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

===== 1. Academic Integrity and Cheating Are Central Themes - The most frequently occurring themes were Academic Integrity and Cheating, together accounting for a significant portion of coded instances. This suggests a strong emphasis on ethical academic behavior across syllabi. - Many passages explicitly mention that cheating will not be tolerated, with consequences ranging from receiving a grade of zero to disciplinary action. =====
# Sanctions for Misconduct Are Clearly Stated - A large proportion of passages included details about sanctions, such as failing grades, course failure, or university-level disciplinary measures. This highlights the institutional commitment to upholding integrity. - The consistency across courses suggests that there are standardized penalties for academic dishonesty.
# Policies & Procedures Are Frequently Referenced but Less Elaborated - While many syllabi reference academic policies and procedures, the descriptions are often minimal, directing students to external university documents. This suggests that while policies are present, instructors may not always provide in-depth explanations within the syllabus itself. - Some policies mention specific technologies (e.g., graphing calculators, smartwatches, and phones) as forms of unauthorized materials.
# Lower Mentions of Plagiarism Compared to Cheating - Plagiarism was mentioned less frequently than cheating, which suggests that syllabi may focus more on exam-related dishonesty rather than concerns related to assignments, research, or writing integrity. - This could indicate that faculty perceive cheating in exams as the most pressing issue, or it could reflect assumptions that students already understand plagiarism policies from broader institutional guidelines.
# Instructor Roles and Student Responsibilities Are Less Frequently Addressed - There were relatively fewer references to faculty responsibilities in enforcing academic integrity, aside from imposing sanctions. This suggests that most syllabi focus on what students should not do rather than outlining how faculty will actively promote integrity. - Similarly, explicit statements about student responsibilities (e.g., ethical expectations, avoiding misconduct) were present but not as prominent as sanctions.