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What is the difference between assignment due dates and availability dates?

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How strict should you be? A guide to assignment due dates.

Colleges typically require instructors to include a calendar of assignment due dates in every course syllabus. But most syllabi also include a disclaimer that assignment deadlines are subject to change.  

So, how flexible should deadlines really be in a college course? 

Be Flexible, or be Rigid, but Always be Consistent 

Be consistent in your approach to deadline flexibility, whether you never accept late work or are always willing to make an exception. Nothing irritates strong students more than their instructor announcing, “Since so many of you asked for more time on the assignment that was due today, I’m extending its deadline to next week.”  

Syllabi should always include a clearly stated policy about the circumstances under which late work might be accepted, if at all.  

But should this policy be applied equally to low-stakes and high-stakes assignments? 

Low-Stakes Assessments  

If a course has many low-stakes assessments, like quizzes or homework problems, those assignments are usually due on the same day each week.  

For example, if class meets on Tuesdays and Thursdays, there might a reading quiz due every Monday, to ensure that students are prepared for the week’s in-class discussions, and a homework problem due every Friday, to verify understanding of the week’s concepts. 

Here are three solid approaches to deadline flexibility for low-stakes assessments: 

1. Not flexible: Late work is never accepted  

If a student misses a deadline, they receive zero points on that assignment. 

This approach works best in courses that have many low-stakes assignments, such as reading quizzes on every textbook chapter, where missing one or two deadlines will not jeopardize a student’s understanding of the core concepts nor greatly impact their final letter grade. 

2. Somewhat flexible: Late work is accepted, at a penalty  

If a student misses a deadline, they can submit the assignment late, but their score will be penalized a specified amount (e.g. -5 points). 

This approach works best in courses where content acquisition is scaffolded such that missing one assignment will negatively impact a student’s understanding of core concepts and successful completion of future assignments. In this case, students who miss deadlines should be permitted to complete the missed assignments, but with a small scoring penalty to encourage on-time submissions in future weeks. 

3. Very flexible: Late work is made up, with instructor permission 

If a student misses a deadline, they must contact the instructor and arrange an alternate way to complete the assignment (e.g. by taking a make-up quiz during the instructor’s office hours). 

This approach works best in courses where low-stakes assessments are considered part of a student’s participation grade. In this case, missing a deadline is like missing a class meeting. Students should be encouraged to initiate contact with the instructor to arrange a way to verify their understanding of the missed assignment’s concepts.  

High-Stakes Assessments  

Every course has one or more high-stakes assessments, such as exams or research papers. These assessments are weighted more heavily (worth more of the overall course grade) than lower-stakes assessments because these are higher-level demonstrations of students’ proficiency in the course outcomes. Failure to successfully complete high-stakes assessments generally leads to failure of the entire course. 

What kind of flexibility is appropriate then for key, high-stakes course assessments? 

1. Not flexible: Deadlines do not change, under any circumstances  

If a student misses a deadline, they receive zero points on that assessment. 

This is the most common approach to deadlines for high-stakes assessments. It is rare for a college instructor to permit students to make up a missed midterm or final exam because students making up an exam would receive the unfair advantage of more time to prepare for the exam. Also, many final exams are scheduled for the very end of term, when there is no time remaining for make-up testing before instructors must report course grades to the college. 

2. Somewhat flexible: Deadlines are extended, at a penalty 

If a student misses a deadline, they can submit the assessment late, but their score will be penalized a specified amount (e.g. one letter grade per day). 

This approach is more common for midterm assessments, or for courses with single high-stakes assessments, such as a research paper that students work on throughout the term. If students who miss the deadline for a high-stakes assessment can still submit their work, but their score is heavily penalized, the course grades will accurately reflect the students’ term-long proficiency in the course outcomes. For example, a student who earned “A” scores all term but submitted their final paper one day late could still finish the course with a “B” grade. 

Remember, flexibility around assignments should be geared towards what makes sense in your course and for your students. While there are a lot of possible variations in regards to policy, the most critical element is to be clear and upfront with your students early in the term. This will help avoid confusion and complaints – and help you keep your sanity at the end of the term when students come looking for extra chances to make up missed work! 

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Due On, Due By, Or Due For? Difference Explained (+18 Examples)

Prepositions come after many words in English, and it’s important to understand how the meaning of words changes based on which preposition follows it. Let’s look at whether we use due on, due by, or due for, and what each one means.

What Is The Difference Between Due On, Due By, And Due For?

Due on should be used when something must be submitted on a given date and no other time. Due by should be used when something can be submitted on a given date or before. Due for should be used when something is submitted to a person, rather than a time.

When Is The Deadline Day Included?

When you want to announce the deadline day, it always comes after the preposition. That means you can say “due on Friday” or “due by Tuesday next week.”

You can only put the deadline day after the preposition to indicate the urgency of the submission to the people you’re talking to. “Due on Friday” shows the urgency of getting it completed by Friday, while “due by Friday” shows that you can do it by Friday or before.

Does Due By Friday Mean On Friday Or Before Friday?

“Due by Friday” means both on and before Friday. It’s up to you how you want to interpret the message. Usually, you will start to work on the submission early and see how long it takes you to complete.

When something is “due by Friday,” it means you have until Friday to complete it. If you work on it earlier than that and complete it before Friday, you can hand it in whenever it’s ready.

Usually, tasks that are “due by” aren’t as urgent as ones that are “due on,” and there’s no given time frame for how long that task might take somebody to complete. Some people like to leave “due by” tasks until the last minute and hand it in on the last day, but this isn’t always a wise decision.

Is Completing A Task On The Due Date Considered Overdue?

Depending on what was asked of you, completing a task on the due date may be considered overdue. Typically, you want to finish the task before the due date to make sure that you can hand it in on time, ready for the due date.

Due dates usually include a day and a time. If you decide to complete your task on the expected day, you may often be overdue, as many people choose to finish their tasks earlier in the week to make sure they have something to hand in.

Of course, the time you hand something in and the time you complete it depends on the task in question. Some school assignments might take less time than a data-entry assignment would at your workplace. It’s dependent on what someone asked you to do, just as much as it’s dependent on your own work ethic.

Generally, make sure you get your task completed before the due date. That way, you’ll never hand in work that’s overdue.

6 Examples Of How To Use “Due On” In A Sentence

Let’s look through some examples now of when “due on” is used. We use this when we’re setting a specific time to hand in work. There’s no leeway or wiggle room with this time either. We typically tell them that the day is final, meaning no submissions before or after.

• This essay is due on Friday the 14th; otherwise, you will fail.
• This assignment is due on Monday next week.
• It’s due on Thursday, and I haven’t even started working on it yet!
• We’re due on Wednesday to hand this in.
• What day is the work assignment due on, sir?
• This is due on Saturday, no earlier, no later.

6 Examples Of How To Use “Due By” In A Sentence

Let’s see how “due by” is used next. There’s a lot more wiggle room and leniency when someone uses “due by.” They don’t want you to hand in the assignment later than mentioned, but they’re more than happy to accept it earlier than that if you complete it. Often, they’ll reward you for completing it quicker.

