• Dr. Josephat, Professor and Program Director of the Clinical Laboratory Science program. He joined the Department of Clinical and Diagnostic Sciences in May of 2015. Dr. Josephat is a graduate of Harding University in Searcy, Arkansas (BA, Biology; Chemistry Minor) and St. Francis School of Medical Laboratory Science (BS, MT), in Memphis Tennessee. He received his Master of Science degree in Community Health from the University of Memphis and his Ed.D. degree in Higher Education Leadership and Administration from Union University in Jackson, Tennessee. His dissertation topic was “Predicting Pass/Fail Outcomes in Tennessee on the Medical Laboratory Science National Certification Examination”. Prior to joining the UAB faculty, he was the hematology professor and program director of the Medical Laboratory Science program at Armstrong State University in Savannah, Georgia. Dr. Josephat have practiced as a clinical laboratory scientist for over 25 years, and is board certified by the American Society for Clinical Pathologist (ASCP).
  • Selected Publications

    Academic Article

    Year Title Altmetric
    2016 Transfusion-related thrombocytopenia in a chronic renal failure patientMLO: medical laboratory observer.  48:30-32. 2016
    2014 Cryptococcus gatti expands its territory.MLO: medical laboratory observer.  46. 2014
    2013 Fecal transplant for recurrent Clostridium difficile infection.Clinical Laboratory Science.  26:131-135. 2013
    2012 Acute promyelocytic leukemia with t(15;17): a case study.MLO: medical laboratory observer.  44:22-24. 2012
    2012 Damaging diarrhea.MLO: medical laboratory observer.  44. 2012

    Research Overview

  • It has been said that one way to increase the viability and visibility of an academic institution is to engage in research and scholarly activities. Although research only accounts for approximately 5% of my yearly distribution of effort, I still seek ways to utilize it as a means of educating clinical laboratory science students whenever the opportunity presents itself. While most of my time in the Clinical Laboratory Science (CLS) profession is committed to teaching and service, I think that for our profession (CLS) to remain viable and competitive, it is imperative that we be involved in research and other scholarly activities. We must also instill in our students the importance of participating in scholarly activities to help them gain an understanding of the value it can have on the profession and more importantly in the life of patients.
    Most of my research is in the form of developing case studies from various hematological disorders. These case studies are published and presented at numerous national and international conferences. I am also currently collaborating on a research project with clinical laboratory science students, Dr. Unlap and students from the Biotech program. We are investigating the development of a therapeutic gel for wound healing. Other scholarly activities include; publications and presentations along with writing grants. I take every opportunity to use these platforms in educating colleagues and students about disorders and diseases associated within the Clinical Laboratory Science profession
  • Teaching Overview

