As a dual-credit, two-year pathway to an Associate’s degree in Law Enforcement/Conservation Law Enforcement thru Vincennes University, Heartland Career Center’s Criminal Justice students are currently conducting “death investigations.” Instructor Leroy Striker stated, “Due to (my) students’ interest in criminal investigations and forensics, I want to ensure their learning experiences are exciting and stimulating so that they will want to continue within criminal justice careers. As a result, we created an outside ‘Body Farm’ so my students could conduct practical, hands-on death investigations, research and documentation.”
After securing a site location on school grounds, Big R donated the use of a mobile dog fence to protect the “Body Farm.” The laboratory specimens consist of thirteen (13) piglets that died from natural causes. The piglets were donated by Liberty Swine.
A variety of experiments will be assessed, reviewed, and documented during the “Body Farm” lesson. Students will monitor/investigate their test subjects to support or dismiss their individual theories during an eight-week period.
Some of the experiments include:
- Which decomposes faster, a piglet that is in its natural state, one that is burnt, one that is buried, or one that is buried in a wooden box?
- Which decomposes faster, a “naked” piglet or one that is clothed?
- Does a piglet suspended in the air decompose at a different rate than one left on the ground or cement?
- Does a piglet decompose faster if it is on dirt/grass versus being on pavement?
- Which decomposes faster, a piglet that has a gunshot wound, knife wound, or dies of natural causes?
- What is the succession of insets on a suspended piglet?
- What is the succession of insects on a decomposing piglet on the ground and pavement?
- What is the effect of a decomposing piglet on the soil underneath?
- Do flies find decomposing flesh with smell or sight?
Students will document their investigations and create a research paper on their findings. Peer groups will orally present their research findings at the conclusion of the experiment.
“My goal is to stimulate students’ thinking. Having real-world experiences to complement our Criminal Investigations course gets my students out of the classroom and engaged in practical exercises,” Striker emphasized. “Our law enforcement agencies need effective investigators. One day, some of these students may be that detective/investigator working your criminal investigation.”