how to submit assignment

How to submit an assignment in Google Classroom, or retract a submission, on a computer or mobile device

• You can submit an assignment in Google Classroom under the "Classwork" section on the desktop site or mobile app. 
• To submit an assignment in Google Classroom, you must first "View assignment" and then select the "Add or create" option under the "Your work" menu. 
• Links and Google Drive attachments, including a document, slide, sheet, drawing, or PDF file, can all be uploaded and submitted in Google Classroom.
• You can upload multiple files, unsubmit assignments, and leave notes for your instructor in Google Classroom.  

You've logged in to Google Classroom , have joined a class, and accessed class materials. Now, it's time to submit an assignment. 

To submit an assignment in Google Classroom, you'll first need to navigate to the "Classwork" section. You can then find your assignment and attach your work. 

From there, it's as easy as turning it in. Google Classroom also allows users to unsubmit their assignments if you need to make changes or leave a private comment for a teacher about the status of your work. 

It's important to note that if you don't click "Turn in" after you attach your work, it won't be submitted. To verify the status of your assignment, double-check to see if it is labeled as "Turned in." 

When submitting assignments to Google Classroom on mobile, you'll also need to make sure you have the iPhone or Android app installed. You can search and download Google Classroom through the app store on your phone. 

Here's how to submit an assignment on Google Classroom. 

How to submit an assignment in Google Classroom on desktop

1. Open your web browser and go to classroom.google.com . 

2. Select your class. 

3. At the top of your dashboard, choose "Classwork." 

4. Click on an assignment, then select "View Assignment."

5. Under "Your Work," choose "Add or Create."

6. From there, click "Google Drive" to attach a document you've already created and saved in your Drive by selecting it from the file window that appears. If you have multiple documents, attach them all this way.

• Note: You can add a link to a Drive document or attach a file from your computer. You may also start an assignment here by creating a new document, slide, sheet, or drawing on this page. 

7. To leave a private comment for your teacher, enter it in the appropriately labeled text box on the right. Then click the small triangular "paper airplane" icon to post it. 

8. Next, click "Turn in" or "Mark as done" to confirm your submission and change the assignment status to "Turned in."

• Note: If your teacher has assigned a collaborative document that you worked on or another kind of outside assignment, you may see "Mark as done" instead of "Turn in."

How to unsubmit an assignment in Google Classroom on desktop

If you've submitted a document, but find that you need to edit out errors or add in missing content, Google Classroom offers a way to retract your submission. Navigate to the page you turned your assignment in, click "Unsubmit," and confirm. You can always turn it in again by following the above steps. 

How to submit an assignment in Google Classroom on the mobile app

1. Open the Google Classroom app on your device. 

2. Tap on your class.

3. Choose "Classwork" from the bottom of the app screen.

4. Select the assignment and expand the "Your work" card. 

5. Tap "Add attachment" in the "Your work" card.

6. From there, click "Drive" to attach a document you've already created in Drive. 

7. Tap "Turn in" or "Mark as done" and re-confirm. 

How to unsubmit an assignment in Google Classroom on iPhone or Android 

If you turned in the wrong thing or need to go back and add something to the assignment, you can unsubmit it. Navigate to the assignment, expand the "Your work" card, tap "Unsubmit," and confirm. You can always turn it in again the same way you did first.

Related coverage from  Tech Reference :

How to create a google classroom on a computer or mobile device, how to log in to google classroom and access your course materials on a computer or mobile device, how to join a google classroom meeting from a link or code on any device, how to find your google classroom code on the desktop website or mobile app, so you can share it with your students, how to leave a google classroom on any device and unenroll yourself from the course.

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• How do I submit an assignment using Google Docs?

1. In Course Navigation, click the  Assignments  link.

2. Click the assignment title to open the assignment.

3. Click the  Submit Assignment  link to open the submission window.

4. To upload a Google Doc to your assignment, select the file you wish to upload by clicking on the title.  Note : Before you can submit assignments from Google Docs, you need to  authorize Canvas to access your Google Docs account .

5. Click the  Submit Assignment  button to submit your assignment.

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• Using Assignment
• Assignment settings
• Assignment FAQ

This page explores the different types of assignment, how students submit assignments and how teachers can grade them.

• 1 What are the options for submitting work in Moodle?
• 2.1 You want students to type shorter or longer responses directly online
• 2.2 You want students to submit work you can download in a specified program
• 2.3 You want students to submit files at different times for a project
• 2.4 You want students to write a response to a video/sound file/image
• 2.5 You want students to answer a series of questions on a video/sound file/image
• 2.6 You want to grade work students have done offline
• 2.7 You want to view, comment on and send back students' assignments
• 2.8 You want students to send you a comment or note along with their uploaded work
• 2.9 You want to allow students to redraft and decide when to submit the work
• 2.10 You want students to keep an ongoing journal or do an iterative assignment
• 2.11 You want students to submit work in groups
• 2.12 You want to grade students' work anonymously
• 2.13 You want to read and grade student assignments offline
• 2.14 You want to hide students' grades until a time of your choosing.
• 2.15 You want to set a timed assignment
• 2.16 You want to moderate other colleagues' marking or allocate certain teachers to certain students
• 3.1 File submission
• 3.2 Access controlled links
• 3.3 Online text
• 3.4 Submission comments
• 4.1 Filtering submissions
• 4.2 Allocating submissions to markers
• 4.3 Submission status
• 4.4 Overriding assignment deadlines
• 4.5 Granting extensions
• 4.6 Quick grading
• 4.7.1 Annotating submissions
• 4.8.1 Notifying as you mark
• 4.8.2 Keeping grades hidden until a release date
• 4.8.3 Examples of Marking workflow
• 4.9.1 Before you start, enable the multiple file upload settings
• 4.9.2 Downloading student submissions
• 4.9.3 Download the Grading Worksheet to record grades
• 4.9.4 Grade and annotate (if applicable) the submitted work
• 4.9.5 Upload the completed grading worksheet
• 4.9.6 Upload feedback files (if applicable)
• 4.10 Give the same feedback file to multiple students
• 5 Keeping records (archiving, exporting, backing up)
• 6 Tips and Tricks
• 7.1 Examples from School demo site

What are the options for submitting work in Moodle?

The standard ways students can submit assignments are:

• File submissions (students submit a file for assessment)
• Online text (students can type their responses directly in Moodle)
• Audio or video (via the recording button in the Atto editor )
• It is also possible to use the assignment for grading an "offline assignment", ie, one where work is done outside of Moodle. This is done by simply unchecking the above three options.
• If you're not sure which assignment type best suits your needs, look at the section below #Which type of assignment submission suits you best?

Which type of assignment submission suits you best?

You want students to type shorter or longer responses directly online.

Set Online text to Yes. This works well for younger children who will only manage a sentence or two and works just as well for higher education students who write more.

• Advantage - quick for the student to get started; no need to use a word-processing program and upload the file. The text is saved on a regular basis so it will be preserved if the student loses the page for some reason.
• Disadvantage: if the word count is expected to be large, setting Online text to No and File submission to Yes might be a better option.

You want students to submit work you can download in a specified program

Set File submission to Yes, set the number of files you will allow using the Maximum number of uploaded files setting and the file sizes by using the Maximum submission size setting.

• Advantage - better than students emailing work as the whole class's work is collated in one space on your course. Markers can provide comments directly on the student work.
• Advantage - with "Attempts reopened" enabled, teachers can see the progression through various drafts of a student's work.
• Disadvantage - assignments must downloaded to be viewed (but they can be downloaded in bulk ) and the teacher needs the appropriate program to open them.

You want students to submit files at different times for a project

Set File submission to Yes, and use Maximum number of uploaded files to set the maximum number of separate files they can upload

• Advantage - all project files are in one assignment area for grading so they get a single grade.
• Disadvantage - all project files are in one assignment area for grading - so they can only have a single grade!

