overlook, and why thorough contemporaneous documentation makes this preparation easier?
Mock case file, subpoena sample document, blank pre-trial timeline handout, self-briefing memo template.Self-briefing memo assessed by instructor: includes case number, list of exhibits the technician will authenticate, key factual points, and any limitations or caveats; complete and accurate to pass (checklist, all 4 elements present).
5Direct Examination Techniques14.5demoStudents will demonstrate competent direct-examination testimony by answering open-ended questions accurately, in plain language, without volunteering unsupported conclusions, using their report and exhibits as reference.
  1. Watch and critique a video of a forensic technician on direct examination (professionally produced training video); students complete an observation form rating clarity, use of jargon, pace, and accuracy.
  2. Instructor models a direct examination using the simulated case file; class calls out coaching cues ('define that term,' 'slow down,' 'refer to the exhibit number') in real time.
  3. Students take turns in the witness chair for a 10-minute direct examination conducted by the instructor; classmates observe and complete peer-observation forms; instructor gives immediate verbal feedback.
Training video (IAI or NFSTC approved resource), observation and peer-evaluation forms, simulated case file and exhibits, witness chair setup, audio recorder for self-review.Instructor observation form: student answers all questions accurately, uses plain language on at least 80% of responses, correctly references exhibits by number, and volunteers no unsupported opinions; all four criteria met to pass.
6Cross-Examination: Tactics, Challenges, and Staying Credible14.5practiceStudents will respond to common cross-examination tactics—leading questions, hypotheticals, methodology challenges, and attempts to impeach with prior statements—without altering truthful testimony or becoming combative.
  1. Lecture and case-study analysis: instructor presents five documented cross-examination tactics used against forensic witnesses (contradictory hypothetical, learned-treatise challenge, memory-doubt attack, credential challenge, chain-of-custody attack) with real transcript excerpts; students categorize and strategize responses.
  2. Students are cross-examined by the instructor using each of the five tactic types for approximately 3 minutes per tactic; responses are audio-recorded.
  3. Self-review of audio recording using a structured self-evaluation checklist (Did I answer only what was asked? Did I maintain composure? Did I correct a misstatement immediately and clearly?); submit checklist with written reflection.
Cross-examination tactic handout with transcript excerpts, audio recorder, self-evaluation checklist, simulated case file.Instructor real-time evaluation form: student maintains consistent testimony, does not argue with questioner, corrects any error spontaneously and clearly, and uses 'I don't know' or 'I don't recall' appropriately when applicable; 4 of 5 tactic scenarios handled correctly to pass.
7Presenting and Authenticating Forensic Photographs in Court12.5labStudents will lay complete foundation for a series of crime-scene photographs, explain the photographic log, and correctly answer questions about camera settings, perspective, and authenticity.
  1. Lab exercise: students arrange a six-photo series from the simulated scene in presentation order (overall, mid-range, close-up) and annotate each photo with the corresponding photographic log entry number, camera data, and orientation.
  2. Simulated courtroom segment: student presents the photo series to 'the court' (instructor as judge, classmate as attorney), reciting the foundation script and responding to authenticity challenges ('Has this image been altered?', 'What software was used?').
  3. Written reflection: student documents two challenges the defense might raise about digital photographs (metadata alteration, file format changes) and explains what documentation practices prevent those challenges.
Printed crime-scene photo series, photographic log form, annotation markers, projector or monitor for exhibit display, camera metadata reference sheet.Lab checklist: correct presentation order, accurate log cross-references for all six photos, foundation script covers photographer identity, date, time, unaltered condition, and log-photo match; all six checklist elements present to pass.
8Testifying About Latent Prints and Scientific Methodology12.5practiceStudents will accurately explain latent-print collection and comparison methodology in plain language, apply the ACE-V framework verbally on the stand, and respond to Daubert-style methodology challenges without misrepresenting the science.
  1. Review and summarize the ACE-V process (Analysis, Comparison, Evaluation, Verification) in a one-page plain-language handout they draft themselves, then exchange with a partner who marks any jargon that needs plain-English translation.
  2. Simulated direct and cross-examination focused entirely on latent-print methodology: instructor asks how the technician developed the print, what ACE-V steps were followed, who performed verification, and what the limitations of friction-ridge comparison are.
  3. Research and present a two-minute explanation of what a Daubert challenge is and how the ACE-V framework addresses each Daubert factor; class provides feedback on clarity.
ACE-V methodology reference (SWGFAST or current OSAC guidance summary), Daubert factor checklist, latent-print comparison worksheets from Course 4, plain-language handout drafted by student.Instructor evaluation during simulated examination: student correctly names all four ACE-V steps with accurate descriptions, identifies at least two legitimate limitations of the methodology, and does not overstate the certainty of conclusions; all three criteria met to pass.
9Bloodstain Pattern and Trace Evidence Testimony10.5practiceStudents will testify about bloodstain pattern observations and trace evidence findings using only terminology and conclusions supported by their documentation, correctly distinguishing observation from interpretation.
  1. Review a simulated bloodstain-pattern report and a trace-evidence worksheet (from Course 5 content); highlight every sentence that states an observation and every sentence that states an interpretation, using two different colors.
  2. Simulated direct examination on the bloodstain report: instructor asks the technician to describe what was observed, then escalates to asking for conclusions; student practices redirecting over-broad questions back to documented observations.
  3. Written exercise: rewrite three interpretation-heavy sentences from the flawed sample report into observation-only statements appropriate for court testimony by a technician (not a pattern analyst).
Simulated bloodstain-pattern report, trace-evidence worksheet, two-color highlighters, flawed sample report, observation-vs.-interpretation reference guide.Instructor review of rewritten sentences: all three sentences are observation-based, contain no interpretive language, and accurately reflect what physical evidence documentation would support; all three correct to pass.
10Digital Evidence Testimony and Chain of Custody for Electronic Items10.5theoryStudents will explain how digital evidence is collected, hashed, and preserved, and testify accurately about chain-of-custody procedures for electronic devices using correct terminology without misrepresenting the technical processes.
  1. Lecture and guided notes on hash values, write-blocking, forensic imaging, and why these steps are necessary for digital evidence integrity; students complete a glossary of eight key terms with plain-language definitions.
  2. Case study: review a transcript excerpt where a technician is cross-examined about whether a digital image was altered; identify what documentation (hash values, write-blocker logs) would have supported the technician's answers.
  3. Simulated cross-examination: instructor challenges the student's handling of a USB drive found at a scene (was it write-blocked? what hash was generated? who verified it?); student uses chain-of-custody documentation to answer.
Digital evidence terminology glossary template, sample hash-value log, write-blocker reference sheet, chain-of-custody form for electronic items, transcript excerpt.Oral check during simulated examination: student correctly defines hash value and its purpose, confirms write-blocking procedure, and references the chain-of-custody log to account for all handling steps; all three elements accurate to pass.
11Professional Conduct, Demeanor, and Ethics in Court10.5theoryStudents will articulate the ethical obligations of the forensic technician as a neutral, objective witness and demonstrate professional courtroom demeanor including appearance, composure, and appropriate language.
  1. Read and discuss a code of ethics excerpt from the IAI or a comparable professional organization; students identify five specific behaviors the code prohibits and explain why each undermines the justice system.
  2. Video analysis: watch a short clip of professional courtroom demeanor (posture, pace, eye contact, composure under pressure); students complete an observation checklist and rate themselves against the same criteria in a self-assessment.
  3. Role-play an adversarial cross-examination segment where the opposing attorney is deliberately sarcastic and aggressive; students practice maintaining neutral tone and factual answers; peers score them on the demeanor checklist.
IAI Code of Ethics (publicly available document), demeanor observation checklist, role-play scenario cards, video clip, peer scoring forms.Peer and instructor demeanor checklist: student maintains professional tone throughout the scenario, does not argue, does not use sarcasm, and answers factually; score of 80% or higher on combined checklist items to pass.
12Full Simulated Trial: Integrated Testimony Capstone12.5labStudents will testify through a complete simulated trial proceeding—including direct examination, cross-examination, redirect, and exhibit authentication—for the full simulated case file developed throughout the course, demonstrating all course competencies in an integrated performance.
  1. Students spend 30 minutes independently reviewing their complete case file (report, photographic log, chain-of-custody forms, latent-print worksheet, digital evidence log) as pre-trial preparation.
  2. Full simulated trial conducted before a panel (instructor as judge, a second instructor or advanced student as defense counsel, program classmates as jury observers); student testifies approximately 30 minutes covering all evidence types from the case.
  3. Post-testimony debrief: panel provides structured feedback using the master evaluation rubric; student writes a one-page reflection identifying two strong areas and two specific improvements they will make before the certification exam.
Complete simulated case file, all accumulated course exhibits, courtroom setup (witness stand, counsel tables, evidence table), master evaluation rubric, audio or video recorder for student self-review.Master evaluation rubric scored by instructor panel: student achieves a passing score of 75% or higher across all rubric domains (accuracy, foundation laying, demeanor, cross-examination handling, exhibit presentation); any domain below 60% requires a reassessment on that domain.
Assessments
AssessmentTypeWeightPass standardMethod & rubric
Rules of Evidence and Witness Roles Knowledge ExamWritten exam25%75% or higher (38 of 50 points)A 50-question written exam covering the legal framework for forensic testimony: fact versus expert witness distinction, foundational requirements for evidence admission, the Daubert standard, chain-of-custody documentation requirements, and the technician's ethical obligations as a neutral witness. Questions are multiple-choice and short-answer drawn from lesson content and mapped to the report-writing and testimony competency areas of the IAI CCSI exam blueprint.
Standard met · Safety · Time · Quality/finish · Documentation
Direct and Cross-Examination Skills DemonstrationSkills demonstration45%75% or higher on the master evaluation rubric; no domain below 60%Each student undergoes a 20-minute simulated examination (direct plus cross) conducted by the instructor using a case file the student has not seen before, requiring application of all testimony skills taught in the course. A panel of at least two evaluators scores the student on accuracy, plain-language communication, exhibit handling, composure under cross-examination, and ethical conduct using the master evaluation rubric developed for Lesson 12.
Standard met · Safety · Time · Quality/finish · Documentation
Court-Ready Report and Documentation LogLog15%75% or higher on the report rubric; all chain-of-custody elements presentStudents submit the final version of the court-ready forensic report produced in Lesson 3, revised throughout the course, together with all supporting chain-of-custody documentation, the photographic log, and the digital evidence hash log. The instructor evaluates the complete package for accuracy, internal consistency, absence of unsupported conclusions, and readiness to serve as a courtroom exhibit, using a detailed rubric aligned to IAI CCSI report-writing competency requirements.
Standard met · Safety · Time · Quality/finish · Documentation
Professional Conduct and Ethics Safety CheckSafety audit15%All critical items marked 'met'; overall score of 80% or higherInstructor completes a non-negotiable safety and ethics checklist during the Lesson 12 simulated trial, verifying that the student never fabricated testimony, never misrepresented a scientific limitation, never allowed coaching from outside the record, and maintained the neutrality obligations of the forensic technician role throughout the entire course. Critical items (fabrication, misrepresentation of methodology) are automatic failures regardless of overall score; this check directly addresses the ethics competency domain of the IAI CCSI and State Evidence Tech Cert examinations.
Standard met · Safety · Time · Quality/finish · Documentation
AGR-CSI53-08 Trade course

