All hands on deck to find the outline of a burial in Ferature A.

“Today began with more trying to scrape away at the dig site with trowels. Since the soil is mostly hard clay, not much progress was made until a sample hole was dug with a shovel.

Overall, today was somewhat frustrating between slow going with digging, realizing the feature may need to be extended in order to uncover the remains, and knowing that tomorrow is the last day to dig. I think everyone in my group was feeling the frustration as we had a few rough moments over the day.

It was also somewhat frustrating having to break up large chunks of clay by hand to make sure there was no embedded evidence, after being hopeful that last night’s rain would make today’s digging easier. My hands can barely function to type this journal entry.

Trowel work starts getting difficult in Feature B so Madeline gets a little more aggresive with excavation by opening a shovel test pit.

I am somewhat worried that my group won’t be able to completely recover our remains tomorrow. Although, we did uncover what appears to be several vertebrae as well as the end of a radius and ulna along with some carpals. The skull, pelvis, and legs are still undiscovered.

There were also a few pieces of evidence uncovered, including some plastic bits and glass. I hope tomorrow goes well.”

-Maggy, Student-

“Waterman farm was kind to Feature C today. We excavated a lot! I love this part so much. Learning how to take out remains of humans is the main reason I really wanted this class.

We also used the Munsell book and did soil textures, which is always used in any kind of excavation. Not only that, but we mapped the whole burial. This will come in very handy in the future even though I don’t want anything to do with forensics.

Haley, Katie, Jessica, and Stephanie (left to right) use wooden tools to remove soil surrounding the remains in Feature D.

Some of the other features are having a more difficult time with theirs because their dirt is harder and the body seems to be buried deeper. Our group works really closely together and it’s nice to know people who have the same interests as you; dead people and dirt. The weather was a bit temperamental but it wasn’t hot at least!

Tomorrow is the last day we’ll be at Waterman Farm so we’ll have to uncover the rest of the remains tomorrow and document all evidence.

I always wondered how exactly you take out the body when one is found and where and what you put it in until it can be put in the proper place. The best part of today was ice cream though, ice cream trumps all.”

-Katie H., Student-

Katie (seated) leads her team in mapping the outline of the grave (Feature C).

Happy snap from Team Mini Nuggets!

“Today we went to Waterman Farm to survey and excavate possible burial sites. In the morning, we did a non invasive lines survey. We started the survey by the river and worked our way down to the tilled land. When there was something that was possible evidence or a feature we put a pin flag in the ground where it was. We went back over the area to double check tat we did not miss anything as well as picking up flags where we decided that there was not a feature.

Next we made a not to scale plan view sketch map of the area of the farm where we were going to be working. We broke into groups to work at each feature and plot our sub datum point.

In the afternoon we continued the excavation of feature D. First we took establishing photographs of the scene and the feature. Next we set up a grid and made a plan view map of the feature. Next we had to clear off the grass from inside of the grid.

Performing a line search for indicators of a burial.

This was the hardest part of the day because we did not have sharp trowels, but we ended up using knives and root clippers. Finally we determined the color of the soil using to the Munsell soil color charts and the texture of the soil. ”

-Jessica, Student-

“Today we spent our first day at Waterman Farm, our outdoor crime scene. Our priority was to locate points of interest where we might potentially find a body, so we conducted a visual survey of the land. Standing in a line, we combed the farm and flagged anything that seemed out of place.

Later we went back and narrowed it down to four main areas which displayed characteristics consistent with those of a grave (depression of soil, lack of grass, softer ground, etc.)

After drawing maps of the entire farm, we split up into four teams to tackle each of the four sites. As a team, we had to decide what size grid would be most appropriate for our feature and had to map the outline of the feature within the grid.

I think the most tedious part was making sure the grid angles were exactly 90 degrees and ensuring that all sides of the grid were the same length. We then had to clear the excess grass from inside the grid boundaries, which we did entirely by hand using either a trowel or a knife. This step definitely took the longest!

Katie, Haley, Stephanie, and Jessica (left to right) begin mapping a possible burial. Will they find one of the victims?

With all our sites mapped, photographed, and cleared, tomorrow we can really start excavating and searching for human remains.”

-Haley H., Student-

Jenny tries her hand at using a tile probe to find the boundaries of a burial by checking soil compaction.

A fly maggot under the stereoscope after preparation for identification.

Green bottle flies actively laying eggs on decomposing remains.

“Today in class we got to go to the Bee Lab at Waterman Farm. It was really interesting because for the most part all of the forensics classes I’ve taken have dealt just a little with Entomology and Taphonomy, but the way we learned about these processes was through pictures in a textbook.

