CSI: Washington, D.C.

No, there’s not a new version of the hit T.V. show in the works, although I think our nation’s capital would make a great setting. The National Law Enforcement Museum is committed to exploring all aspects of law enforcement, and right now, one of the areas we’re focusing on is forensics.

I’ve written in the past about our “What’s in the Evidence?” program which is currently in beta testing. But there’s another new program in the works: an online, forensics-based activity that will allow students in grades six through eight to take a case, analyze the evidence, and then present the evidence in court, possibly leading to a conviction.

Students doing the online activity will use science reasoning skills as they work on the case. And in contrast to shows like “CSI,” “Cold Case,” or “NCIS,” they’ll have the opportunity to see how evidence is used throughout the whole law enforcement system. They’ll also get to see that not all evidence is as conclusive as the TV shows make it seem, hopefully preparing students to be more informed jurors when they get older.

We’ll be consulting closely with experts in the field as we continue to develop the program so that our activity is more authentic than many of the TV shows currently airing. But I’m curious—have you ever watched one of the forensics-themed shows and wondered whether some aspect or technique they’ve used is authentic? What aspect of forensic science fascinates you the most? If you could incorporate any type of forensic science into an activity like this, which types would you choose to feature?

Testing a Museum Program: “What’s in the Evidence?”

Because we don’t yet have a building, the Education Programs staff doesn’t get to work with the public very often. So I’m excited whenever I can get one of our programs in front of a group of living, breathing kids.

“What’s in the Evidence?” is an activity developed by our staff, including two of our past interns, to teach middle school students (ages 10-14) about forensic science and its connections to law enforcement. After testing with Memorial Fund staff and one group of students, the activity was just about ready for prime time.

An important component of any program developed by the National Law Enforcement Museum is evaluation, or looking at our programs to objectively examine whether they’re meeting the goals we created them to meet. Read Dean’s blog post to learn more about this process.

Recently, we’ve had three opportunities to test out “What’s in the Evidence” with some more students, each time working with a great group of kids who tried out the activity and helped us pilot the evaluation survey that will go with it. Every time we’ve all had a great time!

The middle schoolers solve a “vandalism” that occurred at the Visitors Center through forensic evidence collected at the scene of the “crime.” They analyze handwriting samples, run chromatography tests on ink from different pens, and examine shoe impressions (footprints) and fingerprints. Some groups have been more successful than others at fingering the culprit, but they’ve all learned about what forensic evidence can—and oftentimes cannot—tell us about crimes.

Sound like fun? This summer we’re offering the special opportunity to participate in this session free of charge. That’s right—you provide the kids, the room, and some adults to take part, and we provide the materials and an educational two-hour experience. If you’re in the D.C. area and know of a Girl or Boy Scout troop, science class, camp group, etc., who might like for us to come in and teach this activity, let me know [link to rfulcher@nleomf.org]. I’m also curious to know, if you could do this activity, what would you like to learn about in the area of forensic science?

Putting the Value in eVALUation: Part I--What is Evaluation?

When you hear the word “evaluation,” what do you think of? If you are like most, beads of sweat appear on your forehead as you begin to recall the cranky driving instructor who put the kibosh on your earnest attempt to become a licensed driver with his red pen. Most of us are familiar with (and dread) this type of evaluation, which is defined as “the process of determining significance or worth, usually by careful appraisal and study.”

In the context of museums, however, evaluation takes on more of an emphasis of “analysis and comparison of actual progress versus prior plans, oriented toward improving plans for future implementation.” In this sense, museum evaluation is about enrichment—it is about setting, improving upon, and reaching measurable outcomes.

As Evaluation Specialist at the National Law Enforcement Museum (NLEM), my role in this vein is to help examine the outcomes of our educational programs against each program’s goals and objectives and to make certain these line up with the Museum’s overall mission. While at times challenging, evaluation is the means by which we incorporate accountability and long-term effectiveness into the Museum’s work.

