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