Lab Practicum: Forensic Evidence Processing and Analysis

146 hr · $1,840 COMPLIMENTARY

Students apply the evidence collection, latent print, bloodstain, trace, and digital evidence skills learned in earlier courses inside a controlled laboratory setting, processing simulated and real case materials from intake through written findings. Emphasis is placed on validated methods, documented chain of custody, quality-assurance protocols, and the production of lab reports that meet court admissibility standards. This course bridges classroom knowledge and the externship by requiring students to perform full processing workflows independently under instructor supervision.

Outcomes
Course text

Students apply the evidence collection, latent print, bloodstain, trace, and digital evidence skills learned in earlier courses inside a controlled laboratory setting, processing simulated and real case materials from intake through written findings. Emphasis is placed on validated methods, documented chain of custody, quality-assurance protocols, and the production of lab reports that meet court admissibility standards. This course bridges classroom knowledge and the externship by requiring students to perform full processing workflows independently under instructor supervision.

How the course runs. 12 blocks: Laboratory Orientation, Safety Rules, and Chemical Hygiene; Evidence Intake, Packaging Standards, and Chain of Custody in the Lab; Laboratory Documentation: Notes, Worksheets, and Report Writing; Latent Print Development — Porous Surfaces; Latent Print Development — Non-Porous and Challenging Surfaces; Biological Evidence: Presumptive and Confirmatory Screening; Trace Evidence: Collection, Preparation, and Microscopic Examination; Bloodstain Pattern Analysis in the Lab Setting; Digital Evidence Handling and Forensic Imaging in the Lab; Quality Assurance, Proficiency Testing, and Error Identification; Integrated Case Processing: Full Workflow Simulation; Lab Practicum Final Review and Credential Mapping.

What competent looks like. Process submitted items of physical evidence from intake through final disposition using documented chain-of-custody procedures with zero unaccounted transfers. Apply at least four validated latent-print development techniques and correctly document each result with scale photography and comparison notes. Prepare quantitative and qualitative examination notes and a formal lab report that conforms to current SWGMAT/OSAC documentation guidelines. Perform presumptive biological and chemical screening tests following laboratory standard operating procedures and record results with appropriate limitations language. Demonstrate safe handling, storage, and disposal of laboratory chemicals and biohazardous materials in full compliance with OSHA Bloodborne Pathogen and Chemical Hygiene Plan standards. Identify and correct at least three common sources of contamination or procedural error in a mock quality-assurance review exercise.

