Hi Jacob,

Thanks for the great opportunity to reflect on this topic. 

When I first heard of the imposter syndrome concept, I had never thought of myself as being less or not fulfilling requirements of work and life. Now that I have given this topic more consideration, I cannot help but remember all the times I fall short. As a human, I am constantly confronted with challenges and opposition. This is certain.

With much thought, prayer, and supplication about my shortcomings, I have come to realize that it is the forgiving love of Jesus Christ that can make up the difference. Between my mistakes, tremendous and often embarrassing learning experiences, all the way to focusing on the work and trying hard to become who I am destined to be. After all I can do, it is my love for Him and all who I come in contact with that make up for my lack, or symptoms from imposter syndrome. 

There is always room for improvement. Just when we thought we understood a concept or obtained a new certification or degree, we can always look forward to more humbling learning experiences and a chance to start over or try again.

I am interested to hear what others are feeling about this malady!  -Sky 

Thank you for sharing this, Sky! I believe the feeling of "not being enough" is something that people can encounter frequently. How often do we receive positive feedback at our jobs? If we are doing well, we don't hear anything, but if there is an issue - regardless of how well we consistently perform - we hear about it. 

This makes me think about the masks our students might wear and how our presence can impact them. How can we "be" there with them and give each student some attention when we are so busy? 

Jacob

Great Question, Jacob.

The approach I use with my students is to work toward building trust and a safe learning environment. I do this by offering my experience and resources that I try to customize according to each learner's need for personalized instruction. I think it is psychologically effective to greet them with their names in personal feedback and offer encouragement and constructive criticism (Rae & Cochrane, 2008). 

A deeper strategy I think may help learners to receive my feedback is by acknowledging their effort, explicitly stating the potential issue that needs improvement, and ending with a positive statement to support their learning and growth (Narciss et al., 2014). I think this might help 'soften the blow' of feedback that may have been construed as negative or hard to accept. 

Additionally, exercising compassion and offering grace when I have evidence that they are trying hard to fulfill all of the expectations always elicits appreciation and helps to build mentorship relationships with my learners.  

References

Narciss, S., Sosnovsky, S., Schnaubert, L., Andrès, E., Eichelmann, A., Goguadze, G., & Melis, E. (2014). Exploring feedback and student characteristics relevant for personalizing feedback strategies. Computers & Education, 71, 56-76.

Rae, A. M., & Cochrane, D. K. (2008). Listening to students: How to make written assessment feedback useful. Active learning in higher education, 9(3), 217-230.

Kathryn Tomlinson Great strategy, Sky! Students are looking for acknowledgment, and I believe that when we do so - even if the grade is not what they or we hoped for - we are laying the groundwork for a great, working relationship moving forward. 

Jacob

During one of my online classes, a student shared some information in her assignment that went far beyond what I had taught on the topic. As I read through her work, I realized she actually knew more about that specific area than I did. For a moment, I felt that familiar twinge of imposter syndrome. I questioned whether I really belonged in the “teacher” role if my student had more expertise in that area (and this was an area I had done extensive research, so of course my first instinct was she was wrong and then I realized I was wrong!)

Instead of ignoring it, I decided to reach out to her privately. I thanked her for the depth of her research and admitted that she had taught me something new. Then, I took time to read the sources she cited and learned so much in the process. When I followed up with her, I affirmed how valuable her contribution was and shared how her work had even inspired me to dig deeper into the topic.

That exchange became such a meaningful moment. Not only did it help me move from self-doubt to self-trust, but it also reminded me that great teaching is not really about knowing everything (although I do want to know everything…. But, alas, that is not possible!). It is about being open, authentic, and willing to learn alongside our students. That private moment built a genuine connection between us and reminded me that humility can be one of the most powerful teaching tools we have.

• Kimber Underdown

Kimber Underdown Thank you for sharing this, Kimber. It takes a great deal of vulnerability to be a good teacher (and you are an excellent teacher)! I believe that students respond to that, which helps us earn the trust of our students—and, just as importantly, ourselves.

Jacob

Hi Jacob, what a beautifully produced video and thank you for sharing this.  As an adjunct instructor and doctoral mentor, I find it challenging to address the purpose and price of masks, as well as the effects of imposter syndrome, both in myself and in those I guide. In academia, there is an unspoken expectation to always appear confident, composed, and in control, which can make it difficult to show vulnerability or uncertainty. In all honesty, these professional “masks” help me maintain authority in the classroom and credibility with my doctoral students, yet they sometimes come at the cost of genuine connection and openness. Imposter syndrome can quietly reinforce this tension, making me question my own expertise or worthiness despite my accomplishments. I often see similar struggles in my students, who fear not measuring up to scholarly or professional standards.  The only way I can navigate these challenges is through self-reflection, empathy, and the willingness to model authenticity to myself and my students.  Christina

Christina Anastasia, our Social Presence Literacy Lab colleague, Elizabeth, whom we affectionately refer to as "E," produced the video and put a great deal of her personal experience into it. We all have many roles that we inhabit, and when things get out of whack, we often find ourselves putting on a mask to project what we believe others want us to be, rather than being present in that role. Presence is an invitation to take the mask off, ease those tensions, celebrate what we do know, and anticipate what we can discover! Thank you for sharing! 

Fantastic video! Imposter syndrome has a sneaky way of showing up... It’s like that quiet voice that whispers, “You don’t really belong here,” right when you’re doing something meaningful. I’ve definitely felt that tension between wanting to show up fully and worrying that maybe I don’t have the “right” to. Amy Cuddy shares in her book Presence about how we often step out of alignment when fear takes over—how our thoughts, feelings, and behaviors stop syncing up, and we start performing rather than being. That really resonates with me.

When I think about moments of self-doubt, what’s helped me most isn’t pushing harder or trying to prove I belong (believe me I have tried... and still probably try)—it’s pausing long enough to reconnect with why I’m here and who I’m with. In the Community of Inquiry framework, social presence is about showing up as a real, authentic human being—someone who can laugh, question, reflect, and even admit uncertainty. Ironically, the very act of sharing our vulnerability often deepens connection, both with others and with ourselves.

When I start feeling that imposter energy creeping in, I try to breathe, to ground myself in purpose, and to lean into community. Sometimes that’s a trusted friend, a spouse, my children, or even a moment of prayer. I remind myself that presence isn’t about perfection—it’s about being fully here, even when I feel unsure.

So maybe the shift from self-doubt to self-trust isn’t a single leap but a gentle turning toward truth... toward belonging, connection, and grace.

Tom