Improvements in osteological pedagogy: application of 3D technology & interdisciplinary practice

Osteology is the study of skeletal structures &, though that may seem vague, the study of bones can be applied to a vast array of fields & careers. The primary challenge of developing educational programs is determining who can or should benefit from the intended curriculum. In this instance, we must decide which students, professionals, and/or governmental agencies need human osteology. In my own experience, the most common majors of students who enroll in osteological courses include anthropology, criminal justice, & nursing/medicine. I have also noticed that the students who enroll in human osteology are often undergraduates in their junior or senior year &, as with many courses, the course is taken due to a specific requirement or as a general credit fulfillment. The benefit of enrollment of undergraduates in their final year(s), is that they have already decided on their major. That means they have taken the time to choose a field of interest &, generally, understanding the level of energy needed to fulfill their degree. Human osteology is not an easy course & it requires time, dedication, & discipline. On average, there are only biological anthropology majors enrolled, who are required to take the course before graduating. However, although the status quo seems to place osteology in the hidden realm of anthropology, I argue that the various courses outlined here can & should be used to bridge boundaries between the criminal justice fields, anthropological osteology, & forensic osteology. Beyond that I investigate the importance of human osteology, within both anthropological & forensic lenses, in, not just criminal justice curricula, but also in police departments & crime scene investigation units. To conclude, I will further explore target students & constructive study methods, as well as the changing territory of how to obtain osteological teaching specimens & I will offer syllabi examples to teach courses in five different learning environments that include, at least, the basics on the foundational information of forensic osteology.