You want students to write a response to a video/sound file/image

Set up an assignment allowing online text submission and get students to use the Moodle media icon to add video/sound/image files.

You want students to answer a series of questions on a video/sound file/image

Investigate the Quiz module. Assignments are really just for a single question.

You want to grade work students have done offline

Uncheck the submission types when setting up the assignment. Students won't be required to do anything but you can use the assignment to grade them for work done outside of Moodle.

You want to view, comment on and send back students' assignments

Set up an assignment allowing file submissions .

• Advantage: useful for teachers who like using the "comment" options in word-processing programs for example. If you have Ghostscript enabled on your server and the students upload PDF files, you can annotate them inline. See the section Annotating PDF files below.
• Disadvantage: if students upload other file types, you have to download them, comment and then re-upload them.

You want students to send you a comment or note along with their uploaded work

If comments are enabled site-wide , students will be able to add submission comments; if comments are disabled site-wide, students will not be given the option to add submission comments.

You want to allow students to redraft and decide when to submit the work

In the settings set Require students click submit button to Yes. Students can then control when their draft work is submitted to the teacher.

You want students to keep an ongoing journal or do an iterative assignment

In the settings set Require students click submit button to No. Students can continue to make changes to their assignment and at no point do they 'submit'. If the work will be graded at some point it is recommended that either Prevent late submissions is set to Yes to ensure that no changes can be made after the due date, or all submissions are locked when grading commences to ensure that the work is not altered during grading.

• Advantage: the work remains in one place and is constantly improved, graded (if needed) and improved again.
• Disadvantage: there is no record/history of previous attempts (such as with the Wiki ). The online text assignment does not replicate the display of a journal or blog where each new entry is additional to the previous ones.

You want students to submit work in groups

In the settings, set "Students submit in groups" to Yes. If you just do this, then once one student has submitted, the assignment will be flagged as submitted even if the others haven't contributed. If you want to ensure everyone has an input, set "Require students click submit button" to Yes and then change "Require all group members to submit" to Yes. The assignment will only be classed as submitted when each member has contributed, and once one student has submitted, the remaining members's names will be displayed for the group to see who still needs to add their input.

You want to grade students' work anonymously

In the settings, choose 'Anonymous submissions'. When students submit assignments, their names will be replaced by randomly-generated participant numbers so you will not know who is who. Note that this is not totally anonymous because you can reveal their identities in the assignment settings and you can work out identities from the logs - so this might not be suitable if your establishment has very precise privacy requirements.

You want to read and grade student assignments offline

In the settings, choose "Offline grading worksheet". When students have submitted, click "View/grade all submissions" and you can download their assignments from the link "Download all submissions" and download the grading sheet from the link "Download grading worksheet". You can then edit grades and re-upload the grading worksheet. You can also upload multiple feedback files in a zip from this drop down menu. See Assignment settings for an explanation of how to use the "upload multiple feedback files as zip" feature.

You want to hide students' grades until a time of your choosing.

Use 'marking workflow' as explained in Assignment settings .

You want to set a timed assignment

Ask your administrator to enable the time limit feature from Site administration > Plugins > Assignment settings > Enable timed assignments and you will then have the option from the Availability section.

You want to moderate other colleagues' marking or allocate certain teachers to certain students

Use 'marking allocation' as explained in Assignment settings .

How do students submit their assignments?

The first page students will see when they click on the assignment activity link from the course page will display the assignment name, description and the submission status. The first time a student views the assignment it will look like this:

The submission status section includes:

Submission status

• Grading status
• Time remaining
• Last modified
• Submission details

As they progress through the assignment the Submission status and Grading status will update and the Last modified date will appear.

If the student uploaded a file which the teacher has annotated, this will be made available in the feedback section. The student can search through the document and filter specific comments.

Submission statuses include:

• Nothing submitted for this assignment
• Draft (not submitted)
• Submitted for grading

Grading statuses include:

File submission

To submit a file submission, students complete the following steps:

• Click the ‘Add submission’ button to bring up the file upload page.
• Upload the relevant file into the submission. They are able to ‘drag and drop’ the file into the submission box.
• Click ‘Save Changes’.

There should now be a Last modified date and the file(s) uploaded will also be displayed. Depending on how the assignment is setup the status will either read ‘Submitted for grading’ - in which case no further action is need, or ‘Draft (not submitted)’.

• If changes are required, click ‘Edit submission’.
• Once ready to submit, click ‘Submit assignment’.

Note that once the assignment is 'submitted’ no further changes are allowed.

Note: Depending on how the assignment is setup students may see both a file submission page and an online text editor.

If file submissions and online text are enabled, and a word limit is set for the online text, it is possible for a student to end up with a submission status of 'No attempt' together with saved file submissions. This occurs when a student submits files, enters online text, clicks 'Save changes' then obtains a message informing them that the text exceeds the word limit. If they then click Cancel, the submission status is shown as 'No attempt' together with saved file submissions.

Access controlled links

If the administrator has enabled this feature for either the Google Drive repository or the OneDrive repository then students can upload a file as an 'access controlled link' from either of these repositories. The file is then copied to the site account and the student is no longer able to edit it.The student retains the original file in their own Google Drive or OneDrive. The teacher is given permission to edit the file for grading purposes, and the student is sent a copy of the edited file.

Online text

To submit online text, students complete the following steps:

• Click the ‘Add submission’ button to bring up the online text editor page.
• Type the relevant text into the text editor , or paste from a previously written file.

There should now be a Last modified date and the first 100 characters entered will also be displayed. Depending on how the assignment is setup the status will either read ‘Submitted for grading’ - in which case no further action is need, or ‘Draft (not submitted)’.

• If changes are required, click on ‘Edit my submission’.

Submission comments

If enabled by the administrator, there may be a section where students can leave submission comments.

How do teachers grade assignments?

When students have submitted their assignments, they can be accessed by clicking on the assignment activity. This will bring up the Grading Summary page.

The Grading Summary page displays a summary of the assignment, including; number of participants, number of drafts, number of submitted assignments, due date and time remaining.

Clicking 'Grade' will take you to the first student in the list so you can start grading individually. If you wish to grade several assignments, clicking Save and Show next will take you to the next submission.

Clicking 'View all submissions' will take you to the grading table where you see all students.

The Grading Table contains columns of information about the student, the status of their submission, a link to grade their submission, a link to each submission and feedback comments and files (if enabled).

Filtering submissions

A dropdown menu accessed from the 'Options' section allows you to filter submissions so you can for example quickly see which students have not submitted yet.

You can also filter submissions which have had extensions granted.

Allocating submissions to markers

If you need to divide submissions between more than one person, you can apply groups to the assignment and let markers know which group(s) to mark. Note that because group membership is not itself anonymised, this may make anonymised submissions that bit less anonymous, though as long as the groups aren't very small this should be acceptable.

An alternative is to use marking allocation - this allows anyone with a teacher role to allocate one marker to each submission. This works particularly well if marking is allocated by subject specialism.

If you will be assigning grades to student work, you may want to take note of the submission status before you begin the marking process. If you have required students click the Submit button, you may find that some submissions are still marked as Draft (not submitted), meaning the student has either uploaded a file(s) or entered some text, but has not clicked ‘Submit assignment’.

If it's after the due date and you are about to commencing marking that you use ‘Prevent submission changes’ to stop students from making changes to their assignment. You can do this one by one by using the icon in the Edit column.

Or you can select two or more students by putting a tick in the select column and going to 'Lock submissions’ from the With selected menu under the grading table.

Likewise you can also revert a student's submission to draft if they have uploaded the incorrect file. Instead of selecting ‘Prevent submission changes’ select ‘Revert the submission to draft’, or place ticks against selected students and choose 'Revert the submission to draft status' from the With selected menu under the grading table.

