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.
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.
- Content Type Journal Article
- Pages 1-14
- DOI 10.1007/s10805-012-9153-8
- Authors
- Lucia Zivcakova, Department of Psychology, Wilfrid Laurier University, Waterloo, Ontario, Canada N2L 3C5
- Eileen Wood, Department of Psychology, Wilfrid Laurier University, Waterloo, Ontario, Canada N2L 3C5
- Gail Forsyth, Department of Psychology, Wilfrid Laurier University, Waterloo, Ontario, Canada N2L 3C5
- Navinder Dhillon, Department of Psychology, Wilfrid Laurier University, Waterloo, Ontario, Canada N2L 3C5
- Danielle Ball, Department of Psychology, Wilfrid Laurier University, Waterloo, Ontario, Canada N2L 3C5
- Brittany Corolis, Department of Psychology, Wilfrid Laurier University, Waterloo, Ontario, Canada N2L 3C5
- Amanda Coulas, Department of Psychology, Wilfrid Laurier University, Waterloo, Ontario, Canada N2L 3C5
- Stephen Daniels, Department of Psychology, Wilfrid Laurier University, Waterloo, Ontario, Canada N2L 3C5
- Joshua Hill, Department of Psychology, Wilfrid Laurier University, Waterloo, Ontario, Canada N2L 3C5
- Anja Krstic, Department of Psychology, Wilfrid Laurier University, Waterloo, Ontario, Canada N2L 3C5
- Amy Linseman, Department of Psychology, Wilfrid Laurier University, Waterloo, Ontario, Canada N2L 3C5
- Marjan Petkovski, Department of Psychology, Wilfrid Laurier University, Waterloo, Ontario, Canada N2L 3C5
- Journal Journal of Academic Ethics
- Online ISSN 1572-8544
- Print ISSN 1570-1727