Integrity Quizzes for Remote Courses

A recent town hall hosted by the Office of the Provost, Supporting Integrity in Education, brought campus leaders together to discuss the national and local landscape surrounding issues of academic integrity in remote and residential educational environments. 

One of the topics discussed by the College of Computing’s Thad Starner and David Joyner was the concept of incorporating an Integrity Quiz into remote courses. For instructors interested in creating their own integrity quiz, Starner has provided a sample quiz that has been used in his remote course(s), below.  

Thad Starner’s Sample Integrity Quiz for a Remote Course 

Sample Instructions 
Students can take this quiz as many times as they like (most get to 100%). It counts for 5% of their grade. All are YES/NO questions. Below is the class policy. As can be seen, a plagiarism quiz can be surprisingly subtle and explore very fine issues. The goal with the class policy is to be clear (for example, if you are looking at someone else’s code, you are cheating), have it emulate the situation our students will find themselves in upon graduation (with the major software companies), and have plagiarism hits found by the automatic software be obvious violations. This policy, clearly, is not appropriate for all classes. 

Sample Class Policy 
In general, we strongly encourage collaboration in this class. You are encouraged to discuss the course material, the exercises, the written assignments, and the projects with your classmates, both before and after assignments are due. 

However, collaboration should be at the “white board interaction” level. We draw the line at the following: 

  • You may not copy any code directly from anyone else. To this end, you are explicitly prohibited from looking at public GitHub repositories for the purposes of the assignments (including the book’s own python repositories & code implementations). If you are looking at someone else’s code, whether it be that of a fellow student or a public GitHub repository, you are cheating. This includes pseudocode shared on the web or by classmates; you may only use pseudocode provided by the book or the teaching staff. In this regard, we are emulating the rules of behavior in corporate environments like Google. Looking at other people’s code can and will be considered equivalent to plagiarism. You may use others’ ideas to inform your own designs, but your project must be your own work. 
  • You may not post your assignment code on a public platform such as GitHub. Please use a private repository (available free through Georgia Tech) if you wish to use git. 
  • You may not directly copy any text from anyone else’s written assignments. This includes paraphrasing. Again, you may use others’ ideas to inform your own writing, but your assignments must be your own work. 
  • You may not directly copy any text from anyone else’s written assignments. This includes paraphrasing. Again, you may use others’ ideas to inform your own writing, but your assignments must be your own work. 

The program has mechanisms in place to prevent plagiarism. We enlist the help of OMSCS students in detecting such cases and will act upon any evidence that we find. We have successfully caught instances of plagiarism each semester. Please don’t be the next person; we can assure you that the consequences for a poor grade are far, far less than the consequences for plagiarism. It is not worth the risk. Any instances of violation of this policy will be referred to the Dean of Students, initiating a lengthy resolution process. If you are unsure of whether a certain type of collaboration is acceptable, please ask first, preferably on Piazza. The full Georgia Tech honor code is available here (Links to an external site.)

Sample Plagiarism Quiz Instructions for Students 
This Quiz’s aim is to help students understand the Class Policies in depth. 
You are required to answer 85% of the quiz questions correctly in order to pass this class. 
This Quiz does count toward your grade. 

Sample Plagiarism Quiz Content 
A student makes five submissions to Bonnie. The TAs discover that the first submission has a 90% match with code from a student in a previous semester, the second submission has a 50% match, the third has a 20% match, and the fourth and fifth have a 1% match (at the level of random chance). Should the TAs refer the student to the Office of Student Integrity (OSI) for violating the course’s policy on plagiarism? 

A student posts her code to stack overflow asking for help debugging the code but receives no responses. Should she be reported to OSI? 

The CS6601 midterm exam points to an article on Wikipedia on Gibbs free energy. Part of the article includes code for how to implement Gibbs free energy for simulated annealing.  A student uses that code to solve the problem and accidentally includes the code with their answer to the midterm. Should the student be turned in to OSI? 