Although the NLEM is slated to open in 2013, the Museum Programs Department is planning to begin a number of its public programs just after groundbreaking takes place on October 14, 2010. With the support of the non-profit Institute for Learning Innovation, we are currently in the process of testing our programs.

Over the next year and a half, the purpose of our testing is two-fold. First of all, over the next several months, our iterative testing (also known as front-end or formative evaluation) will provide feedback about early versions of our programs to inform decisions about how we can best modify and improve them. Secondly, we will use summative testing to evaluate the effectiveness of the final programs based on previously identified outcomes.

In part two of this post, I will outline in greater detail different types of evaluation, discuss our identified outcomes and how we arrived at them, and use our recent testing to help put it all into perspective.

Domestic Violence Prevention Programs at the NLEM: Part II

As we’ve seen in Part One of this blog post, our nation’s law enforcement officers are profoundly affected by the number in their ranks who are killed, assaulted, or experienced trauma each year as a result of having to respond to incidents of domestic violence (DV). And since part of the mission of the National Law Enforcement Museum is to tell the story of American law enforcement and contribute to a safer society, the rationale for the Museum to be involved in developing DV prevention programs is clear.

In recognition of this, the National Law Enforcement Officers Memorial Fund—the organization building the Museum—received a generous grant from the Verizon Foundation in May 2009. As the Museum’s Community Education Specialist, I am responsible for helping to develop and evaluate the grant’s two DV prevention projects, both of which are designated as “Socially Responsible Education Programs.” The Domestic Violence Prevention Advisory Committee—a diverse group of more than a dozen experts from the fields of DV prevention, law enforcement, and public and museum education—has been brought together to ensure that these two programs are innovative and effective.

K-12 students and their families will visit the Museum for kIDsafe, an interactive, monthly family day event during which they will learn about general safety topics by participating in a variety of activities. The DV component of the event will focus on increasing the visitors’ use of DV prevention strategies. For example, young children could create a list of people to turn to for safety and teenagers might learn to recognize, early on, the signs of an unhealthy relationship. On the other hand, the “DV Awareness and Prevention Program” will be a certification program that will enable teachers, school counselors, and administrators within the Washington metropolitan region to identify and prevent domestic violence among the student population. And by collaborating with their school resource officers—those law enforcement personnel who are school-based—these professionals will be able to create a protocol to help their colleagues vigorously address the issue when it arises.

By developing these programs, the Museum hopes to decrease incidents of domestic violence and to ultimately increase respect, trust and confidence between law enforcement and domestic violence victims, their families and the general public. In mid-October, we were happy to welcome onto our staff Smita Varia as our DV Prevention Specialist, and we view her addition as another step forward on the way to achieving these objectives.

The Link Between the NLEM & Domestic Violence Prevention: Part I

Whenever I tell someone that the National Law Enforcement Museum is currently developing domestic violence prevention programs, their initial reaction is one of enthusiasm. Frequently, however, a look of wonder soon overshadows their face: “That sounds great,” they reply, “but why domestic violence? Why is it important for the National Law Enforcement Museum to focus on domestic violence prevention?”

Each year, an estimated 1.3 million women will be physically assaulted by an intimate partner according to the National Coalition Against Domestic Violence. This fact alone demonstrates the magnitude of the public safety problem that domestic violence (DV) presents for law enforcement. And every day, officers play a pivotal role in trying to manage it. As noted in a Department of Justice-funded report (p. 12), officers are often the first contact for violence-prone families, provide a “free” service, in the sense that the costs are not immediately apparent, and intervene as visible authority figures. The same report quoted the finding of Buzawa & Buzawa that in such cases, the police are “likely to be the only public agency in a position to provide rapid assistance on a 24-hour basis.” What many people do not realize, however, is that DV takes a heavy toll on the nation’s law enforcement community as well.

