Getting Started with Canvas Assignments
- Last modification date Updated On June 8, 2023
- Categories: Assignments , Canvas , Uncategorized
- Categories: assessment , Getting Started , Grading
Canvas Assignments are a way for instructors to provide students opportunities to practice using the knowledge and skills they have gained or to assess student performance related to such knowledge and skills. (Creating an Assignment is the only way to create a new column in the Gradebook.)
In Canvas there are four basic Submission Types for assignments. The submission types include:
- No Submission : For assignments for which you are not collecting any content from the students.
- Text Entry : For students to enter text directly into a text box on Canvas.
- Website URL : For students to enter a URL (usually to a blog, video, podcast, etc.).
- Media Recordings : For students to upload or record media for submission.
- File Uploads : For students to upload files for submission ( Restrict Upload File Types will allow you to limit which types of files may be submitted).
- On Paper : For assignments students will submit in person.
- External Tool : For assignments which students will submit through a third-party tool (such as Turnitin, Panopto Video Quiz, and PlayPosit).
Managing an Assignment
Managing assignment groups.
When getting started with Assignments, learn to
- Create an assignment shell with the Canvas guide How do I create an assignment?
If you select Peer Reviews Appear Anonymously , annotation tools in SpeedGrader will become unavailable.
If you change the Assign To area from Everyone to select students after submissions have already begun, and do not have a second set of Assign To dates, submissions from unassigned students will disappear.
- Published assignments are visible as existing outside of availability dates, but students cannot see the details.
- If looking to update the due and/or availability dates on multiple assignments, see How do I bulk update due dates and availability dates as an instructor?
- If choosing the option to make an assignment a Group Assignment : If only assigning to specific groups, make sure to click the X on the Everyone Else choice under Assign to .
Media Recording Assignments are not recommended due to technical reasons. Instead, have students submit media by embedding it in a Text Entry assignment through Panopto .
Clearly express expectations and criteria for grading by using a Rubric .
Be cautious limiting submission attempts, as students often make mistakes loading documents and need multiple attempts to ensure you have the correct submission.
- Delete an assignment with the Canvas guide How do I delete an assignment?
- This duplication process will not work for Quizzes.
- Attach a rubric to an assignment for grading or to communicate expectations to students with the Canvas guide How do I add a rubric to an assignment?
- Use descriptive text for links, instead of long URLs or ‘click here’.
- Make instructions brief and to-the-point. Avoid long paragraphs and sentences.
- Consider allowing multiple submission types to accommodate technical limitations students may face.
Assignment Groups are a way to categorize different graded items in Canvas. For example, you may have journals, blogs, and essays which your students create in your course. Assignment Groups allow you to label and group different types of assignments separately in order to better organize and for ease when applying weighting (see How do I weight the final course grade based on assignment groups? ). When getting started with Assignment Groups, learn to
- Add and delete assignment groups with the Canvas guide How do I add an assignment group in a course?
- Move or reorder an assignment group with the Canvas guide How do I move or reorder an assignment group?
- Make rules governing grading expectations within assignment groups with the Canvas guide How do I create rules for an assignment group?
- CTI Resource: What is the Assignments Index Page?
- How do I bulk update due dates and availability dates as an instructor?
- How do I weight the final course grade based on assignment groups?
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“Assignments enable faculty to save time on the mundane parts of grading and...spend more time on providing more personalized and relevant feedback to students.” Benjamin Hommerding , Technology Innovationist, St. Norbert College
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Make assignment management simple using our assignment tracker software
Assignments are one of the best ways to track the progress of both students and teachers. Students can put their understanding to the test, while teachers can assess how well their lessons are being received. This assignment tracker management software eliminates the drudgery that comes with grading, and makes creating assignments a breeze.
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Instantly access relevant data.
With student, teacher, and course details stored right in the assignment tracker app, you never have to go anywhere else to obtain data. Cloud storage allows you to access it anytime, across web and mobile platforms.
Share assignments with ease
Teachers can group students together and distribute assignments, or send them out individually. They can also keep all students on the same page by setting due dates and priority levels.
Review assignments with interactive reports
Assignments can be made active or inactive at the click of a button; corresponding reports automatically get generated, once the assignments have been made inactive. Teachers can review the submitted assignments and include grades, right in the report.
Encourage students to submit assignments online
Students just need to type their answers and upload them into this assignment management app—it's as easy as that. Through detailed reports, they can view pending and submitted assignments, submission details, and marks awarded.
More flexibility. More power.
Our assignment tracker management software is fully customizable, right out of the box. The drag-and-drop form builder, with guided scripting feature, allows you to add new functionality to your apps quickly. You can add modules to suit business requirements and implement changes driven by user feedback.
To accompany every app you build on a computer, there's a fully optimized native one waiting for you on your smartphone. Enjoy all of your assignment tracker app's features, from any location, on any device. You get limitless business functionality at your fingertips, all on the go.
