The American Proficiency Institute is one of the largest proficiency testing providers in the world, serving over 20,000 laboratories. The API offers innovative solutions and technical excellence for the proficiency testing needs of hospital and reference laboratories, physician offices, clinics, and point-of-care testing sites. API has awarded more than 80 scholarships to medical laboratory students over the past 16 years.

Yan shares that working in healthcare was not originally her goal until the COVID pandemic began back in 2020. “Learning about bacteria, viruses, parasites, and blood cells became my primary source of dopamine,” she said. “No longer do I feel like the powerless girl watching from afar during the pandemic four years ago.”

Yan was also attracted to a career in the lab thanks to its direct relation to patient health.

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An Eagerness to Learn in the Lab

Dial decided to pursue Clinical Laboratory Science as his major during his first year at the University of North Carolina. In addition to receiving his undergraduate degree from the CLS program, he also earned a minor in American Indian studies. Pursuing both areas of education allowed Dial to combine his interest in health care with his personal heritage.

Immediately following graduation in 2020, Dial simultaneously started working in the lab at ������ Hospitals and began his pursuit of a M.S. in Medical Laboratory Science (MLS). “I knew an undergraduate degree would not be the end of my academic career, because I know there is so much more to continue learning,” said Dial. “I knew that I wanted to advance my career even though I don’t fully know what my career will look like down the road.”

The master’s program is a flexible, online program designed for lab professionals who are already certified and working in the field. Dial notes that most laboratory professionals don’t return to graduate school, as the graduate level progression of education in the field is fairly new as the field continues to evolve and grow. The Division of Clinical Laboratory Science’s M.S. program is one of only a few that exist across the country. Dial was encouraged to pursue the program by faculty member Shawn Luby, who offered guidance about the broad career options that could present themselves after completing the program.

“I was excited about working in the lab but knew I wouldn’t spend my entire career there,” said Dial. “I wanted to be ready to branch out when the time came.”

Combining Laboratory Science with Public Health to Improve Native Health Outcomes

The opportunity to “branch out” happened more quickly than Dial expected. In August of 2023, after three years working in the lab, a new job opportunity took him by surprise. He is now a program manager for the Southeastern American Indian Cancer Health Equity Partnership (SAICEP) at Lineberger Cancer Center, a position that holds extra weight for Dial as a member of the Lumbee Tribe.

“My identity as a member of the Lumbee tribe is a huge part of my life, and American Indian health has always been important to me on a personal level,” said Dial. “My boss is someone I’ve known for my entire life and is also Lumbee. He recruited me to this position and it was an opportunity I couldn’t pass up.”

Although the new position at Lineberger has been a shift away from working in a hospital lab to a more typical office job, Dial has found much meaning and purpose in his role. “SAICEP is a new initiative with a mission to address cancer health needs in American Indian communities,” said Dial. “My work involves applying for grants, community outreach and health education.” The health outreach often involves attending tribal events and health fairs to meet tribe members, share information about available health resources and promote data and results of research projects to the community. “We work to make sure the health education and data is presented in a way that is culturally relevant and adapted to the tribal community,” explains Dial.

In addition to his role as project manager for Lineberger, Dial also works for the Healthy Native North Carolinians program housed within the American Indian Center on ������’s campus. In this position Dial and his team supports tribal-led health initiatives by awarding grants to tribal communities throughout the state. “Our goal is to form connections and communication between ������’s resources and the Native community across the state,” said Dial. “We provide these communities resources to start or continue existing and impactful health programs.”

“What I do within my jobs reflects who I am – I’m a professional, a researcher, and a part of these Native communities that I now work with.”

Dial still sees himself as a clinical laboratory scientist, even as his career has shifted more toward the field of public health. “With cancer health, screenings and testing are incredibly important, so I often find myself talking with others about the work done within the lab and how we can bring them to be more accessible in tribal communities,” he said.

