Rutgers Business & Technical Writing - 355:303 Writing for Business and Professions

Godfrey Roberts, Associate Dean of Undergraduate Education
Deans Office
25 Bishop Place
New Brunswick, NJ 08901

I would like to begin by thanking you and the rest of the Rutgers University Curriculum Committee for attending my project presentation on July 26^th. The enclosed document is the full text version of the project I proposed in my presentation. To remind you of my intent, the Rutgers University Forensic Science Certificate (RUFSC) is a design for a new program to be implemented at Rutgers. With your involvement as the Curriculum Committee Chairman, you and Rutgers are on an endless pursuit to keep this institution continuously evolving. Since Rutgers is ranked as one of the highest academic research universities, your goal is to maintain, if not improve, its academic standing. The RUFSC is a program that will assist in that goal.

As the forensic sciences (F.S.) show advancements technologically, the facilities to update and train scientists with the new techniques and standards is at an extreme low. New Jersey alone was forced to add three new regional crime labs due to the high burden and workload from rising drug cases. These additions gave the state ten full-time forensic science crime labs. Now that New Jersey has increased its forensic capabilities, where are its new staff and the investigators of the future going to get their education and training? The RUFSC will give NJ its first F.S. training center available to law enforcement professionals, forensic scientists, lawyers, and Rutgers students with the desire to prepare themselves for the future of crime detection. The RUFSC was designed to give the students a background in the hard sciences so they can better understand the concepts laid out in the forensic classes. A justice system class and five forensic science classes round out the curriculum to prime the recipients for the difficult tasks they will encounter in the future. This program will provide a training ground for the New Jersey F.S. professionals of today and tomorrow.

While reading the proposal consider what the RUFSC can do for Rutgers University and for the state's future forensic science professionals. Thank very much for your interest in the RUFSC. Should any questions, comments, or suggestions arise please contact me at (732)-229-1705.

A Forensic Science Certificate program has been designed for Rutgers University to satisfy the need for such a program in New Jersey. The United States has 62 forensic science (F.S.) higher education programs, with most of these being very small and inadequate, and none in NJ. Lab directors and forensic scientists are encouraging the development of more university based F.S. programs in the U.S. An increase in drug cases in NJ alone forced the NJ State Police to enlarge its F.S. lab facilities and staffing in 1996. With this expansion, NJ requires a curriculum to train the staff of its F.S. labs, departments, and agencies. A program is also needed to prepare members of the state's community for future crime lab positions.

Crimes and crime solving have become more advanced and technical, and a need has developed for training programs to update members of the F.S. and law enforcement community. Teaching current techniques, standards, and procedures the Rutgers University Forensic Science Certificate (RUFSC) gives prospective students a desirable background. The RUFSC has been designed to meet the needs of the F.S. lab technician, crime scene investigator, police officer, and criminal trial lawyer. Along with providing an enviable education, the RUFSC gives New Jersey its first F.S. program available to the entire community. The program consists of hard science courses (biology and chemistry), which prepare the students for F.S. laboratory classes. Also included are classes on the criminal justice system, an introduction to the forensic sciences, and methods of criminal investigations and crime scene analysis. An internship with a federal agency or state and local labs are available to give the students "real life" experience. The RUFSC benefits those who achieve the award and Rutgers University by continuing the institution's distinguished status while staying on the cutting edge of education.

Need for a Forensic Science Program in New Jersey
In the past several years, advancements in DNA and other technologies have forced an evolution in the forensic sciences (F.S.) that lab technicians and investigators have been unable to keep up with. Training on new machines and methods of detection are lacking in the already over-worked crews. Lab directors and investigators find themselves learning and teaching these new techniques "off the cuff." The United States has only 62 F.S. higher education programs, with most of these being very small and inadequate. None exist in New Jersey. Forensic science lab directors and forensic scientists have been continuously expressing the need for more sufficient university based F.S. programs. While the entire country is in serious need, NJ would especially benefit from such a program.

In 1996, the NJ State Police realized the need for more state F.S. labs with the 328% increase of drug cases between 1968-1996 (Saferstein, 1998, p. 9). Three new regional labs were implemented with 70 staff personnel, which was the minimum. Now that New Jersey has increased its F.S. capabilities, where are its new staff and the investigators of the future going to get their education and training? With no degree programs in NJ, these F.S. professionals and future investigators are forced to leave the state to seek the proper training necessary to perform their tasks. A new program at Rutgers University would change all of that. The Rutgers University Forensic Science Certificate (RUFSC) is a program designed to properly train F.S. technicians, crime scene investigators, police officers, criminal trial lawyers, and RU students in the current techniques and procedures utilized in the F.S. community. With a firm background in the hard sciences, criminal justice system, forensic sciences, F.S. lab techniques, criminal investigations, and crime scene analysis, completers of the RUFSC will have the desirable knowledge and experience required by lab directors and crime scene investigators.