The Wikipedia article in question 3 links to other articles that have pseudocode for Metropolis-Hastings sampling. A student uses this code to solve another midterm question. Should the student be turned in to OSI? 

A student pays for code on one of the code-for-hire sites. The TA discovers it. Will the student be turned in to OSI? 

A student creates a private post to the TAs with her code.  During office hours she asks questions about her code even though there are other students attending the Hangout. Should she be reported to OSI? 

A student refers to a Python reference manual for how to use dictionaries. It includes sample code that provides an example dictionary for creating a look-up table for a train schedule.  The student understands the example and writes his own code to create a hashmap for opening moves for Assignment 1. Is using such reference material a violation of class policy? 

A student finds a function in scipy for doing expectation maximization. The documentation includes the code used to implement the function. Assignment #5 requires students to write their own expectation maximization function. The student bases her code on the scipy documentation. Should she be reported to OSI? 

Student A accidentally leaves her Github open. Unbeknownst to her, student B finds it and copies her code. A TA finds the match. Did student A violate the class policy? 

Student C pays for code from an online tutor.  The tutor advertises he helped students doing 6601. Will your professor pose as another student in the class and pay up to 10x the amount of money to get the code in order to discover the identity of student C?  (Give your answer imagining your professor is *very* determined.) 

A student discovers that Peter Norvig has been posting new pseudocode from edition 4 of the class textbook. He uses this new pseudocode, thinking it counts as part of “the book.” Just to be careful, the student cites his source. Should the student be referred to OSI? 

A student finds code from a Coursera AI course, uses it, and cites it as part of her assignment turn-in.  Did the student violate class policy? 

A student uses pseudocode from one of the “Further reading resources” given in the class videos and cites it. Did they violate the class policy? 

A student uploads his homework to a homework sharing site. A TA discovers it before anyone has downloaded it. Will the student be referred to OSI? 

A student has implemented breadth first search before for a robotics course. She has understood BFS for a while and coded it up for that class. For 6601, she pulled out the old robotics code and re-used it. Did the student violate the class policy? 

Suppose that the student in question 15 had actually grabbed the BFS code from stack overflow when doing the assignment for the robotics class.  She forgot she got the code from there, and the robotics course policy was such that it was allowable to get code from other sources (for example, perhaps their main teaching concern was not learning BFS but showing how sharing information between robots can significantly speed the solution.) She submits this BFS code to 6601, and it matches to original stack overflow post.  Is saying “I submitted this code to 74xx and it was accepted” an adequate defense? 

A student takes the course twice. He submits the same code from the first time he took the course, thinking he is OK because the first time he did the course he code everything from scratch. The anti-plagiarism software triggers a 67% match with the student’s previous submission. Will the student be referred to OSI? 

There are considerable resources that have been made to support the textbook. A student discovers a python code repository associated with the book that implements the algorithms for Assignment #2. Is looking at actual code implemented based on the book’s pseudocode (as opposed to the pseudocode itself) a violation of class policy? 

A student posts her code publicly on Piazza. Has she violated class policy? 

A student does a screen share of her code during Online Office Hours (Hangouts). Other students are also present. Did she violate class policy? 

A student plagiarizes in Assignment 1. The TAs catch him and report him to OSI. Upon realization, the student drops the course.  Will the student be added back to the course by OSI without warning? 

Summer 2020 GT Remote Teaching Academy

A committee representing GTPE, CTL, OIT, C21U, the Library, and the Summer Office put together a Summer 2020 GT Remote Teaching Academy to prepare instructors to teach this summer semester, including GT1000 and iGniTe courses. All instructors of record will be added to a Canvas course for the asynchronous activities of this academy. This will be made available on April 27th, 2020. The below synchronous sessions will also be available to all instructors. The synchronous sessions will be recorded and made available in the GT Remote Teaching Academy Canvas course. Instructors are strongly encouraged to benefit from the asynchronous training and at least three of the synchronous sessions of their choosing. 