His research for his upcoming capstone project is focused on the Lumbee community’s utilization of laboratory tests, and he was pleased to have a large number of responses to the survey he distributed to this group. “Native communities need better utilization of laboratory tests, especially screenings outside of a diagnosis, before health problems become major issues,” he said.

Looking Ahead: Education, Research and Community Outreach

Dial will always fall back to his laboratory science education when it comes to mapping out his future work with native communities. “People in my community often ask me questions about their blood work, and I try to encourage them to have conversations with their physicians regarding diagnoses and recommendations,” he said. “There is a gap between lab testing and receiving results along with an explanation from physicians, and I hope to further promote the need for testing and follow-up in native communities.”

Although his career might be shifting more toward a public health focus, Dial plans to keep his laboratory science credentials up to date and follow the latest research in the field. He also hopes to encourage other laboratory professionals to consider branching out into the public health space. “I’ve been encouraged by the faculty at ������ who have been excited about my work, even though it is a bit different from what other students have presented in the past,” said Dial. “We as lab professionals are performing and studying laboratory tests, we understand their utility and methodology, and we can position that knowledge along with other health professionals to collaborate with regard to research and community outreach in the public health space. There is room for everyone to work together to advance health outcomes in native communities.”

As he wraps up his master’s program this spring, Dial is already looking to apply to a PhD program that focuses on indigenous health and plans to work on his next degree while continuing to work full-time. “What I do for work and what I want to continue studying in school are intertwined, and I want them to complement each other,” he said. “I hope to continue researching and bringing clinical laboratory science into public and community health.”

Dial admits that his initial five- and 10-year plans have shifted since he began working in his current positions, as he has shifted from work in the lab to community outreach and public health education. He also hopes to have opportunities to teach in the future, particularly about American Indian Health, both on campus and beyond.

Importantly, Dial plans to continue being an active participant in his Lumbee community. Outside of his community outreach work, for years he has traveled across the state as a performer – dancing and playing the flute – sharing the richness of the Lumbee culture and traditions with others in North Carolina. He hopes that his deep ties to his community will also support his work in community health education, which he notes can often happen informally in various community settings.

Opportunities to Educate Others

Even amidst his many work- , community- and school-related commitments, Dial finds time to educate and encourage others looking to make their way in the fields of health sciences and American Indian studies.

In March, he participated in the Health Equity Summit hosted by North Carolina A&T, where he spoke about his career to undergraduate students interested in public health. He shared about his unique journey and what it’s like to be a laboratory scientist, and the role of laboratory science in public health.

Just a month later, Dial was a panelist at ������’s Race, Racism and Racial Equity (R3) symposium, which specifically highlighted indigenous researchers across campus. He and the other panelists shared their work and highlighted American Indian research, including the various avenues available for future studies.

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The event, hosted by the division’s faculty and students and in partnership with ������ Health’s McLendon Laboratory, brought 16 high school classrooms – totaling 355 students – together for a 30-minute live webinar to introduce students to the possibility of laboratory science as a pathway to a health professions career.

The event began with an introduction from second-year CLS student Kalee Sorber, who shared her personal journey to discovering laboratory science after beginning her ������ career as a biology major. She encouraged high school students to explore their options if they are interested in a medical field that directly impacts patient care but foregoes the extra years of training in medical school.

Following Sorber’s introduction, viewers virtually entered the student laboratory in Macnider Hall, where CLS students spend much of their time learning and practicing during their two years in the program. Another CLS student, Janna Thigpen, performed a urinalysis demonstration and walked viewers through the process of how a laboratory scientist analyzes the test results and shares that information with the patient care team.

After the introduction to urinalysis, CLS student Colin MacDougal introduced a case study that involved performing a blood type test. MacDougal explained the purpose of blood typing, demonstrated the test and explained the results and their impact on patient care.