If the submission setting 'Attempts reopened' is set to 'Automatically until pass' and a submission is graded below the grade to pass, then then submission is automatically unlocked when the grade is saved. Similarly, if the submission setting 'Attempts reopened' is set to Manually, and a teacher selects 'Allow another attempt, then the submission is automatically unlocked.

Overriding assignment deadlines

A teacher can override a deadline for an individual or group from the Assignment navigation > More link Boost theme or Assignment administration other themes.)

When adding overrides for a group, it is possible to have one group override trump another. This is achieved by moving the override up/down on the group overrides page:

In this situation, a student in both groups (e.g. Frodo Baggins) will have the override from "The Council of Elrond" applied. By pressing the arrow icons on the right, the override for "The Fellowship" can be moved to the top of the list, and will have higher precedence.

Note also that if there exists a user override for a student, it will always take precedence over any group overrides.

Granting extensions

If an assignment has a deadline, a teacher can grant individual or group assignment extensions by selecting the Edit link next to a particular student or group.

• To grant an extension, open the assignment
• Click on "View all submissions"
• Locate the student who is to be allowed to submit after the "Cut-off date"To

• Click on "Save changes".

Quick grading

Quick grading allows you to enter numeric grades directly into the grading table, bypassing the more detailed grading interface. Please note:

• if you want to give feedback, you need to use the more detailed Grade interface.
• Quick grading is incompatible with advanced grading e.g. Rubrics, and is not recommended when there are multiple markers.
• Submission comments are a two-way private conversation between a student and staff and are visible to students immediately i.e. markers use the grading interface to give feedback, not the submission comments.

To access the Quick Grading interface, from the Grading Summary page click 'View all submissions'; the Grading Table displays. Scroll to bottom of the page to configure Options, and check the box for 'Quick grading'. While you're down there, you can also set the number of assignments to display per page, filter the assignments e.g. to see who has not submitted, unmarked assignments, etc.

When you are ready to Quick Grade:

• You can enter grades directly into the grading table.
• Scroll to the bottom of the grading table and click 'Save all quick grading changes'
• A confirmation displays.

Grading individual submissions

If you have enabled File Feedback in the Assignment settings and wish to upload either the marked student assignment, a completed text based feedback document or audio feedback, click on the green tick in the Grade column (or use the icon in the Edit column and select Grade).

This brings you to the Student Grading Page where you can give grades, feedback comments and feedback files (if enabled in the Assignment settings ). You can use drag and drop to upload feedback files.

Annotating submissions

If the student has uploaded a PDF, docx or odt file, or if you set 'Comment inline' for an online text submission, then their submission will be displayed on the grading screen, allowing you to annotate it (requires Ghostscript for PDF and unoconv for docx and odt files), using a variety of tools, stamps (if uploaded by the admin) and comments which may be saved to a comments bank. When the annotations are complete, clicking to save the changes will result in it being displayed to the student as part of their feedback.

'Rotate' icons let you change the orientation of an uploaded document if the student submitted it in landscape mode for example.

Comments may be added and then saved in a quick list for future use (1) Click the paper/magnifying glass icon to the right of the page selector to filter comments you have already added to the work (2) :

• In the Search comments pop-up window, enter the term you would like to search for in the Filter comments... box.
• Clicking on the comment will take you to the part of the paper where that comment has been added.

Note: To ensure that comments display to students as the marker intends, do instruct students to download the annotated PDF rather than just previewing it. Preview sometimes displays comments in a way which obscures the original text.

The review panel and / or the grading panel may be collapsed by clicking the icons at the bottom right of the screen.

Controlling when to notify students of graded work

Notifying as you mark.

If you need to notify individual students, one by one, as you mark, the Notify students checkbox is available when grading individual submissions. Choose Yes to notify the student immediately or No to grade without notifying the student. Assuming you are not hiding grades in the ways outlined below, then Moodle will send a notification.

Note: How students receive Moodle notifications depends on your local default settings, and any changes students have made to those.

Keeping grades hidden until a release date

Assessors often decide to hide grades and feedback until marking is complete and finalised, and then release them all at once. There are two alternatives for this.

• Hide the item in the Grader Report . This is convenient if there are few markers and you have decided a provision date for releasing the marks and feedback.
• Or enable Use marking workflow in the Assignment's settings. This way is best where there are many markers, and/or you don't have a provisional date to release marks and feedback.

Examples of Marking workflow

One marker, Marker, wants to release all grades at the same time

• Marker enables "Use marking workflow"
• Marker marks each submission and transitions the grading to "Marking completed" as each submission is graded.
• Marker then uses the batch operations to transition all grades to "Released" at the same time.

Multiple markers,

Offline marking - downloading and uploading multiple grades and feedback files

If you don't have an internet connection or prefer to grade outside Moodle, you can do so (including with anonymous submissions). These easy stages explained below:

• Download the submissions
• Download the spreadsheet (grading worksheet) to record grades.
• Grade and annotate (if applicable) the submitted work.
• Upload the completed grading worksheet.
• Upload the annotated submissions (if applicable).

Note:You cannot upload marks and feedback to Moodle if you have enabled Rubrics or Marking Guides.

Before you start, enable the multiple file upload settings

Go to the settings of that assignment. For Feedback types, ensure that the Moodle Assignment settings, Feedback comments, Feedback files, and Offline grading worksheet are ticked.

Downloading student submissions

You can download a zip file containing all of the assignment submissions by selecting ‘Download all submissions’ from the 'Grading actions' menu at the top of the grading table, or in the settings menu.

File submissions will be downloaded in the format uploaded by the student. Online text submissions will be downloaded as html files. Each file in the zip will be named with the student first and last name followed by a unique identifier (not the user ID number).

If each submission is more than a single file, then submissions may be downloaded in folders by ticking the option 'Download submissions in folders' (below the grading table). Each submission is put in a separate folder, with the folder structure kept for any subfolders, and files are not renamed. Each folder will be named with the student first and last name followed by a unique identifier (not the user ID number).

You can also download selected assignment submissions (rather than all of them) by selecting the ones you want and then choosing 'With selected....Download selected submissions'.

Download the Grading Worksheet to record grades

• Next, to download the spreadsheet in which you'll enter the grades and brief comments, return to the Moodle Assignment page and from its Grading action drop-down menu choose Download grading worksheet and save that file (keep its csv file format).

Note: Helpfully that downloaded worksheet will contain any existing grades and summary comments which have already been given for that assignment i.e. if marking has already started. However, to see pre-existing comments fully you may need to set your spreadsheet to 'wrap text' within cells.

Grade and annotate (if applicable) the submitted work

After downloading the submissions and the grading worksheet:

• Open a downloaded assignment file to assess it.
• Open the csv file in a spreadsheet editor e.g. Excel.
• For that student's record (if anonymous, a number corresponding to the submission file name will display), enter grades in the Grade column and summary comments in the Feedback comments column for each student.
• Leave the other data untouched unless you know exactly what you're doing.
• Repeat as needed.
• Save the csv file.

Note: Take care to enter data in the correct column of the spreadsheet.

If you are annotating the submissions to return to students as feedback:

• Open a downloaded submission.
• Carry out your annotations.
• Save it in its original place i.e. the folder corresponding to that student.

If you have separate feedback files to upload to students:

• Save these within that student's folder.
• You can give students multiple feedback files in this way e.g. annotations on their work along with a separate pro forma.

Note: Don't change the name or location of the folder - Moodle needs this information to allocate the files correctly.

Compress (zip) all the feedback files:

• Windows: Right click one of the selected files and Send to > Compressed (zipped) folder.
• Mac: Right Click (or Ctrl+click) one of the selected files and click Compress.
• They are now ready for upload (see below).