Topics Covered and Planned Schedule  

Asynchronous Modules in Canvas: Instructors will see the course in Canvas (Available on April 27, 2020)

  • Design Fundamentals — design syllabus for summer remote teaching, backward design, learning objectives, alignment, course policies
  • Intro to Canvas — course navigation and tools overview
  • Engaging Students in Learning — faculty-student, student-student, and student-content interaction, building a community of learners
  • Creating Effective Content — asynchronous and synchronous content delivery considerations and technologies
  • Assessment of Student Learning — creating and administering assessments for remote delivery, identifying students at risk

One-Hour Synchronous Sessions: Register Here

Design Summer Syllabus for Remote Teaching

  • April 29, 2020 at 10am   
  • May 4, 2020 at 10am 

Course Engagement Best Practices

  • April 30, 2020 at 10am  
  • May 5, 2020 at 10am  

Effective Assessment of Student Learning

  • May 1, 2020 at 10am   
  • May 6, 2020 at 10am  

Canvas Course Navigation and Tools Overview

  • April 29, 2020 at 1pm  
  • May 4, 2020 at 1pm  

Choosing the Right Tool for Content Delivery

  • April 30, 2020 at 2pm  
  • May 5, 2020 at 1pm  

Assessment Technologies Overview

  • May 1, 2020 at 1pm  
  • May 6, 2020 at 1pm  

Making Documents Accessible

  • May 1, 2020 at 3PM
  • May 6, 2020 at 3PM

One-on-One Sessions (optional, upon request): 

30 mins sessions available starting April 24, 2020, with priority given to MayMester and Summer I instructors 

New Tools to Quickly Identify At-Risk Students in Canvas

Provost Bras recently made the following request of Georgia Tech faculty who suddenly find themselves in the role of remote teachers during the Coronavirus crisis:

“We encourage you to pay close attention to students who might not be engaging in class discussions, chats, or assignments. Look for signs of distress. Identify these students and proactively reach out to them.”

In order to help with this effort, the developers in C21U have added new features to the GaTech Roster tool, which is found in the left navigation bar of every course in Canvas. Two new columns have been added to the tool:

  1. Last Course Activity: A timestamp indicating the last time this student has interacted with your Canvas course.
  2. Total Activity: The total number of hours and minutes this student had interacted with your Canvas course.

Even better – these columns are sortable. For example, if you click the “Last Course Activity” column header, the students who have been inactive for the longest amount of time will float to the top of your table. These fields are also included in the exportable roster available in the GaTech Roster.

As Provost Bras recently said, “Students and families are under enormous stress and that some students are struggling. It’s critical that each of us recognize the extraordinary and trying times and respond with empathy, kindness, and flexibility.” Hopefully, these new features will allow you to quickly identify those students who might be at risk and send them a quick message to ensure that everything is OK.

If you’d like to learn more about the GaTech Roster tool, go to

Three Ways to Use PostEm in Canvas

PostEm is a new tool built by C21U that allows teachers to upload and share a spreadsheet to provide individualized feedback and/or grades to students. Think of it like the Canvas gradebook’s sidekick. Use it when you want to provide regular feedback and/or grades to students, but you don’t necessarily want to create a new column in the gradebook.

Here are three ways to consider using PostEm in your course this semester…

Tracking Attendance/Participation

Create a spreadsheet on your computer that looks something like this:

In this case, I’m using “1” in cases where the student was present, and “0” when they were absent. However, the tool is flexible, so you could use letters (P/A) or words (present/absent).

Then, upload that spreadsheet to the PostEm tool. When students access the tool in Canvas, they’ll only see their row in the spreadsheet. At the end of the semester you can enter a final “Participation” grade in the gradebook, but this will allow students to keep up with their attendance throughout the semester.

Providing Quick Homework Feedback

Create a spreadsheet on your computer that looks something like this:

This is handy when you want to provide quick feedback, but you don’t necessarily want to assign numeric grades. It might seem minor, but students appreciate knowing that you reviewed their work.

Tracking In-Class Polling

If you’re using TurningPoint for in-class polling, you might consider using PostEm to track students’ responses.