In the second half of the event, Cher Wilson, MT (ASCP), Manager of the Microbiology Lab at ������ Health, gave a tour of the microbiology lab. Wilson began by walking through the lab where she identified and explained various pieces of equipment and technology. She then introduced viewers to a malaria case, a bedbug, a tick and a worm, all of which had been discovered and diagnosed in the lab.

Participating teachers had the opportunity to ask questions in real-time on behalf of themselves and their students throughout the entirety of the event.

“Teacher and student response to Lab Life on the Hill has exceeded our expectations,” said Susan Taylor, Assistant Professor in the Division of Laboratory Science and orchestrator of the event. “Our goal was to e-meet students in their classrooms across the state or across the nation in an efficient, economical and reproducible way that gives high school students exclusive access to campus, to ������ Health and to our student presenters in real time. We look forward to producing another Lab Life on the Hill in the fall.”

The audience for Lab Life on the Hill covered about two-thirds of the state from Rutherford county in the west to Brunswick county in the east. In terms of tier coverage (by % of students), Tier 1 (25%), Tier 2 (25%) and Tier 3 (50%) counties participated in the event, as indicated by the pictured map.

Lab Life on the Hill was a pilot program funded by a mini-grant from the ������ Office of Diversity Equity and Inclusion.

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Exploring Options

Falcon received her Bachelor of Science in Clinical Laboratory Science from Tuskegee University and dove headfirst into her lab career. She worked at Duke University Hospital as a Medical Laboratory Scientist in Transfusion Medicine for 15 years. During this tenure, she advanced her career. Falcon began to participate in other aspects of the clinical laboratory, specifically quality assurance. Falcon began participating in internal laboratory audits, and this eventually led to her completing external audits for other organizations. As she started to absorb much of the material related to auditing regulatory standards, she also began considering pursuit of an advanced degree.

“I thought an advanced degree would be a great way to move up within the laboratory,” she said. “I was looking for a master’s program but couldn’t find exactly what I wanted – that’s when I noticed a flyer for ������’s MCLS program hanging on the bulletin board at work.”

One of Falcon’s coworkers decided to enroll in the program and encouraged Falcon to follow suit. After much consideration, and with the support of her husband, Falcon decided to enroll as well.

“Initially I wanted to learn more about administration and education in the lab setting, as I thought it would help me become a better leader and provide me skills that would allow me to advance within the clinical laboratory” she said. “This program’s curriculum not only included classes focused on education and management, but it also emphasized research, too and the first research class I took once I enrolled at ������ confirmed that this was the right choice for me.”

Change Cultivates Change

As she worked through the MLS program, Falcon completed schoolwork in the mornings and worked evening shifts at Duke. She originally planned to stay in the lab setting, but in a role that would encompass both managerial and quality assurance duties. As she began casually looking for promotion opportunities, to her surprise,  she was contacted by a consultant organization about a position outside of the lab. Despite, not being a part of her original plan, Falcon decided to accept this new role.

“I really enjoyed the interview process, and I knew that this position would allow me to continue to perform laboratory audits, but with the focus of quality assurance. I felt like it was a great opportunity, and a good time to make a change,” said Falcon. “I didn’t realize at the time that the classes I was taking would translate to this new role outside of the clinical laboratory setting. Now, I find myself  using the skills and knowledge I gained from my classes when I am working on audits – I had no idea how well the program would prepare me for this job!”

Course Content Translates into Daily Work

Falcon credits her instructors and their course content for helping advance her career in multiple ways. One class focused on regulatory compliance, an area she was greatly interested in at the time, and she now works directly with some of the auditing and accrediting organizations she learned about in class.

Another course, biostatistics, was more challenging for Falcon, and she recalls how her instructor went the extra mile to help her learn the material, even over a holiday break. “I feel like the professors truly care and are invested in you,” she said. “It makes a huge difference as a student to know how much support you have from the faculty.”