Students gather around a decomposing animal to see what insect evidence can be collected.

However, today I actually got some firsthand experience with actual dead and decomposing animals. The textbooks always warned about the smell of decomposition and how terrible it can be, but luckily Waterman Farm is a wide open area and there was a nice breeze so that helped to ease me into the true smell of decomposition.

I had also never realized how much maggots move around when they’re growing. I always knew that they could move, but I had always thought that for the most part they just hung out in one spot until they were ready to turn into a fly. In reality, I learned that they move quite a bit, and will often congregate together with other maggots in large churning piles. It makes it look like the skin of the organism is moving.

It’s a little creepy, but also interesting because these piles of maggots can get quite hot from all their movement and combined body heats. I don’t think that I’ll be pursuing a career in Entomology though because bugs creep me out more than I’d like to admit.”

-Brent, Student-

“The pieces of the puzzle are beginning to fall into place as the plot thickens in our medicolegal death investigation. Today, the team processed evidence from the indoor crime scene and requested laboratory testing. Blood from the indoor scene matches family reference samples from three missing persons out of Pennsylvania. A fourth DNA profile was found to not match any profiles in CODIS. This person is still unidentified.

Dr. David Shetlar shows Katie a clump of soil containing entomological evidence.

A cigarette butt found at the scene contains a DNA profile that matches our suspect in the case. Everyone was surprised to find out that most lab tests were inconclusive. Although the team collected a lot of evidence from the scene, very little evidence could be used to connect people, places, and things.

Investigators provided the team with information that the victims in our mock case may be buried at Waterman Farm. The whole crew will be spending the next three days searching for and recovering the victims remains. Using archeological methods we hope to collect the final puzzle pieces that will help us answer the question, ‘Whodunit?!’”

-Adam Kolatorowicz, Director-

Maggy (left) and Brooke (right) collect maggots to help estimate the postmortem interval.

Haley practices her skills at collecting fingerprint evidence.

“I was able to experience what it would be like to actually process a real crime scene. The process of documenting a real crime scene is quite a tedious one, with plenty of paper documentation. Each piece of evidence at the crime scene must be carefully photographed multiple times, documented, and package.

One must also be careful to not break the chain of custody. Breaking the chain of custody when passing evidence from a crime scene is not admissible in court, so forensic anthropologists and crime scene technicians must be careful to document everything at the crime scene. I found it difficult to process each piece of evidence at the crime scene efficiently, as there is so much to do for a single room.

The most important thing I learned today was that you must work well with your team. Each member should know what the other is doing, and be able to help other members of the team when needed. I also realized that processing a crime scene can be time consuming and grueling.

Lexy continues the documentation process. Each placard represents a single piece of evidence.

It is important to work efficiently and get everything done as quickly as possible. One may spend an entire day working on a single room of a crime scene. I found it very difficult to work with an inexperienced team, myself included. I did enjoy myself after I became more comfortable though.”

-Cara, Student-

“Today we were processing the indoor crime scene. It was pretty interesting trying to get all five of us coordinated and on the same page throughout the day. I don’t mind working with people but it was hard in a small crime scene when anything could be evidence and you don’t want to accidentally step on something or move it.

I found the mapping of the room to be pretty difficult and time consuming. I didn’t want to take a wrong measurement or mess the map up at all. I think the map was one of the things that took up the most time.

Jessica, Katie, and Brent measure and map evidence at the scene.

Actually removing the evidence from the scene wasn’t too hard, it was just tedious. It was easy to pick an item up and put it into a bag; the paperwork for each piece took a decent amount of time. Our crime scene had a lot of evidence and we spent a lot of time documenting our room.

I think it’s been really beneficial going through all the different steps of a crime scene so that we know how the entire process works. It was a really long and hot day overall but these conditions could be ones that I would actually work in sometime in the future so it’s good to get lots of experience.”

-Caitlynn, Student-

The team develops a strategy to document and collect evidence from the indoor crime scene.

The team learns how to set up a reference grid to help map tight clusters of remains.

“Today, we continued to learn about the characteristics that determine the stature and approximate age of an individual. I found it very difficult to determine the age of the individuals by looking only at one os coxa. I was surprised to learn that there are standards to determine the approximate age range. I was expecting to be able to tell by the various markings on the bone when in reality, standards are used when testifying in court. The comparison between the standards and the bone found is what determines the age range.

