That Registrar is Sus
03/07/22 • 42 min
Imposter Phenomenon was first identified and written about by two female clinical psychologists in 1978. Sometimes referred to as “imposter syndrome,” it describes feelings of inadequacy or fear of being “found out” and is estimated to affect upwards of 70% of professionals, both women and men. In this episode, we talk to a friend and former colleague, Emy Farley, about her experience with feelings of imposter phenomenon, ways she manages those feelings for herself, and strategies to acknowledge and minimize those feelings in others.
Key Takeaways:
- A registrar’s office is an exceptionally complicated organization within any institution, and it can be intimidating for people starting out in an office. This can lead to feelings that they should know everything right away, and it’s important to nurture an office culture of speaking up to ask questions.
- Affirming accomplishments can go a long way to building someone’s confidence, which can also help diminish imposter phenomenon feelings. Leaning into your strengths and asking for assistance with your weaknesses is another strategy. Teamwork makes the dream work.
- It is completely valid for a person of privilege to experience imposter phenomenon. But also recognize that people in your office or students at your institution who may not have as much privilege will also be experiencing those feelings, and likely more intensely or more frequently. As a manager, a supervisor, a registrar...as a human being it’s vital to give people grace and space and make sure that they feel welcome and included.
Guest:
Emy Farley
Workday and ERP Product Manager
Bowdoin College
[email protected]
References and Additional Information:
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. https://doi.org/10.1037/h0086006
Craig, L. (2018). Are you suffering from imposter syndrome? Psychological Science Agenda. http://www.apa.org/science/about/psa/2018/09/imposter-syndrome
Parkman, A. (2016). The imposter phenomenon in higher education: Incidence and impact. Journal of Higher Education Theory and Practice, 16(1), 51–60.
Dr. Pauline Rose Clance – CIPS Test and additional information: https://paulineroseclance.com/impostor_phenomenon.html
Valerie Young – Imposter Syndrome Expert: https://impostorsyndrome.com/10-steps-overcome-impostor/
TED Talk: Dena Simmons on How Students of Color Confront Impostor Syndrome: https://www.ted.com/talks/dena_simmons_how_students_of_color_confront_impostor_syndrome
Core Competencies:
Imposter Phenomenon was first identified and written about by two female clinical psychologists in 1978. Sometimes referred to as “imposter syndrome,” it describes feelings of inadequacy or fear of being “found out” and is estimated to affect upwards of 70% of professionals, both women and men. In this episode, we talk to a friend and former colleague, Emy Farley, about her experience with feelings of imposter phenomenon, ways she manages those feelings for herself, and strategies to acknowledge and minimize those feelings in others.
Key Takeaways:
- A registrar’s office is an exceptionally complicated organization within any institution, and it can be intimidating for people starting out in an office. This can lead to feelings that they should know everything right away, and it’s important to nurture an office culture of speaking up to ask questions.
- Affirming accomplishments can go a long way to building someone’s confidence, which can also help diminish imposter phenomenon feelings. Leaning into your strengths and asking for assistance with your weaknesses is another strategy. Teamwork makes the dream work.
- It is completely valid for a person of privilege to experience imposter phenomenon. But also recognize that people in your office or students at your institution who may not have as much privilege will also be experiencing those feelings, and likely more intensely or more frequently. As a manager, a supervisor, a registrar...as a human being it’s vital to give people grace and space and make sure that they feel welcome and included.
Guest:
Emy Farley
Workday and ERP Product Manager
Bowdoin College
[email protected]
References and Additional Information:
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. https://doi.org/10.1037/h0086006
Craig, L. (2018). Are you suffering from imposter syndrome? Psychological Science Agenda. http://www.apa.org/science/about/psa/2018/09/imposter-syndrome
Parkman, A. (2016). The imposter phenomenon in higher education: Incidence and impact. Journal of Higher Education Theory and Practice, 16(1), 51–60.