• The homework is due by Friday, okay?
• I’ve set you an assignment that’s due by Sunday.
• This piece is due by next weekend, right?
• I’ve got to finish my essay that’s due by tomorrow morning.
• The article is due by tomorrow evening.
• You have to complete the document for me. It’s due by noon!

6 Examples Of How To Use “Due For” In A Sentence

Finally, “due for” is used when the intended thing is a person or place rather than a time frame. Also, if you use the word “when” to start a question, you will finish it with “due for.”

• When is this due for again?
• Is that due for Mr. Robinson’s class?
• That’s due for Tom, isn’t it?
• That’s due for the class at six, right?
• When is our homework due for?
• When is this due for?

Is It Ever Correct To Use “Due At”?

When we want to be even more specific with our due date, we can include “due at.”

If we’re already on the day that the work was due and want to specify a time, that’s when we use “due at.” It keeps things even more specific than previously mentioned.

• This is due at six o’clock.
• This is due at two.

Quiz: Have You Mastered The Due On Vs Due By Vs Due For Grammar?

Now we’ll run you through a quick quiz to see what you’ve learned from this article! We’ll include the answers at the end for you to compare with as well.

• The homework is (A. due on / B. due by / C. due for) Friday and no earlier.
• The sooner you get it done, the better. It’s (A. due on / B. due by / C. due for) Tuesday.
• When is our essay (A. due on / B. due by / C. due for)?
• Is that (A. due on / B. due by / C. due for) Tuesday or Wednesday?
• This assignment is (A. due on / B. due by / C. due for) next week.

Quiz Answers

You might also like: “By Tomorrow” – Learn What It Actually Means! (Examples & Facts)

Martin holds a Master’s degree in Finance and International Business. He has six years of experience in professional communication with clients, executives, and colleagues. Furthermore, he has teaching experience from Aarhus University. Martin has been featured as an expert in communication and teaching on Forbes and Shopify. Read more about Martin here .

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Understanding Assignments

What this handout is about.

The first step in any successful college writing venture is reading the assignment. While this sounds like a simple task, it can be a tough one. This handout will help you unravel your assignment and begin to craft an effective response. Much of the following advice will involve translating typical assignment terms and practices into meaningful clues to the type of writing your instructor expects. See our short video for more tips.

Basic beginnings

Regardless of the assignment, department, or instructor, adopting these two habits will serve you well :

• Read the assignment carefully as soon as you receive it. Do not put this task off—reading the assignment at the beginning will save you time, stress, and problems later. An assignment can look pretty straightforward at first, particularly if the instructor has provided lots of information. That does not mean it will not take time and effort to complete; you may even have to learn a new skill to complete the assignment.
• Ask the instructor about anything you do not understand. Do not hesitate to approach your instructor. Instructors would prefer to set you straight before you hand the paper in. That’s also when you will find their feedback most useful.

Assignment formats

Many assignments follow a basic format. Assignments often begin with an overview of the topic, include a central verb or verbs that describe the task, and offer some additional suggestions, questions, or prompts to get you started.

An Overview of Some Kind

The instructor might set the stage with some general discussion of the subject of the assignment, introduce the topic, or remind you of something pertinent that you have discussed in class. For example:

“Throughout history, gerbils have played a key role in politics,” or “In the last few weeks of class, we have focused on the evening wear of the housefly …”

The Task of the Assignment

Pay attention; this part tells you what to do when you write the paper. Look for the key verb or verbs in the sentence. Words like analyze, summarize, or compare direct you to think about your topic in a certain way. Also pay attention to words such as how, what, when, where, and why; these words guide your attention toward specific information. (See the section in this handout titled “Key Terms” for more information.)

“Analyze the effect that gerbils had on the Russian Revolution”, or “Suggest an interpretation of housefly undergarments that differs from Darwin’s.”

Additional Material to Think about

Here you will find some questions to use as springboards as you begin to think about the topic. Instructors usually include these questions as suggestions rather than requirements. Do not feel compelled to answer every question unless the instructor asks you to do so. Pay attention to the order of the questions. Sometimes they suggest the thinking process your instructor imagines you will need to follow to begin thinking about the topic.

“You may wish to consider the differing views held by Communist gerbils vs. Monarchist gerbils, or Can there be such a thing as ‘the housefly garment industry’ or is it just a home-based craft?”

These are the instructor’s comments about writing expectations:

“Be concise”, “Write effectively”, or “Argue furiously.”

Technical Details

These instructions usually indicate format rules or guidelines.

“Your paper must be typed in Palatino font on gray paper and must not exceed 600 pages. It is due on the anniversary of Mao Tse-tung’s death.”

The assignment’s parts may not appear in exactly this order, and each part may be very long or really short. Nonetheless, being aware of this standard pattern can help you understand what your instructor wants you to do.

Interpreting the assignment

Ask yourself a few basic questions as you read and jot down the answers on the assignment sheet:

Why did your instructor ask you to do this particular task?

Who is your audience.

• What kind of evidence do you need to support your ideas?

What kind of writing style is acceptable?

• What are the absolute rules of the paper?

Try to look at the question from the point of view of the instructor. Recognize that your instructor has a reason for giving you this assignment and for giving it to you at a particular point in the semester. In every assignment, the instructor has a challenge for you. This challenge could be anything from demonstrating an ability to think clearly to demonstrating an ability to use the library. See the assignment not as a vague suggestion of what to do but as an opportunity to show that you can handle the course material as directed. Paper assignments give you more than a topic to discuss—they ask you to do something with the topic. Keep reminding yourself of that. Be careful to avoid the other extreme as well: do not read more into the assignment than what is there.

Of course, your instructor has given you an assignment so that he or she will be able to assess your understanding of the course material and give you an appropriate grade. But there is more to it than that. Your instructor has tried to design a learning experience of some kind. Your instructor wants you to think about something in a particular way for a particular reason. If you read the course description at the beginning of your syllabus, review the assigned readings, and consider the assignment itself, you may begin to see the plan, purpose, or approach to the subject matter that your instructor has created for you. If you still aren’t sure of the assignment’s goals, try asking the instructor. For help with this, see our handout on getting feedback .

Given your instructor’s efforts, it helps to answer the question: What is my purpose in completing this assignment? Is it to gather research from a variety of outside sources and present a coherent picture? Is it to take material I have been learning in class and apply it to a new situation? Is it to prove a point one way or another? Key words from the assignment can help you figure this out. Look for key terms in the form of active verbs that tell you what to do.

Key Terms: Finding Those Active Verbs

Here are some common key words and definitions to help you think about assignment terms:

Information words Ask you to demonstrate what you know about the subject, such as who, what, when, where, how, and why.

• define —give the subject’s meaning (according to someone or something). Sometimes you have to give more than one view on the subject’s meaning
• describe —provide details about the subject by answering question words (such as who, what, when, where, how, and why); you might also give details related to the five senses (what you see, hear, feel, taste, and smell)
• explain —give reasons why or examples of how something happened
• illustrate —give descriptive examples of the subject and show how each is connected with the subject
• summarize —briefly list the important ideas you learned about the subject
• trace —outline how something has changed or developed from an earlier time to its current form
• research —gather material from outside sources about the subject, often with the implication or requirement that you will analyze what you have found

Relation words Ask you to demonstrate how things are connected.

