Editing Openai/685c0d4c-c498-800c-a453-8e1a327151d8 (section)

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# Strong Emphasis on Sanctions Over Definitions of Cheating - Both my inductive coding and the findings from McAfee & Rodriguez (2023) highlight that the most common theme in syllabi is the listing of sanctions for academic misconduct. - The study found that 45% of syllabi only listed consequences of cheating, whereas my analysis also identified sanctions as one of the most frequently occurring codes.
# Cheating Receives More Attention Than Plagiarism - Both analyses indicate that cheating on exams and assignments is emphasized more than plagiarism. - In McAfee & Rodriguez (2023), most syllabi that mentioned examples of misconduct focused on unauthorized materials during exams rather than broader forms of plagiarism. - My coding scheme similarly found that cheating was a dominant theme, while plagiarism appeared less frequently.
# Policies & Procedures Are Often Vague or Redirect Students Elsewhere - My analysis found a moderate presence of "Policies & Procedures" codes, often indicating that syllabi referenced institutional policies without further elaboration. - McAfee & Rodriguez (2023) found that some syllabi simply directed students to external university resources rather than defining misconduct explicitly.
# Boilerplate Language Is Common in Syllabi - Both analyses found that instructors often reuse standardized statements about academic integrity. - McAfee & Rodriguez (2023) explicitly identified a "Boilerplate" code, noting that many syllabi contained nearly identical phrasing regarding sanctions and cheating. - My analysis, while not using a dedicated "Boilerplate" code, still found that Sanctions were framed in repetitive, formalized ways.

====== 1. My Analysis Captured More Mentions of Academic Integrity as a Principle - My coding scheme included “Academic Integrity” as a standalone category, capturing general statements about honesty, ethics, and integrity expectations. - McAfee & Rodriguez (2023) focused more on specific mentions of cheating and policies, but they also coded for "Ethical Responsibilities", which was a smaller category in their analysis. ======
# I Did Not Explicitly Identify "Directs Students Away" as a Code - McAfee & Rodriguez (2023) used the code “Directs Students Away” to describe syllabi that provided links to university policies without further clarification. - My Policies & Procedures code captured similar references, but I did not specifically distinguish cases where students were explicitly told to find information elsewhere.
# McAfee & Rodriguez Coded for "Lab Report Statement," Which I Did Not Include - Their study included a unique code for syllabi that provided additional guidelines about academic integrity in laboratory work. - My analysis did not separately code for lab-specific statements, though some content in my Plagiarism and Cheating categories may have overlapped with this.

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# Need for Clear Definitions of Cheating in Syllabi - Both analyses agree that most syllabi list consequences without defining what constitutes cheating. - Future research could investigate whether students understand what is considered academic misconduct when only consequences are stated.
# The Role of Boilerplate Statements in Faculty Practice - The widespread use of boilerplate language raises questions about whether instructors actively engage with their academic integrity policies or simply copy standardized text. - A qualitative study could explore faculty perspectives on syllabus design and whether they see these policies as effective deterrents.
# Comparing Chemistry to Other Disciplines - Both studies focused on chemistry syllabi, but future work should compare different disciplines to determine if emphasis on cheating over plagiarism is a field-specific trend.

====== 1. Instructors Should Explicitly Define Cheating, Not Just List Penalties - Instead of relying on students to infer what constitutes misconduct, syllabi should provide clear definitions of acceptable and unacceptable behaviors. - Examples should extend beyond exams to include collaboration rules, plagiarism, and unauthorized resources. ======
# Faculty Should Move Beyond Boilerplate Statements - To encourage academic integrity, syllabi should provide personalized, context-specific discussions rather than generic warnings. - Faculty development programs could help instructors integrate discussions of ethics into their syllabi and coursework.
# Better Integration of Academic Integrity Education Throughout the Semester - Both studies highlight the need for ongoing discussions of academic integrity, rather than treating it as a one-time syllabus statement. - Instructors could include case studies, reflection activities, and discussions on integrity throughout the course.

===== While my inductive coding approach aligns with many findings from McAfee & Rodriguez (2023), their study introduced additional distinctions such as Directs Students Away, Boilerplate Language, and Lab Report Statements. The key takeaway from both analyses is that academic integrity policies in syllabi are heavily focused on punishment rather than proactive education, highlighting the need for clearer definitions and more meaningful discussions about ethical expectations. =====

Would you like me to refine this comparison further or focus on specific aspects?