Dr. Pauline Rose Clance – CIPS Test and additional information: https://paulineroseclance.com/impostor_phenomenon.html
Valerie Young – Imposter Syndrome Expert: https://impostorsyndrome.com/10-steps-overcome-impostor/
TED Talk: Dena Simmons on How Students of Color Confront Impostor Syndrome: https://www.ted.com/talks/dena_simmons_how_students_of_color_confront_impostor_syndrome
Core Competencies:
Previous Episode
A Deeper Dive Into AACRAO
The American Association of Collegiate Registrars and Admissions Officers (AACRAO) is not just the sponsor of this podcast. It’s also a vibrant professional association with full-time staff dedicated to advancing the work of records and admissions offices in higher education. In this episode, we hear from Interim Executive Director Melanie Gottlieb to explore the organization and structure of AACRAO and about the various initiatives, offerings, and support AACRAO offers its members.
Key Takeaways:
- Check out the interview with Melanie in College & University (link below) that you should check out as an on-ramp into reading an AACRAO journal. Also, the “Campus Viewpoint” feature in C&U is a good way for new staff to get a sense of things happening on campuses across higher education.
- Getting involved in your State & Regional association is a great way to springboard into a leadership role with AACRAO (but you can also just volunteer for a position with AACRAO directly, too).
- AACRAO has a lot to offer its members: poke around the website, reach out to an AACRAO staff member, explore the member directory and make some connections
Guest:
Melanie Gottlieb
Interim Executive Director, AACRAO
[email protected]
References and Additional Information:
C&U Interview with Melanie Gottlieb
Core Competencies:
Next Episode
Microcredentials and You
There is a growing movement in higher education to identify ways to offer more accessible learning for our students and for members of our communities. Microcredentials have the potential to fill that need. Whether for credit or not, course-based or not, transcripted or not, a microcredential can be used to represent a specific learning objective or set of learning objectives. In this episode we talk to colleagues from the University of Colorado - Boulder to hear about their efforts to stand up a microcredential program and what planning, policies and procedures, communication, and technical infrastructure is needed.
Key Takeaways:
- A microcredential is not the same thing as a “badge.” A badge is to a microcredential as a diploma is to a degree program. A badge can be issued to represent the completion of a microcredential.
- Take the time to be thoughtful and prepare for a microcredential program offering at your institution. You can get a badging platform and start issuing badges tomorrow if you want, but the underlying policies, procedures, and administrative infrastructure are critical for ongoing success.
- Identify your institution’s “why,” when considering offering microcredentials. Are they meant to be revenue generating? Are they free? What are the standards for a microcredential program? Who is your potential microcredential population?
Guests:
Kristi Wold-McCormick
Assistant Vice Provost and University Registrar
University of Colorado-Boulder
[email protected]
Noah Geisel
Microcredentials Program Manager
University of Colorado-Boulder
[email protected]
https://twitter.com/senorg/
References and Additional Information:
Carey, K. L., & Stefaniak, J. E. (2018). An exploration of the utility of digital badging in higher education settings. Educational Technology Research and Development, 66(5), 1211–1229. https://doi.org/10.1007/s11423-018-9602-1
Global Silicon Valley. (2021, August 18). Stage X The Future of Higher Education | ASU+GSV 2021. https://www.youtube.com/watch?v=yhm75Zc6NOU
Hall-Ellis, S. D. (2016). Stackable micro-credentials – a framework for the future. The Bottom Line, 29(4), 233–236. https://doi.org/10.1108/BL-02-2016-0006
George Washington University - Call for microcredential research proposals (Due April 2022)
ASU to Issue 100 Million Digital Badges by 2030
Credential Engine to Use Linked, Open Data to Improve Learning and Employment Records
Digital Credentials Showcase Learning and Workplace Achievements
The Badge Summit, Boulder, CO; August 1-2, 2022, https://twitter.com/BadgeSummit
SEM Live: Microcredentials and Badges
Core Competencies:
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