Lessons · 12 blocks
#LessonHrTypeObjectiveActivitiesMaterialsCheck
1Laboratory Orientation, Safety Rules, and Chemical Hygiene10theoryStudents will identify all laboratory hazards, locate emergency equipment, and correctly interpret SDS sheets for every chemical used in the course before handling any reagent.
  1. Guided tour of the lab: students locate eyewash stations, fire extinguisher, fume hood, first-aid kit, spill kit, and chemical storage cabinets, then sketch a floor plan with each safety feature labeled.
  2. SDS scavenger hunt: each student pulls the SDS for five assigned reagents (ninhydrin, amido black, luminol, crystal violet, phenolphthalein) and completes a standardized summary form listing PPE required, exposure limits, and disposal instructions.
  3. Tabletop scenario: instructor presents three simulated lab incidents (chemical splash, broken glass with blood, reagent fume exposure) and students discuss correct response steps, then role-play the response including incident documentation.
Lab coat, nitrile gloves (multiple sizes), safety glasses, face shield, SDS binder for all course reagents, OSHA Bloodborne Pathogen standard (29 CFR 1910.1030) handout, laboratory Chemical Hygiene Plan, floor plan worksheetStudents score 80% or higher on a 25-question written safety quiz covering SDS interpretation, PPE selection, spill response, and emergency procedures; and correctly identify all emergency equipment locations on the labeled floor plan.
2Evidence Intake, Packaging Standards, and Chain of Custody in the Lab10theoryStudents will receive simulated evidence submissions, verify packaging integrity, complete laboratory intake forms, and enter items into a manual evidence log without chain-of-custody breaks.
  1. Intake drill: instructor provides 10 pre-packaged simulated evidence items with intentional packaging defects (torn seal, missing item number); students inspect each item, document defects on a nonconformance form, and decide whether to accept or reject each.
  2. Lecture and demonstration: instructor walks through a real-world laboratory evidence management system workflow using a projected screen, showing accession numbering, location tracking, and transfer receipt requirements.
  3. Practice round: each student individually receives, accessions, and stores five simulated items, completing all required paperwork; a peer checks the completed chain-of-custody forms against a rubric.
Pre-packaged simulated evidence items, laboratory intake forms, chain-of-custody forms, evidence seals and tamper-evident tape, permanent markers, barcode scanner (if available), evidence storage lockers, ASTM E1492 packaging standard referenceStudent's intake paperwork for all five items is error-free on accession number, item description, date/time, and transfer signatures; zero unaccounted transfers; graded pass/fail by instructor using a 10-point rubric with a minimum of 9/10 correct fields.
3Laboratory Documentation: Notes, Worksheets, and Report Writing10theoryStudents will produce complete, contemporaneous examination notes and a formatted forensic lab report for a sample case that meet OSAC documentation guidelines.
  1. Annotation exercise: instructor provides a deliberately incomplete set of hand-written examination notes for a mock case; students identify every documentation gap using an OSAC-aligned checklist and rewrite the notes correctly.
  2. Report writing workshop: using a provided case file with examination notes and photographs, each student drafts a two-page lab report including item description, methods used, results, and findings with appropriate uncertainty language; pairs exchange drafts for peer review.
  3. Terminology precision drill: students rewrite five vague or legally problematic conclusion statements (e.g., 'the blood matched') into properly qualified forensic language (e.g., 'the results are consistent with') and discuss the courtroom implications of each.
Sample case files, OSAC Forensic Document Examination Standards reference, report template (instructor-developed), red-pen peer-review rubric, word processing softwareFinal lab report is graded on a 20-point rubric: completeness of item description (4 pts), accuracy of method description (4 pts), correct results notation (4 pts), qualified conclusion language (4 pts), format and grammar (4 pts); passing score is 16/20.
4Latent Print Development — Porous Surfaces14labStudents will apply ninhydrin, DFO, and 1,2-indanedione processing techniques to porous substrates, photograph results under appropriate lighting, and document each step on a processing worksheet.
  1. Instructor demonstration: under fume hood, instructor applies ninhydrin solution to a paper substrate bearing test fingerprints, shows drying and heat development steps, then photographs the result with a scale and labels the image to SWGFAST documentation standards.
  2. Guided practice: each student processes three paper substrates (one per reagent) bearing their own fingerprints, completing a processing worksheet that records reagent lot number, application method, development conditions, and result quality rating (1–4 scale).
  3. Comparative analysis: students compare their results across the three reagents, note which produced the highest ridge detail on each substrate type, and write a one-paragraph summary justifying reagent selection for different porous-surface scenarios.
Ninhydrin solution, DFO reagent, 1,2-indanedione solution, paper substrates (newsprint, bond paper, cardboard), fume hood, heat gun, UV/laser alternate light source, macro lens DSLR camera, scale rulers, processing worksheets, PPE (lab coat, nitrile gloves, safety glasses)All three worksheets are complete and accurate; at least two of three developed prints earn a ridge-detail quality rating of 2 or higher; photographs include scale, label, and correct white balance; graded by instructor on a 15-point lab rubric with a minimum passing score of 12/15.
5Latent Print Development — Non-Porous and Challenging Surfaces14labStudents will select and apply appropriate powder, cyanoacrylate fuming, and small particle reagent techniques to non-porous items and document results with photography and comparison notes.
  1. Surface-selection decision exercise: instructor presents 10 items of varying surface color, texture, and contamination level; students complete a decision matrix choosing the recommended technique for each and justify their selections in writing before processing begins.
  2. Cyanoacrylate fuming: students fume five non-porous items (glass, plastic bag, aluminum can, credit card, shell casing) in the fuming chamber, apply fluorescent dye stain where indicated, and photograph results under white and alternate light.
  3. Comparison and documentation: students select their best developed print from the session, photograph it to scale, and complete a written comparison against a known ink-rolled exemplar from the same finger, using ACE (analysis, comparison, evaluation) terminology.
Cyanoacrylate fuming chamber, cyanoacrylate adhesive, fluorescent dye stain (Rhodamine 6G or equivalent), fingerprint powders (black, white, magnetic, fluorescent), small particle reagent, brushes, alternate light source with goggles, DSLR camera with macro lens, non-porous substrate items, ACE comparison worksheet, PPEStudent completes the decision matrix with at least 8/10 correct technique selections; all five fumed items are photographed with scale; written ACE comparison uses correct terminology and reaches a documented conclusion; instructor grades on a 20-point rubric, passing at 16/20.
6Biological Evidence: Presumptive and Confirmatory Screening14labStudents will perform presumptive tests for blood, semen, and saliva on prepared substrates, correctly interpret results, and document findings with appropriate limitation statements.
  1. Technique demonstration: instructor performs phenolphthalein (Kastle-Meyer) test for blood and acid phosphatase test for semen on positive and negative controls, then shows how to read and record results including the limitation that presumptive tests do not confirm human origin.
  2. Blind-sample testing: each student receives five coded swabs of unknown composition (may contain blood, semen, saliva, or be blank); students apply appropriate presumptive tests, record results, and submit a written interpretation form before the instructor reveals the answers.
  3. Limitation analysis: class reviews the blind-sample results as a group, identifies any false-positive or false-negative outcomes, discusses what additional confirmatory steps would follow in a real laboratory, and each student writes a one-paragraph limitations section appropriate for a lab report.
Phenolphthalein reagent, hydrogen peroxide, acid phosphatase reagent, amylase test strips, positive and negative control samples, coded blind swabs, swab collection tubes, disposable pipettes, timing device, PPE (gloves, eye protection, lab coat), biohazard waste bags, SWGDAM guidelines referenceStudent correctly identifies at least 4/5 blind samples; written results form uses proper limitation language; disposal of all biohazardous materials is observed and confirmed correct by instructor; graded pass/fail with 80% accuracy on identification and mandatory correct disposal procedure.
7Trace Evidence: Collection, Preparation, and Microscopic Examination12labStudents will collect trace materials (fiber, hair, glass fragments, soil) from simulated items, prepare mounts, and conduct microscopic examination with documented findings.
  1. Tape-lift and pick technique: students collect fiber and hair trace from three simulated garments using tape lifts and fine-tipped forceps, transfer collections to acetate sheets and glass slides respectively, and label each preparation with item number, date, and examiner initials.
  2. Microscopy practice: students examine prepared hair mounts under compound and comparison microscopes, complete a hair examination worksheet recording scale, color, medullary index, and medullary pattern, and sketch or photograph at least two fields of view.
  3. Glass refractive index comparison: instructor demonstrates immersion method concept; students sort glass fragments from two simulated items by apparent refractive index using a series of immersion oils and record which fragments appear to share origin, noting the limitations of this screening method.
Tape lift rolls, fine-tipped forceps, microscope slides, cover slips, mounting medium, compound microscope, comparison microscope (or photomicrography adapter), hair and fiber reference collection, glass fragment samples, immersion oil set, hair examination worksheet, PPEAll mounts are correctly labeled; hair worksheet is complete with all required morphological descriptors; glass fragment grouping matches the instructor key with at least 80% accuracy; instructor evaluates the worksheet and mounts on a 15-point rubric, passing at 12/15.
8Bloodstain Pattern Analysis in the Lab Setting12labStudents will analyze bloodstain patterns on prepared lab panels, calculate area of origin using stringing or trigonometric method, and produce a written analysis report.
  1. Pattern classification exercise: instructor displays 20 high-resolution photographs of bloodstain patterns; students classify each as passive, projected, transfer, or mechanism-specific (e.g., drip, satellite, wipe, swipe, cast-off) on a classification worksheet and compare answers against an answer key.
  2. Area-of-origin calculation: working in pairs, students use a prepared bloodstain panel with multiple impact spatter stains, measure the long and short axes of at least eight stains to calculate impact angles, then use the stringing method (or the trigonometric equivalent with a protractor and calculator) to estimate the three-dimensional area of origin.
  3. Written analysis: each student writes a bloodstain pattern analysis report for the panel including methodology, measurements, calculations, findings, and a sketch of the estimated area of origin; report uses qualified language consistent with SWGSTAIN guidelines.
Prepared bloodstain panels (simulated blood or approved training substitute), bloodstain classification worksheet, metric rulers, protractors, string and pins (for stringing method), calculator, graph paper, SWGSTAIN guidelines reference, camera, PPEClassification worksheet scores at least 16/20 correct; area-of-origin calculation is within an instructor-defined acceptable tolerance (±10 cm in the vertical dimension); written report includes all required sections and uses qualified language; graded on a 20-point rubric, passing at 16/20.
9Digital Evidence Handling and Forensic Imaging in the Lab12labStudents will acquire a forensic image of a provided storage device using a write blocker, verify image integrity with a hash value, and document the process on a chain-of-custody and examination worksheet.
  1. Write-blocker setup: each student connects a practice USB drive to a hardware write blocker, confirms write protection is active using the manufacturer's indicator, then opens forensic imaging software (e.g., FTK Imager or open-source equivalent) and walks through the acquisition wizard step by step.
  2. Image acquisition and hash verification: student acquires a forensic image of the practice drive in E01 or dd format, records the MD5 and SHA-1 hash values generated by the software, and verifies that the pre- and post-acquisition hashes match, documenting results on the examination worksheet.
  3. Case log entry: student completes a full chain-of-custody entry for the device including receipt, examination, and return-to-storage entries, then writes a brief two-paragraph examination summary describing the acquisition method, hash verification result, and status of the device.
Practice USB drives pre-loaded with sample files, hardware write blocker, forensic workstation with FTK Imager or equivalent open-source forensic imaging tool, examination worksheets, chain-of-custody forms, SWGDE best practices referenceHash values are correctly recorded and pre/post hashes match; chain-of-custody form is fully complete with zero missing fields; examination summary correctly describes the acquisition method and hash result; instructor confirms write protection was maintained; graded pass/fail with all three criteria required to pass.
10Quality Assurance, Proficiency Testing, and Error Identification12practiceStudents will conduct a simulated laboratory quality-assurance review, identify procedural errors and documentation deficiencies in a provided case file, and propose corrective actions.
  1. Case file audit: each student receives a deliberately flawed mock case file (10 embedded errors spanning chain of custody, note-taking, reagent documentation, and report language); students complete an audit checklist identifying each error and its category (documentation, procedural, safety, legal).
  2. Root-cause analysis: for each error identified, students write a one-sentence root-cause statement and propose a corrective action; the class then discusses as a group which errors would be most damaging to evidence admissibility and why.
  3. Proficiency test simulation: instructor administers a 30-minute timed proficiency exercise in which students process one latent print item and one biological swab, document their work, and self-assess against a provided proficiency standard before instructor review.
Flawed mock case files, QA audit checklist, root-cause analysis worksheet, latent print and biological swab materials for proficiency exercise, PPEStudent identifies at least 8/10 errors in the case file audit with correct categorization; proficiency exercise documentation is complete and contemporaneous; instructor reviews both products and scores on a combined 25-point rubric, passing at 20/25.
11Integrated Case Processing: Full Workflow Simulation14labWorking individually, students will process a complete simulated case from evidence intake through final report, applying all laboratory techniques covered in the course without step-by-step guidance.
  1. Case assignment: each student receives a unique simulated case package with multiple items (e.g., a piece of fabric, a glass container, a document, and a swab) and a fictional incident summary; students plan their processing sequence in writing, noting technique rationale and sequence justification before touching any item.
  2. Independent processing: students process all items over two lab sessions using techniques covered in lessons 4–9, completing a processing worksheet for each item, photographing results with scale, and maintaining continuous chain-of-custody documentation.
  3. Final report submission: students compile all worksheets, photographs, and chain-of-custody records into a complete case file and write a multi-item lab report with an introduction, item-by-item findings section, and a summary of conclusions using properly qualified forensic language.
Unique simulated case packages (instructor-prepared), all reagents and equipment from previous labs, camera, processing worksheets, chain-of-custody forms, report template, PPECase file is complete with all required documents; chain of custody has zero breaks; at least three different examination techniques are correctly applied and documented; report uses qualified language throughout; graded on a 30-point integrated rubric (documentation 10 pts, technique application 10 pts, report quality 10 pts), passing at 24/30.
12Lab Practicum Final Review and Credential Mapping12theoryStudents will map each laboratory competency practiced in the course to the relevant IAI CCSI and Latent Print certification exam domains and identify personal areas requiring additional study before the externship.
  1. Exam domain mapping exercise: using the published IAI CCSI and Latent Print certification exam content outlines, students complete a crosswalk table matching each of the 11 course lessons to specific exam content areas, marking which lessons correspond to which credential.
  2. Self-assessment gap analysis: students complete a structured self-rating form scoring their own confidence and demonstrated performance in each lab skill area (1–4 scale), then write a one-page personal study plan identifying the two or three areas where additional practice is needed before the externship.
  3. Peer teaching: each student selects one technique from the course and presents a five-minute explanation of the method, its documentation requirements, and its limitations to the class, fielding at least two questions from peers; this reinforces recall and identifies remaining misconceptions.
IAI CCSI exam content outline (current edition, available from IAI website), IAI Latent Print certification exam content outline, crosswalk worksheet, self-assessment form, personal study plan templateCrosswalk table correctly maps all 11 lessons to at least one exam domain with no blank rows; personal study plan identifies at least two specific skills and a concrete action for each; peer teaching presentation is evaluated by instructor on a 10-point rubric (accuracy 5 pts, clarity 3 pts, response to questions 2 pts), passing at 8/10.
Assessments
AssessmentTypeWeightPass standardMethod & rubric
Laboratory Procedures Knowledge ExamWritten exam25%75% or higher (30/40 questions correct)A 40-question written exam covering laboratory safety, chemical hygiene, chain-of-custody requirements, documentation standards, reagent selection rationale, quality-assurance principles, and the limitations of presumptive tests; questions are mapped to IAI CCSI exam content areas for crime scene and evidence processing, and to IAI Latent Print certification content for print development topics. Students must achieve 75% to demonstrate readiness for independent laboratory work in the externship.
Standard met · Safety · Time · Quality/finish · Documentation
Practical Skills DemonstrationSkills demonstration45%Achieve a minimum of 80% on the instructor scoring rubric (24/30 points) with no critical safety violationsThe instructor assigns the student one unknown latent print substrate and one biological swab; the student selects appropriate techniques, processes both items, photographs results, and produces a brief findings report within a set time limit, all without coaching. Any critical safety error (improper PPE, unauthorized disposal of biohazardous material, chain-of-custody break) results in automatic failure regardless of rubric score, consistent with real laboratory quality standards.
Standard met · Safety · Time · Quality/finish · Documentation
Laboratory Log and Case File PortfolioLog15%90% of required entries present and accurate; zero unaccounted chain-of-custody transfersStudents submit the complete set of processing worksheets, chain-of-custody forms, photographs, and reports produced during the integrated case processing lesson (Lesson 11) and at least four additional selected lab sessions, compiled into a single organized case file portfolio. The portfolio is evaluated for completeness, contemporaneous documentation, correct qualified language in conclusions, and photographic quality with scale; this mirrors the documentation standards assessed under IAI CCSI certification and State Evidence Tech Cert requirements.
Standard met · Safety · Time · Quality/finish · Documentation
Laboratory Safety Compliance CheckSafety audit15%Pass all five observable criteria; any single failure requires remediation and recheck before the student may continueAn instructor conducts a structured observation during an active lab session using a five-criterion safety checklist: correct PPE selection and use, proper chemical handling and fume-hood use, correct biohazardous waste disposal, accurate SDS reference for any reagent used during the session, and complete and immediate incident documentation if any spill or exposure occurs. This check directly supports the OSHA Bloodborne Pathogen and Chemical Hygiene Plan compliance requirements embedded in the State Evidence Tech Cert standards.
Standard met · Safety · Time · Quality/finish · Documentation
AGR-CSI53-09 Capstone

