Shaping Future Clinicians Through Research and Connection
How Wendy Georgan, Ph.D., CCC-SLP, is bridging research, clinical practice, and interprofessional learning
/filters:quality(70)/prod01/channel_58/media/schools-and-colleges/nymc/images/intouch-photos/2020-2023-intouch-photos/WG_headshotcopy.JPEG)
“I always knew that I wanted to do research, and I loved working with kids,” says Wendy Georgan, Ph.D., CCC-SLP, assistant professor of speech-language pathology. Starting as a cognitive science and neuroscience undergraduate student at Massachusetts Institute of Technology (MIT), Dr. Georgan became involved in research right away. They contributed to lab studies focused on how brain-based predictors across different ages relate to dyslexia, assessing reading performance and analyzing possible connections.
Although Dr. Georgan was fascinated by this process, they recognized a gap. While the research was valuable, once the session concluded, participants would leave and the lack of connection stood out. Motivated to bridge that gap, they found the Speech and Hearing Bioscience and Technology Ph.D. program at Harvard University that offered a dual track, allowing them to simultaneously earn their masters in speech-language pathology (SLP) and enhancing that clinical experience. This combined training allowed Dr. Georgan to be in a classroom setting and engage in doctoral research concurrently, focusing on how particular educational labels are used within schools and how terminology shifts as students age. This work was later published in the Journal of Speech, Language and Hearing Research.
After completing their Ph.D., Dr. Georgan joined the faculty at Northeastern University, where they taught in the graduate speech-language pathology program and developed a growing interest for interprofessional education (IPE). Recognizing the collaborative nature of clinical and educational settings, they strived to develop opportunities for students across programs to train together, which is a strength that Dr. Georgan has also brought to NYMC.
Now Dr. Georgan is just as committed to fostering that connection with students in the classroom. They enjoy seeing that “light bulb” moment for students, and value having the time to guide them through the learning process. “It feels like I’m making a larger impact. As an SLP, I was working with a caseload of kids, but now, as a graduate instructor, I’m helping train future SLPs who will go on to make a difference in their own caseloads. That’s deeply fulfilling.”
Currently, Dr. Georgan continues their passion for research, now focusing on IPE, exploring how different programs work together and the effect on student outcomes. They also strive to create an inclusive classroom environment, applying principles of Universal Design for Learning (UDL) and ensuring students have options in their learning process.
Dr. Georgan looks forward to continuing to build IPE programming at NYMC, such as an upcoming simulation in which SLP and Doctor of Physical Therapy (D.P.T.) students engage in a co-treat session, with a larger goal of finding those connections in training across all programs at NYMC.
