sions of the divisions of the crime laboratory for evaluating some of the physical evidence. This approach turned out to he a mistake: mosl students were not as knowledgeable as I thoueht thev would be. and. even with instruction in the use of screntific"equipment. they were unable to use and derive benefit from the instrumentation. Bv the time1 realized this. I had lost over 50% of my officers with poorer backgrounds: Needless to say enrollment dropped significantly the next year. During the second year, my objectives were to rekindle the interest of the first year and to assure advisors that the course content was valuable for their students. I switched to a lecture-demonstration method with success. We also realized that not all of the material we considered important could be covered in a one-quarter course with laboratory. Therefore, we divided the material into two one-quarter, nonlaboratory courses. My approach to forensic science has become one of teaching to the level of student understanding, talking neither over their heads nor down to them. The major objectives of the program are to: expose students to the scientific method and show them the importance of science in everyday life, (2) stimulate reading in forensic science, (3) require readings of nonfiction novels dealing with crime (a list of sueeested nonfiction books is available on reauest). . . drwlopan a l d t t y t
