I encourage you to explore the following research efforts in publications and projects in more depth as they directly relate to my career efforts while at the University of Denver. Specifically, my research agenda was directly influenced by my role as a teaching assistant professor and faculty director in leadership studies. I completed three separate research projects during my time that connect to these roles:
Rooted and Radiant: Women's Narratives of Leadership
I am excited to highlight the book project, Rooted and Radiant: Women's Narratives of Leadership, published in Fall 2023. This project was born from the students in the CWC Leadership Scholars program - who spoke brilliant ideas reframing dominant narratives of leadership and shared powerful stories about their own understanding of being leaders in our world. I felt a deep desire to have these stories shared to a broader audience and believed there were more stories to be heard.
I gathered a collective of 14 leadership educators to be co-researchers and authors for a book on women's narratives of leadership. We collected narratives from women about their understandings and stories of leadership at six different research sites - including an assignment and call from students in the CWC Leadership Scholars program.
As a research team, we co-analyzed themes from across the six research sites and identified connections across chapters to weave the concepts from the project together. This made our final outcome a nuanced and unique version of the "edited" book.
At the end of the 2 year collaborative project, 18 authors and 39 narrative authors are part of the book (sixteen of which are CWC Scholars!). I cannot speak to how this labor of love directly relates to my role as faculty director and teaching assistant professor for the CWC Leadership Scholars. It was born because of the intertwined, beautiful web of my role across teaching within, service across, and research from the program.
Please enjoy a draft version of the first chapter of the book, which gives a more in-depth story of its inception and an overview of the chapters throughout:
I gathered a collective of 14 leadership educators to be co-researchers and authors for a book on women's narratives of leadership. We collected narratives from women about their understandings and stories of leadership at six different research sites - including an assignment and call from students in the CWC Leadership Scholars program.
As a research team, we co-analyzed themes from across the six research sites and identified connections across chapters to weave the concepts from the project together. This made our final outcome a nuanced and unique version of the "edited" book.
At the end of the 2 year collaborative project, 18 authors and 39 narrative authors are part of the book (sixteen of which are CWC Scholars!). I cannot speak to how this labor of love directly relates to my role as faculty director and teaching assistant professor for the CWC Leadership Scholars. It was born because of the intertwined, beautiful web of my role across teaching within, service across, and research from the program.
Please enjoy a draft version of the first chapter of the book, which gives a more in-depth story of its inception and an overview of the chapters throughout:
A Space to Breathe & Grow: A Women & Leadership Program Operates as a Counterspace at a Predominantly White Institution for First-Generation Women of Color
We received an R&R for the submission of our manuscript to the Journal of First Generation College Students regarding a case study on the CWC Leadership Scholars program as a Counterspace for first-generation, Women of Color at a Predominately White Institution (PWI). Co-authored with Dr. Lauren Contreras (former CWC Scholars Program Coordinator) and Dr. Michele Tyson from DU's Higher Education department. This project was close to our hearts and gave a deeper context to the work of the CWC Leadership Scholars Program through a lens of critical race feminism (CRF) qualitative inquiry. See our R&R manuscript:
The (White) Elephant in the Room: Teaching Inclusive Leadership within Predominately White vs. Predominately People of Color Cohorts.
A comparative qualitative case study of students in the two leadership minor programs through analysis of students' written work and reflexive journaling from me as the instructor. This work is in the final stages for submission to the Journal of Leadership Education. It has been a significant learning process in considering the distinctions between an affinity-group space vs. a traditional leadership program. I've deeply reflected on the influences of whiteness in my teaching practice due to this research study.
Publications
The following list is a collection of the publications discussed above as well as publications that I've worked on across my career. Each link will take you to a PDF or website to access the publication.
Insights from a Critical Qualitative Inquiry in Leadership
Lauren N. Irwin, Danyelle J. Reynolds, Adrian L. Bitton, Sharrell Hassell-Goodman, Trisha Teig, Nicholas Tapia-Fuselier
Julie E. Owen, Susan R. Komives, A Research Agenda for Leadership Learning and Development Through Higher Education, Edward Elgar
Integrating Social Justice in Leadership Education
Trisha Teig
Contemporary Issues in Leadership Learning, Kathy L. Guthrie, V Chunoo, Changing the Narrative: Socially Just Leadership Education, Information Age Publishing, pp. 9-26
Trisha Teig, Brittany Devies, Kathy L. Guthrie
Journal of Women and Gender in Higher Education, Revise & Resubmit, 2023
Trisha Teig, Brittany Devies, Kathy L. Guthrie
NASPA Gender and Sexuality Knowledge Community Lavender Paper, 2023
Rooted and Radiant: Women's Narratives of Leadership
Trisha Teig, Brittany Devies, Rebecca Shetty
Contemporary Perspectives on Leadership Learning, Kathy Guthrie, Information Age Publishing, 2023
Part II: Reimagining Leadership Education in Student Affairs Through a Critical Lens
Trisha Teig, DaShawn Dillworth
ACPA Developments, 2022
Applying CRLL in Affinity-Group Leadership Learning
Trisha Teig, Lauren Contreras
Contemporary Issues in Leadership Learning, Cameron C. Beatty, Kathy L. Guthrie, Operationalizing Culturally Relevant Leadership Learning, Information Age Publishing, 2022
Leadership Education: Teaching Resilience for Future Success
Kathy L. Guthrie, Vivechkanand S Chunoo, Trisha Teig
Journal of Higher Education Policy And Leadership Studies, 2021
Trisha Teig, DaShawn Dillworth
ACPA Developments, Winter, 2021
Academic Leadership Programs in the United States
Kathy L. Guthrie, Trisha Teig, Pei Hu
Leadership Learning Research Center, 2018
“Gender Utopias?”: U.S. Student Reflections on Studying Abroad in Norway and Sweden
Kristjane Nordmeyer, Trisha Teig, Nicole Bedera
2017
Highlighted Projects
In addition to the publications above, I have undertaken several research and writing projects that will lead to further publication in the future. I have also received and/or am in process of applying to research grants. These include:
- Fall 2023: Began two research studies within the Leadership Studies team and five leadership studies students, exploring an over 10-year longitudinal study of leadership drawings and a mixed-methods study of belongingness in both of the leadership studies programs.
- Summer 2023: Invited chapter author for the New Directions in Student Leadership series focus on the Leadership Learning Framework. I am co-writing two chapters for this issue - one focused on Observation and one focused on the Culturally Relevant Leadership Learning Framework.
- Spring 2023: Invited chapter author for Role Playing in the forthcoming book: Moving the Needle: Evidence-based Strategies for Developing Leader Capacity.
- Summer 2023: Co-researcher for a project to understand leadership educator preparation in higher education/student affairs graduate programs. This is a collaboration with scholars at five other institutions.
Grants
- Recipient of the Faculty Research Fund grant in 2021-2023 for the Women's Leadership Narratives book project.
- Recipient of the Faculty Research Fund grant for 2023-2025 for the leadership educator research collaborative project.
- Top 20 finalist for the 2022 and 2023 Spencer Foundation Grant
- In February 2022, in collaboration with scholars from Rutgers University - Institute for Women's Leadership and Spelman College's Toni Cade Bambara Scholars/Writers/Activists Program, we submitted a research proposal to study alumnae of feminist leadership programs to the Spencer Foundation. We learned in late 2022 that our proposal made the top 20 finalists but was not selected for the top 8 funded projects. Our team determined to resubmit this year. This is our project proposal for 2023!
