Skip to main content

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

Journal of Academic Ethics volume 10, pages 137–150 (2012)Cite this article

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.

This is a preview of subscription content, access via your institution.

Access options

Buy single article

Instant access to the full article PDF.

USD 39.95

Price excludes VAT (USA)
Tax calculation will be finalised during checkout.

References

  • Allen, T., McManus, S. E., & Russell, J. E. A. (1999). Newcomer socialization and stress: Formal peer relationships as a source of support. Journal of Vocational Behavior, 54, 453–470.

    Article  Google Scholar 

  • Baetz, M., Wood, E., Zivcakova, L., Nosko, A., De Pasquale, D., & Archer, K. (2011). Encouraging active classroom discussion of academic integrity and misconduct in higher education business contexts. Journal of Academic Ethics, 9(3), 217–234.

    Article  Google Scholar 

  • Balfakih, N. M. A. (2003). The effectiveness of Student Team-Achievement Division (STAD) for teaching high school chemistry in the United Arab Emirates. International Journal of Science Education, 25(5), 605–624.

    Article  Google Scholar 

  • Bean, D. F., & Bernardi, R. A. (2005). Accounting ethics courses: A professional necessity. CPA Journal, 75(12), 64–65.

    Google Scholar 

  • Bertram Gallant, T., & Drinan, P. (2008). Toward a model of academic integrity institutionalization: Informing practice in postsecondary education. The Canadian Journal of Higher Education, 38(2), 25–44.

    Google Scholar 

  • Black, C. (2010). The dynamic classroom: Engaging students in higher education. Madison: Atwood Publishing.

    Google Scholar 

  • Boehm, P. J., Justice, M., & Weeks, S. (2009). Promoting academic integrity in a higher education context. The Community College Enterprise, 15(1), 45–61.

    Google Scholar 

  • Boyatzis, R. (1998). Transforming qualitative information: Thematic analysis and code development. Thousand Oaks: Sage.

    Google Scholar 

  • Brown, C. A., & McIlroy, K. (2011). Group work in healthcare students’ education: What do we think we are doing? Assessment & Evaluation in Higher Education, 36(6), 687–699.

    Article  Google Scholar 

  • Buff, C. L., & Yonkers, V. (2005). Using student generated codes of conduct in the classroom to reinforce business ethics education. Journal of Business Ethics, 61(2), 101–110.

    Article  Google Scholar 

  • Campbell, T. A., & Campbell, D. E. (1997). Faculty/student mentor program: Effects on academic performance and retention. Research in Higher Education, 38, 727–742.

    Article  Google Scholar 

  • Chang, H. P., & Lederman, N. G. (1994). The effects of levels of cooperation within physical science laboratory groups on physical science achievement. Journal of Research in Science Teaching, 31(2), 167–181.

    Article  Google Scholar 

  • Chapman, H. (2005). Towards effective group-work in nurse education. Nurse Education Today, 26, 298–303.

    Article  Google Scholar 

  • Christensen Hughes, J. M., & McCabe, D. L. (2006). Academic misconduct within higher education in Canada. The Canadian Journal of Higher Education, 2, 1–21.

    Google Scholar 

  • Compton, J., & Pfau, M. (2008). Inoculating against pro-plagiarism justifications: Rational and affective strategies. Journal of Applied Communication Research, 36(1), 98–119.

    Article  Google Scholar 

  • Fraser, S. C., Beaman, A. L., Diener, E., & Kelem, R. T. (1977). Two, three, or four heads are better than one: Modification of college performance by peer monitoring. Journal of Educational Psychology, 69(2), 101–108.

    Article  Google Scholar 

  • Gillies, R. M. (2003). The behaviors, interactions, and perceptions of junior high school students during small-group learning. Journal of Educational Psychology, 95(1), 137–147.

    Article  Google Scholar 

  • Gillies, R. M. (2008). The effects of cooperative learning on junior high school students’ behaviours, discourse and learning during a science-based learning activity. School Psychology International, 29(3), 328–347.

    Article  Google Scholar 

  • Goldschmid, B., & Goldschmid, M. (1976). Peer teaching in higher education: A review. Higher Education, 5, 9–33.

    Article  Google Scholar 

  • Hendershott, A., Drinan, P., & Cross, M. (2000). Toward enhancing a culture of academic integrity. NASPA Journal, 37(4), 587–593.

    Google Scholar 

  • Kidwell, L. A., & Kent, J. (2008). Integrity at a distance: A study of academic misconduct among university students on and off campus. Accounting Education: An International Journal, 17, S3–S16.

    Article  Google Scholar 

  • King, A. (1995). Cognitive strategies for learning from direct teaching. In E. Wood, V. E. Woloshyn, & T. Willoughby (Eds.), Cognitive strategy instruction for middle and high schools (pp. 18–65). Cambridge: Brookline.

