1. What is imposter syndrome? How does it differ from low self esteem?

2. What is pluralistic ignorance and how does it contribute to imposter syndrome?

3. In Holden et al., is there a difference in the degree to which imposter syndrome is experienced by first-generation vs. continuing generation students?

4. How do self-oriented perfectionism, socially prescribed perfectionism, and others-oriented perfectionism differ?

5. How did the researchers go about measuring imposter syndrome? What were their suggestions for mitigating it (in the Discussion section)?

1. What is a stereotype threat? How does stereotype threat manifest differently in a single test-taking experience compared with a more long-term academic experience (i.e. a semester/major)?

2. How does stereotype threat differ from “self-fulfilling prophecies”?

3. How might stereotype threat lead to disidentification with the field of study? Why does this seem to occur more frequently among high-achieving students?

4. How can departments/organizations prevent or reduce stereotype threat according to Steele (or your own ideas)? What should be the role of mentors/TAs in these efforts?

Pendakur:

1. How does Pendakur’s ‘opportunity gap’ in higher education differ from the more commonly discussed ‘achievement gap?'

2. What harm can standardized, identity-neutral approaches to education do, especially for historically underrepresented populations?

3. What is the difference between an identity-conscious and identity-centered approach to learning/academic environments?

Dounas-Frazer:

4. This article mentions research that measures several harmful effects that some active learning strategies have on certain students. What are these, and how do they happen?

5. What strategies does the article suggest to address instances that might otherwise marginalize or exclude students?

1. Some of the recommendations in Ambrose are geared more towards faculty, but what are some ways mentors implement “goal oriented practice” and provide “targeted feedback”? How might this change for TAs or graders?

2. Refer to Figure 1.1 in Hattie & Clarke summarizing their recommended feedback strategies. Which of these stand out to use as potentially most effective? Least effective?

3. According to Hattie & Clarke, how have grades and feedback used together affect the students’ mindsets and attitude toward academics?

1. What are your thoughts about structuring a review session?

2. Explore a few ways to incorporate the topics we discussed in class into a midterm review session (i.e. metacognition, growth mindset, associative learning, and other teaching strategies we explored).

1. What is associative learning? What are some methods of using associative learning (i.e. metaphors, humor, analogies etc.) How does Khan use these tactics in his writing?

2. Khan claims “you can standardize curricula, but you can’t standardize learning.” How do you interpret this as a learner and/or a mentor?

3. What is the difference between metacognitive knowledge and metacognitive regulation?

4. How does collaborative problem solving foster metacognitive skills among students?

1. What are the instances of mindset intervention that Yeager and Dweck outline, and which are/aren’t supported by evidence?

2. If students demonstrate evidence of a fixed mindset, what type of interventions could mentors/TAs use to assist them? Based on the readings, do you think such interventions are effective?

3. What is “challenge-avoiding pre-failure disposition” (Henry et al., minimodel 1), and why could this happen, even to those with a growth mindset but mastery-avoidance goal orientation?

4. How do goal orientations change based on different learning environments?

5. Refer to Figure 5 in Henry et al. As mentors, how would you support students in both pre-failure and post-failure contexts?

Horii et al.

1. What is active learning and why is it relevant to mentor sessions?

2. What is the benefit of understanding your own problem-solving process as a mentor?

3. What are some useful strategies when working at a board/with a big group/with a small group?

Tanner et al.

1. Tanner #15: What is the role of mentors and TAs in cultivating an environment of access and equity for students?

2. Tanner #18: How can the hypothetical situation mentioned in this section come up in a mentor session?

1. Which of the considerations outlined by Pownall et al. have you experienced (if any) during your first week of classes?

2. What is the role of mentors in helping students navigate the “hidden curriculum” and attaining the hot/cold knowledge?

3. What elements of mentoring/TAing in person are you most excited about and most nervous about? If you are not a mentor or TA this semester, what are you most excited or nervous about as a student?