Falcon’s methods comparison course content is now what she does in her day-to-day work, as it covered various clinical standards/regulations and quality control aspects that are essential parts of her current role. “When I did my first audit alone, I pulled out my notes!” said Falcon. She also recognized how her education courses taught her how to teach, which was critical as her new role involves developing training materials for other consultants.

Instructors Make the Difference

Though the program’s courses have prepared Falcon thoroughly for her current position, she credits her professors for helping her navigate and succeed within the program.

“When I began this program my child was only 9 months old, and I remember one instance when I needed to take an online proctored test, but my child was screaming in the background.  My husband, child and I were all sick, and I knew that completing this test on time was very unlikely,” said Falcon. “I contacted my professor and explained the situation and thankfully she understood. She even told me a personal story about how she navigated the same experience of balancing the needs of family while pursuing her PhD. She just understood and was compassionate and accommodating to my situation.”

In addition to the support from her family and friends, Falcon notes that she couldn’t have completed the program without the level of support given by the faculty and offers words of encouragement for others considering the ������ MCLS program.

“If you want to do the program, consider your true potential and don’t be afraid of the challenge,” she says. “The MCLS program offers a chance for full work-life-school balance because it is virtual, and your professors will be on your side to help you along the way, just like they were for me.”

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Chen joined the U.S. Army in 2015 as a Combat Medic, which included a special program for fast-tracked citizenship. He served two years in the military before beginning his undergraduate degree at the University of North Carolina – Chapel Hill.

“My family is from North Carolina, and I was looking for a world-class education on top of the beautiful weather in the South,” said Chen. He began his time at ������ as a biology major and enjoyed working in the lab as a biology student under Drs. Shemer and Lockett. Thanks to his positive experiences he decided to take the leap into specialization, landing in the Clinical Laboratory Science (CLS) program.

“I loved our small CLS program because the classroom was just the right size for the experience, and I got to know my peers and professors on a personal level,” said Chen. “I also met my wife, Jennifer, at ������, so everything about my experience on-campus worked out.”

Following graduation in spring 2020, amid the COVID-19 pandemic, Chen began working in the New York City VA as a federal civilian in General Chemistry and Immunology. He was accepted into Columbia University for graduate school, with a plan to finish school while working part time. However, his plans diverted when the U.S. Air Force offered a competitive career package and better graduate school funding.

“I was looking for a management role within the laboratory medicine community, and the Air Force provided the training, experience and excellent benefits and retirement package for me and my family,” said Chen. “I currently serve as a Flight Commander and I am responsible for the laboratory and ambulance department in a remote hospital in South Korea.”

Chen is moving back to New Jersey for another assignment next summer for a larger hospital role and plans on applying for a fellowship through Air Force funding to complete his Masters in the next five years.

When asked about advice for other veteran students, Chen notes that Medical Commissioning in the Air Force can be a great way to continue service if the student hasn’t retired. “It’s a great way to get to see the world.”

Chen discussed more about his service in the military in this 2020 interview.

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“As a graduate of Carolina’s CLS program, it is an honor and a privilege to assume the role of division director for CLS,” says Dr. Moon. “Our program and graduates have excellent reputations among employers and I am dedicated to maintaining these high standards as we grow and adjust in the dynamic field of clinical laboratory science. I am most proud of our students and graduates, the contributions they are making in healthcare and the leadership roles they have taken on to advance clinical laboratory practice.”

Dr. Moon holds a B.S. in Biology and Clinical Laboratory Science from the University of North Carolina at Chapel Hill; a M.S. in Health Services Research from Wake Forest University; and a PhD in Health Related Sciences from Virginia Commonwealth University. Following her graduation from ������’s CLS program, Dr. Moon worked in the Transfusion Medicine Service at ������ Hospitals, where she had the opportunity to teach CLS students in their rotation at the bench. She found herself eager to share her knowledge and enjoyed the challenges of answering student questions, and was entering a point in her career where research was top of mind. Dr. Moon joined the faculty as a Clinical Instructor within the Division of CLS in 2002 in an opportunity to combine her varying interests as a laboratory scientist.