• compare —show how two or more things are similar (and, sometimes, different)
• contrast —show how two or more things are dissimilar
• apply—use details that you’ve been given to demonstrate how an idea, theory, or concept works in a particular situation
• cause —show how one event or series of events made something else happen
• relate —show or describe the connections between things

Interpretation words Ask you to defend ideas of your own about the subject. Do not see these words as requesting opinion alone (unless the assignment specifically says so), but as requiring opinion that is supported by concrete evidence. Remember examples, principles, definitions, or concepts from class or research and use them in your interpretation.

• assess —summarize your opinion of the subject and measure it against something
• prove, justify —give reasons or examples to demonstrate how or why something is the truth
• evaluate, respond —state your opinion of the subject as good, bad, or some combination of the two, with examples and reasons
• support —give reasons or evidence for something you believe (be sure to state clearly what it is that you believe)
• synthesize —put two or more things together that have not been put together in class or in your readings before; do not just summarize one and then the other and say that they are similar or different—you must provide a reason for putting them together that runs all the way through the paper
• analyze —determine how individual parts create or relate to the whole, figure out how something works, what it might mean, or why it is important
• argue —take a side and defend it with evidence against the other side

More Clues to Your Purpose As you read the assignment, think about what the teacher does in class:

• What kinds of textbooks or coursepack did your instructor choose for the course—ones that provide background information, explain theories or perspectives, or argue a point of view?
• In lecture, does your instructor ask your opinion, try to prove her point of view, or use keywords that show up again in the assignment?
• What kinds of assignments are typical in this discipline? Social science classes often expect more research. Humanities classes thrive on interpretation and analysis.
• How do the assignments, readings, and lectures work together in the course? Instructors spend time designing courses, sometimes even arguing with their peers about the most effective course materials. Figuring out the overall design to the course will help you understand what each assignment is meant to achieve.

Now, what about your reader? Most undergraduates think of their audience as the instructor. True, your instructor is a good person to keep in mind as you write. But for the purposes of a good paper, think of your audience as someone like your roommate: smart enough to understand a clear, logical argument, but not someone who already knows exactly what is going on in your particular paper. Remember, even if the instructor knows everything there is to know about your paper topic, he or she still has to read your paper and assess your understanding. In other words, teach the material to your reader.

Aiming a paper at your audience happens in two ways: you make decisions about the tone and the level of information you want to convey.

• Tone means the “voice” of your paper. Should you be chatty, formal, or objective? Usually you will find some happy medium—you do not want to alienate your reader by sounding condescending or superior, but you do not want to, um, like, totally wig on the man, you know? Eschew ostentatious erudition: some students think the way to sound academic is to use big words. Be careful—you can sound ridiculous, especially if you use the wrong big words.
• The level of information you use depends on who you think your audience is. If you imagine your audience as your instructor and she already knows everything you have to say, you may find yourself leaving out key information that can cause your argument to be unconvincing and illogical. But you do not have to explain every single word or issue. If you are telling your roommate what happened on your favorite science fiction TV show last night, you do not say, “First a dark-haired white man of average height, wearing a suit and carrying a flashlight, walked into the room. Then a purple alien with fifteen arms and at least three eyes turned around. Then the man smiled slightly. In the background, you could hear a clock ticking. The room was fairly dark and had at least two windows that I saw.” You also do not say, “This guy found some aliens. The end.” Find some balance of useful details that support your main point.

You’ll find a much more detailed discussion of these concepts in our handout on audience .

The Grim Truth

With a few exceptions (including some lab and ethnography reports), you are probably being asked to make an argument. You must convince your audience. It is easy to forget this aim when you are researching and writing; as you become involved in your subject matter, you may become enmeshed in the details and focus on learning or simply telling the information you have found. You need to do more than just repeat what you have read. Your writing should have a point, and you should be able to say it in a sentence. Sometimes instructors call this sentence a “thesis” or a “claim.”

So, if your instructor tells you to write about some aspect of oral hygiene, you do not want to just list: “First, you brush your teeth with a soft brush and some peanut butter. Then, you floss with unwaxed, bologna-flavored string. Finally, gargle with bourbon.” Instead, you could say, “Of all the oral cleaning methods, sandblasting removes the most plaque. Therefore it should be recommended by the American Dental Association.” Or, “From an aesthetic perspective, moldy teeth can be quite charming. However, their joys are short-lived.”

Convincing the reader of your argument is the goal of academic writing. It doesn’t have to say “argument” anywhere in the assignment for you to need one. Look at the assignment and think about what kind of argument you could make about it instead of just seeing it as a checklist of information you have to present. For help with understanding the role of argument in academic writing, see our handout on argument .

What kind of evidence do you need?

There are many kinds of evidence, and what type of evidence will work for your assignment can depend on several factors–the discipline, the parameters of the assignment, and your instructor’s preference. Should you use statistics? Historical examples? Do you need to conduct your own experiment? Can you rely on personal experience? See our handout on evidence for suggestions on how to use evidence appropriately.

Make sure you are clear about this part of the assignment, because your use of evidence will be crucial in writing a successful paper. You are not just learning how to argue; you are learning how to argue with specific types of materials and ideas. Ask your instructor what counts as acceptable evidence. You can also ask a librarian for help. No matter what kind of evidence you use, be sure to cite it correctly—see the UNC Libraries citation tutorial .

You cannot always tell from the assignment just what sort of writing style your instructor expects. The instructor may be really laid back in class but still expect you to sound formal in writing. Or the instructor may be fairly formal in class and ask you to write a reflection paper where you need to use “I” and speak from your own experience.

Try to avoid false associations of a particular field with a style (“art historians like wacky creativity,” or “political scientists are boring and just give facts”) and look instead to the types of readings you have been given in class. No one expects you to write like Plato—just use the readings as a guide for what is standard or preferable to your instructor. When in doubt, ask your instructor about the level of formality she or he expects.

No matter what field you are writing for or what facts you are including, if you do not write so that your reader can understand your main idea, you have wasted your time. So make clarity your main goal. For specific help with style, see our handout on style .

Technical details about the assignment

The technical information you are given in an assignment always seems like the easy part. This section can actually give you lots of little hints about approaching the task. Find out if elements such as page length and citation format (see the UNC Libraries citation tutorial ) are negotiable. Some professors do not have strong preferences as long as you are consistent and fully answer the assignment. Some professors are very specific and will deduct big points for deviations.

Usually, the page length tells you something important: The instructor thinks the size of the paper is appropriate to the assignment’s parameters. In plain English, your instructor is telling you how many pages it should take for you to answer the question as fully as you are expected to. So if an assignment is two pages long, you cannot pad your paper with examples or reword your main idea several times. Hit your one point early, defend it with the clearest example, and finish quickly. If an assignment is ten pages long, you can be more complex in your main points and examples—and if you can only produce five pages for that assignment, you need to see someone for help—as soon as possible.