Capstone Project: Integrated Crime Scene Investigation

216 hr · $2,160 COMPLIMENTARY

Students conduct a full end-to-end simulated crime scene investigation — from scene security and documentation through evidence collection, latent print processing, bloodstain pattern observation, chain of custody management, and final case report — demonstrating every competency built across the program. The capstone culminates in a formal oral defense before a panel of instructors and, where available, a working practitioner, mirroring the professional accountability required of a certified crime scene technician. Performance on each deliverable is mapped to IAI CCSI and Latent Print certification exam domains and to State Evidence Technician standards.

Outcomes
Course text

Students conduct a full end-to-end simulated crime scene investigation — from scene security and documentation through evidence collection, latent print processing, bloodstain pattern observation, chain of custody management, and final case report — demonstrating every competency built across the program. The capstone culminates in a formal oral defense before a panel of instructors and, where available, a working practitioner, mirroring the professional accountability required of a certified crime scene technician. Performance on each deliverable is mapped to IAI CCSI and Latent Print certification exam domains and to State Evidence Technician standards.

How the course runs. 4 blocks: Case Planning and Scene Security: Pre-Investigation Protocol; Scene Execution: Documentation, Evidence Collection, and Latent Print Processing; Case File Assembly, Quality Review, and Error Correction; Oral Defense: Case Presentation and Expert Testimony Simulation.

