Despite this appeal of document forgery as a subject of laboratory examination in upper level chemistry courses, only one such experiment has been presented in chemical education literature in the past twenty five years. This exercise, published in 1991, involves a now-classic fingerprinting of pen ink, which relies on solvent extraction of dyes followed by their separation and identification by thin layer chromatography (TLC), a process that emulates the forensic procedure which makes use of the extensive pen ink library maintained by the U.S. Secret Service. Despite being featured in one of the CSI episodes, this procedure is unlikely to generate much awe among the modern technology-savvy college students, and has been deemed more appropriate for the "8+" audience by Toys'R'Us, who markets the TLC-containing "CSI Ink Analysis Kit" to "everyone who wants to become a detective" at a bargain price of $9.97. Despite this trivialization of the classical analytical procedure, forensic document examination in general still has a great potential in sparking students' interest and imagination. Coupled with the dramatic progress in the field of surface analysis made in the past two decades and the continuous incorporation of many of these technologies into the arsenal of forensic science, it prompted us to start re-evaluation of the educational value of document examination/forgery detection in analytical and instrumental laboratories. In this report we present several possible uses of LDI MS (focusing on fraudulent alteration of a personal check and on detecting forgery in a printed document) in the undergraduate chemistry laboratory. One intriguing conclusion of this work is that these experiments are open-ended, in that the initial findings invite additional questions and encourage further work. As such, these themes can be used not only as modules in analytical or instrumental laboratory, but also as templates for more in-depth work.