In this case, students get 1 point if they answer correctly. Use a naming convention for your columns that indicate date and question number. Once again, this allows students to track their credit for in-class polling without cluttering up their gradebook with excessive columns.

To get started with PostEm, go to for installation and usage instructions. The tool is now available in all Canvas courses at Georgia Tech.

Upcoming Training Roundup: Week of June 10-14

Over the next few weeks, the Digital Learning Team will be highlighting upcoming online trainings for Canvas and beyond! Check out the list below to find out what’s available next week, June 10th through 14th.

Respondus Online Trainings

Title: Instructor Training: LockDown Browser & Respondus Monitor
Date and time: Wednesday, June 12, 2019, at 3:00 PM EST

TurningPoint Online Trainings

Title: PowerPoint Polling (60 minutes)
Date and time: Tuesday, June 11, 2019 at 2:00 PM EST

Title: Anywhere Polling (60 minutes)
Date and time: Thursday, June 13, 2019 at 10:00 AM EST

Upcoming Training Roundup: Week of June 3-7

Over the next few weeks, the Digital Learning Team will be highlighting upcoming online trainings for Canvas and beyond! Check out the list below to find out what’s available next week, June 3rd through 7th.

Canvas Online Trainings

Title: Group Work & Collaboration
Date and time: Monday, June 3, 2019, at 12:00 PM EST
Register at:  

Title: Quiz Basics
Date and time: Tuesday, June 4, 2019 at 8:30 AM EST
Register at:

Title: Home Pages
Date and time: Wednesday, June 5, 2019 at 5:30 PM EST
Register at:

Title: Content Pages
Date and time: Thursday, June 6, 2019 at 8:30 AM EST
Register at:

Title: Outcomes & Rubrics for Instructors
Date and time: Friday, June 7, 2019 at 9:00 AM EST
Register at: t/outcomes-rubrics-for-instructors-june-7-2019

Badgr Online Trainings

Title: Demo Days: Getting Started with Badgr
Date and time: Wednesday, June 5, 2019 at 11:00 EST
Register at:

Student Guest Post: My Experiences Using the Canvas Mobile App

By Danea Manson, 4th Year Chemical and Biomolecular Engineering Student at Georgia Tech 

One of my favorite parts about the transition from T-Square to Canvas has been the mobile app. Grades, assignments, files, and announcements have never been so easily accessible. With the Canvas app, I have real-time access to my courses to ensure that I am always on top of my schedule. Additionally, the Canvas app allows me to learn across multiple devices, picking up where I left off. Some of the features that I find most useful are:

  1. To-Do List. Canvas automatically consolidates the due dates for my upcoming quizzes and assignments in all my courses into a single to-do list. Being able to view all my assignments in one place and in chronological order helps me plan for the week and allocate my time efficiently. 
  2. Messaging. Canvas’s messaging platform is fully functional within the mobile app, which allows me to communicate on the go with classmates, TAs, and instructors. 
  3. Submissions. Not only can I view all the course content from the mobile app, I can also actively participate in the course from my phone by submitting assignments, taking quizzes, and posting to the discussion board.  
  4. Push Notifications. I get notifications every time files are added to my course, an announcement is made by the instructors, and grades are updated.  
  5. Canvas Widget. With the Canvas widget, I can view my overall course grades at a glance without logging into the app just by swiping left to the Today View (iPhone).  

What I appreciate most about the Canvas app is that its interface is user-friendly; it’s intuitive and extremely easy to navigate. The Canvas app is so similar to the desktop view that the learning curve is minimal. 

New Feature Spotlight: CIOS Link in Canvas

As of this week, the Course Instructor Opinion Survey (CIOS) is now accessible via Canvas! This integration aims to make the CIOS more convenient for students, and in turn increase response rates for the survey itself. 

A link to the CIOS will now appear at the bottom of the Course Navigation Menu within Canvas. This link leads to the CIOS site, where students will be able to complete their course surveys. For students using tablets or smartphones, the Canvas App provides the best display for completing the CIOS.

