What is your current job role and what does this involve?
By training I’m a Forensic Archaeologist but currently work as a lecturer at Wrexham Glyndwr University teaching on the BSc (Hons) in Forensic Science. My day to day job is teaching student groups across all three years of the programme in a range of subjects such as Crime Scene Investigation, Anatomy & Pathology and the Forensic Investigation of Mass Fatalities. As well as delivering the theory I set up a lot of the practical work that the students do such as fingerprinting workshops, organ dissections and simulated crime scenes that we mock up in our Crime Scene House. I also supervise a number of student research projects mainly in the area of Taphonomy which we conduct on our ‘Body Farm’
What initially attracted you to this field of work?
I had always been interested in science and particularly forensic science and initially took a degree in Forensic Biology at Staffordshire. I always imagined that I would go on to work in a laboratory or doing fingerprint comparisons until I took a module in ‘Identification of Human Remains’. This really sparked my interest in human osteology and made me pursue a MSc in Forensic Archaeology and Crime Scene Investigation at Bradford University where I found my very niche area in search and recovery of human remains. I started teaching anatomy alongside completing my MSc and found a real love for being in the classroom. It gives me an ideal role in being able to share what I’ve learnt so far whilst still being able to pursue my own research and industry related work. Looking back now I can’t imagine not being a teacher. There’s something about introducing students to concepts they had never considered before that really exciting. And sometimes they come back to you later on in their academic careers and actually end up teaching you something; that’s a really rewarding feeling.
Can you tell us about the research you are currently involved in at Wrexham Glyndwr University?
We are really lucky here at Glyndwr to have Wales’ first and only Taphonomic Research Facility which is licensed by DEFRA. This ‘Body Farm’ allows us to conduct a number of research projects looking at decomposition which could necessarily be hosted by other universities without a dedicated, rural area in which to conduct their research. This coupled with a high calibre research lab in our Chemistry Department has really allowed both myself and students to expand research ideas. Current student projects which are out on the body farm include:
- The effect of clandestine burial decomposition on soil chemistry and vegetation
- How tattoo identification is effect by post mortem changes
- A comparison of decomposition rates in fresh and stagnant water
I am also hoping to set up my own research once the temperature improves slightly and this will be looking at how oxygen deprivation (i.e. vacuum packing) affects taphonomic changes. This is a research project based on a pilot study I supervised, conducted last year by Shareei Singer at the University Centre Southend, and we hope to expand this further by looking at more samples, over a longer time frame whilst also improving the analysis methods used.
What are some of the biggest challenges in your field of work?
Teaching is a challenging role in the first place, but even more so at University level where there is an increased need to challenge students academically, and this can be particularly difficult field to get in to early in a professional career. I’m only 25 so it’s been very much a case of putting myself out there for any and every opportunity to prove myself and gain any experience I can. You really have to show not just your ability as an academic but also a drive and passion for the subject and the students. It is a highly competitive area, not only in terms of securing jobs in the first place, but then going on to conduct and publish research whilst still maintaining high quality, engaging session, for students every week. For me in particular, I find the sheer volume of books and journals I have to read, to ensure that my delivery keeps up with the speed that the area is progressing, a little daunting. But when it’s a subject that I’m passionate about, and books I would likely read anyway, it does make it easier!
Aside from research, are you often involved in police casework or consultancy work, and what does this typically involve?
I’m not currently involved in any active police work but I did only move up to North Wales around 6 months ago. It is something that I am very keen to start and hope to build up connections in the area to so this. I do some other consultancy work in different areas of forensic search. I work quite closely with UK-K9 who are a search dog training team. They specialise in training dogs to search for a variety of forensic evidence including human remains, explosives and drugs. We are currently working to improve the use of the human remains detection dogs on water and particularly in salt water setting such as costal searches. They are also involved in a lot of cold case reviews and large scale searches which I can offer an archaeological perspective on. I have also recently taken up a consultancy position with Kenyon International Emergency Services who deal with crisis incidents world-wide. I am currently awaiting deployment but once I am called in the role could be anything from collecting evidence at aeroplane crash sites to helping with disaster victim identification during natural disaster.
Do you have any words of advice for students wishing to pursue a career in your field of work?
For students wanting to go in to the forensic science generally just make sure you have it clear in your head before you start that it isn’t going to be how you see things portrayed in the media, I wouldn’t want you to be disappointed or put off once you start the course. I would say trying to get any sort of work experience is going to be crucial. Experience is essential nowadays but still almost impossible to get in crime related areas so think outside of the box a little bit. There are lots of labs you could do placements in that, although aren’t forensic can help you to learn and demonstrate key skills. I worked in a drinking water testing lab and in a haematology lab for a little while, both of which helped learn more about preventing cross contamination. But there are lots of other areas you can volunteer in such as becoming a PCSO, the Appropriate Adult services or any other charity that deals with victims of crime or offenders.
For students wanting to become educators I would say persevere. Remember what made you so passionate about that subject in the first place and share this with you students. It’s amazing how much more progress you make once you’ve learnt to foster this positive learning and collaborative environment. The planning and the marking will get easier, I promise!
Follow Amy on Twitter at @amy_rattenbury