Helping Student Writers Vanquish Impostor Syndrome
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2020-11-12
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Abstract
Composition leadership will discuss the concept of Imposter Syndrome and strategies to overcome its manifestation in student writers. Often learners lack confidence about college writing, causing them to feel as though they do not belong in the classroom. This is more prevalent in nontraditional students who make up the largest percentage of the PG student body. Additionally, diversity and college readiness level in nontraditional students requires strategies such as competency-based education for success (James, 2019). Because of this, competency-based curriculum and assessment, via rubrics and faculty feedback, must together. Assessment and the feedback that comes with it can serve as a valuable tool and as “the first step towards gaining a sense of belonging to academia” (Chapman, 2015). By delivering both competency-based curriculum as well as formative and holistic feedback, PG courses and faculty can strive to provide a learning environment that leads to greater student inclusivity and success.
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