In her time at ������ Dr. Moon has served as Admissions Chair for the CLS undergraduate and graduate programs and has held positions on the university’s Faculty Council and Scholarships, Awards and Student Aid Committee. She is a two-time recipient of the ������ CLS Louise Ward Excellence in Teaching Award. Within the profession she has led the North Carolina Association of Blood Bankers through terms as Secretary and President, and is currently the Section Editor for the Research and Reports section of the Clinical Laboratory Science journal and a reviewer for the Journal of Allied Health.

“Because of the excellent mentorship of longtime CLS faculty members like Susan Beck and Vicky LeGrys, I feel ready to take on the challenges that come with serving as division director and I am excited for the future,” says Dr. Moon. “I am fortunate to be able to work with innovative and collaborative colleagues in our Division who share the same values and passion for the clinical laboratory profession.”

Dr. Moon is accomplished in her research surrounding the utilization of sweat chloride testing for diagnosis and screening in cystic fibrosis (CF), with funding provided by the Cystic Fibrosis Foundation. Working alongside CLS Professor Emerita Dr. Vicky LeGrys, the research has involved the first-known effort to quantify biological variation and include analytical variation for sweat chloride testing for adult CF patients. Findings have been essential to inform clinicians about how to interpret a change in sweat chloride results and assess outcomes of new protein modulator therapies used in the CF patient population. This area of research led Dr. Moon to serve as a consultant on the Sweat Testing Advisory Board for the Cystic Fibrosis Foundation.

On top of her own research efforts, a common thread found throughout Dr. Moon’s time in her faculty position is a desire to develop and enhance research competency within the division’s undergraduate students. “From the development of our first didactic research course to the implementation of an applied research project within a formal course and the dissemination of those results through publication, I am proud of my contributions in this area,” says Dr. Moon. “I look forward to future efforts to expand in this area in terms of numbers of students and their topics for projects.”

Dr. Hooper, Associate Dean of Medicine and Chair of the Department of Health Sciences shared, “We are extremely fortunate to have Dr. Moon assume this important leadership role for the Division of Clinical Laboratory Sciences. She is an accomplished teacher and researcher, and I have no doubt that she will be an amazing contributor to the innovations and advancements of not only this Division, but the larger field of CLS. With her leadership, I am excited about the future of the programs under her purview.”

The Division of Clinical Laboratory Science recognized its 70^th anniversary in 2022-2023. It recently awarded the class of 2023, six MS students and 17 BS students, with degrees and will welcome its newest class in August.

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More than 40 Years of Service and Achievements in the Division of CLS

During her time as Division Director, Dr. Beck and her team have seen the division of Clinical Laboratory Science grow and evolve alongside the ever-changing profession. Notably during her time leading the division, Dr. Beck oversaw the establishment of the master’s degree program and achieved five successful accreditation reviews for the CLS program, resulting in the highest accreditation rating each cycle.

Additionally, Dr. Beck prides herself and her team on graduate success – graduates of the CLS program typically have a 100 percent pass rate on the national accreditation examination and are highly sought-after by employers. Faculty success has also been a priority for Dr. Beck and she has hired and mentored excellent faculty who have contributed greatly to the teaching, service and research mission of the division over the years.

“Any successes that I have had as a Division Director have been the result of a team effort,” said Dr. Beck. “I have been fortunate to work with incredibly talented and dedicated faculty and staff who were and are committed to the excellence of the program.”

Dr. Hooper, Associate Dean of Medicine and Chair of the Department of Health Sciences, shared that it was not uncommon for Dr. Beck to share the many accolades she received with her faculty. “Dr. Beck not only has been an innovative and gracious leader for her Division, but she has been a role model for leadership for the Department, and her presence certainly will be missed.”