Forensic science in the past decade has become somewhat infamous. High profile cases, like the O.J. Simpson trial have put it in the spotlight, mostly for its mishaps. Grayce P. Storey mentions on the Yale-New Haven Teachers Institute Online website that F.S. examiners and lawyers with insufficient training in the forensic sciences "destroyed" some of the crucial scientific evidence involved in the Simpson case (Storey, August 6, 2000). Whether it was improper handling of evidence making it unusable in court or lawyers that do not fully understand the significance behind F.S. evidence, better training would have highly benefited this particular case and many like it (Saferstein, 1998, pp. 423-429). The RUFSC will prepare evidence handlers and lawyers in the current methods of detection, so mistakes like these are not made in the future. New Jersey, being the most densely populated state, has extremely high crime rates and with new labs and facilities being implemented to "battle" the crime, the RUFSC will properly train its examiners to avoid future high profile debacles.

The Rutgers University Forensic Science Certificate
The program is coordinated by the Administration of Justice Dept. and consists of 23.5 credits or nine courses. Six of these classes are already implemented here at RU and three new classes are to be added. University students will be allowed to complete the certificate during their tenure at RU and visiting students who are not receiving bachelors with the certificate (lawyers, police officers, judges, etc) must complete all of the course work within a two-year time period. The curriculum is as follows:

An internship in a federal agency, state, or local crime lab will also be available to the students after the completion of the certificate to give them more "real life" experience. The program will give the student a firm background in the hard sciences while developing the proper F.S. theory and techniques needed during an investigation. With a broad background and "hands-on" lab and crime scene experience, graduates of the program will be more desirable to employers.

Cost Analysis
The program is funded by the Faculty of Arts and Sciences at Rutgers University and the major expenses for such a program include: office administrator, office supplies, coordinator, lecturers, and any materials and equipment that RU does not already offer. The initial costs would be up to $199,300 and the yearly expenses are approximately $144,000. Students receiving bachelors along with the RUFSC will pay the normal student and tuition fees. Non-university students will pay base price tuition and be required to complete the course within a two-year time period. The money accumulated by student fees from those utilizing the program will more than cover the expenses. Sixteen non-RU students cover yearly expenses and 22 cover developmental costs.

Advantages and Benefits
The necessity of the RUFSC program will benefit the university by attracting more students (increasing enrollment) and keeping NJ's students in state. The program will also be advantageous to the law enforcement community of NJ and the United States. Providing a training center for professionals and students will prepare prospects to fill the ranks of the criminal investigation divisions and laboratories around the state and country. Rutgers University is the perfect academic setting for such a program because it has a proud tradition of staying on the forefront of technology and education. The forensic sciences are the "wave of the future."

Introduction
In recent years the forensic sciences (F.S.) have had many advances technologically and in the media. Better understanding of DNA and its significance has helped the forensic sciences evolve. High profile court cases, like O.J. Simpson vs. The State of California, have put forensics in the spotlight and given the public a better understanding of its significance. With all of these advancements in recent years, a problem has evolved. While forensic science is expanding, the scientists are falling behind. Lab directors find themselves training their employees on the job, when they should already be prepared. However students pursuing a career in F.S. do not find enough education resources. Right here in New Jersey, the state has ten working forensic crime labs, yet has no education centers for the forensic scientists of tomorrow to train. The expansion of the forensic sciences is forcing a need for more university based F.S. programs and New Jersey's Rutgers University is a prime candidate for such a program.

