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Challenges included role issues and fewer meetings over time. The study positions mentoring as a way to support assessment preparation, strengthen coordination, and enhance assessment practices within student affairs and higher education.",{"@graph":14,"@context":72},[15,34,55],{"@type":16,"itemListElement":17},"BreadcrumbList",[18,23,27,31],{"item":19,"name":20,"@type":21,"position":22},"https://docshare.wps.com","Home","ListItem",1,{"item":24,"name":25,"@type":21,"position":26},"https://docshare.wps.com/document/","Document",2,{"item":28,"name":29,"@type":21,"position":30},"https://docshare.wps.com/document/research-report/","Research & Report",3,{"item":32,"name":10,"@type":21,"position":33},"https://docshare.wps.com/document/the-benefits-and-challenges-of-peer-mentoring-in-a-professional-development-opportunity-based-on-the-assessment-evaluation-and-research-competencies/599111/",4,{"url":32,"name":10,"@type":35,"image":36,"author":41,"headline":10,"publisher":44,"fileFormat":47,"inLanguage":8,"description":12,"dateModified":48,"datePublished":49,"encodingFormat":47,"isAccessibleForFree":50,"interactionStatistic":51},"DigitalDocument",{"url":37,"@type":38,"width":39,"height":40},"https://docshare.wps.com/thumbnails/the-benefits-and-challenges-of-peer-mentoring-in-a-professional-development-opportunity-based-on-the-assessment-evaluation-and-research-competencies/599111.png","ImageObject",300,407,{"name":42,"@type":43},"kopisore","Person",{"url":19,"name":45,"@type":46},"DocShare","Organization","application/pdf","2026-10-21","2026-10-15",true,{"@type":52,"interactionType":53,"userInteractionCount":30},"InteractionCounter",{"@type":54},"ViewAction",{"@type":56,"mainEntity":57},"FAQPage",[58,64,68],{"name":59,"@type":60,"acceptedAnswer":61},"What is the study’s main purpose regarding peer mentoring?","Question",{"text":62,"@type":63},"To explore student affairs professionals’ experiences with peer and step-ahead mentoring relationships in a professional development course series focused on assessment.","Answer",{"name":65,"@type":60,"acceptedAnswer":66},"What benefits of peer mentoring are reported by participants?",{"text":67,"@type":63},"Participants gained a different perspective, opportunities to mentor and be mentored, and a stronger understanding of assessment.",{"name":69,"@type":60,"acceptedAnswer":70},"What challenges did respondents report over time?",{"text":71,"@type":63},"Respondents reported role issues and fewer meetings as time progressed, which created challenges for the mentoring process.","https://schema.org",{"og:url":32,"og:type":74,"og:title":10,"og:site_name":45,"og:description":12},"article",{"robots":76,"canonical":32},"index,follow",{"doc_id":78,"site_id":7},599111,1792165345,{"code":4,"msg":81,"data":82},"success",[83,87,91,95,100,105,110,114,119,122,126],{"id":22,"doc_module":4,"doc_module_name":25,"category_name":84,"show_sort_weight":85,"slug":86},"Story & Novel",90,"story-novel",{"id":26,"doc_module":4,"doc_module_name":25,"category_name":88,"show_sort_weight":89,"slug":90},"Literature",80,"literature",{"id":33,"doc_module":4,"doc_module_name":25,"category_name":92,"show_sort_weight":93,"slug":94},"Exam",70,"exam",{"id":96,"doc_module":4,"doc_module_name":25,"category_name":97,"show_sort_weight":98,"slug":99},5,"Comic",60,"comic",{"id":101,"doc_module":4,"doc_module_name":25,"category_name":102,"show_sort_weight":103,"slug":104},6,"Technology",50,"technology",{"id":106,"doc_module":4,"doc_module_name":25,"category_name":107,"show_sort_weight":108,"slug":109},7,"Healthcare",40,"healthcare",{"id":111,"doc_module":4,"doc_module_name":25,"category_name":29,"show_sort_weight":112,"slug":113},8,30,"research-report",{"id":115,"doc_module":4,"doc_module_name":25,"category_name":116,"show_sort_weight":117,"slug":118},9,"Religion & Spirituality",20,"religion-spirituality",{"id":117,"doc_module":4,"doc_module_name":25,"category_name":120,"show_sort_weight":117,"slug":121},"World Cup","world-cup",{"id":123,"doc_module":4,"doc_module_name":25,"category_name":124,"show_sort_weight":123,"slug":125},10,"Lifestyle","lifestyle",{"id":127,"doc_module":4,"doc_module_name":25,"category_name":128,"show_sort_weight":96,"slug":129},19,"General","general",{"code":4,"msg":81,"data":131},{"doc_id":78,"user_id":132,"nickname":42,"user_avatar":133,"doc_module":4,"category_id":111,"category_name":29,"doc_title":10,"doc_description":12,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":30,"is_deleted":4,"is_public":22,"is_downloadable":22,"audit_status":22,"page_count":139,"language":140,"language_code":8,"site_id":7,"html_lang":8,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":12,"update_tm":144,"read_time":145},962090880963,"https://ap-avatar.wpscdn.com/davatar_6f874abed73319feea01a86fa6f0fab8","THE BENEFITS AND CHALLENGES OF PEER MENTORING IN A PROFESSIONAL DEVELOPMENT OPPORTUNITY BASED ON THE ASSESSMENT, EVALUATION, AND RESEARCH COMPETENCIES  \nLisa M. Baumgartner  \nTexas State University  \nBrett Brunner  \nKeegan N. Nicholas  \nArkansas Tech University  \nWe explored the benefits and challenges of peer mentoring for student affairs professionals who are learning about assessment. Participants benefited from gaining a different perspective, mentoring, and being mentored. Respondents reported that role issues and fewer meetings over time were challenges. Findings have implications for training student affairs  \nprofessionals.  \nAuthor note: Affiliations at the time when the study was conducted: Lisa M. Baumgartner, Educational Administration and Human Resource Development, Texas A&M University;Brett Bruner, Division of Student Affairs, Fort Hays State University; Keegan N. Nichols, Division of Student Affairs, Fort Hays State UniversityBrett Bruner and Keegan N. Nichols are now at Arkansas Tech University, Division of Student Affairs.  \nAcknowledgements: The authors would like to acknowledge this research was supported by a grant from the Division of Student Affairs at Fort Hays State University, Hays, KS. Aspects of this paper were presented at the 2017 Hawaii International Education Conference in Honolulu, Hawaii.  \nPlease direct inquires about this manuscript to: Lisa M. Baumgartner, [lbaumgartner@txstate.edu](lbaumgartner@txstate.edu)  \n[College Student Affairs Journal](College Student Affairs Journal), Volume 37(2), pp. 155-168 ISSN 2381-2338  \nCopyright 2019 Southern Association for College Student Affairs All rights of reproduction in any form reserved.  \n156 College Student Affairs Journal Vol. 37, No. 2, 2019  \nDespite decades of attention to assess  \nment in student affairs, and Council  \nfor the Advancement of Standards in Higher Education (CAS) standards that indicate that assessment, evaluation, and research be part of master’s level student affairs preparation programs, the attention programs pay to assessment varies (CAS, 2013; Henning & Roberts, 2016) . Assessment may be a required course, an elective or not included in a master’s program (Henning & Roberts, 2016) . Student affairs professionals may not be adequately prepared, believe that they do not have the expertise or time to assessment programs or they may fear assessment (Elkins, 2015; Fuller & Lane, 2017; Young & Janosik, 2007 as cited in Herdlein, Riefler & Mrowka, 2013) . Further, assessment duties are most often assigned to those with other administrative responsibilities, so they may want an efficient way to understand assessment (Sandeen & Barr, 2006) .  \nTo promote a positive culture of assessment in student affairs and higher education, a collegial atmosphere is needed (Seagraves & Dean, 2010) . Mentoring relationships may lessen the fear of assessment and increase skills. In the traditional mentor relationship, a person with more years of experience is paired with someone with significantly less experience whereas a “step-ahead” mentor is one level above his or her protégé in the organization and a peer mentor is at the same level (Ensher & Murphy, 2011, p. 255) .  \nMentoring may help student affairs professionals avoid common pitfalls in conducting assessment which include acting alone, poor coordination among student affairs areas, and assessments being too narrowly focused (Sandeen & Barr, 2006) . Mentoring may help student affairs professionals understand a broader picture, lead to assessment coordination among student affairs professionals, and improve assessment practices.  \nMentoring is vital to the success of student affairs professionals (Calhoun & Taub,  \n2014) . Much of the literature on peer and near-peer mentoring in higher education has focused on faculty (Ockene, Milner, Thorndyke, Congdon, & Cain, 2017; Thomas, Bystydzienski, & Desai, 2015) . Mentoring literature in the context of student affairs has concentrated on such th","cbCaiu8mhVEv0Ciy","https://ap.wps.com/l/cbCaiu8mhVEv0Ciy","pdf",171415,14,"English","# Introduction\n## Research purpose and questions\n# Assessment in Student Affairs\n## Importance and competencies\n# Peer mentoring: benefits and challenges\n## Reported benefits\n## Reported challenges","[{\"question\":\"What is the study’s main purpose regarding peer mentoring?\",\"answer\":\"To explore student affairs professionals’ experiences with peer and step-ahead mentoring relationships in a professional development course series focused on assessment.\"},{\"question\":\"What benefits of peer mentoring are reported by participants?\",\"answer\":\"Participants gained a different perspective, opportunities to mentor and be mentored, and a stronger understanding of assessment.\"},{\"question\":\"What challenges did respondents report over time?\",\"answer\":\"Respondents reported role issues and fewer meetings as time progressed, which created challenges for the mentoring process.\"}]","THE BENEFITS AND CHALLENGES OF PEER MENTORING IN A PROFESSIONAL DEVELOPMENT OPPORTUNITY BASED ON THE ASSESSMENT, EVALUATION, AND RESEARCH COMPETENCIES | PDF",1792088191,35]