Dr. Beck has received various awards and honors during her time within the Division of CLS, including the Department of Health Sciences Outstanding Teaching Award, Department of Health Sciences Leadership Award, North Carolina Society for Clinical Laboratory Science Member of the Year, North Carolina Society for Clinical Laboratory Science Professional Achievement Award in Education, North Carolina Association of Blood Bankers Petteway-Shepard Award, and the ������ Lifetime Mentor Award, which she received in 2023.

Student Success and Embracing Change

Dr. Beck notes that the highlight of her career has been the opportunity to work with more than 700 students throughout her time teaching and leading the division. “I enjoy watching students evolve from the first day of orientation when everything seems overwhelming to the day of graduation when they are confident in their knowledge and skills,” said Dr. Beck. “I also enjoy seeing all the wonderful things our graduates do with their degrees and I am proud of the ways they are contributing to health care. The success of our students and graduates is the most rewarding part of my career.”

During her more than 40 years with the division, Dr. Beck and her team have seen many milestones and changes in the classroom and lab settings. When she first began teaching, CLS was just learning about HIV and best practices for keeping students and laboratory practitioners safe. Fast forward to 2020, toward the end of Dr. Beck’s career – she and her team again responded to a new virus, SARS-CoV-2. “I was very proud of how the CLS students and faculty responded to that challenge,” said Dr. Beck. “We had to re-think everything we did in lectures, student laboratory courses and clinical rotations. Thanks to the dedication of the faculty and cooperation of the students we were able to provide students with everything they needed to enter the profession and succeed.”

Professional Focus on Certification of Clinical Laboratory Personnel

In the area of professional service, Dr. Beck is passionate about the certification of clinical laboratory personnel. She began her interest as an item writer for the Immunohematology section for the CLS and CLT exams offered by the National Accrediting Agency for Clinical Laboratory Personnel (NCA). She was then asked to serve as the chair of the Immunohematology committee and chair of the Examination Council, where she worked with and was inspired by clinical laboratory content experts from all over the country. Following her term as chair, Dr. Beck served as a member of the Board of Directors and then as President of the NCA. When NCA merged with the American Society for Clinical Pathology Registry (ASCP-BOR), she served as a Board member of the newly formed ASCP-Board of Certification for nine years.

“We are now in a critical workforce shortage and many institutions are hiring non-certified individuals because they cannot find enough certified individuals,” said Dr. Beck. “It’s more important than ever to support clinical laboratory educational programs and students so employers can hire certified laboratory practitioners and maintain our professional standards.”

Publications and Collaboration

Dr. Beck has worked with colleagues in the Division of CLS and across the country on publications and presentations related to clinical laboratory education and the clinical laboratory workforce. A book, Clinical Laboratory Education, which she co-authored with Dr. Vicky LeGrys was first published in 1988. The book is used by education programs across the country to address this required area of MLS curriculum. Additionally, Dr. Beck’s article, An Algorithm for Curriculum Decisions in Medical Laboratory Science Education, published with Dr. Tara Moon, has been used by educational programs and the American Society for Clinical Laboratory Science Entry Level Curriculum committee to guide decisions about what to include in the curriculum.

Service to the Department, School of Medicine and University of North Carolina – Chapel Hill

In addition to her role as the Director of the Division of CLS, Dr. Beck served as the first Chair of the Academic Affairs Committee in the Department of Health Sciences. The committee developed a process for approving curriculum changes and a policy for handling student appeals. This position evolved into the Associate Chair for Academic Affairs, and Dr. Beck continued to work with the committee on department-wide academic policies and procedures for 10 years.

Dr. Beck served both the department and School of Medicine on committees related to Appointments, Promotion and Tenure. She also worked cross-campus within the Distance Education Program Directors’ Committee, as a General College Advisor, search committee member, and award selection committee member.