Recent Spotlight on Forensic Science
In the past decade the forensic sciences have been given a great deal of press. From great praise to pure uncertainty, the F.S. have advanced by leaps and bounds and have taken some great blows during high profile court debacles. Barbara Schindler discussed this very issue in her editorial in the journal ASTM Standardization News: "Recent highly publicized courtroom proceedings have cast a spotlight for the general public on the forensic sciences. Legal skepticism, whether founded or not, has been aimed at technologies and procedures employed by forensic scientists" (1995, p.1). The potential reason for most of this publicity was the errors being made by forensic scientists and not the advancement of the science. One of these high profile cases was the O.J. Simpson trial of 1995. In the Simpson trial, the use of DNA as a form of evidence was still in its infancy and the technology and procedures for the collection of DNA at a crime scene was in its own way on trial. In this particular case the DNA evidence was collected and stored improperly, sabotaging its validity in a court of law. In the Yale-New Haven Teachers Institute Online website, Grayce P. Storey discussed the DNA evidence in the O.J. trial. The author claims: "How well a criminalist carries out his/her job is of major importance to the prosecution. In the O.J. Simpson murder trial, the defense pointed our instances of sloppy work both in the collecting and storing of physical evidence at the crime scene and in the crime lab" (August 6, 2000). With improper collection and handling of evidence, police officers and forensic examiners are demonstrating their insufficient education and training. The real dilemma is that there are not enough forensic education programs in the U.S.A. to train F.S. examiners, police officers, and other law enforcement professionals.

Need for more Forensic Science Programs in the U.S.A.
The Forensic Science Education Resource (1999) web page notes that the United States has only 33 undergraduate F.S. programs, with a majority of these being too small and inadequate, and 29 graduate programs. Too few scientists are entering the forensics community with sufficient backgrounds and many of the professionals already in the field are unprepared for their responsibilities. This dilemma points to the great need for more F.S. education programs to prepare the scientists of today and tomorrow. Richard Saferstein (1998) mentions this problem in his forensic science textbook, Criminalistics:

With technological advancements in the forensic sciences and a lack of sufficient education programs, lab directors and forensic scientists are emphasizing that new education and training programs are needed to fully prepare members of the F.S. community.

Crimes are getting more sophisticated as technology advances. While scientific methods get more innovative, so do the criminals and the types of crime. With the recent achievements in DNA technology and other scientific breakthroughs, the United States' law enforcement agencies are finally getting a better grip on putting violent criminals behind bars. As the Office of Law Enforcement Standards (OLES) points out in their 1999 study, Forensic Science: Review of Status and Needs, the methods and forms of detection are advancing, yet the actual crime scene investigators are not getting the proper experience and education to help them move forward as well. The study proposes:

Besides the continuous education needs of the laboratory scientist, the field investigator also benefits from more training by learning proper collection techniques to reduce destruction of evidence at a crime scene. The first mistake that can be made in a criminal investigation is at the scene of a crime and any errors here can never be corrected.

Lack of training and experience are truly apparent when an evidence collector (police officer or forensic scientist) has destroyed evidence or not bothered to gather the correct forms of evidence. Sometimes the evidence the investigator collects is contaminated by sloppy breach in protocol: "All the expertise and instrumentation that any crime laboratory can muster is rendered totally ineffective if evidence has been left lying unrecognized or ignored on the ground, or if the evidence has been inadvertently destroyed by careless investigators" (Saferstein, 1998, p.543). With lack of funds and time, crime labs and police departments are forced to train new recruits on the job, where any mistakes can be detrimental.

Initial training currently is largely on-the-job and applies to recent university graduates starting out in the forensic field. Forensic labs recruit graduates with appropriate backgrounds and train them on site, which puts a significant drain on resources (OLES, 1999, pp. 7-8). While lab technicians receive their training on the job, other police officials receive little training, if any at all. Police officers and detectives who are not getting a full education in the forensic sciences are forced to use other less scientific and less useful means of building a case. Frank Horvath and Robert Meesig (1996) address this very problem in the Journal of Forensic Sciences. They argue that: ".[D]etectives view investigations within the context of their knowledge and skills. Because their training in and knowledge of physical evidence and scientific analyses are limited, they tend to focus on the human aspects of investigations." (p.965). Without physical evidence it is often impossible to "make a case" with only circumstantial and eyewitness evidence.

While interrogations are useful forms of evidence, physical evidence is more effective in a trial: ".[T]echnical reports from forensic scientists and their trial testimony were found to have the greatest effect on the sentencing process." (Horvath & Meesig, 1996, p.967). Horvath and Meesig mention that criminalists must be able to interpret the physical evidence if it is to have any impact in a trial: ".[U]se of physical evidence is limited by the knowledge and skills of investigators as well as the extent to which they are able to interpret it within the context of their investigations" (1996, p.967). If the members of the forensic science community are not receiving the proper up-to-date training, then mistakes are made and investigations/criminal cases suffer. Lawyers now tend to gear their cases towards the physical evidence because science has become a reputable tool in the justice system. Those scientists must therefore perform their duties flawlessly for justice to occur.