Upload the completed grading worksheet

When you are ready to upload grades and summary feedback:

• Click on the assignment name on the Moodle course homepage to access the summary page and click View/grade all submissions .
• From the Grading action drop-down menu choose Upload grading worksheet .
• Click Choose a file... and upload the grading worksheet to Moodle, or drag the csv file to the arrow and wait for the file name to appear in the box.
• There is a checkbox to overwrite records that have been modified more recently in Moodle than in the spreadsheet - only check this if you want to spreadsheet to overwrite all Moodle records, including ones made more recently than the spreadsheet.
• Click Upload grading worksheet ; a Confirmation box displays the students grades and feedback that will be imported - check this carefully.
• If you are ready to proceed, click Confirm ; a summary of updates displays.
• Click Continue .

Upload feedback files (if applicable)

• From the Grading action drop-down menu choose Upload multiple feedback files in a zip .
• Click Choose a file... and upload the zipped assignments file to Moodle, or drag the compressed/zipped file to the arrow and wait for the file name to appear in the box.
• Click Import feedback file(s) .
• The Confirmation box will list all the feedback files and student names that will be imported.
• Click Confirm ; the next screen summarises the changes.
• Click Continue .
• From the page containing the Grading Table, you can check your feedback files by enabling Quick grading (see Options at the bottom of that page) and scrolling horizontally, if needed.

For an assignment with no file submissions, see the discussion upload feedback files without student file submissions for details of what to do.

Give the same feedback file to multiple students

If you have high level feedback you want to give to an entire cohort, it is generally a good idea to give this feedback in the context of the assignment, rather than e.g. separately via a Forum. Moodle allows you to select some or all students and attach a single, common feedback file to their assignment feedback. This common feedback will appear to each student along with any other individual feedback files you have prepared for each.

• Prepare the single file of feedback.
• Click on the link to the Assignment; its summary page displays.
• Click View all submissions ; the assignment's Grading Table displays.
• Use the checkboxes to select all or some students to receive the feedback (you may first prefer to configure the Grading Table to show as many students as possible on a single page).
• Underneath the Grading Table click the With selected... menu, choose Send feedback files , then click Go ; a page displays a list of selected students above a file upload area.
• Upload the file of feedback you prepapred, or drag it to the arrow and wait for the file name to appear in the box.
• Click Send feedback files ; the Grading Table displays again.
• Check your file is in place by scrolling horizontally to the Feedback files column.

Keeping records (archiving, exporting, backing up)

When students unenrol from a Moodle area, their records become invisible through the Gradebook interface. In order to have the information to hand, departments or course teaching teams may need systems in place to keep their own records for the data retention period required in their particular context. There are two separate procedures for exporting student submissions and marks.

To export marks (with or without feedback):

• Go to your course administration block and click Grades.
• From the Grader Report Settings block, select Export; a menu displays.
• From the menu, if you need easy viewing and running calculations you probably want to select one of the spreadsheet formats; a page of export settings loads
• Use the Visible Groups pulldown menu to limit the export to specific groups, as required
• In Options, you indicate whether feedback comments are included
• In Grade Items To Be Included lists you can, if required, omit particular Activities from the report
• When you've finished with the settings, click on Submit; a preview of your export displays
• Click on Download to export to the format you chose, and save the file.

To download the original student submissions:

• In your course area, click the link to the Assignment whose submissions you want to download.
• Click on the link to View/Grade all submissions; the Grading Table will load.
• Click the link to 'Download all submissions' and save the file.

Tips and Tricks

• Want to use an Assignment activity again in another Moodle site? Use the backup and restore options.
• Want to use an Assignment activity in another course you teach? Use the Import function in the course administration block.
• Moodle will sometimes appear not to be uploading a resubmitted assignment - you seem to be downloading the original assignment. This is a cache issue, in short, go to "Tools > Clear Recent History" in Firefox or "Tools > Delete Browsing History > Delete Temporary Files" in Windows Explorer. The newer file will then appear.

Examples from School demo site

• Teacher view of a PDF assignment which can be annotated inline. Log in with username 'teacher' and password 'moodle'
• Teacher view of allocated markers and marking workflow status. Log in with username 'teacher' and password 'moodle'
• Student view of an assignment. Log in with username 'student' and password 'moodle'. Scroll down to see the rubric and feedback.
• Student view of a student submission statement Log in with username 'student' and password 'moodle'
• Student view of group assignment grading screen Log in with username 'student' and password 'moodle'
• Teacher view of a group assignment grading screen Log in with username 'teacher' and password 'moodle'.
• Teacher view of Anonymous submissions grading screen Log in with username 'teacher' and password 'moodle'
• One approach to group project grading blog post by Gavin Henrick
• Advantages of using Assignment upload over emailing a document forum discussion

Submitting to an assignment

Turnitin uses the same Canvas upload process you'll already familiar with. If you haven't submitted using Canvas before, follow the steps below.

• Navigate to your course.
• From the Assignments tab , open your assignment.

It is possible that your institution is using the Canvas Student Experience view. If the upload submission window does not look like the image above, it may look like this instead:

• If you haven't already, you may need to accept the Turnitin EULA and verify that your submission is your own work.

A similarity report will generate for every file uploaded.

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How To Write an Email For Submission Of Assignment

Welcome to this informative article that will guide you on how to write an effective email for the submission of your assignment. If you’re unsure about how to draft an email for submitting your assignment, this article is here to help you!

Table of Contents

What To Do Before Writing the Email

Before you start writing the actual email, it’s important to take a few preparatory steps to ensure that your email is clear, concise, and professional:

• Gather all necessary information related to your assignment, such as the due date, submission guidelines, and any specific instructions given by your instructor.
• Review your assignment to ensure it meets the requirements and makes sense.
• If your instructor has provided a specific email address or subject line to use, make note of it.
• Consider attaching your assignment in the appropriate format if required.

What to Include In the Email

When composing your email for assignment submission, it’s important to include the following parts:

Subject Line

Choose a subject line that clearly indicates the purpose of your email. For example, “Assignment Submission – [Course Name]”. This helps the recipient identify the email’s content quickly.

Begin your email with a polite and professional greeting, such as “Dear Professor [Last Name],” or “Hi [Instructor’s Name],”. Use the appropriate salutation based on your relationship with the recipient.

Introduction

Introduce yourself briefly and mention the course or assignment you are submitting. This provides context for the recipient.

In the body of the email, mention any relevant details or specific instructions provided by your instructor. Clearly state that you are submitting your assignment and acknowledge the due date. If there are any additional comments or questions related to the assignment, include them here.

End your email with a courteous closing, such as “Thank you,” or “Best regards,” followed by your full name and contact information. This shows professionalism and makes it easy for the recipient to respond if necessary.

Email Template – Assignment Submission

Subject: Assignment Submission – [Course Name] Dear Professor/Instructor [Last Name], I hope this email finds you well. I am writing to submit my assignment for the [Course Name]. The assignment is attached in the required format. I have completed the assignment as per the given guidelines and it is ready for submission. The due date for the assignment is [Due Date]. If you have any further instructions or clarifications, please let me know. Thank you for your time and consideration. I look forward to hearing from you soon. Best regards, [Your Full Name] [Your Contact Information]

Writing an effective email for the submission of an assignment is essential to ensure clarity and professionalism. By following the steps outlined in this article, you can confidently compose your email and increase the likelihood of a positive response. Remember to always be polite, concise, and include all necessary information. Good luck with your assignment!

Additional tips:

• Double-check all the information before sending the email to avoid any errors or omissions.
• Use a professional email address and avoid using casual or inappropriate language.
• If there is a specific email format recommended by your institution, consult it for guidance.

5 Things About Using AI for Writing That I Wish Enthusiasts Would Remember

Using AI for writing has the potential to improve education but we need to make sure it truly benefits students

Despite all the discussion, I suspect the impact in some subjects of ChatGPT and other similar generative AI tools has been minimal. But for me as a college writing instructor, these AI tools have had a huge impact on my day-to-day work -- and not a positive one. I am regularly dealing with AI-generated papers submitted in my class and, like a character in a Philip K. Dick novel, I regularly have the unsettling experience of suspecting human-generated writing was actually machine-written. 

