The Mysterious Case of the Doubtful ID

Concurrent Session 7

Session Materials

Brief Abstract

The game is afoot! Solve the mystery of Accelerate Manor and find the imposter hidden among us. Or, perhaps, you are the imposter. Join us for an interactive mystery game as we look at the culprits of imposter syndrome and discover strategies to help form a support system.

 

Presenters

Lead Presenter: Adam Davi, University of Arizona

Co-presenter: Dorothy Loftin, Oregon State University - Ecampus

Dorothy Loftin holds a Master's of Science in Educational Information Technology and is an Instructional Design Specialist at Oregon State University, ranked Top 10 in the national by U.S. News & World Report. She has presented at national and international conferences and she trains course developers in an award winning faculty development program recognized by the Online Learning Consortium for Excellence in Faculty Development for online teaching. Dorothy is the lead expert on accessibility at Oregon State University Ecampus.

Extended Abstract

The first known use of imposter syndrome was in 1982, and studies on the “imposter phenomenon” date back to 1978 in a study by Dr. Pauline Clance and Dr. Suzanne Imes on “The Impostor Phenomenon in High Achieving Women: Dynamics and Therapeutic Intervention”.  Today, imposter syndrome is something that can be felt by all individuals at some point in their lives.  Whether it is related to academic, career, or social progress, the feelings of imposter syndrome can be debilitating, at times.  “Imposter feelings often arise most acutely from threshold crossing,” which is likely to impact instructional designers, who often come to the field from other professions or vocational fields (Jamison, 2023).  When it comes to instructional design work, it is easy to compare one’s self to others in the field bringing up feelings of inadequacy and failure. A simple scroll through social media can present the idea that others are being more innovative or creative and advancing issues in the field, triggering the idea of social comparison online (Myers, 2021).  But what you might not realize is that many others are having the same feelings as you, and that’s ok.  What is important to understand is that you and the work you are doing is valuable.  

Join us for an interactive mystery game in which the process of solving the mystery also gives participants a look into the causes of imposter syndrome while also examining some coping strategies.  Each participant will be given a role to play in the story and will have to work together to solve the mystery.  After the mystery is solved, we will engage in a group discussion about how imposter theory manifests itself in the instructional design field and what methods you can implement to combat that thinking.

 

Interactivity

Mystery game in which each participant is given a role to play and will interact with others to solve the mystery.  As they interact with others in the game they will learn about the causes and effects of imposter syndrome.   

 

Outcomes

  • Identify the causes of feelings of imposter syndrome

  • Evaluate strategies for coping with those feelings

  • Develop support systems to recognize value in our work

 

Takeaways

  • Coping strategies to use when facing imposter syndrome

  • Techniques for building a support system

  • How to adapt a mystery game for a learning activity

 

References

Myers, B. (2021). The ‘Imposter’ identity: Imposter syndrome, success, and social Media’s effects on the self (Order No. 28721019). Available from ProQuest Dissertations & Theses Global. (2580989097). Retrieved from https://ezproxy.library.arizona.edu/login?url=https://www.proquest.com/dissertations-theses/imposter-identity-syndrome-success-social-media-s/docview/2580989097/se-2

Jamison, L. (2023, February 6). Why everyone feels like they're faking it. The New Yorker. Retrieved May 1, 2023, from https://www.newyorker.com/magazine/2023/02/13/the-dubious-rise-of-impostor-syndrome 

Clance, P. R., & Imes, S. A. (1978). The imposter phenomenon in high achieving women: Dynamics and therapeutic intervention. Psychotherapy: Theory, Research & Practice, 15(3), 241–247.