The issues facing the forensic science community call for a new type of workforce, trained in the mathematical sciences through multidisciplinary and multi-national communication and collaboration. To function in this rapidly developing forensic world, students in mathematical sciences classes will need to appreciate the most important concepts at the interface between their discipline and others. They will need to develop an increasingly sophisticated understanding of the ways that disciplines interact, the new knowledge that is created through this interaction, and the new educational and career opportunities in an inherently multidisciplinary field. Students from non-mathematical disciplines will benefit from observing the importance of mathematical sciences tools for their discipline. This session will begin the discussion on what materials exist and which materials could be developed for undergraduate and graduate students interested in a forensics career. How do we connect mathematical sciences with other forensic disciplines? Do we develop multidisciplinary courses that relate to forensics? Do we inject multidisciplinary forensic topics into existing curricula? Are case study courses a good medium? Do we put more emphasis on multidisciplinary forensic projects as part of existing courses? Does it matter what the "other" discipline is, or is some multidisciplinary experience sufficient? How do we prepare mathematical sciences students to work in forensic disciplines that they might not encounter until later in their careers? What is the role of team experiences? Could increasing emphasis on forensic topics early in undergraduate education improve retention of STEM majors? Do forensic topics provide opportunities for involvement of undergraduates in research, e.g. because of the availability of forensic data sets? How do we prepare faculty for multidisciplinary education in forensic topics? The session will begin with a brief introduction of the current status of materials, then proceed with a b