About

Jeannie Guglielmo, MS, MAT, MLS(ASCP)CM, is the Chair and Clinical Associate Professor in the Department of Clinical Laboratory Sciences at Stony Brook University. She graduated from the Clinical Laboratory Sciences Program at Stony Brook’s School of Health Professions in 1994 and earned a Master’s in Forensic Science from the University of New Haven in 1996, specializing in Biological Sciences and DNA. Her early career included work as a Forensic Scientist for the Florida Department of Law Enforcement and the Suffolk County Crime Laboratory, where she spent ten years working on forensic cases and processing crime scenes. After transitioning from forensic science, Ms. Guglielmo pursued a Master’s in Teaching in Biology (MAT) from SUNY Stony Brook, which she completed in 2007. She then worked as a licensed New York State teacher in grades 7-12, teaching biology and forensic science. Since 2000, she has been an adjunct professor for the CLS Department, teaching various forensic science electives. Since 2011, she has served as a full-time Clinical Assistant Professor, teaching clinical chemistry and forensic science, and as of September 2019, she is serving as Interim Chair. Ms. Guglielmo also has experience as an Educational Specialist for the HCARE Program and as a science adjunct faculty member for the HCOP Summer Academies. She actively volunteers as a high school WISE mentor, engages as an academic advisor, and participates in community outreach programs related to education and science. Her motivation is driven by a passion for science and a desire to inspire students to succeed and look forward to learning.

Selected publications

• A historical perspective on diversity in Clinical Laboratory Sciences Programs

  Laboratory Medicine · 2022-10-25

  articleSenior author

  OBJECTIVE: Diversity is integral for an effective learning environment and pedagogy. In this study, we aim to determine the student and faculty diversity in the Clinical Laboratory Sciences programs at Stony Brook University. METHODS: We retrospectively analyzed data over 20 years for the traditional program and 8 years for the hybrid program. RESULTS: Over 20 years, 502 students graduated from the traditional program, and 96 students graduated from the hybrid program. In the traditional program, an average of 25 students enrolled with 75% female and 25% male and in the hybrid program, an average of 12 students with 8.5 female and 3.5 male enrolled. The traditional program had the highest proportion of Asian students (50%), with White students making up 24.5%, whereas the highest proportions in the hybrid program were 35% White students and 24% Hispanic students. Among the 5 boroughs of New York City, the highest proportion of student representation was from Queens and Manhattan in both traditional (24.1%) and hybrid programs (16.7%). There were 30% male and 70% female faculty served in the traditional program whereas the current representation of fulltime faculty is 100% female. CONCLUSION: Our data show the diversity of students and faculty in clinical laboratory sciences programs at Stony Brook University institution.

  PublisherDOI

• Forensic Biological Investigations

  Laboratory Medicine · 2003-11-01 · 1 citations

  article1st authorCorresponding

  ©The goal of any forensic investigation is to uncover evidence that can establish links between the 3 elements involved in an incident—the victim(s), the suspect(s), and the crime scene(s). Forensic biological investigations are rooted in the fundamental forensic concept of “Locard’s Exchange Principle.” This principle simply states that when 2 items come in contact, they will leave traces upon each other. Forensic biological investigation involves searching for these traces of evidence in the form of biological fluid stains. Once those fluid stains are located, forensic biologists attempt to identify the type of body fluid present and to individualize the body fluid through genetic marker testing, namely DNA analysis. This article will explore forensic biology, the role of the forensic biologist in the scope of the whole crime laboratory, and the correlations between clinical laboratory science and forensic biology. It will also explain how the rigorous medical laboratory science (or medical technology) education that clinical laboratory scientists undergo can help build a foundation for a competent forensic biologist.

  PublisherDOI

• Forensic Biological Investigations

  Laboratory Medicine · 2003-11-01

  articleOpen access1st authorCorresponding
  PublisherOA PDFDOI