What competent looks like. Plan, execute, and document a multi-area simulated crime scene investigation that meets IAI CCSI examination standards for scene processing methodology. Produce a complete, legally defensible case file — including scene sketches, photographic logs, evidence inventories, chain-of-custody records, and a written final report — with no critical chain-of-custody breaks. Apply latent print detection, development, lifting, and comparison techniques to unknown samples and document findings in a format consistent with IAI Latent Print certification requirements. Analyze and accurately document bloodstain patterns and trace evidence observations using accepted terminology and scientific principles covered in Courses 4 and 5. Deliver a structured oral defense of case findings, methodology, and conclusions to a review panel, responding competently to technical and legal challenge questions. Identify and correct errors in a deliberately flawed case file, demonstrating quality-assurance and peer-review skills needed in professional crime scene units.

Lessons · 4 blocks
#LessonHrTypeObjectiveActivitiesMaterialsCheck
1Case Planning and Scene Security: Pre-Investigation Protocol40theoryGiven a written scene scenario packet, the student will produce a complete pre-investigation plan — including hazard assessment, PPE selection, inner/outer perimeter design, personnel log template, and a scene-entry priority list — that satisfies all OSHA Bloodborne Pathogen Standard and IAI CCSI domain requirements for scene management.
  1. Students receive a multi-page fictional case scenario (homicide with suspected chemical hazard) and individually draft a written Scene Management Plan covering: identified biohazard and chemical risks with corresponding PPE from the hierarchy of controls, a scaled perimeter diagram with entry/exit points, and a personnel sign-in/sign-out log; instructor reviews each plan for OSHA compliance and IAI scene-management criteria before the student may proceed.
  2. Small groups of three conduct a tabletop walk-through of their plans against a checklist of 25 mandatory scene-management elements (derived from SWGMAT/OSAC community standards and IAI CCSI exam domains), flag any gaps, revise their plans, and present their final version to the class for peer critique.
  3. Each student completes a written hazard-identification exercise using photographs of five different scene types (outdoor rural, indoor residential, vehicle, industrial, and water-adjacent); they identify applicable OSHA standards, select PPE, and note first-aid/CPR considerations — instructor scores using a rubric tied directly to the Universal Core safety competencies from Course 1.
Fictional scenario packet (instructor-authored); OSHA Bloodborne Pathogen Standard (29 CFR 1910.1030) reference handout; OSHA Hazard Communication Standard reference handout; IAI CCSI candidate handbook (current edition); scene-management checklist (instructor-developed, OSAC-aligned); perimeter design templates; PPE selection guide; whiteboard and markers; student lab notebooksWritten Scene Management Plan scored on a 50-point rubric (scene hazard ID 10 pts, PPE selection 10 pts, perimeter diagram 15 pts, personnel log completeness 10 pts, priority entry rationale 5 pts); passing score is 40/50 (80%). Hazard-identification exercise scored pass/fail on a 25-item checklist; student must correctly identify hazard and PPE for at least 20 of 25 items (80%) before proceeding.
2Scene Execution: Documentation, Evidence Collection, and Latent Print Processing80labWorking individually under real-time instructor observation, the student will process a simulated indoor crime scene — completing systematic photography, sketching, evidence mapping, packaging, and chain-of-custody paperwork, plus latent print detection and lifting on at least four different substrate types — within the time limit and with no critical procedural errors as defined by the IAI CCSI and Latent Print exam domains.
  1. Instructors prepare three distinct simulated scenes (one active per student group rotation) staged in the program lab with planted evidence items, latent prints on varied substrates (glass, cardboard, painted wood, and plastic), a simulated bloodstain area, and intentional scene-contamination hazards; each student independently processes their assigned scene over two lab sessions, completing: a scene security log, an overall-to-specific photographic sequence with exposure log, a hand-drawn sketch with measurements and a legend, an evidence log with item numbers, collection method, and packaging notation, chain-of-custody forms for every item, and latent print processing using at minimum two development techniques (e.g., fingerprint powder, cyanoacrylate fuming) appropriate to each substrate, with lifts mounted and labeled per IAI standards.
  2. Students digitize their hand-drawn sketch using free CAD or diagramming software introduced in Course 2 (e.g., Dia or the program's licensed option), cross-checking all measurements against their field notes; they submit both the hand-drawn original and the digital version as part of their case file, allowing instructors to verify measurement accuracy and documentation consistency.
  3. After scene processing, each student completes a blind latent print comparison exercise: they receive five latent lift cards from their own processing and five unknown exemplar cards and must use ACE (analysis, comparison, evaluation) methodology to render a written conclusion (identification, exclusion, or inconclusive) for each pair, citing specific ridge detail observations — this exercise maps directly to IAI Latent Print certification exam competencies in comparison methodology.
Simulated crime scene lab with staged evidence; fingerprint powder kit (black, white, magnetic); cyanoacrylate fuming chamber; gelatin lifters; lifting tape and backing cards; UV/alternate light source (ALS); numbered evidence placards and flags; evidence packaging (paper bags, plastic bags, boxes, bindles); tamper-evident tape and evidence seals; chain-of-custody forms; photographic log forms; 35mm-equivalent DSLR cameras (program-supplied) and tripods; measuring tapes, rulers, and protractors; graph paper and drafting pencils; CAD/diagramming software workstations; latent print comparison worksheets; nitrile gloves, Tyvek suits, eye protection, N95 respirators; reference: current SWGFAST/OSAC latent print processing guidelines; IAI CCSI and Latent Print candidate handbooksScene processing evaluated by instructor using a 100-point Critical Task Checklist: photography sequence and exposure log (20 pts), sketch accuracy ± 6 inches on all measurements (15 pts), evidence log completeness with no unbroken chain-of-custody (20 pts), latent print technique selection appropriateness for each substrate (15 pts), lift quality and labeling (15 pts), PPE compliance throughout (15 pts). Minimum passing score: 80/100 with a score of zero on any PPE or chain-of-custody critical item requiring immediate remediation before the student may continue. Latent comparison exercise: at least 4 of 5 pairs rendered with a correct conclusion and written ridge-detail rationale (80% pass).
3Case File Assembly, Quality Review, and Error Correction56practiceThe student will compile a complete, logically organized case file from their scene investigation, conduct a structured quality-assurance review of a peer's deliberately flawed case file identifying all critical and non-critical errors, and produce a final written report that is accurate, objective, and formatted to court-ready standards.
  1. Each student organizes all documents from Lesson 2 into a standardized case file using a program-supplied table of contents template modeled on professional agency formats: cover sheet, scene security log, photographic log with printed contact sheets or printed digital thumbnails, field sketch and digital sketch, evidence log, chain-of-custody forms, latent print processing log, latent comparison worksheets, and a narrative report (minimum 1,000 words) describing methodology, observations, and findings in objective, past-tense, first-person technical prose — no conclusions about guilt or innocence; instructor conducts a formative check at the halfway point of this lesson block using a 20-item completeness checklist.
  2. Instructor distributes a pre-prepared 'flawed case file' containing 12 planted errors of varying severity (e.g., broken chain-of-custody signature, incorrect evidence packaging for a biological sample, measurement transposition in sketch, unsupported conclusion language in narrative, missing photographer identification); each student independently identifies and categorizes each error as critical (would compromise court admissibility or officer safety) or non-critical (administrative), documents their findings on an error log, and proposes a corrective action for each — this activity maps to quality-assurance responsibilities referenced in IAI CCSI exam domains.
  3. Students exchange their own draft narrative reports with a partner for peer editing using a structured rubric (objectivity of language, completeness of methodology description, accuracy of evidence item references, grammar and spelling); each student then revises their final narrative incorporating peer feedback and submits the final case file package to the instructor for summative grading.
Student case files from Lesson 2; program case file table of contents template; pre-prepared flawed case file (instructor-authored, one per student); error log worksheet; peer-editing rubric; word processing software; laser printer and printer paper for final hard-copy submission; two-pocket folders or binders for case file assembly; IAI CCSI candidate handbook (exam domain cross-reference); OSAC/SWGMAT report-writing guidelines handoutCase file graded on a 100-point rubric: completeness of all required documents (25 pts), chain-of-custody integrity — zero breaks required (25 pts), narrative report objectivity and accuracy (25 pts), sketch and measurement accuracy (15 pts), formatting and organization (10 pts); passing score 80/100 with zero chain-of-custody breaks (non-negotiable). Flawed case file exercise: student must identify at least 10 of 12 planted errors (83%) with correct critical/non-critical classification on at least 9 of those 10; failure requires one remediation attempt before oral defense.
4Oral Defense: Case Presentation and Expert Testimony Simulation40fieldThe student will deliver a structured 20-minute oral presentation of their completed case file to a review panel — responding accurately and professionally to a minimum of 15 minutes of direct and cross-examination-style questions — demonstrating the courtroom testimony standards from Course 7 and the technical knowledge mapped to IAI CCSI and Latent Print certification exam domains.
  1. Students spend the first portion of this lesson block in structured preparation: they develop a 20-minute oral presentation outline (using presentation software or whiteboard visuals) that introduces the scene, walks through methodology in chronological order, presents key findings with visual aids drawn from their case file (photographs, sketch, evidence log highlights, latent comparison conclusions), and ends with a summary of deliverables — instructor conducts a dry-run rehearsal with one round of simulated questions to identify gaps before the formal defense.
  2. Each student delivers their formal oral defense before a panel of at minimum two program instructors and, where available, an invited external practitioner (active or retired crime scene technician, law enforcement forensic supervisor, or prosecutor); the defense is scored in real time on a structured rubric covering: accuracy of technical content, logical organization of presentation, appropriate use of terminology, composure and professionalism under challenging questions, and ability to distinguish between what the evidence shows and what it does not show — panel members ask a minimum of 15 minutes of questions including at least two 'attorney-style' challenge questions designed to test the student's ability to maintain scientific objectivity under pressure, consistent with Course 7 courtroom testimony training.
  3. Immediately following the defense, each student completes a structured self-evaluation form rating their own performance on the same rubric dimensions, then participates in a 10-minute debrief with the panel during which the panel shares scores and narrative feedback; students document three specific areas for professional development and submit this reflection as part of their final portfolio, connecting capstone performance to their career readiness goals established in Course 1.
Completed student case files; presentation software (PowerPoint, Google Slides, or equivalent) and projector; printed copies of case file for panel members (three copies minimum); oral defense rubric (instructor-developed, aligned to IAI CCSI and Latent Print exam domains and OSAC competency framework); self-evaluation form; scoring sheets for panel; timer; professional attire required (students briefed in advance); student career readiness portfolio initiated in Course 1Oral defense scored by panel on a 100-point rubric: technical accuracy of content (30 pts), methodology explanation clarity (20 pts), appropriate use of terminology (15 pts), composure and professionalism (15 pts), quality of responses to challenge questions (20 pts); passing score is 80/100 with unanimous panel agreement; a score below 70 or a factually critical error (e.g., testifying to a conclusion not supported by the evidence) triggers a single remediation opportunity within 5 business days. Self-evaluation reflection graded pass/fail on completion and specificity of three identified development areas.
Assessments
AssessmentTypeWeightPass standardMethod & rubric
Integrated Crime Scene Case File (Project Assessment)Project60%80/100 on the case file rubric with zero chain-of-custody breaks; chain-of-custody integrity is a non-negotiable critical requirement — any unresolved break earns an automatic incomplete regardless of overall score, requiring remediation before portfolio or oral defense may proceed.The student submits the complete, court-ready case file produced during Lessons 2 and 3, including all scene documentation, evidence records, chain-of-custody forms, latent print processing and comparison records, and a final written narrative report; this is the primary project artifact of the capstone and is evaluated against a 100-point rubric mapped to IAI CCSI exam domains for scene processing, evidence handling, and documentation standards, as well as State Evidence Tech certification requirements for legally defensible records.
Meets specification · Within estimate · Workmanship · Safety · Documentation
Professional Portfolio (Portfolio Assessment)Portfolio20%Pass requires submission of all eight mandatory portfolio sections with at least six sections rated 'meets standard' or above on the portfolio rubric; any section rated 'does not meet standard' must be revised and resubmitted within five business days.Students assemble a professional portfolio compiling representative artifacts from all nine courses completed through the capstone: a career readiness statement and updated resume (Course 1), a photographic documentation sample with exposure log (Course 2), an annotated chain-of-custody record (Course 3), latent print comparison worksheets with ACE documentation (Course 4), a bloodstain and trace evidence observation log (Course 5), a digital evidence intake form (Course 6), a courtroom testimony preparation checklist and reflection (Course 7), a lab practicum skills checklist signed by an instructor (Course 8), and the capstone self-evaluation reflection (Course 9); the portfolio demonstrates cumulative competency growth and readiness for the externship and certification examinations.
Completeness · Organization · Evidence quality
Capstone Oral Defense (Oral Assessment)Oral / panel20%80/100 on the panel rubric with unanimous panel agreement that the student demonstrated scientific objectivity and professional composure; a single critical factual error or a score below 70 triggers one remediation attempt within five business days.The student presents and defends their completed case investigation before a minimum two-member review panel in a 35-minute session — 20 minutes of structured presentation followed by at least 15 minutes of examination-style questioning — demonstrating technical mastery, professional communication, and the ability to maintain accurate, objective testimony under challenge, consistent with competencies assessed in IAI CCSI and Latent Print certification examinations and the courtroom testimony standards required by State Evidence Technician credentialing.
Explains decisions · Answers technical questions · Professional communication
AGR-CSI53-10 Externship / clinical