These are some of the reasons behind the dire need for more training programs to be implemented in the United States. As with the rest of the U.S.A., New Jersey is very much in need of a new F.S. program, but in several ways it requires a program even more.

New Jersey's Need for a Forensic Science Program
None of the 62 F.S. higher education programs in the U.S.A. exist in New Jersey. In recent years a serious need for a university-based program has arisen. An increase in drug cases in NJ alone forced the NJ State Police to enlarge its F.S. lab facilities and staffing in 1996. Looking at Figure 1, between the years of 1968 and 1996, there was a 328% increase in drug cases within those 28 years (Saferstein, 1998, p. 9).

Source: Saferstein, R. (1998). Criminalistics: An Introduction to Forensic Science. Upper Saddle River, NJ: Prentice Hall.

The rise in drug cases forced the NJ State Police to add three additional forensic labs along with 70 new staff personnel. On the New Jersey Association of Forensic Scientists (NJAFS) web site, the organization mentioned that the rise in crime along with the existing drug laws put a tremendous burden on the forensic community to provide adequate services (NJAFS, August 6, 2000). There are ten forensic science labs within the state and that there are plans underway for a new, expanded laboratory to meet the demands of the 21^st century. Now that NJ has increased its F.S. capabilities, where are its new staff and the investigators of the future going to get their education and training? With no degree programs in NJ, these F.S. professionals and future investigators are forced to leave the state to seek the proper training necessary to perform their tasks. The NJAFS web site also addressed this problem:

With expanding F.S. facilities in New Jersey, there has to be a place for its personnel to train and become proficient in the new techniques and standards. A new forensic science program in New Jersey would benefit students seeking a future career in the forensic sciences and professionals already involved in the field that need that up-to-date training.

Benefactors of a New Jersey Based Forensic Science Program
Forensic science programs provide a service to many types of interested students. The first and most obvious is the college student interested in pursuing a career in the F.S. upon completion of their university studies. This student would look more desirable when applying for forensic science positions by already possessing the proper background and training. Hiring lab directors would not be forced to give this applicant any intensive training prior to starting the position.

The second type of student is the police officer. The patrol officer is generally the first person on the crime scene and performs the initial collection of physical evidence. The patrol officer's performance at the crime scene is extremely important and can have a significant impact on the case. Failure by this person to collect valuable evidence can result in a weak case or potentially no case at all (Horvath & Meesig, 1996, p.966). A patrol officer that understands the importance of a particular piece of evidence and is learned in the proper collection techniques can be invaluable to any criminal case.

The third type of student is the forensic science technician. This is the person who not only collects the evidence and photographs the scene, but also tests the samples in a crime laboratory. Karolyn Leclaire mentions the criminalists diversity: "One day an examiner may be collecting evidence at a crime scene, the next testifying in court, and on a third, examining evidence in a laboratory" (1995, p.56). They are the most important student that must understand the theory and methods of forensic detection. These are the most vital candidates for forensic science continuing education programs.

The last candidates for a new F.S. program are the judges and lawyers. Daeid & Thorpe (1998) propose, "Lawyers do not merely present cases, they also prepare them. In order to do so they need to recognize the potential for scientific evidence.what information can be derived from them" (p.150). It is necessary for lawyers to understand the evidence gathered by the investigators and how it pertains to their client's case. They cannot rightfully present a full and accurate case without completely understanding all aspects of the legal process and their client's lawsuit. According to Barnett (1995) judges must also understand the theories of the F.S. in order to decide what is admissible in a court of law: "How can a judge, with no scientific training, make a decision when confronted with conflicting views from two opposing scientists?" (p. 27). All the proper evidence to convict a felon of a crime might be gathered, but if a judge does not understand the evidence's importance and a lawyer cannot present the facts in its proper light, then the justice system has not worked.

With the awareness of these benefactors and the knowledge that is essential for a forensic examiner to hold, it is important to design a program that takes the essential aspects of the science in mind.

The Essentials for a Forensic Science Program in New Jersey
When designing the curriculum for a F.S. program several elements are taken into account. 1) One must look at other successful programs around the country and see what type of courses they require and how those programs are operated. Most of the programs in the U.S. are very small and are extremely specific. An example of an inadequate program is: The George Washington University's undergraduate F.S. program is a B.S. in chemistry with only two classes in the forensic sciences. This program does not have enough emphasis on the forensic sciences. 2) The next step in designing a program, one must go directly to the hiring source. The question of what educational backgrounds lab directors look for in an applicant must be asked. In Kenneth Furton and Ya-Li Hsu's 1999 study "What educational background do crime laboratory directors require in applicants," they surveyed 52 lab directors from around the country and asked what type of degrees and experience they require for different types of positions in the forensic science field (pp.128-132). The results of the survey are in Figure 2. Using these statistics, a program that requires hard sciences (chemistry, biology, etc.) along with a strong forensic science background would be very desirable to lab directors.