In the afternoon, we learned about forensic archeology. Before I learned about the subject today, I did not think I was going to like it. However, I found that after learning about forensic archeology and being given the ability to interactively learn about it, I really enjoyed it. It was really neat to learn about all the different techniques there are to mapping out a scene. Like the polar coordinates technique to use for a large spread out scene or the Cartesian coordinates technique for small clusters of remains or items of interest are some examples that we learned.

We also learned how to map using the triangular coordinates method, which allows for mapping when an object, like a barn, is in the way of the site datum. I cannot wait to try out making more right angles using only two measuring tapes!”

-Stephanie, Student-

Brooke uses a contour gauge to assess the shape of the nasal bones to help determine ancestry.

“The first week of the field school has come to an end. It went by so quickly, required a lot of work (for students and instructors), and everyone has had a lot of fun! It’s great to see all the students from different majors, schools, and backgrounds come together as a team to accomplish a goal.

The highlight of the week for me was getting a tour of the state crime lab. Next week we’ll be heading over to the indoor and outdoor crime scenes to gather more pieces of the puzzle and figure out whodunit!”

-Adam Kolatorowicz, Director-

Students learn how to use triangulation to document relatively large scatters of remains.

Christina and Katie (left to right) works with Instructor Brian Padgett to learn how growth plates can be used to estimate age at death.

Lead Instructor Alexis Dzubak points out features of the cranium that allow anthropologists to determine one’s ancestry.

“The tour of the Bureau of Criminal Investigation and Identification was extremely informative. I had previously thought that in order to be able to be hired on as a forensic biologist I would need a Master’s Degree in some biology specialization then real world experience like internships.

Today I learned that it would be beneficial for me to have the higher education but it does not guarantee me the job. I learned that it is all about how you present yourself and what you take from the experience which I thought was helpful for me to hear from someone actually working in my field. However, education never stops when in the science community because there are always new processes and new information coming out.

The tour has made me start to think about researching internships and possible job opportunities so I can be prepared for when I graduate. I enjoyed learning about all the opportunities that are available in the forensic aspect of science. The best part of the tour, to me, was at the forensic biology part of the lab the scientists were examining clothing for stains and signs of DNA.”

-McKenzie, Student-

Maggy ponders over two crania to determine the individuals’ ancestry.

“Today was one of my favorite days thus far. Not only did we learn realistic skills that an actual forensic scientist would utilize but we also got to see professionals working in a professional setting.

In the morning, the lesson was to use our understanding of bones to give an accurate biological profile. This is probably the most useful task that a forensic anthropologist can perform as it gives investigators a unique description of the victim. The two stations that I explored today were how to predict age at death and stature from the bones.

At the age at death station, I learned how to use various methods of examination of the os coxa and the sternal side of rib bones to predict a likely age and age range. This was particularly challenging because the descriptions were very subjective and this was my first time really examining bone. Stature was easier to calculate because it was just simply measurements.

Taylor (left) and Jenny (right) measure the height of vertebrae to estimate the living height of an individual.

This afternoon I particularly enjoyed as we got to explore the Bureau of Criminal Investigation and Identification. The tour guides, especially Mike, were extremely knowledgeable and the jobs he explained about on our tour were things I could see myself doing. I took a particular liking to the latent print lab, the forensic biology lab, and the DNA lab, and it was nice to get away from the classroom for an afternoon.”

-Brooke, Student-

The entire team outside the Bureau of Criminal Investigation and Identification in London, OH after getting a tour of the lab.

Students get their skills tested in a human osteology lab practical.

“I lectured on osteology in the morning, and it was great seeing students go through the bone boxes as I taught. The real bone stations later in the day were invaluable to the students. Each student seemed really excited to touch real bone and figure out differences among the fragments, non-human, and non-bone. Although each station had a difficult component, the students really tried their best to identify the bone.

It was great to see each of them taking away new knowledge and some confidence with each station!”

-Alexis Dzubak, Lead instructor-

Victoria (standing) helps Cailtynn (foreground) identify fragmentary osseous remains.

“Today, in class we learned all about osteology, human bones. I especially like this topic because bones in general are fascinating. We learned about how bones grow and repair itself in the beginning, and a detailed view of the human skeleton.

I worked with Christina on a box of bones, looking and touching the bones as we learned each part. I like the human skeleton because it’s like a puzzle trying to piece everything back together again.

The second part of class was my favorite activity thus far. Seeing and touching human bones is a plus because I could get a feel of what bones actually look and feel like. I had a basic knowledge of osteology beforehand, so being able to identify the bones was pretty interesting.

Chelsea puzzles over a hip bone to determine if it is of medicolegal significance.

