Dr. Jennifer Wolgemuth
associate Professor, Educational Measurement and Research (Qualitative Research)
Dr. Wolgemuth received her doctoral degree in Interdisciplinary Studies with a specialization in Research Methods from Colorado State University. As an applied analyst of research, Jennifer Wolgemuth uses social science methods to study the processes of implementing, reporting, and engaging research in Education.
Dr. Wolgemuth's areas of expertise include Qualitative Research, Research Design, Interviews, and Systematic Reviews. Her work is largely concerned with questions about what constitutes 'good' and 'ethical' research, beginning with the understanding that all social science research is social, political, and interventional; it both studies and produces the categories and experiences it seeks to understand. She draws on critical, postmodern/poststructural, and new materialist theories to explore the contexts, productions, and interventions of social science research and creates new qualitative methods for doing so.
Her work has been published in Educational Researcher, Cultural Studies ↔ Critical Methodologies, Qualitative Inquiry, Qualitative Research, Qualitative Health Research, Review of Higher Education, Computers & Education, and Journal of Educational Research. Currently, she is a lead editor for The Qualitative Report and serves as the American Educational Research Association Qualitative Research SIG Program Co-Chair for years 2017-2019. She received the 2016 Reviewer of the Year from The Qualitative Report. Dr. Wolgemuth has had research funding from the Institute of Education Sciences and the USF New Researcher Grant.
Check out her recent research projects below to see what she has been working on.
recent Research Projects
Wolgemuth, J.R., Rautio, P., Koro-Ljungberg, M., Nordstrom, S., Marn, T., & Clark, A. (in press). Work/think/play/birth/death/terror/qualitative/research. Special Issue “Work/Think/Play in Qualitative and Post-Qualitative Research,” Qualitative Inquiry. Published online in advance of print.
Wolgemuth, J.R., Hicks, T., & Agosto, V. (2017). Unpacking assumptions in meta-analysis and best evidence systematic reviews: A critical construct synthesis approach. Educational Researcher, 46(3), 131-139.
Collective [Bridges-Rhoads,S.+VanCleave, J.+Wolgemuth, J.R.+Holbrook, T.] (2017). I am Nel: Becoming (in)coherent scholars in neoliberal times. Cultural Studies, Critical Methodologies, 17(3), 251-261.
Marn, T., & Wolgemuth, J.R. (2017). Purposeful entanglements: A new materialist analysis of transformative interviews. Qualitative Inquiry, 23(5), 365-374.
Wolgemuth, J.R., Agosto, V., Lam, Y.H., Riley, M., Hicks, T.A., & Jones, R. (2016). Storying transition-to-work for/and youth on the autism spectrum in the United States: A critical construct synthesis of academic literature. Disability & Society, 31(6), 777-797.
Wolgemuth, J.R. (2016). Driving the paradigm: (Failing to teach) methodological ambiguity, fluidity, and resistance in qualitative research. Qualitative Inquiry, 22(6), 518-525.
Wolgemuth, J.R., Erdil-Moody, Z., Opsal, T., Cross, J., Kaanta, T., Dickmann, E., & Colomer, S. (2015). Participants’ experiences of the qualitative interview: Considering the importance of research paradigms. Qualitative Research, 15(3), 351-372.