Tricks that don’t work

Your instructors are not fooled when you:

• spend more time on the cover page than the essay —graphics, cool binders, and cute titles are no replacement for a well-written paper.
• use huge fonts, wide margins, or extra spacing to pad the page length —these tricks are immediately obvious to the eye. Most instructors use the same word processor you do. They know what’s possible. Such tactics are especially damning when the instructor has a stack of 60 papers to grade and yours is the only one that low-flying airplane pilots could read.
• use a paper from another class that covered “sort of similar” material . Again, the instructor has a particular task for you to fulfill in the assignment that usually relates to course material and lectures. Your other paper may not cover this material, and turning in the same paper for more than one course may constitute an Honor Code violation . Ask the instructor—it can’t hurt.
• get all wacky and “creative” before you answer the question . Showing that you are able to think beyond the boundaries of a simple assignment can be good, but you must do what the assignment calls for first. Again, check with your instructor. A humorous tone can be refreshing for someone grading a stack of papers, but it will not get you a good grade if you have not fulfilled the task.

Critical reading of assignments leads to skills in other types of reading and writing. If you get good at figuring out what the real goals of assignments are, you are going to be better at understanding the goals of all of your classes and fields of study.

You may reproduce it for non-commercial use if you use the entire handout and attribute the source: The Writing Center, University of North Carolina at Chapel Hill

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What is the difference between assignments due and assignments ?Feel free to just provide example sentences.

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@sa_ra_ “due this week” means they have to be handed in this week. If they don’t say ‘due’ it means they are doing some assignments, and we don’t know when they might be due. So this ‘due’ is like “The bus is due in half an hour.” It means that is the scheduled time. ‘Due’ has other meanings, like “There was flooding due to the rain.” That ‘due’ means ‘because of’.

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Due means you have to submit the assignment. If the sentence says "you have assignments due" it means you haven't submitted your assignments yet, or that you are "due" assignments (as if it's like a debt of some sort that you have to pay). If it says "assignment due this friday" it means you have to submit it until friday.

@sa_ra_ where did you see this "due" has several meanings..

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What Assignment Due 11:59 PM means: What Comes After

Assignment Due 1159 PM

Assignment due dates are part of the assignment itself. The instructor/teacher/professor wants to determine whether their students can adhere to simple instructions.

This is the reason why assignments that are delivered late attract fines in terms of deduction in marks or even rejection.

Yes, some of the instructors are very strict when it comes to assignment due dates and they can reject your assignment even when it is a few minutes late!

Now, instructors can give students various due dates that determine the date, hour, and minute in which they are required to submit their completed work.

They may decide to set those due dates or let the plagiarism-checking platforms such as Turnitin or Blackboard set default deadlines. 

Note that some institutions only allow their students to submit their work through such platforms so that the assignments can be automatically checked for plagiarism. 

That being said, let us explore what the most common due dates and times mean for students and the submission of assignments. 

What does Due 11:59 PM Mean

11:59 PM is one of the most common assignments’ due time (deadline) given to students. I know you may be wondering why this is the case. Why not any other time of the day?

Well, the reason is that in the contemporary world, institutions of learning may have students from different time zones who may be attending online classes or are required to submit their homework at the same time. 

In assignment submission, 11:59 PM means that the paper or essay is due at the very last minute of that day and not even a second or a minute late. If as a student you upload a file one minute after 11:59 PM, will have submitted on the next day 00:00 AM, and not the previous day, which is a minute earlier.

For example, if the instructor states that the assignment is due, let’s say, on Friday the 16th, students should deliver their work by 11:59 PM on Friday the 16th. If you upload it on Saturday the 17th then you are late because the time will be 00:00 hours, a new day.

To coordinate the due time, a specific due date has to be set in which the final day to submit the assignments is set.

A complete day is made up of 24 hours with the start of the day being at midnight.

Midnight is written in 24hrs clock as 00:00 hours.

What this means is that when the clock reads 00:00 hours, we have entered another day.

Therefore, if students were required to submit on the previous day, it means that they are late. 

Is 11:59 Pm Morning or Night?

To some of us, determining whether 11:59 PM is morning or night can be confusing.

Some of the genuine reasons for this confusion are that the “PM” initials signify nighttime and most of the time zones in the world are within the dark side of the earth; meaning that they are experiencing night.

However, 00:00 hours or midnight is considered to be part of the morning because it is the start of a new day.

The problem is that 11:59 PM and 00:00 hours are separated by less than 1 minute (59 seconds) and the former is considered night while the latter is considered morning. Well, all the factors held constant, 11:59 PM should be considered night.

Don’t be confused by the aforementioned technicalities. What matters is the time of day. If it is 11:59 PM, the day has ended and a new day will begin at 00:00 hours midnight. 

What Comes After 11:59 PM?

As aforementioned, 11:59 PM signifies the end of a complete day. A complete day is made up of 24 hours and 11:59 PM in 24 hours style clock is written as 23:59 hours.

This indicates that only less than a minute is left for the 24 hour-day to end. Therefore, when 11:59 PM passes, a new day comes when the clock indicates 00:00 hours or midnight. 

What Does “Due Tomorrow At 11:59 PM” Mean?

As we have noted, a complete day is made up of 24 hours. What this means is that for us to experience a complete “today”, we must experience it from midnight (00:00 hours/midnight) to 23:59 hours/11:59 PM.

Therefore, when someone tells you that they expect something tomorrow, it means that today must pass; or rather we must pass 11:59 PM and transition to 12 AM or 00:00 hours because that would be a new day (tomorrow). 

Now, if your instructor tells you that your assignment is due tomorrow at 11:59 PM, it means that they expect the assignment the next day one minute before midnight.

For example, if today is Friday the 16th and the instructor has told students that their assignment is due tomorrow at 11:59 PM, they will have to submit their work by Saturday the 17th at 11:59 PM. If students submit their work one minute after that, they will have delivered on a Sunday morning (12 AM or 00:00 hours). 

What Happens when you Submit an Assignment at 11:59 Pm?

If you submit your assignment at exactly 11:59 PM, you are okay because you have not breached the deadline.

An important thing you should note as students is that when your instructors ask you to submit your assignment, they tell you to do so via plagiarism-checking tools such as Turnitin or Blackboard. Such tools set their default deadlines at 11:59 PM because it is the end of a complete day.

They do not count the seconds between 11:59 PM and 12 AM. According to such tools, you only need to submit your work before the clock in your time zone reads 00:00 hours or midnight.

Tips on how to Submit an Assignment at 11:59 PM

1. upload one file.

As noted, students should make sure that they upload their assignments before midnight because the assignments will be past due.

If you are submitting your assignment at 11:59 PM, it means that you only have less than 1 minute (60 seconds) to upload your assignment files.

To ensure that your assignment is successfully uploaded within a few seconds, it is best to upload it as one file to avoid wasting time. It takes more time to upload several files, meaning that you will be late. 

2. Use Fast Internet

Bearing in mind that you only have a few seconds to upload your assignment files, you should use fast internet. Fast internet will allow you to upload your files within a short time and beat the deadline.

Slow internet is not only annoying but it can make you submit your work past the deadline because by the time it uploads the complete file, the 59-second window will have passed. 

3. Ensure the Computer is Plugged

This should be an obvious thing to do. Your computer should be plugged in to ensure that there are no disruptions when uploading your assignment files. 

4. Upload a Small Size File

Small file sizes can be uploaded faster compared to larger files. Additionally, if your internet is slow, the process of uploading a small-size file will be faster.

Larger files will take more time even when there is moderate-speed internet. 

5. Do not Close the Window/tab

It is also very important to not close the window or tab of your browser as you are uploading your assignment. This is because if you close, the window or tab will take more time to reload the content and this will make you late. 