I still share enthusiasts' belief that there is potential for using AI in education, from individualized tutoring to research and teaching assistance, and I agree banning it is not the answer. But I do think more has to be done to protect the integrity of human-generated writing in schools and that the conversation around AI should always address this. 

As we continue to figure out how generative AI fits into our curriculums and the world as a whole, here are some things I wish the pro-AI crowd would consider and address in their talks and writing on the subject.  

1. Students Are Using AI to Submit Papers For Almost Every Written Assignment 

The problems posed by AI are here and real and occurring in classrooms every day. A recent survey of college students and their AI use found that 96% of students use ChatGPT for school work, 69% percent use it for help with writing, and 29% percent use it to generate entire papers. 

Using AI to help study and be organized is great, using it to generate entire papers not so much. In my undergraduate classes, I have noticed the rate of AI submissions to be trending up. In a class of 20 students, I now expect to see at least three AI-generated papers per assignment. 

2. Reading AI Papers Is Demoralizing  

Until it happens to you, it can be difficult to fully grasp how unsettling and demoralizing it is to come across AI-generated work in your classes. When you suspect a paper is AI-generated but can’t prove it, you have to spend time grading inauthentic work and pretending this feedback matters to the student. 

AI submissions can also infect a whole batch of papers, making you wonder unfairly about ones that were actually generated by humans. It’s a new kind of stress that just wasn’t part of the job a year ago. 

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3. Preventing Students From Submitting AI Papers is Hard

I’ve written about how instructors can rework their writing prompts to make these as AI-proof as possible . However, doing this requires extra time and is placing an undo burden on individual instructors. And at best, even AI-resistant prompts only limit the amount of AI-generated papers submitted. 

Suggesting that the problem of AI papers is overblown or requires just minor tweaks to prompts is underselling the scope of the problem and gaslighting those of us dealing with it on a regular basis. Schools and universities need to stop leaving this challenge to individual teachers, and we need stronger institutional responses overall to the problem of AI writing. Those dismissing concerns should remember this.  

4. Writing Isn't Drudgery

When I interviewed Anurag Acharya, one of the founders of Google Scholar , he told me that using a Google Scholar function or a similar tool to generate citations made sense. Essentially — in my words not his — students had better ways to use their time than look up archaic rules that a computer could generate instantly. 

I agree when it comes to citations, however, I vehemently disagree with those who suggest that the same applies to writing itself. Writing isn’t always fun but it's very rarely drudgery. It’s an ancient practice that has been inherently linked to how we interact with and understand the world for thousands of years.  

5. Writing is Linked to Cognition

Others are more qualified to talk about the link between human cognition and writing , but I know that writing about the world helps me understand it. And that when I consider a topic or a question or an argument and take the time to solidify my thoughts in paper, I understand that subject better and more deeply. 

I know writing doesn’t come as easily to everyone and different people process the world differently, except our students deserve a chance to develop this ability that can serve them in so many ways beyond the scope of what seems to be a short writing assignment. 

In other words, this conversation around AI and writing isn’t about writing at all, it’s about thinking and making sure we continue to facilitate the type of thinking writing supports.  

8 Ways to Create AI-Proof Writing Prompts

• 7 Ways to Detect AI Writing Without Technology

Erik Ofgang is Tech & Learning's senior staff writer. A journalist,  author  and educator, his work has appeared in the Washington Post , The Atlantic , and Associated Press. He currently teaches at Western Connecticut State University’s MFA program. While a staff writer at Connecticut Magazine he won a Society of Professional Journalism Award for his education reporting. He is interested in how humans learn and how technology can make that more effective. 

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• Create assignments

Create an assignment

This article is for teachers.

When you create an assignment, you can post it immediately, save a draft, or schedule it to post at a later date. After students complete and turn in their work, you can grade and return it to the students.

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Create & post assignments

When you create an assignment, you can:

• Select one or more classes

Select individual students

Add a grade category, add a grading period, change the point value, add a due date or time, add a topic, add attachments, add a rubric.

• Turn on originality reports

Go to classroom.google.com  and click Sign In.

Sign in with your Google Account. For example,  [email protected] or [email protected] .  Learn more .

• Enter the title and any instructions.

You can continue to edit and customize your assignment. Otherwise, if you’re ready, see below to post, schedule, or save your assignment .

Select additional classes

Assignments to multiple classes go to all students in those classes.

• Create an assignment (details above).

Unless you’re selecting multiple classes, you can select individual students. You can’t select more than 100 students at a time.

• Click a student's name to select them.

Use grade categories to organize assignments. With grade categories, you and your students can see the category an assignment belongs to, such as Homework or Essays . Teachers also see the categories on the Grades page.

For more information on grade categories, go to Add a grade category to posts or Set up grading .

To organize assignments and grades into your school or district’s grading structure, create grading periods, such as quarters or semesters.

• From the menu, select a grading period.

Tip: Before adding a grading period to an assignment, create a grading period for the class first. Learn how to create or edit grading periods .

You can change the point value of an assignment or make the assignment ungraded. By default, assignments are set at 100 points.

• Under Points , click the value.
• Enter a new point value or select Ungraded .

By default, an assignment has no due date. To set a due date:

• Click a date on the calendar.
• To create a topic, click Create topic and enter a topic name.
• Click a topic in the list to select it.

Note : You can only add one topic to an assignment.

Learn more about how to add topics to the Classwork page .

• Create an assignment.

• Important: Google Drive files can be edited by co-teachers and are view-only to students. To change these share options, you can stop, limit, or change sharing .

• To add YouTube videos, an admin must turn on this option. Learn about access settings for your Google Workspace for Education account .
• You can add interactive questions to YouTube video attachments. Learn how to add interactive questions to YouTube video attachments .

• Tip: When you attach a practice set to an assignment, you can't edit it.

• If you see a message that you don’t have permission to attach a file, click Copy . Classroom makes a copy of the file to attach to the assignment and saves it to the class Drive folder.
• Students can view file —All students can read the file, but not edit it.
• Students can edit file —All students share the same file and can make changes to it.

Note : This option is only available before you post an assignment.

Use an add-on

For instructions, go to Use add-ons in Classroom

For instructions, go to Create or reuse a rubric for an assignment .

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• Click Assign to immediately post the assignment.

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• (Optional) To replicate your selected time and date for the first class into all subsequent classes, click Copy settings to all .
• Click Schedule . The assignment will automatically post at the scheduled date and time.

After scheduling multiple assignments at once, you can still edit assignments later by clicking into each class and changing them individually.

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• Follow the steps above to create an assignment

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Manage assignments

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Related articles

• Create or reuse a rubric for an assignment
• Create a quiz assignment
• Create a question
• Use add-ons in Classroom
• Create, edit, delete, or share a practice set
• Learn about interactive questions for YouTube videos in Google Classroom

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How to Stop a Pandemic

Topics: Graphs, Social network analysis, Epidemiology, Testing

Due Date: May 1 @ 11:59pm

In this assignment, we will use a graph to simulate the spread of a pathogen across a population. We will explore three different strategies to slow down or stop the spread of the pathogen. We provided two datasets that you can use to test your code. Feel free to create your own dataset.

Starter files here.

Step 1: Load the Dataset

Create a class named InformationSpread.Java and a test class named InformationSpreadTest.Java .

Implement and test loadGraphFromDataSet . This method will return the number of nodes processed by the method.

