Overcoming Imposter Syndrome in Online Doctoral Classrooms
About the Presenter(s)
Corinne Brion, Assistant Professor, Educational Administration
Carol Rogers-Shaw, Adjunct Faculty
Kara Czepiel, doctoral student
Megan Burden-Cousins, doctoral student
Colissa Brogden, doctoral student
Location
Kennedy Union Room 222
Start Date
4-1-2023 11:00 AM
End Date
4-1-2023 11:50 AM
Abstract/Description
In online education, class culture plays a significant role; a positive culture promotes both student and collective efficacy, enhances learning, and fosters a sense of belonging, thus reducing doctoral student experiences of imposter syndrome. When professionals return to school to pursue advanced degrees, they experience a pronounced shift in culture as their responsibilities, daily lives, and goals change. This can lead to a sense of belonging or othering within their online courses. Othering, for example, can be the result of a learner being from a non-dominant cultural group. Feeling marginalized can lead to anxiety, higher stress levels, isolation, and imposter syndrome, which in turn negatively affect learning outcomes.
Increased access to online education has led to more diversity within doctoral courses in terms of geography, disability, race, ethnicity, age, professional background, and socioeconomic status among other cultural identities. Programs and class cultures that use effective collaboration and communication to foster inclusion enable learners to negotiate the presence of their multiple identities through.
Goals for Attendees
This informative visual and interactive presentation will share strategies for creating a classroom culture that is inclusive and establishes inviting learning spaces through active engagement, discussion, and reflection. There will be opportunities to collaborate, to dialogue, to reflect, and to share techniques to overcome imposter syndrome through intentional cultural inclusion. By modeling inclusivity and a sense of belonging in class, future leaders will be equipped to do create intentionally inviting organizational cultures in their work places.
Overcoming Imposter Syndrome in Online Doctoral Classrooms
Kennedy Union Room 222
In online education, class culture plays a significant role; a positive culture promotes both student and collective efficacy, enhances learning, and fosters a sense of belonging, thus reducing doctoral student experiences of imposter syndrome. When professionals return to school to pursue advanced degrees, they experience a pronounced shift in culture as their responsibilities, daily lives, and goals change. This can lead to a sense of belonging or othering within their online courses. Othering, for example, can be the result of a learner being from a non-dominant cultural group. Feeling marginalized can lead to anxiety, higher stress levels, isolation, and imposter syndrome, which in turn negatively affect learning outcomes.
Increased access to online education has led to more diversity within doctoral courses in terms of geography, disability, race, ethnicity, age, professional background, and socioeconomic status among other cultural identities. Programs and class cultures that use effective collaboration and communication to foster inclusion enable learners to negotiate the presence of their multiple identities through.
Comments
Thank you!