6. Wait until the Upload is Confirmed

Finally, it is important to wait until the uploaded assignment has been confirmed.

Do not be in a hurry to close the browser window/tab before confirming that the file upload has been successful.

This is because it might not be successful at times and you may be required to retry uploading the file again. 

Therefore, to avoid submitting your assignments late and consequently being penalized, take note of the explanations and tips in this article. 

With over 10 years in academia and academic assistance, Alicia Smart is the epitome of excellence in the writing industry. She is our chief editor and in charge of the writing department at Grade Bees.

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How To Organize Assignments So You Never Miss A Due Date Again

If you aren’t a pro at organizing your assignments for school, I guarantee you will be after this! One of the first things a student should do before school starts is to make sure that they have a reliable way to organize their assignments. This is why I’m going to teach you how to organize assignments so you never miss a due date again!

Putting all of your assignments for the semester in at least ONE place will actively remind you of your due dates so you don’t ever forget them. I will go through some of the most popular methods to organize your assignments as well as let you know which method I prefer the best.

How To Organize Your Assignments As A Student

The three major ways you can organize your assignments include using a school planner app, using a physical planner, and using Google Calendar. All of these methods have their benefits and drawbacks, but they all have been proven to work and I know you will find the perfect method for you.

myHomework App

One of my favorite apps for college students is myHomework ! It is the ultimate app for organizing your assignments. You all do not understand how life-changing this one app was when I discovered it during my freshman year! Because of myHomework, I never missed an assignment due date. The best part is that it’s extremely easy to use! Check out the tutorial video below.

how to organize with myhomework:

• Download the app from your app store
• Create a free account
• Color code each class
• Put in what times you will take that class
• What type of assignment it is
• Priority level (how important/urgent it is to get it done)
• Reminders (so you don’t forget to actually do it)
• Attach any additional files (instructions, deadline timeline, etc.)
• And completing an assignment is as easy as swiping to the left and poof💨 it’s gone!

This is by far my favorite method because after you set everything, you’re done! Unlike a physical planner where you have to constantly refer to what you wrote, with this app, you can get automated notifications and reminders for each assignment. Spend a day before the semester begins to take a couple of hours to import all of your assignments. Seriously focus on customizing exactly how you want (reminders, priority level, etc). Once you’re done, you will have a complete look at every single assignment you will need to complete and any additional information right at your fingertips. It’s simple, straightforward, and reliable.

Why it works:

• Built-in structure for organizing classes and assignments
• See monthly, weekly, and daily views of assignments that you need to complete
• Your data can sync across multiple platforms
• Supports time-block and period-based schedules
• It’s 100% free

Related Article ⇾ The Best Essential iPhone Apps For Students

Planner Method

Another way to make sure you keep track of your assignments is to have a physical planner. This is the old-school way that still gets the job done. I don’t know if you’ve noticed, but there are new planners with different and cool features popping up constantly. There’s a reason why… Planners work when you make them work! The steps for this method are very similar to the steps you would use with the myHomework app.

• Go through each syllabus and write the classes you will be taking (in the notes section of your planner)
• I would also highlight them in a particular color and write the days and times that you will take these classes
• Write down every single assignment that you will have to turn in throughout the semester on its due date
• Add in every quiz and test day as well as the day you will have to take them

Now the next thing you need to do is create reminders. As far as reminding you when things are due, there are many options:

• You can write reminders in your planner. If you have all of your due dates in your monthly view (as I instructed and recommended above), you can then use the daily or weekly view to insert reminders weekly of assignments/quizzes/projects/tests coming up.
• If you have all of your due dates in your planner, you can couple this method with using your phone for reminders. Using apps such as Google Calendar or the regular Calendar app can help you get instant reminders to work on assignments and study for tests.

I will have a post all about the best college planners soon! I have tried countless planners. So, I can’t wait to share what has worked a lot for me and how it can help you as well. So stay tuned by signing up for my email list to know when that post will be live!

• You’re more likely to remember things when you write them down
• Complete freedom in organizing and being creative with your planning
• You don’t have to worry about not having wifi

Google Calendar

Google Calendar is a God-send. I prefer this method right now in my daily life because it helps me stay organized and informed of my schedule at ALL times!! I have a complete tutorial on how I set up and organize my Google Calendar so I will have that linked below. But I want to give some great tips in this article as well for organizing your classes and assignments!

Related Article ⇾ How To Time-Block Your Life For Success

Google Calendar has an incredible feature that allows you to create different calendars. For example, I have a calendar that’s strictly for work-related things, I have one for getting random things done, which is appropriately named “Getting Sh*t Done”, and even a calendar strictly for family things. I can also subscribe family members to the “family” one so we all know what is going on.

Color coding helps keep everything more organized as well. Different colors mean different calendars. Choosing brighter colors can be for the more important calendars such as work and appointments and dimmer colors can be for more routine things.

How to apply this method to your classes:

• This allows you to color-code your classes to differentiate every class and their assignments
• This blends every class together, but you will be able to determine what’s school-related and what is not related to school in your schedule
• This helps you see a clear difference between when you have classes when things are due, and when you will work on the things that are due (study time)
• Complete organization of classes and assignments

Final Things To Consider

Choose what works for you. I like to give different options because I know everyone is different. What works for me might not work for you. So try one way of organizing your assignments. If it doesn’t work out, no biggie, just move on to a new method. The goal is to keep trying until you find that magic formula that helps you stay on top of your school life.

Don’t wait to import your assignments. This is a major pro tip. There was a time one of my professors added a random assignment that we had to complete that semester and I forgot to put it in the myHomework app, so I missed it 🥴 lol… This is why I encourage you to always put things in your planner when your teacher announces any extra assignments or extra credit opportunities that may not have been on the syllabus – right when it’s announced . Otherwise, you will most likely forget. Also, check out my post about how you can get every assignment, even new/random ones automatically imported into your Google Calendar if your school uses Canvas.

Related Article ⇾ How To Sync Your Canvas Calendar To Your Google Calendar

Lastly, make sure you insert reminders for every assignment. In the case that you do forget about a due date, you have enough time to complete it because you placed a reminder for that assignment. Whether you’re super busy or not, we constantly forget things throughout the day and it’s important to have that sort of virtual “personal assistant” to remind us of things. So use your phone to your advantage and make sure you keep track of your due dates.

Many classes, especially in college, won’t allow you to turn in anything late. Which makes organizing your assignments and due dates that much more important!

If you have any other ways that you organize your assignments and due dates, please leave them in the comments below. I’d love to hear how you organize your class dates. I hope you’ve found some awesome ways how to organize assignments in a way that works for you!

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This is great advice! I’m looking into these tools, I think they will help a lot. Thank you 🙂

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• Course Design

Six Approaches for Sharing Assignment Due Dates 

• September 13, 2023
• Laura Schisler, PhD, and Melissa Locher, EdD

Gather a group of faculty and mention the perennial problem of students turning in assigned work late, and you will often encounter a range of emotional responses, recitations of policies and, perhaps, even blame-placing.  Yet, some faculty experience the late work phenomenon to a lesser extent. While there is nothing that we can do to mitigate the significant life events that happen to students each semester (e.g. death in the family, significant illness, car accidents), we can take steps to ensure that students stay on track with assigned course work and progress through the development of our content in a meaningful manner by taking actions to be a student success-supporting instructor (Kumar & Skrocki, 2016). 