• The first line of the dataset contains the number of vertices and edges (one direction) separated by a space. The provided graph implementations expect a directed graph; however, we are working with undirected graphs. Do not forget to add both directions of each edge to the graph! This will result in the total number of edges in the graph being twice the number reported in the file.
• The rest of the file consists of lines in the format first second weight , representing an edge from vertex first to vertex second with weight weight .
• There is no vertex with id 0 in the dataset. Take that into consideration when initializing the graph object. We will use vertex 0 to represent a vertex with degree 0. Those vertices will be listed in the file with a link to 0 (e.g. the line starting with 5 0 means that node 5 has no neighbors)
• The choice of the graph implementation (GraphL or GraphM) to use is up to you
• In this assignment, there is a possible transmission only if the weight of the edge is \(\geq \tau\) (tau). You can ignore the edges with weight \(< \tau\).
• The graph implementations expect an integer value as weight, so multiply the weights by 100 and cast to an int .
• The method returns the number of nodes with at least one edge contained in graph object. This number can be different from the total number of nodes in the dataset.

Also, implement and test getNeighbors .

Why are we ignoring edges with weight \(< tau\)? The weight of an edge represents the transmission probability between two individuals. In the real world, connections between people may have a higher transmission probability (say those with weakened immune systems) or a lower probability. For the simplicity of the assignment, and to reduce runtimes in large graphs, we will not include the edge in the graph if its weight is \(< 0.55\) since transmission is unlikely. Thus, the nodes will be added to the graph but not counted by loadGraphFromDataSet .

Step 2: Transmission path

We want to know how the pathogen spreads between two nodes in the network. Implement and test path . The method takes two nodes and returns a collection containing all the nodes along the path from the source to the destination that has the highest probability of infection. Include the source and the destination in your collection. Return an empty Collection if there is no path from source to destination.

In order to compute the highest probability transmission path, we will perform a transformation \(f\) on the graph’s weights like so: \(f(w_{i,j}) = -\log w_{i, j}\). We assume that weights have been divided by 100 to convert the int weights back to probability values in the range \(\left [0, 1 \right]\). We take the negative of the log so that the shortest path using transformed weights \(f(w)\) reflects the path of highest probability. The proof follows:

All pairwise infections are assumed to be independent of each other. Therefore, the transmission probability of an infection travelling from vertex \(s\) to vertex \(t\) along path \(p_{s \rightarrow t}\) is assumed to be the \(\Pi_{w_{i,j} \in p_{s, t}} w_{i, j}\). We seek the path \(p^*_{s \rightarrow t}\) that has the highest probability of transmission among all paths from \(s\) to \(t\).

Therefore, to find the path with the highest transmission probability, it is sufficient to find the shortest path in the transformed graph. Dijkstra’s algorithm is acceptable here since all weights will be positive values: the log of a probability value is at most 0, so negating all logs gives non-negative edge weights.

For example, given the following graph,

we can compute the transformed graph:

and observe that the path with the highest transmission probability passes through 3 between 1 and 2 . This should make some intuitive sense: a transmission between 1 and 3 and between 3 and 2 are both very likely, with a combined probability of 76%, whereas the transmission from 1 to 2 directly has only a 55% probability of occurring.

Step 3: Basic Reproduction Number

“The basic reproduction number, R0, is defined as the expected number of secondary cases produced by a single (typical) infection in a completely susceptible population.”

• τ is the transmissibility (i.e., probability of infection given contact between a susceptible and infected individual). This value was passed in when calling loadGraphFromDataSet .
• c is the average rate of contact between susceptible and infected individuals, it is the average degree of the graph
• and d is the duration of infectiousness. In our case, we will assume immediate infectiousness, \(d = 1\).

Implement and test avgDegree which computes the average degree of the graph, and rNumber which computes the basic reproduction number using the formula above with the provided constants.

Step 4: Generations

“Generations in epidemic models are the waves of secondary infection that flow from each previous infection. So, the first generation of an epidemic is all the secondary infections that result from infectious contact with the index case, who is of generation zero.”

In this task, we will explore how many generations are needed in order for a pathogen to infect a given proportion of the population. Given a starting node or index case (we will call it seed), we will count how many generations it will take for the pathogen to go from seed to a specific percentage of the nodes in the population. In this context, we are assuming that edges represent deterministic infections—there is no probability associated with transmission here.

A generation is computed as follows:

• The seed is infected during generation 0
• All the neighbors of the seed are in generation 1
• All the neighbors of vertices in generation 1 that are not in generation 0 or generation 1 are in generation 2
• All the neighbors of vertices in generation 2 that are not in generations 0, 1, or 2 are in generation 3, and so on.
• We stop when we have reached a given percentage of nodes.

Given the following graph and a seed represented by the vertex colored in red,

• It will take 3 generations to reach 100% of the nodes in the graph
• It will take 2 generations to reach 60% of the nodes in the graph
• It will take 1 generation to reach 20% of the nodes in the graph

• It is not possible to reach 100% of the nodes in the graph from the given seed
• It is not possible to reach 80% of the nodes in the graph from the given seed
• It will take 3 generations to reach 60% of the nodes in the graph
• It will take 2 generations to reach 40% of the nodes in the graph

Implement and test generations . It implements the algorithm described above.

Corner cases: You will return -1 if we cannot reach the target threshold. You will return -1 if the seed is outside of the bounds of the nodes in the network You will return -1 if the threshold is negative or greater than 1 You will return 0 if the seed is valid but the threshold is 0

Step 5: Degree immunization strategy

The first (immunization) approach that we will explore will use the degree of the nodes in the graph. We want to “remove” all the edges incident to the nodes with a specific degree and see if it slows the pathogen’s spread (fewer spread cycles). Here we will target vertices with high degree.

When we say “remove” all the edges incident to the nodes, we remove the edges only, do not remove the node from the network! Thus, when calculating generationsDegree and rNumberDegree , the total node count should remain constant regardless of edge removals. Also, do not permanently modify the graph in this step! If you want to remove edges, do so in a COPY of the original graph.

Implement and test the following operations:

• degree ; it will return the degree of a given node or -1 if the node is not in the network.
• degreeNodes ; given an integer \(d\) passed as a parameter, degreeNodes will return a collection of all the nodes with degree of \(d\) in the network. Return an empty collection if there is no node in the network with that degree.
• generationsDegree ; the method returns the number of generations needed to infect a given percentage (threshold) of the population when all the nodes with a given degree are immunized (have their edges removed) from the network.
• Compute the R0 ( rNumberDegree ) of this immunization strategy.

Corner cases: You will return -1 if we cannot reach the target threshold. You will return -1 if the seed is outside of the bounds of the nodes in the network You will return -1 if the threshold is negative or greater than 1 You will return -1 if no node in the graph has the given degree value You will return 0 if seed is removed as part of the immunization

Step 6: Clustering Coefficient immunization strategy

The second immunization approach that we will explore will use the clustering coefficient of the nodes in the graph. We want to “remove” all the edges incident to nodes with a clustering coefficient within a given range and see if it slows the spread of the pathogen (fewer spread levels).

The local clustering coefficient of a vertex (node) in a graph quantifies how close its neighbors are to being a clique—read about how to compute the clustering coefficient of a node here !

• clustCoeff ; given a node n, the method will return its clustering coefficient. Return -1 if the node is not in the network.
• clustCoeffNodes ; it will return a collection of all the nodes with clustering coefficient between a lower bound and an upper bound, both inclusive. The bounds are passed as parameters to the method. Return an empty collection if there is no node in the network with that clustering coefficient.
• generationsCC ; the method returns the number of generations needed to infect a given percentage (threshold) of the population when all the nodes with clustering coefficients within the given range are removed (immunized) from the network.
• Compute the R0 ( rNumberCC ) of this immunization strategy.

Corner cases: You will return -1 if we cannot reach the target threshold. You will return -1 if the seed is outside of the bounds of the nodes in the network You will return -1 if the threshold is negative or greater than 1 You will return -1 if no node in the graph with a clustering coefficient within the given range You will return 0 if seed is removed as part of the immunization

The clustering coefficient of a node with degree <=1 is 0 When comparing clustering coefficient values, allow for a tolerance of ±Δ = 0.01 . The static method inRange implements this behavior for you.