Students will also continue to receive the surveys via email, but the sooner they complete the survey, the sooner the reminder emails will cease. And everyone likes a cleaner inbox!

Questions? Please contact

Faculty Guest Post: Reflections on Using Respondus 4.0 within Canvas (Part 2 in a Series)

By Dr. Michael Smith, Full Time Lecturer in Information Systems

I have keyed many questions into Canvas quizzes to create short quizzes, but that process would be tedious and slow for tests. Since I have many tests already created as Word documents, I sought a way to upload them into Canvas. However, Canvas cannot import directly from Word documents and I didn’t want to rekey so many questions, so I had to find a way to migrate questions from Word to Canvas, including images referenced in questions.   

Canvas accepts mass question uploads in several ways. A review of options and discussion on the topic led me to select the QTI .zip file upload method using the Respondus 4.0 exam authoring tool. Respondus 4.0 is the only program I have found that can convert questions in Word documents into QTI .zip files. The product is offered by the same company that makes the LockDown Browser. I spent $80 for a single-user license. A site license is also available. 

Before importing the questions into Respondus 4.0, they must be reformatted to indicate correct answers, among other possibilities, and saved as a .txt or .rtf file. The help system in Respondus 4.0 indicates how to accomplish these tasks for different kinds of questions.  

I find it useful to create titles for the questions, as that helps me group them later according to topic by sorting them in Respondus 4.0. Here is a sample MC question indicating title and correct answer. The title formatting is my own.  

TITLE:  GT History – mascots – Stumpy’s bear 
1.Which GT “mascot” was a gift from a defeated football rival? 
*a. Stumpy’s bear 
b. Sideways 
c. Burdell the Bulldog 
d. The original Ford Model A Ramblin’ Wreck 

Since I direct Canvas to scramble answers when it creates quizzes, I usually put the correct answer first just to make creating questions more regular. For the same reason, I must change answers such as “b and c” to answers that don’t depend on any specific answer order, since Canvas will order the answers when it generates the quiz for each student. If I didn’t scramble answers, I would not need to do these things. 

If a question refers to a graphic, that graphic must be uploaded into Respondus 4.0 and embedded in the question. If the same graphic is referenced in several questions, all can refer to the same image file. Respondus 4.0 provides an editor for doing fancy formatting of questions and placing images within them.  

Respondus 4.0 provides for the export of groups of questions into QTI .zip files, among other formats.   

In Canvas, the upload process is accessed through Settings | Import Course Content | Content Type = QTI .zip file. After having uploaded the questions into a bank linked to the appropriate Canvas course, I import them into a question group in a quiz.  

In my next post, I will write about managing questions in a quiz.   

Guest Post: Updates to Banner Grade Publishing Tool within Canvas

By Matt Lisle, Director of Digital Learning Technologies at C21U

Around the same time that Georgia Tech implemented Canvas as its new learning management system, the new Faculty Grade Entry (FGE) module was introduced in Banner. This module makes it much easier for faculty to import and finalize grades in Banner. However, we needed to make a few minor improvements within Canvas to streamline the process.

Last Fall, we launched a pilot of a newly-developed “Banner Grade Publishing” tool created by my team in the Center for 21st Century Universities (C21U). Around 50 faculty members volunteered to try the new tool and provide feedback. We are taking those suggestions into account and will be rolling out version 2 of the grade publishing tool to all Canvas courses in the coming days. 

To access the tool, look for “Banner Grade Publishing” in the left-hand menu of your Canvas course. This tool exports your grades into a Banner-ready spreadsheet that can easily be imported into FGE. If you’re teaching a Canvas course in which you’ve combined multiple sections, you can export one spreadsheet and import it into each of your sections in Banner.

We hope to continue improving this process, and we have high hopes for some of the emerging standards coming out of IMS, including EDU-API. As our platforms continue to recognize and adhere to industry standards, this process can be streamlined even more.

As always, email us at if you have any questions about this new tool.