Figure 2: Education Required by F.S. Technicians: Based on a 1999 survey completed by 52 forensic lab directors

Source: Furton, K. G., & Hsu, Y. L. (1999). What educational background do crime laboratory directors require from applicants? Journal of Forensic Sciences, 44 (1), 128-132.

3) The last aspect of designing a strong F.S. curriculum is to ensure that the student has the opportunity to achieve "real-life" experience during the tenure of the course. With laboratory classes, crime scene processing classes, and an internship with a forensic lab or dept., the student should learn the necessary skills to perform forensic science techniques for any criminal investigation. Internships based out of working crime labs give the students the opportunity to "live" the role of a professional criminalist and get a better understanding of the everyday adventures. This type of experience also makes the student more desirable to employers. It is not uncommon for internship directors to hire from their group of interns after the program has completed.

Even though we live in the United States, crime is the same all over the world. While some countries have more of a certain type of crime than others, the crimes themselves are universal. When designing a forensic science program it is not inappropriate to examine international programs that have an understanding of what is important in the education background of an investigator. Focusing on a single geographic area for program development is not wise when other global sources have excellent ideas. The Australian Federal Police designed a F.S. course for their officers in 1995 and when designing the curriculum they utilized the following principals which speak a universal truth:

The Australian police designed their program to ensure that each officer understands the protocol and how important proper collection and investigative techniques are. Any forensic science program in the world must take those principles into consideration.

Introduction
Rutgers University is one of the highest ranked institutions of higher learning and has always excelled in staying on the "cutting edge" in research and academic curriculum. Offering the most diverse programs and state of the art facilities, Rutgers manages to evolve as the arts and sciences continually change. One field that has advanced tremendously in the past several decades is the forensic sciences, yet Rutgers does not have a program in this field to satisfy our state's needs. The Rutgers University Forensic Science Certificate (RUFSC) is a program designed to properly train F.S. technicians, crime scene investigators, police officers, criminal trial lawyers, and RU students in the current techniques and procedures utilized in the F.S. community. The RUFSC's curriculum will give NJ a training ground for the forensic scientists of today and tomorrow.

RUFSC Organization and Curriculum
The Administration of Justice Department, whose responsibilities would include preparing the classes, making the class schedule, and hiring qualified staff, would coordinate the RUFSC. The majority of the staff would be chosen from NJ and surrounding states. The staff members will include qualified forensic lab directors, forensic scientists, police investigators, and federal agents. The curriculum consists of a majority of classes already available to RU students, so the employment of new staff is minimal.

The curriculum consists of 23.5 credits or nine courses. Six of these courses are already implemented here at RU and three new classes are to be added. The curriculum includes hard science classes to give the students general science knowledge. Justice in American Society is required to give the students an understanding of how the justice system works. Lastly, five classes in the forensic sciences are mandatory to give the students a firm background in F.S. theory and hands on lab and crime scene experience. With this certificate, the completed student will have the general science background to understand complex forensic topics. The students will also have enough hands-on lab and crime scene work where they will feel comfortable in the forensic setting.

Existing Courses
Course Number	Course Name	Credits
01:160:111	Chemistry of Drugs	1.5
01:160:128	Chemistry of Life	3
01:119:103	Principles of Biology	4
09:012:201	Justice in American Society	3
09:012:305	Scientific Applications in Justice I	3
09:012:306	Scientific Applications in Justice II	3
New Courses
Course Number	Course Name	Credits
To be determined	Forensic Lab I -coordinated with 09:012:305	1
To be determined	Forensic Lab II -coordinated with 09:012:306	1
To be determined	Principles of Criminal and Crime Scene Investigation	4

Note:
01:160:111 may be substituted with 01:160:134, or 161-162 (for science majors)
01:160:128 may be substituted with 01:160:209, or 305-306 (for science majors)
01:119:103 may be substituted with 01:119:101-102 (for science majors)

The lab classes will use all of the latest technologies to keep the students up to date with current techniques/standards and will also discuss older methods of detection. Most F.S. labs have the same type of equipment that any biology or chemistry lab has. Figure 3 gives an example of what a typical forensic science lab looks like. Some of the equipment that can be found in F.S. labs are: Gas Chromatography/ Mass Spectrometer (GC/MS), gel electrophoresis trays, UV lamps, hazardous chemical hoods, cameras, many types of microscopes, etc. While the forensic lab classes will be concentrated in the labs and will be utilizing all of the most modern machines, the crime scene investigation lab will be constructed to give the students hands on experience in "working" a crime scene. The combination of general science classes, justice system theory, forensic science theory, and the forensic science labs, will prepare the students for any entry level position in a crime lab.

