The TASSEL Lab

The TASSEL lab exists to support and promote scholarship of teaching and learning (SoTL) research within the Communication Sciences and Disorders department and across disciplines. The TASSEL lab values SoTL research that focuses on supporting the student experience through inclusive and equitable pedagogy.

The TASSEL lab is a collaborative SoTL venture to study the teaching employed at the MGH IHP and develop new educational interventions. The lab uses mixed-methods and qualitative methodologies to learn about the student experience and impact of educational methodologies in a holistic fashion. It seeks to promote high-quality educational research through:

Community and student-engaged research partnerships
Qualitative studies of student experience
Fostering initiatives driven by clinical faculty and teaching partners
Student-driven educational research
Longitudinal, multi-site, and multi-cohort studies
Blending SoTL research with neurophysiology and child learning methodologies

The TASSEL lab is currently in search of research assistants for data collection, qualitative coding, and trimming sound files.

Contact Laura with questions.

Current Research

Anti-Oppressive Practices Curriculum project

The goal of this project is to evaluate the effects of an anti-oppressive practices curriculum on students’ clinical practice, report writing, and clinical communication.

Hidden Curriculum Project

The aim of this project is to assess the nature of the hidden curriculum across speech-language pathology graduate programs.

Selected Publications

Wolford, L. L., Wolford, G. W., & Bolch, C. A. (2023). The Utility of Peer-to-Peer Practice for Teaching Speech-Language Pathology Students Transnasal Endoscopy. Teaching and Learning in Communication Sciences and Disorders, 7(1), Article 9. Available at: https://ir.library.illinoisstate.edu/tlcsd/vol7/iss1/9

Wolford, G.W., Wolford, L.L., Fissel Brannick, S., Anderson, E.M., & McLoud, K. (2022). “Getting back into school mode”: Experiences of former speech-language pathology assistants in graduate school. Perspectives of the ASHA Special Interest Groups, 7(5), 1449-1474. https://pubs.asha.org/doi/10.1044/2022_PERSP-21-00288

Wolford, G. W., Wolford, L. L., Fissel Brannick, S., Scott, M. & Smith, R. (2021). Shouldn’t you be collaborative by now?”: Supervisory needs, expectations, and satisfaction across the educational trajectory in speech-language pathology. The Clinical Supervisor, 40(2), 241-262. DOI: 10.1080/07325223.2020.1833268

Wolford, G.W., Fissel Brannick, S., Strother, S., & Wolford, L.L. (2021). Clinical education outcomes and research directions in speech-language pathology: A scoping review. Teaching and Learning in Communication Sciences and Disorders, 5(2), Article 3. https://ir.library.illinoisstate.edu/tlcsd/vol5/iss2/3

Wolford, L.L., & Wolford, G.W. (2020). Comparing in vivo versus simulation training for transnasal endoscopy skills. Teaching and Learning in Communication Sciences and Disorders, 4(3), Article 3. https://ir.library.illinoisstate.edu/tlcsd/vol4/iss3/3

Lab Team

The lab is directed by Laura Wolford.

abby has straight black hair and a white collared shirt

Abby (Po Jung) Lee, MS, CCC-SLP

Instructor Communication Sciences and Disorders

Abby (Po Jung) Lee, MS, CCC-SLP

plee@mghihp.edu
Shouse - 426

annie has dark hair and wears pink lip gloss

Annie Holland (Temple), MS, CCC-SLP

Instructor and Clinical Supervisor Communication Sciences and Disorders

Annie Holland (Temple), MS, CCC-SLP

atemple@mghihp.edu
(617) 643-6337
Building 36, Room 427

Bridget Perry, PhD, CCC-SLP

Assistant Professor, Communication Sciences and Disorders Program Director, Clinical Doctorate in Speech Language Pathology Program Director, Swallowing & Communication Collaborative