DV calls are among the most dangerous calls that law enforcement officers respond to. The situations can be extremely volatile since the individuals involved are often emotionally charged, and weapons may be involved. Since 1855, 663 officers have lost their lives while responding to domestic disturbance calls in the United States, according to the National Law Enforcement Officers Memorial Fund. Far more officers are assaulted during domestic disturbance calls than during any other circumstance. In 2007, 32 percent of the 59,201 assaults on police officers occurred during domestic disturbance calls, according to the FBI. The next highest category, “attempting other arrests,” resulted in only 15 percent of total assaults against officers. And these statistics say nothing of the vicarious trauma that may be experienced by the responding officers—those negative changes that can happen to humanitarian workers over time as they witness other people’s suffering and need.

In this light, it is easy to understand why DV has been and will remain a critical issue for American law enforcement. And since part of the NLEM’s mission is to tell their story and contribute to a safer society, there is a clear rationale for the Museum to be involved in developing DV prevention programs. Now, the obvious question arises: what DV prevention programs are being developed by the Museum? More to come on that in Part II.

My Changing Perceptions of Law Enforcement

One of the important parts of the National Law Enforcement Museum’s mission is changing public perceptions of law enforcement. Big task, right? Well, I’m a good example of an early Museum success story. When I started working here over two years ago, I didn’t have a bad perception of law enforcement, and I generally liked the idea that they are here, but I definitely didn’t think about the job officers do and the risks they take.

After I started working here, my perceptions began to change. I began learning about the profession through exhibit designs that reinforce the great things law enforcement officers have done and still do to keep us safe. As a member of the Memorial Fund staff, I attended a wreath laying ceremony for fallen officers at the Memorial. The speakers, both law enforcement and survivors, touched me. Then during Police Week, I got to talk to many law enforcement officers and their loved ones. This gave law enforcement a more human face and really made me appreciate how the job affects not just the officers but also their families.

I was surprised by how quickly my perceptions of law enforcement changed. I went from passing a cop and praying that they wouldn’t pull me over to wanting to walk up to officers on street corners and talk to them about who they are and why they became an officer. I hope that the educational programs and exhibits we’re creating for the Museum will be able to alter the public’s perceptions for the better, like working here has changed mine. Even if we don’t manage to change our visitors’ feelings towards law enforcement, I hope that we will be able to open up positive dialog between law enforcement and the public they protect.

For me, learning about and being involved in law enforcement events has changed my perception of law enforcement. I’m interested to see if anyone else has had a similar experience. If so, please share it!

Object Lesson: Tractors as Life

How is museum learning different from learning in other settings? There are many answers to that question, but one important answer is that museum learning focuses on objects, not just ideas. It’s a unique approach, and it happens more often in daily life than you might think.

Here’s a case in point. A couple of months ago, I saw an antique tractor pull at the Montgomery County (MD) Fair. As I watched the tractors chug across the arena, I wondered whether any of them resembled the tractor my Great-aunt Leslie accidentally backed into the side of a barn when she was learning how to drive more than 60 years ago. She and my Grandpa (her brother, who repaired the damage) still laugh over the incident.

Back home, I called Grandpa to ask what kind of tractor his family owned on the Ewing farm. He told me it was a 1943 Farmall Model H, and then launched into a conversation about tractor manufacturers. My Grandma, who doesn’t like to talk about her childhood on the farm, volunteered that the early John Deere tractors were called “put-puts,” because of the sound the two-cylinder engines made.

Later, my parents and I talked about tractors. Dad remembered working with Grandma’s father, driving the tractor when he was 12 or 13 years old. I learned more about the serious accident that injured Great-grandpa just a few years later and about how a farm family without insurance or workers’ compensation survived.

A few weeks later, Grandpa attended an antique tractor show and snapped a photo of a tractor just like the one he’d used growing up. “I drove it thousands of hours!” he related in the caption.

And I learned all of this because of a tractor.

You may have had a similar conversation over a box of items saved from high school or with a child about the toys they loved as a baby. One object can spark conversations about many topics, and you talk about them because the object has meaning for you. As a museum educator, I’m committed to creating ways to allow visitors to talk about the Museum’s objects, not because they’re in the collection, but because they mean something to our visitors.