I was sitting in a workshop in beautiful Savannah, Georgia when I first heard about Imposter Syndrome (also called Imposter Phenomenon). Not knowing what this meant, I did what anyone under the age of 50 does when they don’t know what something means: we Google it (can we all agree that ‘Google’ can now be officially used as a verb?). So, I Googled “Imposter Syndrome” and came across a 2016 article from the Chronicle of Higher Education called Imposter Syndrome is Definitely a Thing. This article, written from the point of view of a university lecturer to her “past graduate-student self,” explains that Imposter Syndrome is “the feeling that you don’t belong — in graduate school or in your first academic or alt-ac job — and it’s more common that you might think. It makes people believe that they aren’t good enough, smart enough, or deserving enough” (Herrmann, 2016). This reminded me of an experience I had at a conference a couple years ago. After participating in a 3-hour long universally-designed, hands-on workshop, and, enduring a grueling 50 minute “sit and get” session, I was struck by the contrast in the way I felt about myself as a learner in each setting. In the “sit and get” session, I was lost. I felt like I didn’t fit in. I felt like a kid sitting at the adult table at Thanksgiving, trying to participate in conversations I didn’t actually understand. I hated it. I hated every minute of it. I learned nothing, and I was frustrated and felt like giving up. I think I actually left after about 30 minutes because, as an ADHD adult, I was crawling out of my skin. In the universally-designed, 3-hour workshop, however, I felt smart. I felt like an equal among equals. I felt like I fit in and like I was an asset to the session. I only looked at my watch once, and when I did, I remember thinking, “there’s no way it’s already been 2 ½ hours!” The following is a document I typed up after this experience: If two contrasting instructional settings can make the same person feel completely different about themselves as a learner, then there’s got to be something else going on…other than Imposter Syndrome. Now, let me be clear, I’m not saying that Imposter Syndrome isn’t “a thing”. What I am saying is that the effects of Imposter Syndrome; low self-esteem, lowered retention rates, and declining feelings of self-efficacy, can be ameliorated by infusing instruction with Universal Design for Learning (UDL). So, here is my top 3 list for how to reduce students’ symptoms of Imposter Syndrome with UDL: 1. Assume Nothing!- Educators often assume that students come into their classrooms with a certain level of background information readily available within their working memory. This reminds me of something my high school drama teacher, Mr. Russell, used to say, “Assuming makes an A**out of U and ME (ASSUME)”. So true! When an educator hits the ground running in a lesson, without reviewing prerequisite background knowledge, they are essentially running over some of their students as they drive off in the distance. Now, that’s a little dramatic, but you get the picture. UDL suggests that we provide options for Comprehension by:
2. Always explain- “And Here’s Why…”- Students can become disengaged when they don’t understand how content applies to them, and this can often lead to students checking out emotionally, or worse, dropping out. While we, as professional educators, completely understand why certain knowledge and skills are necessary for future success in school and careers, students often can’t see those connections for themselves. It is our job, as educators, to explicitly show students how the readings, assignments, activities, labs and exams are relevant to their future hopes and dreams. UDL suggests that we provide options for Recruiting Interest by:
3. Support Executive Functioning- One of the areas in which students most often request help at our institution, is executive functioning. They are asking for things like help with scaffolding assignments by breaking them down into smaller chunks, help with planning and study skills and help with organization. Many educators assume that because they, themselves, have these skills, their students should have them as well. However, this is not true. Give students explicit instructions for how to break down large reading assignments, writing assignments, and projects into smaller pieces, or how to organize their materials. UDL suggests that we provide options for Executive Functions by:
For more information on Universal Design for Learning (UDL), check out the CAST UDL guidelines website. Herrmann, R. (2016, November 17). Impostor Syndrome Is Definitely a Thing. Retrieved from https://www.chronicle.com/article/Impostor-Syndrome-Is/238418
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AuthorJennifer Pusateri is a Universal Design Consultant at the University of Kentucky's Center for the Enhancement of Learning and Teaching (CELT). Archives
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