The Division of CLS Looks to the Future Under Dr. Tara Moon’s Leadership

Dr. Tara Moon stepped into the role of Director of the Division of Clinical Laboratory Science on July 1. “We are so fortunate to have Dr. Tara Moon assuming the role of division director,” said Dr. Beck. “She has a deep knowledge of and love for the program and it could not be in better hands. A great team of faculty and staff are in place to support her and will work together to maintain the excellence of the programs. I look forward to seeing the continued success of the CLS students and faculty.”

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EnChroma creates glasses for color blindness and partners with universities across the country to bring glasses to educational settings through its Color Accessibility Program for Education. Stewart happened across the program in the fall of 2022 while researching potential solutions for a color-blind student in one of her classes. She had taught color-blind students in the past but wondered if there was any opportunity to make life a bit easier for them in the already rigorous CLS program.

Defining Color Blindness

According to EnChroma’s research, one in 12 men (8%) and one in 200 women (0.5%) are color blind – 13 million in the U.S., 30 million in Europe, and 350 million worldwide. With a total student population of 31,593 and 13,108 faculty and staff, based on national trends roughly 1,343 students may be color blind along with 557 faculty and staff at ������-Chapel Hill. Within the Department of Health Sciences’ student population of approximately 400, the statistics would indicate about 17 students are color blind.

While people with normal color vision see more than one million shades of color, the color blind only see an estimated 10 percent of hues and shades. Common color confusions include green and yellow, gray and pink, purple and blue, and red and brown. These colors often appear muted and dull and can be difficult to tell apart.

“The color-blind students I have taught in the Clinical Laboratory Science program have all been highly capable but were at a decided disadvantage when learning to read biochemical reactions involving color or identifying cellular characteristics under the microscope using polychromatic stains,” said Stewart. “Seeing how these reactions and cells likely appeared to them using a color-blind simulator makes me amazed at what they had to overcome.”

Challenges with Color in CLS

Stewart’s student, Trent Biggers, did not know he was color blind until he was a teenager. His older brother initially discovered his own color blindness when he applied to enter the military, which prompted Biggers to be tested as well. During his education prior to joining the CLS program, Biggers’s color blindness did not cause many issues – maybe the occasional slight confusion on colors on a PowerPoint presentation, but nothing that would negatively impact his career path.

However, once he shifted his focus to pursuing a CLS degree, Biggers’s colorblindness became a constant obstacle. “It was an eye-opening experience in the program and I had to come up with my own roadmap when it came to figuring out new areas in the lab, like micro,” said Biggers. “It was a struggle, and I spent lots of time asking questions and clarifying things with my professors. Instead of it being a low-profile thing that I just happen to have, I was confronting my color blindness daily as I learned how to work within my chosen profession.”

Biggers persevered with the help of his instructors and secured a job months before he was set to graduate. But, when his supervisor learned he was color blind,Biggers had to take multiple color blindness tests to ensure he could keep his job. “I understand the concern, because it is scary to consider how my color blindness could affect patient care,” said Biggers. “However, when I first began interviewing with my employer, they didn’t know EnChroma glasses existed. The glasses should help me pass the qualification testing for my job and support me in my day-to-day role in the lab.”

EnChroma Kickoff for ������ Students and Faculty

Thanks to Stewart’s outreach to EnChroma and ensuing partnership, Biggers was gifted a pair of EnChroma color blind glasses to use in his day-to-day. He tried the glasses for the first time alongside two other Department of Health Sciences students and one ������ faculty at a kickoff event on April 25. Biggers and his peers spent nearly an hour using their new glasses to take in the details of ������’s central campus, including red brick walkways, spring flowers, painted banners and even their own clothing.

Since then, Biggers has been wearing the glasses more often to allow his eyes and brain to adjust to the color changes. Just before his graduation in May, he joined Stewart in the CLS student laboratory to give the glasses a spin while viewing colorful cultures and samples in the microscope.