Learning to manage course expectations and juggle deadlines at the university level is a developmental skill that successful students continuously work on to strengthen and refine.  Students are entering the post-secondary environment with mixed experiences managing independent work. While most faculty are accustomed to managing projects and meeting deadlines, our current students may be developmentally emerging in their related abilities. Students often benefit from direct instruction on managing deadlines and instructional supports to ensure that they are successful with assignments completed on their own.  

One such instructional support is a clear, accurate, and predictable course schedule of assignment due dates. Often shared with students at the beginning of the semester, a course schedule provides a table or list of assignment information such as the name of the assignment, the assignment due date/time, and where the assignment should be submitted. This tool can be shared with a student electronically, posted in an LMS, provided in a printable document, or handed out in class.  Students often request that schedules be available in multiple formats for ease of access in varied situations. In the authors’ experience, many students value having a physical copy of the schedule as a tangible reminder of upcoming work.  

In online courses, instructors can provide multiple ways for students to interact with class information, such as course schedules. One fundamental way to set students up for success is to ensure students know when assignments are due in multiple, easily accessible formats. Below are six approaches for sharing due dates with students in online courses:  

• Table : This approach can involve designing a table, made in any number of available document and spreadsheet programs, that provides multiple points of information in a single space. Tables might include week numbers in the first column and headings across the first row. Headings could include the week start date, topic(s) to be addressed that week, assignments to be submitted that week, possible points, and due dates for those assignments.   Alternatively, a table approach can be utilized to share information on a weekly or unit basis depending on the nature of assignments associated with the course.  For students in the early stages of developing their management skills, small units of information are often more easily managed than the whole-semester-at-once approach.  
• Calendar : To share due dates in this format, create a calendar document in a program or website that has space to type assignment due dates on the calendar boxes for the corresponding date. The resulting calendar can be shared as a PDF or image file with other course documents such as syllabi.  
• List : This approach includes weekly blocks of bulleted lists of assignment due dates in a text document. If the course does not involve many weekly assignments, the blocks of assignments could alternatively be grouped by topics or units. This list can be posted on its own or in conjunction with a more detailed course schedule, such as in the Table format. Smaller lists might be used in weekly modules as reminders of assignments due that week or upcoming weeks. A listed course schedule that spans the duration of the course and all the assignment due dates within it can also be used (Revak, 2020). 
• LMS calendar : Many Learning Management Systems (LMS) will provide an in-site calendar for student use. Instructors can usually indicate a due date when creating an assignment within the LMS, and by including the due date with the assignment, the LMS will automatically populate those due dates in the LMS calendar feature. Dues dates posted on the LMS calendar can then be easily exported to the student’s preferred calendar program. 
• Announcements : Share approaching due dates with students in the context of weekly announcements. Announcements may already be utilized in online courses, and adding a short list or table of approaching due dates at the end of the announcement provides a quick reminder to students of looming deadlines without needing to check the semester-long version of the course schedule. In addition, a specific announcement can be scheduled to launch 24 hours prior to an assignment due date to prompt students to complete the assignment.  
• Send reminder feature : Most LMS offer a “send reminder” feature associated with individual assignments.  This is a targeted approach that can be utilized either prior to the assignment deadline or immediately after the assignment deadline passes. This student-specific reminder helps to focus and target information to students who are emerging in their date management skills.  

Whichever approach or approaches are used to share due dates with students, there are some considerations to keep in mind. First, ensure that the published due dates for all methods of sharing those due dates are aligned to avoid the confusion of one due date in the Table and another for the same assignment shared in a weekly announcement. Building the course schedule so assignments are due the same day of the week each week provides consistency and repetition for students (Shipp, 2020). Second, one method approach might work better with a particular course than another, or instructors might prefer one approach over another. It can often be beneficial to ask a class of students about their preferred method at the start of the semester. We can help students developmentally progress by initially meeting them where they are at. Whichever approach works for the instructor to share information and for the students to receive clear and accurate due dates might be the “best” approach. 

Laura Schisler, PhD, is an assistant professor and program coordinator for the master of arts in teaching program in the Teacher Education Department at Missouri Southern State University. Following a career teaching junior high and high school science, she now instructs science methods and general teacher education courses in a variety of instructional formats.   

Melissa Locher, EdD, is an associate professor in the Department of Teacher Education at Missouri Southern State University. She has over 15 years of experience in online instruction in both general education and Special Education course content.    

References   

Kumar, Poonam and Marilyn Skrocki (2016). Ensuring Student Success in Online Courses.  Faculty Focus. https://www.facultyfocus.com/articles/online-education/online-course-design-and-preparation/ensuring-student-success-online-courses/   

Revak, Marie A (2020). When the Tide Goes Out: Identifying and Supporting Struggling Students in Online Courses. Faculty Focus. https://www.facultyfocus.com/articles/online-education/identifying-and-supporting-struggling-students-in-online-courses/   

Shipp, Jeremiah E (2020). Back to the Basics: Revisiting the ABCs of Teaching Online Courses. Faculty Focus. https://www.facultyfocus.com/articles/online-education/back-to-the-basics-revisiting-the-abcs-of-teaching-online-courses/  

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My assignment is due tomorrow and I haven't even started it yet!

English expert at Atomi

Well, if it really is due tomorrow, let’s do this and do it quick! You could have anything due tomorrow, so instead of a step-by-step guide let’s focus on some tips and tricks to pull off this craziness. Legions of students before you have done it and legions of students after you will do it so have faith—you can do it 💪.

1. Prioritise

This probably doesn’t need to be said but if it’s due tomorrow then clear your schedule tonight—this is absolutely your top priority right now! Normally we recommend getting plenty of sleep but if you have something due tomorrow, tonight's the night to push your bedtime back a little bit (still no all-nighters though!)

2. Get your head in the game

Okay, no matter how much of a mountain it seems, this has to be done tonight. Don’t let yourself even consider the option of handing it in late—just thinking that will make it even harder to finish in time.

It’s time to get your head in the game and focus on the task ahead. You want to grab some water and make sure you’ve eaten. Then, set yourself up in a clean, bright area, find a supportive chair and grab all of the resources you'll need to do your assignment.

You can check out our video on Study Spaces for everything you need to set up the perfect workspace.

3. Work out exactly what you need to do

To work as efficiently as possible you should first understand exactly what you need to do.

That means you need to think about exactly what ideas or topics you need to cover and what your approach should be. So, read the assignment and marking criteria carefully and identify any keywords. Also highlight any important details, like the word count or page limit, the submission format and any other info that will affect how you approach this task.

This will vary massively depending on the assignment. The point is basically just that you should make sure you know exactly what you need to do before you start. Trust me, it’ll make everything quicker if you do ⏰.

4. Do a brief plan

To make sure we can get this done properly in one night, the next step is to plan your answer. This will make it a lot easier to start writing and, if you have to do any research, you will know exactly what you’re looking for.

So, sketch out a brief plan onto a page. Work out what needs to go into your answer and how it’s going to be structured. It might feel difficult or pointless to plan at this point, but if you can get some of the hard work out of the way here it’ll become much easier to write!

