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

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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.