“When I wear the glasses it’s surprising to see new pops of color – red, for example,” said Biggers. “I look forward to experimenting more with the glasses while I’m in the lab. I want to see if there are things I didn’t even know I couldn’t do, that I can do now.”

Color Accessibility for ������’s Campus

Stewart’s work to support her student manifested into an opportunity to bring EnChroma glasses to the entirety of ������’s campus. Though the kickoff event participants each received his or her own pair of glasses, multiple pairs for indoor and outdoor use are now available to check out through ������ Libraries – students, faculty and staff can access the glasses at the Health Sciences Library and Davis Library.

“I am excited to have EnChroma glasses available to offer to future students with color vision deficiencies to make Clinical Laboratory Science more accessible to them and make their learning experience more equitable,” said Stewart.

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Leila Vafayi

Leila Vafayi is a first-year student in the Division of Clinical Laboratory Science, located within the ������’s Department of Health Sciences. Leila is a nontraditional undergraduate student who, despite multiple international moves and setbacks along her higher education journey, is determined to fulfill her goal of working as a clinical laboratory scientist.

Leila is Iranian and, following her university education in Iran, was interested in attending medical school and studying genetics. However, she was not given medical school as an option for her post-graduate education, so she instead went on to receive a master’s in chemistry and work in the university’s lab as an instructor for nearly a decade. She enjoyed her work but was interested in transitioning into a clinical laboratory setting to be more involved in healthcare and patient care.

Starting Over in North America with One Goal in Mind

When Leila emigrated from Iran to Canada, her interest in clinical lab work was greater than ever. However, the healthcare system in Canada did not allow her university lab teaching experience to translate into a clinical role; if she were to pursue her dream, Leila would need to return to school full-time for four years to earn a new degree. She accomplished this daunting and somewhat frustrating task with her goal of clinical lab work as her motivation and did so while taking classes entirely in French – an entirely new language for Leila.

Unfortunately, Leila encountered additional challenges with finding work once she and her husband moved to Chapel Hill. Her new degree did not hold the same weight in the United States as it did in Canada, and Leila was again faced with the decision of whether to return to school to pursue her dream career.

The process of being admitted to ������ as an international student, especially one with primary degrees, was challenging and at times confusing for Leila. However, she persevered and received a high score on the TOEFL exam, took prerequisite courses and was finally admitted to the university. She entered the Clinical Laboratory Science program in Fall 2022 and was immediately met with a warm welcome and support from the faculty.

“During orientation, Dr. Beck told all of us that we were not alone, and that faculty was there to support us,” said Leila. “I didn’t believe them at first, but time and time again it has proven to be true. The professors are amazing.”

Hard Work and Faculty Support are Ingredients for Success

Leila has been especially appreciative of faculty and peer support as she navigates personal challenges in addition to her schoolwork. “My home country has been experiencing many issues and hardship this year, and I have been worried about my family and have needed to miss class on occasion,” said Leila. “My professors checked in on me before I even had a chance to reach out to them, which is something I haven’t ever seen during my many years in school. I am very grateful to be their student and am grateful for their compassion.”

Leila notes many differences between programs she has been a part of in the past and the Clinical Laboratory Science program at ������. “As a student in Montreal, we weren’t allowed to ask questions, so at first I didn’t know if I should ask questions in this program,” said Leila. “Now, I know I can ask – any time a student asks a question, our professors answer with kindness, which I think is so important.”

Additionally, Leila notes that she enjoys being a part of a large campus, and despite the program being challenging, she is happy and motivated to continue. Her goal of working in a clinical laboratory setting is closer than ever, and she focuses on her “why” every day in class and lab – she wants to help people.

Leila just finished her first year in the program, and her second year will include clinical time in a hospital setting.

“There’s always something good in the lab,” she said. “When we can help somebody cure or treat disease, or help the doctors figure out a diagnosis, it’s a great feeling. And when we discover something that isn’t good for the patient, it’s still a rewarding feeling to know that we have impacted their care.”

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