5. Research efficiently

Now, this one is obviously only relevant if you need research for your answer. Gathering research for an essay or report can take time. By using the keywords from the syllabus and assessment notification, you’ll be able to focus on the resources that you actually need. As far as you can, drop your research straight into the plan and you’ll be moving much more efficiently.

Don’t forget to reference as you go! This will save you time and ensure you don’t make any mistakes 😅.

6. Quality over quantity

This is a seriously important tip. When you’re really under pressure, it can be tempting to just smash out as many words as possible so you can hit that word count—don’t do this! It’s just going to give you a whole lot of waffle and even worse marks.

Instead of waffling, stick to your answer plan, use your research and fall back on the ideas in our lessons . It will get you a much better result for not that much extra work ✅.

7. Do your final read over tomorrow morning

Once you’ve finally pulled off that answer, it’s time to go to bed. You’re probably going to be too tired, too stressed and too wrapped up in your answer to be able to give it a proper check and edit.

So, just get some sleep now, set the alarm 30mins earlier tomorrow and read over it again with fresh eyes and a clear mind. You should be able to pick up any little mistakes and make the whole thing read a lot better and generally end up with a stronger answer!

Even though this isn’t ideal, you can still pull it off! The secret is to be as efficient as possible. So, keep calm, find out exactly what you need to do, plan, research properly and don’t waffle.

Oh and next time, don’t leave your assignments to the last minute 😅. Instead, watch our lesson on Planning an Assignment and use the downloadable planner so you aren’t in this sticky situation again.

For more study tips, tricks and advice, keep reading the student blog or follow Atomi on Instagram . See you there 👋.

Published on

March 15, 2022

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• Productivity Center

Never Miss an Assignment Again

Angela Ruth

• Business Tips

Wednesday, September 22nd, 2021

Everybody makes mistakes, but nobody wants to. Missing an assignment is a common mistake that we have all made at some point. While sometimes a solution can be as simple as pushing back the deadline, missing major assignments can cost you your job or a good grade in your classes.

Whether you’re struggling with school assignments, work projects, or balancing them both, this guide will help you never miss another assignment no matter what:

Write Down Everything

Start by writing absolutely everything you can about your project or assignment. Then, put every assignment due date into your Calendar with no exceptions. Even the smallest of deadlines are worth taking note of. You can use multiple calendars to spread out tasks by topic; just remember to have them all pulled into one Calendar — like the Calendar app, so you don’t miss a date.

Using an online Calendar means you can have access to your assignment list no matter where you are. Having direct access wherever you are will come in handy. Remember when you’ve had a paper due at midnight while you’re at a friend’s house and need to log on really quickly to upload your information? Your online Calendar will sync across all devices. You want to be able to check due dates on your smartphone as well as when you’re sitting at a computer.

If you like to physically write things down, go ahead! The action of writing things down can help improve memory , which is extremely important if you’re hoping to never miss an assignment again.

Give Yourself Plenty of Reminders

Even when everything is written down in your Calendar, there’s still a chance that you will forget an upcoming due date. However, a healthy dose of reminders ensures that not even the smallest detail gets overlooked over time. After all, a lot can happen between the day you write down as assignment due date and the day it actually arrives.

For example, you can set a reminder the day before an assignment is due for school to make sure that you have it completed. As you clock into work, a morning reminder will remind you of the tasks you need to complete by the end of your shift. These reminders force you to look at your Calendar after you fill it in initially.

Check Your Email to Start the Day

Last-minute changes happen, often due to circumstances out of your control. Even so, you should be aware of these changes so that you don’t get caught off guard. Checking your email at the beginning of each day should do the trick.

By starting your day off by scanning emails , you’ll be able to see the message your manager sent you at midnight notifying you that they expect your next assignment to be completed a day earlier. If you neglected to check your email in the middle of the night or at the start of your shift, you would be completely unaware of this change until it might be too late to do anything about it.

An email from your professor might contain a new assignment list for the following week. If you miss this email, you won’t be able to change up your Calendar in time to adjust your timetable and study schedule.

Communicate With Others

To avoid mishaps with upper management, make an effort to communicate often. Set clear expectations with your manager about how and when to communicate, so you’re not always getting the brunt of last-minute adjustments.

If your work gives you too many assignments, you’re more likely to miss a deadline or two due to the heavy workload. Your workload is another thing you can communicate with your superiors. If you don’t make it known that you’re feeling overwhelmed, nothing will change.

Communicating with coworkers and peers is also essential. We’ve all had a poor experience doing a group project where certain members of the group fail to pull their weight. Staying connected with them won’t be easy, but it will ensure that their feet-dragging won’t be the reason a project isn’t ready to submit on time. A reliable project member can also help you stay on top of deadlines as they arrive by sharing the responsibility.

Learn From Your Mistakes

Most of the time, when you miss an assignment, it’s because a mistake was made, even if only a small one. To stop missing assignments, learn from the mistakes you make to avoid repeating them. Over time, you’ll be a master of punctuality and completing deadlines.

Some mistakes we’ve already covered, in a sense. For example, failing to write down your due dates leaves a lot of room for error regarding late assignments. If this has happened to you, learn from your mistakes by vowing to write everything down from this point forward.

If you’re making an active effort to learn and improve, mistakes only need to happen once before you learn from them. For example, after putting a deadline on the wrong day in your Calendar once, you’ll be a lot more careful in the future.

Stop Procrastinating

Flexible due dates are the worst for chronic procrastinators. The due date will keep getting pushed back until its breaking point, and often ends up coming in late because of it. Staying on top of all your assignment means kicking procrastination to the curb .

If you have a problem with procrastinating, try to find a sense of urgency. Give yourself rewards for getting tasks done early. Use your Calendar to put together a work plan that ensures you’re chipping away at month-long projects. Do whatever it takes to avoid cramming in work at the last minute.

Don’t get too comfortable even when these tips start to show results. You need to stay on top of your game in order to meet all your deadlines with precision. You’ll be able to form better habits along the way but never let up, and you’ll never miss an assignment again.

Image Credit: ketut subiyanto; pexels; thank you!

• Entrepreneur
• Productivity
• Time Management

My name is Angela Ruth. I aim to help you learn how Calendar can help you manage your time, boost your productivity, and spend your days working on things that matter, both personally and professionally. Here's to improving all your calendars and becoming the person you are destined to become!

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Participation Project #17 -Queries 3

Access Participation Project #7

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Submissions.

You must submit your completed file(s) through the CS101 Submit Assignments tool .

This assignment is due on Thursday, March 21, 2024. For on-campus sections, it is due by the end of class. For online sections, it is due by 11:59:59 PM Eastern Time. Late work will not be accepted.

This assignment is worth 8 points. A grading rubric is provided at the end of the assignment instructions. Over the entire semester, students must complete at least 20 Participation Projects to earn a maximum of 160 points.

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This video is also available on YouTube [1] .