  • My primary focus as a faculty member is instruction to Clinical Laboratory Science (CLS) students. Teaching in the CLS program has allowed me to impart knowledge that will help prepare students to become competent clinical or medical laboratory professionals in the 21st century. There are basic and complex clinical principles and skills that need to be understood and developed in order to enter the workforce as part of a health care team. The field of clinical laboratory science is challenging, exciting, rewarding, ever changing, and very important; and I enjoy sharing my enthusiasm, my years of experience, and content knowledge in the field. My goal is not only to give students the theoretical background for common laboratory procedures and disease states they relate to, but also to help relate this information to actual clinical experiences (practical) to tie their didactic knowledge to relevant experiences and demonstrate the importance of the profession. For me to execute this goal, I have four main objectives as a clinical laboratory science educator that I use to help me promote my teaching philosophy.
    Objective 1: Students should understand the relevance of theoretical concepts as they learn. By relating these concepts to real life case scenarios, it makes it easier for students to understand, retain, and apply the information.
    Objective 2: I encourage critical thinking and application of competency skills. I model and require that laboratory procedures must be properly performed without errors. It is important to know and recognize complications that can arise that will affect the test results, and how to resolve or troubleshoot those occurrences. In my hematology courses, I have instituted many critical thinking sessions by incorporating real-life case studies. Students are given a disorder and must identify the disorder through the clinical presentation of real-life patient experiences. This teaching approach helps students synthesize the knowledge learned in other courses and apply it to the case at hand.
    Objective 3: Students should be actively engaged in the learning process. I have taken courses at the Center for Teaching and Learning and have utilized the active learning techniques and incorporated these techniques into the classroom. For example, I have included group discussions in my lecture schedule to help facilitate learning from their peers. During these group discussions, students work with each other on an in-class project. Students are then required to present their findings to their classmates; allowing other students to ask questions and respond to their questions. I find students learn and retain the material more effectively with these activities. Comments I have received from student evaluations support this teaching strategy.
    Objective 4: Faculty should model professionalism for students. Through modeling professionalism, students are taught the importance of integrity, responsibility, and accountability while in my classes, the program, and hopefully will carry this trait into the profession. They are encouraged to demonstrate these qualities during laboratory experiences and clinical rotations. They are encouraged to become members of their professional organizations, and to interact with students in other clinical laboratory programs.
    I love teaching and have developed a strong interest in student learning outcomes. Because of this strong interest, I have taken every opportunity to integrate different learning tools and methodologies into my teaching. It is my hope that by doing this, I will be able to help facilitate student learning processes in the CLS program more effectively. Students’ ability to learn and understand takes place in many ways, (Visual, Verbal, Auditory, Kinesthetic etc.) and I value the importance of reaching students on their learning levels. Currently, I view my role in the classroom as two-fold. First, students need to be taught the information set forth in the American Society of Clinical Pathology (ASCP) known as the ‘Body of Knowledge’. Second, students need to become proficient in the use and application of basic laboratory technology techniques such that they can readily be trained as Clinical Laboratory Scientists. This field contains an enormous amount of information and require autonomous synthesis of this information and concepts. A critical part of my job is to distill these skills and ensure success in every student. Therefore, my didactic courses are designed such that students gain the knowledge needed to pass the board exams. While within the laboratory courses I include current and relevant laboratory exercises to match clinical laboratory testing that is occurring in today’s clinical world. The hands-on learning approach corresponding to lecture material provides another means by which to conceptually cement fundamental ideas of each subject.
    In summary, looking back on the last four years at UAB, I feel very fortunate to be teaching in this professional program. Most students are very motivated, very bright and exhibit a great attitude, making my job enjoyable and very fulfilling.
  • Teaching Activities