Determining human bones vs. non-human bones was a difficult task for me, because a lot of materials can mimic human bones, especially some of the smaller wood pieces. Working with fragmented bones was also challenging, but I like the challenge because it really gets my brain going and the more practice I get the better I get.”

-Jenny, Student-

Hmmmmmmmmmmmmm…

Bloody murder!

“Today was the day for the initial walkthrough of our crime scene. I can only describe my emotions as thrilled yet reserved as I crossed the crime scene tape and signed the log in sheet.

Examining the outside and inside of the building was exciting, yet I felt a little overwhelmed by all of the evidence there was to take note of. It was extremely difficult for me to assess what information was pertinent to the case, and what wasn’t. It was quite challenging for me to get all the details I was seeing written into my case notebook. There was so much information, yet so little time to document and photograph everything there!

Having Captain Dave Rose give us information on crime scene management was extremely helpful when having to document and go through the scene. I have had previous Crime Scene Investigation lecturers, but his was so thorough and gave me more encouragement to pursue my career in law enforcement.  Walking through the scene was very informative on what I will need to do when processing the scene in the future so that I can get all the information I need to and have it documented correctly for its use in the court room.

Adam briefs the team before heading inside the crime scene for an initial walkthrough and photography.

Today was a great day that has shown me I am definitely on the right career path!”

-Taylor, Student-

“It was incredible to see all the students view the indoor scene for the first time, trying to contain their excitement and remain professional.  As someone who completed the course last year, I’m realizing how far I’ve come.  At that point I knew very little about crime scene management and photography but now I find myself teaching others and giving advice.

It is satisfying to experience the field school from another perspective and from an instructor’s point of view, I can’t wait to watch the students progress.”

-Marea Aldrich, Lead Assistant Instructor-

Captain Dave Rose discusses the finer points of crime scene management

Chelsea (foreground) diligently takes notes to document the state of the crime scene

Katie acts out the position of a skeleton in a note-taking exercise

“It was the first day of the field school and we’re off to a great start. Just after a few hours I could tell that we have a great group of 19 students, representing multiple majors from chemical engineering to biology to anthropology, from across the US.

It’s going to be an intense three weeks of classroom, lab, and field work! We have over 25 individual instructors, organizations, and institutions that are involved in making this program a success. During the course of the program you’ll hear from students and instructors and see the work we’re doing.”

-Adam Kolatorowicz, Director-

“Today it was very exciting getting to meet everyone. Everyone all had different and unique backgrounds. I was shocked how people came from different states just to experience this field school.

It was amazing meeting people who were interested in the same things I am and we all had fun just being there. I liked the describing of the bones, it was very hard to use the right words to where if someone who wasn’t at the scene could get the exact same picture as if they were there. I’ve never used a compass in my life, and it was fun trying to end up in the exact same spot as where you started.

Starting off the first day in our headquarters lab

The lecture that was presented was very interesting. I never thought of the intensive thought process it takes to just determine if there is probably cause, and it’s all circumstantial what you might consider probable cause may not be the same for someone else. Also, that having a warrant is a strong piece of information that helps you skip the constant inferences about the probable cause. I just thought a warrant was a piece of paper saying this is why we’re here, but it’s that piece of paper that will help others know that a crime was committed. I liked the loophole where you can talk to a suspect but they can’t leave as well.

Overall I found it interesting and very exciting.”

-Christina, Student-

Lieutenant David Plesich works with Brent to review arrest laws

Understanding that Native American children are whole to part learners, having teachers who can provide culturally relevant interdisciplinary learning experiences may be the answer to increasing the achievement levels of students.  If eagerness, commitment, and creativity are indicators of success, we found the teachers for the work.  The ideas for their fall curriculum units are more than we could have wished for.  Students at Crow Creek will be investing energy into finding their identity and understanding their culture.  Students at Lower Brule will engage in a unit designed to answer the need for food if a shortage were to happen.  Porcupine students will begin planning and design work for a cultural center for the Pine Ridge Reservation.  Grand ideas?  Yes!  Stay tuned for progress and results.

All in all, the six days spent with PAST Foundation staff was a remarkable experience for me.  I saw teacher eyes widen and witnessed a true willingness to think about teaching and learning differently.  For too long the educators in tribal schools have often missed out on the opportunity to advance ideas for teaching and learning but this time this group of schools will be setting the bar for others to reach.  The opportunity for the teachers in the first cohort of tribal schools has begun.  I believe this could change these schools for a more successful future and increase the capacity for students to more effectively transition to post secondary education.