Externship / Worksite Placement

324 hr · $1,295 COMPLIMENTARY

Students complete 324 supervised hours at an approved law enforcement agency, forensic laboratory, or medical examiner's office, applying all program skills under the direct oversight of a credentialed field supervisor. Rotations expose students to real casework documentation, evidence handling, latent print processing, and courtroom support tasks. A structured employer evaluation and a reflective log provide evidence of professional readiness for the IAI CCSI, IAI Latent Print Cert, and State Evidence Tech Cert.

Outcomes
Course text

Students complete 324 supervised hours at an approved law enforcement agency, forensic laboratory, or medical examiner's office, applying all program skills under the direct oversight of a credentialed field supervisor. Rotations expose students to real casework documentation, evidence handling, latent print processing, and courtroom support tasks. A structured employer evaluation and a reflective log provide evidence of professional readiness for the IAI CCSI, IAI Latent Print Cert, and State Evidence Tech Cert.

How the course runs. 4 blocks: Orientation, Safety Compliance, and Agency Protocol Review; Rotation 1 – Scene Documentation, Photography, and Evidence Collection; Rotation 2 – Latent Print Processing, Trace Evidence Support, and Digital Evidence Handling; Integrated Performance Review and Professional Portfolio Completion.

What competent looks like. Perform crime scene documentation, photography, and sketching on actual or simulated casework under supervisor direction, meeting agency quality standards. Collect, package, label, and transfer physical and digital evidence following agency chain-of-custody protocols without supervisor correction. Process latent prints using agency-approved powders, chemical reagents, or alternate light sources and document results in the case file. Communicate professionally in written reports and verbal briefings consistent with evidentiary and courtroom admissibility standards. Comply with agency safety, PPE, and biohazard protocols throughout all rotations without a recorded safety violation. Receive a passing composite score on the employer midpoint and final evaluation forms, demonstrating entry-level professional competence.