Step 7: Clustering Coefficient and Degree immunization strategy

The last (immunization) approach that we will explore will combine the clustering coefficient and the degree of the nodes in the graph. Since nodes with low clustering coefficients are less likely to form a clique, and nodes with high degrees are highly connected, we want to see if nodes with high degree and low clustering coefficients are more likely to spread the pathogen faster. We want to “remove” all the edges incident to the nodes with low clustering coefficient and high degree and see if it slows the spread of the pathogen (fewer spread levels).

Implement and test the following operations, keeping in mind that you should be able to accomplish these methods using work that you’ve already done:

• highDegLowCCNodes ; it will return a collection of all the nodes with clustering coefficients less than or equal to a given value and with degrees greater or equal to a given degree value. Return an empty collection if there is no node in the network with that degree.
• generationsHighDegLowCC ; the method returns the number of generations needed to infect a given percentage (threshold) of the population when all the nodes with low clustering coefficient and high degree are removed (immunized) from the network.
• Compute the R0 - rNumberDegCC of this immunization strategy.

Corner cases: You will return -1 if we cannot reach the target threshold. You will return -1 if the seed is outside of the bounds of the nodes in the network You will return -1 if the threshold is negative or greater than 1 You will return -1 if no node in the graph meets the clustering coefficient and degree requirements You will return 0 if seed is removed as part of the immunization

Step 8: Submit to Gradescope

Do not forget to polish your code. Only submit InformationSpread.java , InformationSpreadTest.java , README, and your own datasets (only the ones you have created on your own, NOT those provided).

Your grade will consist of points you earn for submitting the homework on time and for the final product you submit.

The assignment is worth 205 points.

This assignment was created by Eric Fouh.

References: https://web.stanford.edu/class/earthsys214/notes/R0.html

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Clergy assignment changes – April 2024

• Clergy Assignments

April 17, 2024

Father Matthew W. Jordan concluded his appointment as administrator, St. Michael Parish, Independence, and he was appointed pastor, St. Michael Parish, Independence, effective April 1.

Father Michael P. Mccandless concluded his appointment as administrator, Holy Family Parish, Stow, and he was appointed pastor, Holy Family Parish, Stow, effective April 1.

Father Anthony J. Simone concluded his appointment as parochial vicar, St. Jerome Parish, Cleveland, and he was named administrator, St. Jerome Parish, Cleveland, effective April 1. This appointment is in addition to his assignment as presbyteral moderator, St. Aloysius-St. Agatha Parish, Cleveland.

Father Joseph J. Fortuna concluded his appointment as administrator, St. Jerome Parish, Cleveland, effective April 1. His appointment as pastor, Our Lady of the Lake Parish, Euclid remains unchanged.

Father Joshua J. Cochrac concludes his appointment as parochial vicar, St. Charles Borromeo Parish, Parma, and he was appointed administrator, St. Justin Martyr Parish, Eastlake, effective July 1.

Father Curtis L. Kondik was granted a one-year extension as parochial vicar, St. Francis Xavier Parish, Medina, and parochial vicar, Our Lady Help of Christians Parish, Litchfield, effective June 11.

Father James R. Stenger received permission to live in the rectory of Divine Word Parish, Kirtland, as a senior priest-retired, effective June 20.

Father Michael J. Stalla , coordinator for pastoral formation for Saint Mary Seminary and Borromeo Seminary, Wickliffe, was reelected to represent Priest Group IV (1997-2005) on the Clergy Personnel Board. The three-year term of office begins 1 June 2024.

Deacon Mark C. Yantek , deacon, Our Lady of Angels Parish, Cleveland, was elected to represent Deacon Group II (2008 – present) on the Clergy Personnel Board. The three-year term of office begins June 1.

Deacon Robin R. Adair , senior deacon-retired, was appointed spiritual director of the Ancient Order of Hibernians, Mark Heffernan Division, Akron, effective immediately.

The diaconal assignment of Deacon David A. Streeter , Assumption Parish, Broadview Heights, concluded and he was granted retirement status, effective May 1.

The diaconal assignment of Deacon Edward J. Chernick , SS. Cosmas and Damian Parish, Twinsburg, concluded and he was granted retirement status, effective May 1.

The diaconal assignment of Deacon Donald M. Jankowski , St. Peter Parish, North Ridgeville diaconal assignment has been concluded and has been granted retirement status effective 15 March 2024.

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• MyU : For Students, Faculty, and Staff

Fall 2024 CSCI Special Topics Courses

Cloud computing.

Meeting Time: 09:45 AM‑11:00 AM TTh  Instructor: Ali Anwar Course Description: Cloud computing serves many large-scale applications ranging from search engines like Google to social networking websites like Facebook to online stores like Amazon. More recently, cloud computing has emerged as an essential technology to enable emerging fields such as Artificial Intelligence (AI), the Internet of Things (IoT), and Machine Learning. The exponential growth of data availability and demands for security and speed has made the cloud computing paradigm necessary for reliable, financially economical, and scalable computation. The dynamicity and flexibility of Cloud computing have opened up many new forms of deploying applications on infrastructure that cloud service providers offer, such as renting of computation resources and serverless computing.    This course will cover the fundamentals of cloud services management and cloud software development, including but not limited to design patterns, application programming interfaces, and underlying middleware technologies. More specifically, we will cover the topics of cloud computing service models, data centers resource management, task scheduling, resource virtualization, SLAs, cloud security, software defined networks and storage, cloud storage, and programming models. We will also discuss data center design and management strategies, which enable the economic and technological benefits of cloud computing. Lastly, we will study cloud storage concepts like data distribution, durability, consistency, and redundancy. Registration Prerequisites: CS upper div, CompE upper div., EE upper div., EE grad, ITI upper div., Univ. honors student, or dept. permission; no cr for grads in CSci. Complete the following Google form to request a permission number from the instructor ( https://forms.gle/6BvbUwEkBK41tPJ17 ).

CSCI 5980/8980 

Machine learning for healthcare: concepts and applications.

Meeting Time: 11:15 AM‑12:30 PM TTh  Instructor: Yogatheesan Varatharajah Course Description: Machine Learning is transforming healthcare. This course will introduce students to a range of healthcare problems that can be tackled using machine learning, different health data modalities, relevant machine learning paradigms, and the unique challenges presented by healthcare applications. Applications we will cover include risk stratification, disease progression modeling, precision medicine, diagnosis, prognosis, subtype discovery, and improving clinical workflows. We will also cover research topics such as explainability, causality, trust, robustness, and fairness.

Registration Prerequisites: CSCI 5521 or equivalent. Complete the following Google form to request a permission number from the instructor ( https://forms.gle/z8X9pVZfCWMpQQ6o6  ).

Visualization with AI

Meeting Time: 04:00 PM‑05:15 PM TTh  Instructor: Qianwen Wang Course Description: This course aims to investigate how visualization techniques and AI technologies work together to enhance understanding, insights, or outcomes.

This is a seminar style course consisting of lectures, paper presentation, and interactive discussion of the selected papers. Students will also work on a group project where they propose a research idea, survey related studies, and present initial results.

This course will cover the application of visualization to better understand AI models and data, and the use of AI to improve visualization processes. Readings for the course cover papers from the top venues of AI, Visualization, and HCI, topics including AI explainability, reliability, and Human-AI collaboration.    This course is designed for PhD students, Masters students, and advanced undergraduates who want to dig into research.

Registration Prerequisites: Complete the following Google form to request a permission number from the instructor ( https://forms.gle/YTF5EZFUbQRJhHBYA  ). Although the class is primarily intended for PhD students, motivated juniors/seniors and MS students who are interested in this topic are welcome to apply, ensuring they detail their qualifications for the course.