    Google Scholar 

  • Kisamore, J. L., Stone, T. H., & Jawahar, I. M. (2007). Academic integrity: The relationship between individual and situational factors on misconduct contemplation. Journal of Business Ethics, 75, 381–394.

    Article  Google Scholar 

  • Leidenfrost, B., Strassnig, B., Schabmann, A., Spiel, C., & Carbon, C. C. (2011). Peer mentoring styles and their contribution to academic success among mentees: A person-oriented study in higher education. Mentoring & Tutoring: Partnership in Learning, 19(3), 347–364.

    Google Scholar 

  • Nordberg, D. (2008). Group projects: More learning? less fair? a conundrum in assessing postgraduate business education. Assessment & Evaluation in Higher Education, 33(5), 481–492.

    Article  Google Scholar 

  • Payne, B., Monk-Turner, E., Smith, D., & Sumter, M. (2006). Improving group work: Voices of students. Education, 126, 441–448.

    Google Scholar 

  • Polonsky, M. J. (1998). Incorporating ethics into business students’ research projects: A process approach. Journal of Business Ethics, 17(11), 1227–1241.

    Article  Google Scholar 

  • Postholm, M. (2008). Group work as a learning situation: A qualitative study of a university classroom. Teachers and Teaching, 14, 143–155.

    Article  Google Scholar 

  • Sahin, T. Y. (2003). Student teachers’ perceptions of instructional technology: Developing materials based on a constructivist approach. British Journal of Educational Technology, 34, 67–74.

    Article  Google Scholar 

  • Sherman, L. W., & Thomas, M. (1986). Mathematics achievement in cooperative versus individualistic goal-structured high school classrooms. The Journal of Educational Research, 79, 169–172.

    Google Scholar 

  • Sims, R. R. (2004). Business ethics teaching: Using conversational learning to build an effective classroom environment. Journal of Business Ethics, 49, 201–211.

    Article  Google Scholar 

  • Slavin, R. E. (1990). Research on cooperative learning: Consensus and controversy. Educational Leadership, 47(4), 52–54.

    Google Scholar 

  • Soto, J. G., Anand, S., & McGee, E. (2004). Plagiarism avoidance: An empirical study examining teaching strategies. Journal of College Science Teaching, 33, 42–48.

    Google Scholar 

  • Strauss, A., & Corbin, J. (1990). Basics of qualitative research: Grounded theory procedures and techniques. Newbury Park: Sage.

    Google Scholar 

  • Topping, K. J. (2005). Trends in peer learning. Education Psychology, 25(6), 631–645.

    Article  Google Scholar 

  • Topping, K. J., Thurston, A., Tolmie, A., Christie, D., Murray, P., & Karagiannidou, E. (2011). Cooperative learning in science: Intervention in the secondary school. Research in Science & Technological Education, 29(1), 91–106.

    Article  Google Scholar 

  • Wecker, C., & Fischer, F. (2011). From guided to self-regulated performance of domain-general skills: The role of peer monitoring during the fading of instructional scripts. Learning and Instruction, 21(6), 746–756.

    Article  Google Scholar 

Download references

Author information

Authors and Affiliations

  1. Department of Psychology, Wilfrid Laurier University, Waterloo, Ontario, Canada, N2L 3C5

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

Authors
  1. Lucia Zivcakova
    View author publications

    You can also search for this author in PubMed Google Scholar

  2. Eileen Wood
    View author publications

    You can also search for this author in PubMed Google Scholar

  3. Gail Forsyth
    View author publications

    You can also search for this author in PubMed Google Scholar

  4. Navinder Dhillon
    View author publications

    You can also search for this author in PubMed Google Scholar

  5. Danielle Ball
    View author publications

    You can also search for this author in PubMed Google Scholar

  6. Brittany Corolis
    View author publications

    You can also search for this author in PubMed Google Scholar

  7. Amanda Coulas
    View author publications

    You can also search for this author in PubMed Google Scholar

  8. Stephen Daniels
    View author publications

    You can also search for this author in PubMed Google Scholar

  9. Joshua Hill
    View author publications

    You can also search for this author in PubMed Google Scholar

  10. Anja Krstic
    View author publications

    You can also search for this author in PubMed Google Scholar

  11. Amy Linseman
    View author publications

    You can also search for this author in PubMed Google Scholar

  12. Marjan Petkovski
    View author publications

    You can also search for this author in PubMed Google Scholar

Corresponding author

Correspondence to Eileen Wood.

Rights and permissions

Reprints and Permissions

About this article

Cite this article

Zivcakova, L., Wood, E., Forsyth, G. et al. Examining the Impact of Dons Providing Peer Instruction for Academic Integrity: Dons’ and Students’ Perspectives. J Acad Ethics 10, 137–150 (2012). https://doi.org/10.1007/s10805-012-9153-8

Download citation

  • Published:

  • Issue Date:

  • DOI: https://doi.org/10.1007/s10805-012-9153-8

Keywords

  • Peer instruction
  • Instructional intervention
  • Teaching academic integrity
  • Students