Journal of Academic Ethics

, Volume 10, Issue 2, pp 137–150

Examining the Impact of Dons Providing Peer Instruction for Academic Integrity: Dons’ and Students’ Perspectives

  • Lucia Zivcakova
  • Eileen Wood
  • Gail Forsyth
  • Navinder Dhillon
  • Danielle Ball
  • Brittany Corolis
  • Amanda Coulas
  • Stephen Daniels
  • Joshua Hill
  • Anja Krstic
  • Amy Linseman
  • Marjan Petkovski
Article

DOI: 10.1007/s10805-012-9153-8

Cite this article as:
Zivcakova, L., Wood, E., Forsyth, G. et al. J Acad Ethics (2012) 10: 137. doi:10.1007/s10805-012-9153-8
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Abstract

A peer instruction model was used whereby 78 residence dons (36 males, 42 females) provided instruction regarding academic integrity for 324 students (125 males, 196 females) under their supervision. Quantitative and qualitative analyses were conducted to assess survey responses from both the dons and students regarding presentation content, quality, and learning. Overall, dons consistently identified information-based slides about academic integrity as the most important material for the presentations, indicating that fundamental information was needed. Although student ratings of the usefulness of the presentations were middling, students did indicate knowledge gains. Both interest and personal value for academic integrity were highly predictive of positive evaluations of the presentations. Dons and students provided suggestions for improvement and identified more global concerns.

Keywords

Peer instructionInstructional interventionTeaching academic integrityStudents

Copyright information

© Springer Science+Business Media B.V. 2012

Authors and Affiliations

  • Lucia Zivcakova
    • 1
  • Eileen Wood
    • 1
  • Gail Forsyth
    • 1
  • Navinder Dhillon
    • 1
  • Danielle Ball
    • 1
  • Brittany Corolis
    • 1
  • Amanda Coulas
    • 1
  • Stephen Daniels
    • 1
  • Joshua Hill
    • 1
  • Anja Krstic
    • 1
  • Amy Linseman
    • 1
  • Marjan Petkovski
    • 1
  1. 1.Department of PsychologyWilfrid Laurier UniversityWaterlooCanada