Source: Gundry, R. (2000). Lab Facilities. The George Washington University Dept. of Forensic Science. http://www.gwu.edu/~forensic/ (2000, July 18).

Achieving the RUFSC
The program is available to anyone who successfully applies to Rutgers University and is accepted as a student. Rutgers University Full-time students earning the certificate along with a bachelor's degree must fill out a certificate completion form once all of the required classes have been taken. The award is given during graduation. Students who are not earning a degree at RU are still eligible to earn the RUFSC and are highly encouraged to participate. These students include: lawyers, judges, police officers, forensic scientists, etc. Full-time students pay per credit for the class and non-RU students pay base tuition price, which can be paid over installments during the minimum completion time period. Non-RU students have two years to complete the degree. Classes will be offered to them during the first Fall through the Summer, two years later (a total of eight semesters).

In order to expand the RUFSC to students outside the Rutgers University community, offering discounted tuition to state and local law enforcement departments and crime laboratories sending large groups to classes will be encouraged. If a particular department sends over five participants, then those students will receive a tuition discount. The discount could be up to 50% of the tuition, depending upon the size of the group and RU's financial standing. It will also be encouraged for the employers to fully or partially reimburse their participants. Offering RU's excellent education and training to the law enforcement community will give the university an even better reputation and in return more lab directors and police departments will send their employees to participate in this program.

Work Experience through Internships
An internship in a federal agency, state, or local crime lab will also be available to the students after the completion of the degree. This opportunity will allow the students to apply their newfound knowledge to "real life" experiences. The internship will not be mandatory, but it will be encouraged for the students to participate. Many of the already existing programs have found that allowing their students to work in the field on real cases incorporates their skills and gives them a better sense of how the process works.

RUFSC: A Win, Win Situation
The RUFSC was designed to benefit not only the students who achieve the certificate, but also Rutgers University who would be hosting the program. Students in NJ will have a program that will prepare them for careers in law enforcement and the forensic sciences. Law professionals and police investigators have the opportunity to take classes, which would update them on current F.S. topics and allow them to better understanding the significance of the science. Lab directors in NJ and in the surrounding states will have a training facility close to home for their employees. Lastly RU will have a new program that will continue their educational excellence keeping them on the forefront of career development and technology.

Project Budgets: Implementation and Yearly
The Faculty of Arts and Sciences (FAS) at Rutgers University will fund the RUFSC. The program will take a minimum of one to two years to implement. The cost for all of the necessary staffing, materials, and equipment will be minimal and the income made from participating students will make up for all expenses. The "set-up" budget will be explained first, followed by the yearly expenses. Lastly the tuition will be discussed and how the program costs will be made back from student payments. The project budget can be seen in Table 2.

Table 2: Project Budget

Type of Expense	Specific Expense	Cost
Administrative
	Office Administrator	=$35,000
	Computers	($1,500 x 2) =$3,000
	Desks	($300 x 5) =$1,500
	Office Supplies	=$10,000
Program Staffing
	Coordinator	=$60,000
	Lecturers	($4,000 per year x 6) =$24,000
Equipment & Materials
	GC/MS	=$10,000
	Comparison Microscopes	($500 x 2) =$1,000
	Cameras & Supplies	($500 x2) + 500 =$1,500
	Gel Electrophoresis Trays and Reagents	($300 x 6) + $1,500 =$3,300
	Various other lab materials and crime scene detection supplies	=$50,000
Total		$ 199,300

Forensic labs are extremely expensive and many types of equipment are utilized; yet most of the equipment in forensic crime labs are seen in other biology and chemistry labs. Consequently, equipment needed for the RUFSC labs are already available to RU students in other programs. Since Rutgers University has most of the lab equipment available, an inventory of obtainable materials and equipment must be done to get an idea of what needs to be purchased.

Once the program has been established, there will be yearly expenses to cover salaries and added supplies/lab materials. The yearly budget can be seen in Table 3.