Page 1 of 4

Scientific Working Group for Forensic Anthropology (SWGANTH)

Education and Training

Issue Date: 06/13/2013

Revision: 0

Education and Training

1.0 Principle, Spirit and Intent 

The profession of forensic anthropology requires education and training that has both breadth in 

the scope of anthropological inquiry and depth in specific areas of related practice. A holistic 

understanding of anthropology is fundamental to the practice of forensic anthropology. 

2.0 Purpose and Scope 

This guideline outlines the education and training that should be achieved to practice forensic 

anthropology. Contrasted with a set curriculum, these guidelines suggest themes and topics 

designed to provide students and professionals with the basic knowledge and skills required to 

both meet qualification guidelines (see SWGANTH Qualifications) and practice forensic 

anthropology. Aspiring practitioners of forensic anthropology should implement these guidelines 

to the fullest extent as applicable, practical, and appropriate. In the absence of specific guidance 

or contradictory guidelines, the principle, spirit and intent should be met. 

3.0 General Principles 

Education should provide a broad background in anthropological theory, methods, and 

techniques, as well as specialization at the graduate level to include forensic casework 

experience and a focused research program. Documentation of education and training should be 

maintained.

The educational and training process should include mentorship and supervision by a practicing 

Forensic Anthropologist III (see SWGANTH Qualifications). Appropriate education and training 

in forensic anthropology prepares an individual to pass a certification examination and serve as a 

practitioner. 

Any one practitioner may not necessarily acquire all skills and knowledge in the various fields 

used in forensic anthropological casework, but should be conversant in all areas. In addition, 

some positions may require specialized education and training. 

4.0 Best Practices 

The following sections outline specific education and training guidelines. 
Page 2 of 4

4.1 Education 

Undergraduate education should focus on broad, holistic anthropological inquiry, usually 

attained with an anthropology degree and additional training in the physical and natural sciences. 

Graduate education should include anthropological theory, with an emphasis on human variation 

and anatomy, skeletal biology, archaeology, and the other primary areas listed below. Students, 

particularly graduate students, should begin professional activities, such as active student 

membership within the American Academy of Forensic Sciences (AAFS), and attend and present 

at regional and national forensic science meetings. Students are encouraged to gain exposure to 

other areas of forensic sciences for a broader understanding of the role of forensic anthropology. 

Students are encouraged to use outside resources to augment their education in forensic 

anthropology and related sciences (e.g. internships, postgraduate fellowships, short courses). 

Students should have university-level coursework in the following primary and secondary areas. 

4.1.1 Primary Areas 

Human variation 

Human osteology 

Skeletal pathology 

Evolutionary theory 

Archaeological theory, method, and field work 

Statistics and mathematics 

Research methods and design 

Anthropological theory 

Human growth and development 

Bone biology

Dental anthropology

Genetics and molecular biology 

Cultural anthropology 

Human and comparative anatomy and physiology 

General forensic sciences 

Ethics 

Taphonomy 

4.1.2 Secondary Areas

Radiology 

Photography 

Legal procedures 

Evidence handling and security 

Biomechanics 

Bone histology

Epidemiology 
Page 3 of 4

4.2 Training 

Training outside the classroom is necessary for the successful practice of forensic anthropology. 

Training should be documented in a training log that is verified by a trainer. Practitioners should 

receive mentoring from qualified professionals in the following areas: 

Chain of custody procedures

Laboratory management and quality assurance 

Photographic techniques 

Radiographic techniques 

Microscopy and slide preparation 

Metric analysis including geometric morphometric techniques

Biological profile methods and techniques

Trauma analysis

Personal identification

Report writing 

Field search and recovery 

4.3 Supplemental Education 

Educational opportunities are available in multiple forms and are not limited to formal course 

curricula. Supplemental education may be accomplished through the following venues: 

Attendance and active participation at meetings and workshops, and/or presentation of 

research at professional organizations (e.g., American Academy of Forensic Sciences, 

International Association for Identification, and American Association of Physical 

Anthropologists)

Participation in international initiatives in forensic anthropology

Studying relevant publications in forensic anthropology and related areas

Short courses 

Professional seminars and workshops 

Guest and invited speakers and lectures 

Courses at any advanced education level 

Internships/apprenticeships/residencies/fellowships/post-docs 

Online seminars through forensic and legal agencies 

Research 

Professional service 

Teaching 

4.4 Research

Research and publication of findings allows forensic anthropologists to stay abreast of the field 

as well as fill gaps and deficiencies in previous knowledge. Research should be published in 

peer-reviewed venues. 
Page 4 of 4

5.0 Unacceptable Practices 

The following practices are considered unacceptable and should be avoided:

Falsely representing training and experience 

Failing to maintain current and accurate records of education, training, or certification.