Visualizations for Intelligent AR Systems

Meeting Time: 04:00 PM‑05:15 PM MW  Instructor: Zhu-Tian Chen Course Description: This course aims to explore the role of Data Visualization as a pivotal interface for enhancing human-data and human-AI interactions within Augmented Reality (AR) systems, thereby transforming a broad spectrum of activities in both professional and daily contexts. Structured as a seminar, the course consists of two main components: the theoretical and conceptual foundations delivered through lectures, paper readings, and discussions; and the hands-on experience gained through small assignments and group projects. This class is designed to be highly interactive, and AR devices will be provided to facilitate hands-on learning.    Participants will have the opportunity to experience AR systems, develop cutting-edge AR interfaces, explore AI integration, and apply human-centric design principles. The course is designed to advance students' technical skills in AR and AI, as well as their understanding of how these technologies can be leveraged to enrich human experiences across various domains. Students will be encouraged to create innovative projects with the potential for submission to research conferences.

Registration Prerequisites: Complete the following Google form to request a permission number from the instructor ( https://forms.gle/Y81FGaJivoqMQYtq5 ). Students are expected to have a solid foundation in either data visualization, computer graphics, computer vision, or HCI. Having expertise in all would be perfect! However, a robust interest and eagerness to delve into these subjects can be equally valuable, even though it means you need to learn some basic concepts independently.

Sustainable Computing: A Systems View

Meeting Time: 09:45 AM‑11:00 AM  Instructor: Abhishek Chandra Course Description: In recent years, there has been a dramatic increase in the pervasiveness, scale, and distribution of computing infrastructure: ranging from cloud, HPC systems, and data centers to edge computing and pervasive computing in the form of micro-data centers, mobile phones, sensors, and IoT devices embedded in the environment around us. The growing amount of computing, storage, and networking demand leads to increased energy usage, carbon emissions, and natural resource consumption. To reduce their environmental impact, there is a growing need to make computing systems sustainable. In this course, we will examine sustainable computing from a systems perspective. We will examine a number of questions:   • How can we design and build sustainable computing systems?   • How can we manage resources efficiently?   • What system software and algorithms can reduce computational needs?    Topics of interest would include:   • Sustainable system design and architectures   • Sustainability-aware systems software and management   • Sustainability in large-scale distributed computing (clouds, data centers, HPC)   • Sustainability in dispersed computing (edge, mobile computing, sensors/IoT)

Registration Prerequisites: This course is targeted towards students with a strong interest in computer systems (Operating Systems, Distributed Systems, Networking, Databases, etc.). Background in Operating Systems (Equivalent of CSCI 5103) and basic understanding of Computer Networking (Equivalent of CSCI 4211) is required.

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Rob Refsnyder plays first base, homers in rehab assignment with WooSox

• Updated: Apr. 16, 2024, 9:25 p.m. |
• Published: Apr. 16, 2024, 8:31 p.m.

Rob Refsnyder bats during a WooSox game on April 16, 2024 (Katie Morrison-O'Day / MassLive) Katie Morrison-O'Day

• Katie Morrison-O’Day

WORCESTER -- Reinforcements are on the way for the Red Sox.

Rob Refsnyder played six innings at first base and went 1-for-3 at the plate, smacking a solo home run in his first at-bat.

It was the first time since 2020 that Refsnyder, who is rehabbing from a broken toe, saw action at first base. The plan isn’t for him to play in the infield very often, but the Red Sox want him to have some more recent experience under his belt if he’s needed in the future.

He’s spent time at first base in the past, but last saw game action there in 2020.

“[The Red Sox] just said it might be maybe an emergency thing, so I guess it’s to get my feet wet here,” Refsnyder said of playing the infield.

“I think it’s more to get him over there so he’s got some reps and he gets comfortable,” WooSox manager Chad Tracy said. “It’s not completely new to him but just to kind of reintroduce it to him, but it’s not something that he’s going to be doing a lot of here.”

Refsnyder began his Red Sox career in Worcester, playing in 42 games in the first half of 2022 with the WooSox. Since being promoted to the Red Sox for the second time in June, Refsnyder has earned a permanent spot on Boston’s major league roster, and he was signed to an one-year extension last June with a club option for 2025.

The outfielder was a big part of the Worcester lineup in his 42 games with the WooSox, and was a helpful presence in the clubhouse as Tracy began his tenure as the club’s manager.

“I’ve spoken a lot about our veteran players that we’ve had over the years and he’s way at the top of the list for what he meant for that team in 2022,” Tracy said. “Just his overall attitude and the way he went about things, he’s such a pro. He meant a lot to me at the time because I was going into my first year in this chair in the Red Sox organization, and to have that guy helping manage our room...I want to get him back up [to the Red Sox], but it is nice to have him around because I have an immense amount of respect for the way he goes about his business.”

“It’s a great place to play, it’s a pleasure to play [in Worcester],” Refsnyder said. “The player development here is great, the organization is great, a solid fanbase...I think it’s one of the premier places to play Triple-A baseball, it’s just a great environment.”

Refsnyder is mentally ready to get back with the team, especially with the rash of injuries the Red Sox have suffered in the last couple of weeks. But in the mean time, he’s gotten the chance to get to know new Red Sox infielder Vaughn Grissom, who is also with the WooSox on a rehab assignment.

“It’s been fun getting to know Vaughn,” Refsnyder said. “He’s a lot younger than I am, but he’s got a good energy. I think the fans are going to like him here in Boston and it’s good to get to know your teammates a little bit more on a personal level. He’s an exciting ballplayer.”

There’s no definitive timeline as to when Refsnyder is set to return to the major league lineup, but it’s likely he will finish his rehab assignment during this WooSox homestand.

WooSox 7, Bulls 4

The ball was flying out of Polar on a nice night at the ballpark. Dalton Guthrie had the big swing of the night Worcester, a three-run shot in the second inning to give the WooSox a 4-1 lead. Chase Meidroth went deep in the sixth for his first home run of the season. Jamie Westbrook also had a nice night offensively with three hits and three runs scored.

Naoyuki Uwasawa wasn’t super sharp but battled through the first four innings, holding the Bulls to just one run resulting from a first-inning rally. But a hit batter (his second of the night) and a single put two on for Alex Jackson in the fifth inning, who took Uwasawa deep and make it a one-run game at 5-4 WooSox.

Cam Booser was lights out in relief, facing six batters and fanning five of them. The left-hander has been impressive this season, racking up 15 strikeouts in only 6 2/3 innings.

Zack Kelly struck out the first two batters he faced in the eighth before he got into a little trouble after a two-out walk and double, but he escaped the jam on a lineout to left. After a walk to lead off the ninth, Kelly buckled down and struck out the side.

- Reliever A.J. Politi was placed on the 7-day IL with right elbow inflammation on Tuesday and will get imaging done soon.

“We put him on the IL based on what he felt and hoping and praying it’s not really that bad,” Tracy said. “But regardless, he’s not going to be throwing anytime soon because there’s something going on there.”

Politi has struggled in his five appearances this season, allowing six runs on six hits and three walks.

What’s Next

It’s school vacation week in Worcester, which means that the WooSox will play at 3:05 p.m. on Wednesday and Thursday. After the game on Wednesday will be a special showing of the movie Bull Durham (since the WooSox are hosting the Bulls).

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Astros re-sign former Detroit Tigers reliever to minor league deal

• Updated: Apr. 15, 2024, 12:58 p.m. |
• Published: Apr. 15, 2024, 12:15 p.m.

Detroit Tigers right-handed pitcher Miguel Diaz jokes with teammates before a workout on Feb. 14, 2024, at the team's facility in Lakeland, Fla. (Photo by Evan Woodbery, MLive.com) Evan Woodbery, MLive.com

• Greg Wickliffe |[email protected]

After being designated for assignment by the Detroit Tigers, Miguel Diaz has found a new opportunity.

The 29-year-old pitcher was resigned to a minor league contract by the Houston Astros, days after the Astros also designated him for assignment. The transaction was first reported by Athletic reporter Chandler Rome.

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