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

=== Assistant: Your analysis in McAfee & Rodriguez 2023 is thorough, but based on my inductive coding approach and further examination… ===
Your analysis in McAfee & Rodriguez (2023) is thorough, but based on my inductive coding approach and further examination of the data, I see a few areas that could offer additional insights or refinements:

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* Your study focuses heavily on what students should or should not do, but my coding suggests that faculty actions in addressing misconduct are less explicitly stated in syllabi.
* Potential gap: Did syllabi indicate how instructors handle academic misconduct beyond sanctions (e.g., whether faculty meet with students before imposing penalties, their role in reporting cases, etc.)?
* Future Direction: A subcode for faculty roles could be introduced to see if some syllabi mention supportive or preventative measures instead of just punitive ones.

====== - My coding suggests that cheating is much more frequently mentioned than plagiarism, aligning with your findings. ======
* Potential gap: Your study categorizes "lists examples of cheating", but did you track whether cheating and plagiarism were treated differently?
* Future Direction: A side-by-side comparison of how syllabi discuss cheating versus plagiarism might reveal whether instructors view these as distinct issues or lump them together under "academic misconduct."

====== - One of my codes, "Use of Unauthorized Materials," frequently appeared, but I didn’t see this theme explicitly highlighted in your study. ======
* Potential gap: Your analysis mentions that cheating was sometimes defined only in terms of restricted exam materials (e.g., programmable calculators, smartwatches), but does this differ across course levels?
* Future Direction: You could examine whether courses with more computational components (e.g., physical chemistry, analytical chemistry) had more detailed policies about tech use compared to general chemistry courses.

====== - My coding identified some variation in language across years, particularly in how syllabi framed sanctions vs. broader ethical discussions. ======
* Potential gap: Did you explore whether policies became more specific over time, especially post-COVID? For instance: - Were earlier syllabi more vague and later syllabi more detailed? - Did the introduction of AI tools (e.g., ChatGPT) lead to new kinds of warnings in more recent syllabi?
* Future Direction: A longitudinal content analysis of how integrity policies have evolved over the past five years could provide insights into whether institutional concerns shifted with online learning.

====== - Your study categorized syllabi by course level (100, 200-600, etc.), but my coding suggests 100-level courses were more likely to include both examples and consequences of cheating. ======
* Potential gap: Did upper-level courses assume students already understood integrity policies, leading to fewer detailed statements?
* Future Direction: It may be useful to compare whether lower-level courses included more explicit integrity discussions while higher-level courses mainly assumed students should already know.

===== Your study successfully identified major trends, especially regarding the emphasis on sanctions over definitions and the widespread use of boilerplate language. However, further analysis could provide additional depth by: =====
# Examining how faculty responsibilities are framed in syllabi—not just what students should avoid, but how instructors approach integrity issues.
# Comparing the treatment of cheating vs. plagiarism to see whether instructors perceive them differently.
# Analyzing how unauthorized materials are discussed and whether that emphasis varies by course type.
# Tracking how integrity language evolved over time, particularly in response to COVID-19 and new technologies.
# Investigating whether 100-level vs. upper-level courses approach integrity discussions differently.

Would you like help refining any of these potential future research directions?