Lessons · 4 blocks
#LessonHrTypeObjectiveActivitiesMaterialsCheck
1Orientation, Safety Compliance, and Agency Protocol Review40fieldThe student will identify and correctly follow all agency-specific safety, chain-of-command, confidentiality, and evidence-handling protocols before beginning independent assignments.
  1. Complete the agency's mandatory new-personnel orientation, including facility tour, PPE issuance, biohazard waste procedures, and emergency evacuation routes; record each requirement in the externship journal with a supervisor sign-off.
  2. Shadow the assigned field supervisor for a minimum of three full shifts, annotating each observed procedure against the corresponding program course (e.g., scene documentation, chain of custody) in a structured reflection log.
  3. Review and sign the agency's confidentiality and social-media policy; complete a brief written quiz (10 questions, graded by supervisor) on agency-specific evidence submission and labeling rules, scoring 80% or higher to advance.
Agency orientation packet, PPE kit (nitrile gloves, safety glasses, Tyvek suit, shoe covers, N95 respirators), externship journal (bound, numbered pages), program course binders for reference, supervisor evaluation rubricSupervisor confirms in writing that the student has completed orientation requirements and passed the agency policy quiz at 80% or higher; no safety or confidentiality violations recorded during the shadow phase.
2Rotation 1 – Scene Documentation, Photography, and Evidence Collection120fieldThe student will independently or co-operatively document at least five scenes or evidence submissions using photography, sketching, and written notes that meet agency and IAI CCSI competency standards.
  1. Under supervisor oversight, photograph a minimum of five scenes or evidence sets using the agency's established overview-midrange-close-up sequence; submit each image set with an annotated log sheet showing camera settings, lighting conditions, and scale references.
  2. Prepare hand-drawn or CAD-assisted scene sketches for at least three assignments, including north arrow, scale, measurements taken by two-point or triangulation method, and a legend; have the supervisor review and sign each sketch before it enters the case file.
  3. Collect, package, and complete chain-of-custody documentation for at least ten evidence items across different categories (biological, impression, trace, digital media); supervisor uses the agency's standard evidence submission checklist to verify each package before submission to the evidence room.
Agency-issued DSLR or mirrorless camera, tripod, scale rulers, measuring tape, total station or measuring wheel (if available), sketch paper or CAD software, evidence packaging supplies (paper bags, plastic bags, bindle paper, evidence tape, tamper-evident seals), chain-of-custody forms, agency case management software, IAI CCSI certification candidate handbookSupervisor scores each documentation set using the agency photo and sketch checklist; all five scene documentation packages must receive a 'meets standard' rating (equivalent to 80% on a 10-point rubric) with no chain-of-custody errors; errors require corrected resubmission before rotation ends.
3Rotation 2 – Latent Print Processing, Trace Evidence Support, and Digital Evidence Handling120fieldThe student will process latent print evidence using at least two agency-approved development techniques, support trace evidence packaging, and handle digital evidence according to agency protocols, meeting IAI Latent Print Cert competency benchmarks.
  1. Under direct supervision in the agency's print lab, develop and lift latent prints from at least eight substrates using at least two approved methods (e.g., aluminum powder brushing, black powder brushing, ninhydrin, cyanoacrylate fuming, or alternate light source); photograph, lift or photograph in place, and complete the corresponding latent print examination worksheet for each item, which the supervisor reviews and signs.
  2. Assist with collection and packaging of trace evidence items (hair, fiber, glass, soil) on at least three case submissions, following agency contamination-prevention protocols; record handling notes in the externship journal with the supervising examiner's initials confirming correct technique.
  3. Receive and process at least two digital evidence items (mobile device, USB drive, or SD card) following agency write-blocking and documentation protocols; complete the agency digital evidence intake form for each item and have the supervisor verify the write-blocker was applied before any imaging or preview.
Fingerprint powders (aluminum, black, magnetic), fingerprint brushes (fiberglass, camel hair, magna-brush), ninhydrin solution or commercial spray (if agency-authorized), cyanoacrylate fuming chamber (agency-provided), alternate light source (agency-provided), goggles and chemical-resistant gloves, lifting tape and backing cards, ABFO scale, trace evidence collection kit, write-blocker (hardware), agency digital evidence intake forms, IAI Latent Print Cert candidate handbookSupervisor scores each latent print worksheet and digital evidence intake form against the agency quality-assurance checklist; student must achieve 'meets standard' on at least six of eight print submissions and both digital evidence forms with no write-blocker bypass incidents; any critical error (contamination, write-blocker omission) triggers immediate corrective review before the student continues.
4Integrated Performance Review and Professional Portfolio Completion44fieldThe student will consolidate externship documentation into a professional portfolio, receive a structured supervisor evaluation, and demonstrate entry-level professional competency across all externship rotation areas.
  1. Compile the externship journal, all signed supervisor checklists, annotated photo logs, sketch samples (de-identified per agency policy), chain-of-custody records, latent print worksheets, and digital evidence forms into an organized professional portfolio; prepare a one-page reflective summary identifying three specific skills strengthened, one area for continued development, and one connection to each target credential (IAI CCSI, IAI Latent Print Cert, State Evidence Tech Cert).
  2. Participate in a formal mid-externship and end-of-externship evaluation meeting with the supervising officer or examiner; the supervisor completes the program's standardized employer evaluation form (rated across documentation, evidence handling, latent prints, professionalism, safety compliance, and communication) and reviews scores with the student, providing written feedback on each domain.
  3. Present a 10-15 minute verbal debrief to the program instructor (in person or via video conference) summarizing two case types encountered, the evidence processing steps performed, and how the agency's workflows align with IAI CCSI and State Evidence Tech Cert requirements; instructor uses a structured rubric to assess clarity, accuracy, and professional communication.
Externship portfolio binder or digital equivalent, program employer evaluation form, supervisor signature pages, reflective summary template, video conferencing platform (if remote debrief), instructor debrief rubricEmployer evaluation composite score must be 80% or higher across all six domains on the final evaluation form; instructor debrief rubric must score 80% or higher; incomplete portfolio (missing supervisor signatures or unsigned checklists) requires remediation before the externship grade is awarded.
Assessments
AssessmentTypeWeightPass standardMethod & rubric
Employer Skills Evaluation (Skills Demonstration)Skills demonstration70%Composite score of 80% or higher on the program's standardized employer evaluation form, with no domain rated below 'developing' and no unresolved safety or chain-of-custody violations on record.The supervising officer or examiner completes the program's structured employer evaluation form at the midpoint and at the conclusion of the externship, rating the student across six domains: scene documentation and photography, evidence collection and chain of custody, latent print processing, digital evidence handling, safety and PPE compliance, and professional communication. The final composite score from the end-of-externship form is the primary skills demonstration grade; the midpoint score is used for formative feedback and corrective planning only.
Competency · Safety · Attendance · Conduct · Initiative
Externship Field Journal and Portfolio LogLog30%Portfolio accepted as complete when all lessons' supervisor sign-offs are present, the reflective summary addresses all required elements, and the instructor rates the written documentation quality at 80% or higher on the portfolio rubric.The student maintains a bound, consecutively numbered externship journal throughout all 324 hours, recording daily tasks, techniques observed or performed, equipment used, and connections to program course content; entries must be legible, dated, and initialed by the supervisor for each shift. At externship conclusion the journal and all supporting artifacts (photo logs, chain-of-custody copies, latent print worksheets, digital evidence intake forms, and the signed employer evaluation forms) are assembled into the professional portfolio, which the instructor reviews for completeness, accuracy, and professional presentation.
Complete · Verified
AGR-CSI53-11 Exam prep

Certification Exam Preparation: CCSI, Latent Print & State Evidence Tech

90 hr · $900 COMPLIMENTARY

This course systematically reviews every domain tested on the IAI Certified Crime Scene Investigator exam, the IAI Latent Print Certification exam, and the State Evidence Technician Certification, using timed practice sets, case-based drills, and full-length mock exams to build both content mastery and test-taking stamina. Learners identify personal weak areas early, complete targeted remediation, and finish the course having sat at least two full simulated exams under proctored conditions. Emphasis is placed on exam strategy, precise technical vocabulary, and the ability to apply classroom and externship experience to multiple-choice and performance-based question formats.

Outcomes
Course text

This course systematically reviews every domain tested on the IAI Certified Crime Scene Investigator exam, the IAI Latent Print Certification exam, and the State Evidence Technician Certification, using timed practice sets, case-based drills, and full-length mock exams to build both content mastery and test-taking stamina. Learners identify personal weak areas early, complete targeted remediation, and finish the course having sat at least two full simulated exams under proctored conditions. Emphasis is placed on exam strategy, precise technical vocabulary, and the ability to apply classroom and externship experience to multiple-choice and performance-based question formats.

How the course runs. 4 blocks: Domain Mapping and Diagnostic Assessment; Targeted Domain Review: CCSI and Evidence Tech Content; Targeted Domain Review: IAI Latent Print Certification Content; Full Mock Certification Exams and Final Readiness Debrief.

What competent looks like. Correctly answer practice questions at or above the IAI CCSI passing standard across all published exam content domains, including scene documentation, evidence collection, photography, and courtroom procedures. Correctly answer practice questions at or above the IAI Latent Print Certification passing standard across domains covering fingerprint science, comparison methodology, AFIS concepts, and court presentation. Demonstrate command of State Evidence Technician Certification content areas, including chain-of-custody law, evidence packaging standards, and agency documentation requirements. Apply structured test-taking strategies—time management, elimination of distractors, flagging uncertain items—to full-length timed mock exams without external assistance. Produce a personal exam-readiness plan that schedules remaining self-study, identifies two to three weak content areas with specific remediation resources, and lists all registration deadlines and required documentation for each credential. Score at or above the target passing threshold on a full-length proctored mock exam for each of the three credentials before the program end date.