Associated Learning Objectives

This assignment covers the following course and unit learning objectives:

• B. M. Powell, Access: Queries III Participation Project . West Virginia University, 2021. Available: https://www.youtube.com/watch?v=Bc-xBtGrhaQ .
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Ryan Johansen’s AHL Assignment Reversed Due To Injury

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March 17, 2024 at 3:59 pm CDT | by Josh Erickson 9 Comments

The hip injury keeping Flyers forward Ryan Johansen   out of the lineup is already inhibiting their roster flexibility. The ailment, which may prevent the Flyers from executing a buyout on his contract this summer if not healed, has now reversed the team’s attempt to assign him to the minors after he cleared waivers earlier this month, GM  Daniel Brière told Jonathan Bailey of Philly Hockey Now .

Brière told Bailey that the Flyers were surprised by Johansen’s injury at the time of his acquisition. He was included as part of the return from the Avalanche for defenseman Sean Walker a few days before the deadline. Johansen, who has a reduced $4MM cap hit and was limited to 23 points in 63 games with Colorado, landed on waivers the same days. Brière stated shortly after the deal that he didn’t expect Johansen to ever suit up in an NHL game for Philadelphia, and he was only included in the trade for salary cap management on Colorado’s end.

According to Brière, Johansen informed the Flyers directly after the trade that he was dealing with a hip injury, which did not keep him out of the lineup for any period of time in Colorado. Philadelphia’s team doctors then confirmed the injury. While the initial plan was for Johansen to rehab with their AHL affiliate, the Lehigh Valley Phantoms, the league reversed the reassignment because an injured player cannot be sent down on a non-conditioning loan. Per Brière, the team does not have a timeline for Johansen’s return to health. If he remains on the roster for under 30 days, he won’t need to clear waivers again to head to Lehigh Valley.

If the Flyers can provide documentation that Johansen’s injury healed before this summer’s buyout window, they may buy out the final season of his eight-year, $64MM contract. They would only be responsible for half of the buyout cost — the Predators, who retained half of Johansen’s salary in last summer’s trade that sent him to Colorado, would shoulder the other half.

League game reports show that Johansen was reinstated to the NHL roster sometime between Tuesday’s 3-2 win over the Sharks and Thursday’s 6-2 loss to the Maple Leafs. As such, his cap impact for the Flyers is now $4MM instead of the reduced $2.85MM they have as a buried penalty while Johansen is in the minors. Per CapFriendly , this reversal leaves Philadelphia just over $500K in cap space.

(Looking in the general direction of GMDB) – “Well, that’s another fine mess you’ve gotten us into!” — O. Hardy

@Mac – Wasn’t there once a rule against trading an injured player, or is that only if the traded player says he’s injured before the trade? I’m confused.

It probably has to be approved by the commissioner’s office or something like that.

@Gbear – There’s no rule against it in the 2012 CBA (the most recent). It’s entirely up to the teams’ discretion.

I bring up memories of Hurricanes legend Sami Vatanen, who was traded at the deadline while injured in 2020 and didn’t make his Carolina debut until the league reconvened in the bubble

@Josh – Doesn’t the injury have to be known by the team trading for the player though? Seems like Philly was in the dark about this even though they weren’t going to play him anyway.

From what I can tell, that’s on the Flyers for not making the trade contingent on RyJo passing a physical

@Gbear — This all seems to make the Flyers look a little discombobulated here, doesn’t it?

To cite another Flyers example – they attempted to acquire Kyle McLaren from the Sharks at the 2009 deadline. The trade call went through, and it was made official, but the deal was nullified/reversed two days later when he failed his physical in Philadelphia. ( link to espn.com )

My educated *GUESS*, not insider info, is that the Flyers didn’t make the acquisition contingent on a physical because they would stash him in the minors anyway. Unfortunately, there are some unforeseen consequences stemming from that choice in the form of his increased cap hit (can’t reduce it by $1.15MM by burying him in the minors b/c of his injury) and the potential inability to buy him out this summer if the hip injury lingers.

Tells me that the flyers were stupid and didn’t do a pre trade physical

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Former CU Buffs put best foot forward for NFL…

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Former CU Buffs put best foot forward for NFL scouts at pro day

After six seasons of college football, Jordan Domineck still has a hard time realizing that he doesn’t have assignments due any time soon.

The reality of college being in the rearview mirror is hitting home more often, though, and it really hit Tuesday when he and several of his former Colorado teammates participated in the annual pro day.

Pro day gives outgoing seniors the opportunity to work out in front of professional scouts, with the hope of turning heads before the NFL draft, which this year will be held April 25-27.

“I still feel like I’m late, behind in classes,” Domineck joked. “It’s definitely been a huge step. I’ve been out here training and whatnot. But really getting to this pro day and really seeing the scouts come out and understanding, ‘Hey, you have a month until the draft, let’s see if you can put yourself in a position to be drafted,’ it’s different.

“It really starts to hit you when you really start to feel it hit home that I’m not in college anymore. This is playing for keeps. Now I’m really trying to go out and make myself a business out of this sport. I really want to go out there and play football for a living and that’s what I really want to do.”

Nine players from the 2023 Buffs participated in pro day: defensive ends Taijh Alston, Domineck and Derrick McLendon; receiver Javon Antonio; linebackers Juwan Mitchell and Noah Young; defensive lineman Leonard Payne Jr.; running back Kavosiey Smoke and safety Rodrick Ward all worked out for scouts. Former CU and Princeton quarterback Blake Stenstrom also worked out.

Domineck may have the best chance of getting drafted among the group. The 6-foot-2, 240-pounder was productive at Georgia Tech and Arkansas before transferring to CU last summer. In his lone season with the Buffs, he had 51 tackles, 12 tackles for loss and five sacks.

On Tuesday, Domineck didn’t have numbers that jumped off the page. He posted a 4.93-second 40-yard dash and 20 reps on the 225-pound bench press; both numbers would have ranked near the bottom at the NFL Combine (where the top prospects competed) for defensive ends. His other numbers, in the vertical jump, broad jump and shuttle drills would have been near the bottom, as well.

Domineck’s production in college has been impressive, though, and he hopes he’s done enough to hear his name called at the draft.

“I feel like I did well (at pro day),” he said. “There’s always improvement, there always can be more to be done. I feel like I did well, but as always, I feel like I could have done a lot more. I feel like I left a little bit on the table, which I didn’t really want to.

“At the end of the day I feel like we went out there we gave it our best and I feel that we put on a pretty good performance, me overall and all of us overall.”

Perhaps the best day Tuesday belonged to Ward. He posted a 4.47-second 40, which would have beat 13 of the 19 safeties at the Combine. Only three of the seven safeties who did the 225-pound bench press at the Combine did better than Ward’s 18 reps. And only three of the 20 safeties at the Combine had a better broad jump than Ward’s 10 feet, 6 inches.

Ward measured at 5-foot-10 and 183 pounds. He said he’s gained 10 pounds of muscle but ran faster than when he got to CU.

“I think I did good,” said Ward, who had 52 tackles for the Buffs last year. “I was able to have some good numbers. I think it was a good day overall man.”

McLendon’s jumps both would have ranked well at the Combine. He had a 10-foot broad jump and 35-inch vertical leap, both of which would have ranked top 10 at his position.

Mitchell had a 35.5-inch vertical leap that would have ranked fourth at the combine among linebackers. Ward had the best 40 time of the group, but Smoke posted a 4.57 and Antonio a 4.63. Payne led the group with 21 reps in the bench press.

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