  • CLS503 - Body Fluids (Fall Term 2017)
  • CLS504 - Lab Analysis of Body Fluids (Fall Term 2017)
  • CLS504 - Lab Analysis of Body Fluids (Fall Term 2021)
  • CLS504 - Lab Analysis of Body Fluids (Fall Term 2022)
  • CLS505 - Laboratory Management (Fall Term 2016)
  • CLS505 - Laboratory Management (Fall Term 2017)
  • CLS505 - Laboratory Management (Fall Term 2018)
  • CLS505 - Laboratory Management (Fall Term 2019)
  • CLS505 - Laboratory Management (Fall Term 2020)
  • CLS505 - Laboratory Management (Fall Term 2021)
  • CLS505 - Laboratory Management (Fall Term 2022)
  • CLS524 - Clinical Microbiology Lab (Spring Term 2019)
  • CLS524 - Clinical Microbiology Lab (Spring Term 2020)
  • CLS528 - Hematology I (Fall Term 2015)
  • CLS528 - Hematology I (Fall Term 2016)
  • CLS528 - Hematology I (Fall Term 2017)
  • CLS528 - Hematology I (Fall Term 2018)
  • CLS528 - Hematology I (Fall Term 2019)
  • CLS528 - Hematology I (Fall Term 2020)
  • CLS528 - Hematology I (Fall Term 2021)
  • CLS528 - Hematology I (Fall Term 2022)
  • CLS528 - Hematology I (Summer Term 2015)
  • CLS529 - Hematology I Laboratory (Fall Term 2016)
  • CLS529 - Hematology I Laboratory (Fall Term 2017)
  • CLS529 - Hematology I Laboratory (Fall Term 2018)
  • CLS529 - Hematology I Laboratory (Fall Term 2019)
  • CLS529 - Hematology I Laboratory (Fall Term 2020)
  • CLS529 - Hematology I Laboratory (Fall Term 2021)
  • CLS529 - Hematology I Laboratory (Fall Term 2022)
  • CLS532 - Hematology II (Fall Term 2015)
  • CLS532 - Hematology II (Spring Term 2016)
  • CLS532 - Hematology II (Spring Term 2017)
  • CLS532 - Hematology II (Spring Term 2018)
  • CLS532 - Hematology II (Spring Term 2019)
  • CLS532 - Hematology II (Spring Term 2020)
  • CLS532 - Hematology II (Spring Term 2021)
  • CLS532 - Hematology II (Spring Term 2022)
  • CLS533 - Hematology II Laboratory (Spring Term 2017)
  • CLS533 - Hematology II Laboratory (Spring Term 2018)
  • CLS533 - Hematology II Laboratory (Spring Term 2019)
  • CLS533 - Hematology II Laboratory (Spring Term 2020)
  • CLS533 - Hematology II Laboratory (Spring Term 2021)
  • CLS533 - Hematology II Laboratory (Spring Term 2022)
  • CLS686 - Spec Topic Clinical Lab Sci (Summer Term 2021)
  • CLS698 - Non-Thesis Research (Fall Term 2016)
  • CLS698 - Non-Thesis Research (Fall Term 2017)
  • CLS698 - Non-Thesis Research (Fall Term 2018)
  • CLS698 - Non-Thesis Research (Fall Term 2019)
  • CLS698 - Non-Thesis Research (Fall Term 2020)
  • CLS698 - Non-Thesis Research (Fall Term 2021)
  • CLS698 - Non-Thesis Research (Fall Term 2022)
  • CLS698 - Non-Thesis Research (Spring Term 2016)
  • CLS698 - Non-Thesis Research (Spring Term 2017)
  • CLS698 - Non-Thesis Research (Spring Term 2019)
  • CLS698 - Non-Thesis Research (Spring Term 2020)
  • CLS698 - Non-Thesis Research (Spring Term 2021)
  • CLS698 - Non-Thesis Research (Spring Term 2022)
  • CLS698 - Non-Thesis Research (Summer Term 2016)
  • CLS698 - Non-Thesis Research (Summer Term 2019)
  • CLS698 - Non-Thesis Research (Summer Term 2020)
  • CLS698 - Non-Thesis Research (Summer Term 2021)
  • CLS698 - Non-Thesis Research (Summer Term 2022)
  • CPA607 - Evid Based LitAnlsysforLabProf (Spring Term 2019)
  • CPA608 - Lab Quality Diag Algorithms (Spring Term 2019)
  • CPA609 - PatAssess/Consult/InterprofCom (Summer Term 2019)
  • CPA650 - Adv Hem/Hemostasis/CoagTherapy (Fall Term 2019)
  • CPA651 - AdvTransfusionMedandTransplant (Summer Term 2019)
  • CPA652 - Advanced Clinical Chemistry (Spring Term 2019)
  • CPA653 - AdvClinBact/Parasit/InfectDise (Summer Term 2019)
  • CPA690 - CPA Clinical Internship (Spring Term 2020)
  • CPA698 - Clin Pathologist Assist Projec (Spring Term 2020)
  • MT428 - Hematology I (Summer Term 2015)
  • MT432 - Hematology II (Fall Term 2015)
  • MT432 - Hematology II (Spring Term 2016)
  • MT470 - Certification Review (Summer Term 2016)
  • MT495 - Clinical Practice (Summer Term 2016)
  • PA610 - Clinical Lab Medicine (Fall Term 2017)
  • Education And Training

  • Doctor of Education in Higher Education / Higher Education Administration, Union University 2011
  • Full Name

  • Floyd Josephat