Lessons · 4 blocks
#LessonHrTypeObjectiveActivitiesMaterialsCheck
1Domain Mapping and Diagnostic Assessment15theoryGiven published IAI CCSI, IAI Latent Print, and State Evidence Tech content outlines, the learner will correctly identify the weight and scope of each exam domain and use a timed diagnostic quiz to rank personal strengths and gaps across all three credentials.
  1. Side-by-side comparison exercise: learners use the IAI candidate handbooks and state certification bulletin to build a three-column domain matrix listing every testable topic, its approximate percentage weight, and the program course where it was taught, then discuss overlaps and differences in small groups.
  2. Timed 60-question diagnostic quiz (20 questions per credential) drawn from all content domains; learners self-score using an answer key and calculate a percentage score per domain, then plot results on a personal gap analysis chart.
  3. Individual goal-setting conference with the instructor: each learner presents their gap chart, selects two priority weak domains per credential, and drafts a four-week self-study schedule with specific IAI reference materials, textbook chapters, and externship observation notes assigned to each weak area.
IAI CCSI Candidate Handbook (current edition), IAI Latent Print Certification Candidate Handbook (current edition), State Evidence Technician Certification candidate bulletin, diagnostic quiz packet, domain matrix worksheet, personal gap analysis chart template, program textbooks from Courses 1–10, learner externship journalsCompleted and accurate three-credential domain matrix with no blank cells; diagnostic score calculated correctly per domain; personal study schedule signed off by instructor. Pass mark: gap analysis chart submitted and study schedule approved by instructor before proceeding to Lesson 2.
2Targeted Domain Review: CCSI and Evidence Tech Content25practiceWorking through every CCSI and State Evidence Tech exam domain in weighted order, the learner will answer domain-specific practice question sets and correctly explain the reasoning behind each answer at a rate of 75 percent or higher before moving to the next domain.
  1. Rotating station review: six stations are set up around the classroom, each covering one major CCSI/Evidence Tech domain (scene documentation and photography; evidence collection and packaging; chain of custody and legal standards; crime scene reconstruction basics; courtroom testimony and report writing; safety and scene management). Learners spend approximately 35 minutes per station answering 15 timed practice questions, then review answers as a group with the instructor identifying the standard or principle behind each correct response.
  2. Case-file reconstruction drill: learners receive a sanitized, simplified case packet from a hypothetical scene and must identify which collection method, packaging material, documentation form, and chain-of-custody action applies at each of ten decision points, citing the relevant CCSI domain and state evidence tech requirement for each choice.
  3. Peer-teach remediation: learners whose diagnostic score for a given domain was below 70 percent teach a five-minute mini-review of that topic to a small group using their notes, program textbooks, and IAI reference materials, while the instructor listens and corrects factual errors in real time.
Domain-specific practice question bank (CCSI and Evidence Tech), case-file reconstruction packets, evidence packaging samples (paper bags, manila envelopes, heat-seal pouches, evidence tape, tamper-evident seals), chain-of-custody form set, program Courses 2–3 and 7 textbooks and handouts, IAI CCSI Candidate Handbook, dry-erase boards for group workScore on each domain-specific practice set recorded and reviewed; any domain below 75 percent triggers a second practice set completed before end of lesson. Pass mark: 75 percent or higher on each of the six domain station sets, with instructor sign-off on the case-file reconstruction drill showing correct citation of domain and standard at eight of ten decision points.
3Targeted Domain Review: IAI Latent Print Certification Content20labWorking through every domain of the IAI Latent Print Certification exam, the learner will answer written practice questions and complete hands-on comparison exercises at a rate of 75 percent or higher, demonstrating both theoretical knowledge and applied skill in fingerprint science.
  1. Structured written review: instructor-led question-and-answer sessions cover each latent print exam domain in sequence—fingerprint science and anatomy (ridge detail, pattern types, levels of detail), development techniques and reagents, AFIS concepts and limitations, documentation and packaging of latent evidence, ACE-V methodology, and courtroom presentation of latent print findings. After each domain, learners answer a 10-question timed set and review answers immediately.
  2. Comparison and documentation lab exercise: learners receive sets of practice latent print cards and corresponding exemplar cards at varying quality levels and independently apply the ACE-V process (Analysis, Comparison, Evaluation, Verification) to at least six pairs, documenting their findings on standardized latent print worksheets and noting which ridge characteristics were used as the basis for each conclusion.
  3. Courtroom scenario role-play: one learner acts as a latent print examiner being qualified as an expert witness and questioned about methodology, certainty, and limitations of an identification; other learners evaluate the testimony against a rubric aligned to IAI exam competency language, then roles rotate.
Latent print practice card sets (varied quality), latent print comparison worksheets, magnifying loupes, fingerprint charts showing ridge detail and Galton characteristics, AFIS concept diagram, IAI Latent Print Certification Candidate Handbook, domain-specific practice question bank, expert witness testimony rubric, program Course 4 textbook and lab notesScore on each domain practice question set recorded; ACE-V worksheets reviewed by instructor for correct terminology and logical documentation; role-play evaluated against rubric. Pass mark: 75 percent or higher on each domain written set; ACE-V worksheets accepted with correct identification of the analysis, comparison, and evaluation steps on at least five of six card pairs; role-play rubric score of satisfactory or higher.
4Full Mock Certification Exams and Final Readiness Debrief30practiceUnder simulated proctored conditions, the learner will complete a full-length mock exam for each of the three credentials and score at or above the target passing threshold on at least two of three exams, then use a structured debrief to finalize their personal exam-readiness plan.
  1. Three full-length proctored mock exams administered on separate days under timed, closed-book, no-assistance conditions that mirror each credential's actual format as described in the candidate handbooks: the CCSI mock exam, the Latent Print mock exam, and the State Evidence Tech mock exam. Cell phones are secured, breaks follow the rules stated in each handbook, and learners practice flagging and returning to uncertain questions within the allotted time.
  2. Scored debrief session after each mock exam: instructor returns scored exams within 24 hours with domain-level breakdowns; learners compare their mock exam domain scores against their original diagnostic scores to measure growth, highlight any domain still below the passing threshold, and complete a one-page written reflection identifying two specific content gaps and the remediation step they will take before the real exam.
  3. Final exam-readiness conference: each learner presents a completed exam registration checklist (credential application requirements, required documentation, fees, identification, scheduling deadlines) and a finalized personal study plan for the period between program end and their scheduled exam dates; instructor reviews and signs off, and learners leave with printed confirmation of their registration steps.
Full-length mock exam packets for CCSI, Latent Print, and State Evidence Tech (aligned to current candidate handbooks), answer sheets, timers, proctor sign-in log, domain-level score breakdown sheets, one-page reflection worksheet, exam registration checklist for each credential, IAI candidate handbooks, state certification bulletinMock exam scores recorded per domain; written reflections submitted within 48 hours of each exam return; exam registration checklist completed and signed off. Pass mark: score at or above the program-established target passing threshold (aligned to the actual passing standard published in each credential's candidate handbook) on at least two of three full mock exams; registration checklist approved by instructor.
Assessments
AssessmentTypeWeightPass standardMethod & rubric
Three-Credential Full Mock ExaminationMock certification exam100%Score at or above the target passing threshold aligned to the published passing standard for each credential on at least two of the three full-length mock exams (CCSI, Latent Print, State Evidence Tech); learners who score below threshold on any single exam must complete documented remediation and a second sitting of that mock exam before program completion.Each learner sits a full-length, timed, proctored mock exam for all three credentials under conditions that replicate the actual testing environment described in each IAI and state candidate handbook. Scores are broken down by domain and compared against the learner's initial diagnostic results to confirm measurable growth and readiness to sit the real credentialing exams.
Score · Time management
Program completion

External credential: IAI Certified Crime Scene Investigator (CCSI); IAI Latent Print Cert; State Evidence Tech Cert

Students prepare for the IAI Certified Crime Scene Investigator (CCSI) examination and the IAI Latent Print certification examination, both administered by the International Association for Identification; students also prepare for their applicable State Evidence Technician Certification through the relevant state licensing authority. Pass standard: Credential issued by the body.

Back to Crime Scene / Forensic Technician · How the school gets authority to award these credentials