Zoho Creator offers a wide range of prebuilt integrations, such as Workspace, Zapier, and Salesforce, making it easy for you to integrate your assignment management app with them. You can also integrate with online payment systems like PayPal, or inventory management software like SalesBinder, using APIs.
Install, customize, and make this assignment tracker management software yours.
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Common assignments: journal entries, basics of journal entries, related webinar.
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Assignment submission types in canvas.
Canvas lets you decide the way you want students to submit their assignments. You specify the submission type in the Submission Type box when you create the assignment. Assignment settings always remember and display the settings created or edited in the previous assignment in the course.
On This Page
Choose No Submission when you do not want students to submit an assignment in Canvas. You can use this assignment type to create extra columns in the Gradebook, or when you want to create an assignment that involves multiple scores.
Choose Online when you want students to submit their assignments in Canvas. When you use the online submission type, you can specify online entry options.
Text Entry : Students can submit their assignment directly in the Rich Content Editor .
Website URLs : Students can submit a URL that fulfills the assignment.
Media Recordings : Students can submit an audio or video recording that fulfills the assignment. They can either record new media or upload existing media.
File Uploads : Students can upload a file to fulfill the assignment. Note that if your institution has enbled Google Docs as a submission type, students can connect to Google Docs as a web service to submit an assignment as a Google Doc, Google Sheet, or Google Slide. However, these files will convert to their Microsoft counterpart file type—Word, Excel, and PowerPoint, respectively.
If you want to only allow certain types of files for assignment submissions, click the Restrict Upload File Types check box and manually enter a list of accepted extensions in the Allowed File Extensions box. In the case of an odd or unusual file type, try adding it to your course to confirm the file is accepted before requesting students to submit the file type.
Select On Paper when you want students to submit an assignment to you but not through Canvas. When you choose this assignment type, Canvas creates a column in the Gradebook for grading purposes. However, you must enter the grades manually.
Choose External Tool when you want students to submit their assignments using an external app (LTI) enabled for your course. You must enter a URL for the external tool.
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Creating and Adapting Assignments for Online Courses
Online teaching requires a deliberate shift in how we communicate, deliver information, and offer feedback to our students. How do you effectively design and modify your assignments to accommodate this shift? The ways you introduce students to new assignments, keep them on track, identify and remedy confusion, and provide feedback after an assignment is due must be altered to fit the online setting. Intentional planning can help you ensure assignments are optimally designed for an online course and expectations are clearly communicated to students.
When teaching online, it can be tempting to focus on the differences from in-person instruction in terms of adjustments, or what you need to make up for. However, there are many affordances of online assignments that can deepen learning and student engagement. Students gain new channels of interaction, flexibility in when and where they access assignments, more immediate feedback, and a student-centered experience (Gayten and McEwen, 2007; Ragupathi, 2020; Robles and Braathen, 2002). Meanwhile, ample research has uncovered that online assignments benefit instructors through automatic grading, better measurement of learning, greater student involvement, and the storing and reuse of assignments.
While the purpose and planning of online assignments remain the same as their in-person counterparts, certain adjustments can make them more effective. The strategies outlined below will help you design online assignments that support student success while leveraging the benefits of the online environment.
Align assignments to learning outcomes.
All assignments work best when they align with your learning outcomes. Each online assignment should advance students' achievement of one or more of your specific outcomes. You may be familiar with Bloom's Taxonomy, a well-known framework that organizes and classifies learning objectives based on the actions students take to demonstrate their learning. Online assignments have the added advantage of flexing students' digital skills, and Bloom's has been revamped for the digital age to incorporate technology-based tasks into its categories. For example, students might search for definitions online as they learn and remember course materials, tweet their understanding of a concept, mind map an analysis, or create a podcast.
See a complete description of Bloom's Digital Taxonomy for further ideas.
Provide authentic assessments.
Authentic assessments call for relevant, purposeful actions that mimic the real-life tasks students may encounter in their lives and careers beyond the university. They represent a shift away from infrequent high-stakes assessments that tend to evaluate the acquisition of knowledge over application and understanding. Authentic assessments allow students to see the connection between what they're learning and how that learning is used and contextualized outside the virtual walls of the learning management system, thereby increasing their motivation and engagement.
There are many ways to incorporate authenticity into an assignment, but three main strategies are to use authentic audiences, content, and formats . A student might, for example, compose a business plan for an audience of potential investors, create a patient care plan that translates medical jargon into lay language, or propose a safe storage process for a museum collection.
Authentic assessments in online courses can easily incorporate the internet or digital tools as part of an authentic format. Blogs, podcasts, social media posts, and multimedia artifacts such as infographics and videos represent authentic formats that leverage the online context.
Learn more about authentic assessments in Designing Assessments of Student Learning .
Design for inclusivity and accessibility.
Adopting universal design principles at the outset of course creation will ensure your material is accessible to all students. As you plan your assignments, it's important to keep in mind barriers to access in terms of tools, technology, and cost. Consider which tools achieve your learning outcomes with the fewest barriers.
Offering a variety of assignment formats is one way to ensure students can demonstrate learning in a manner that works best for them. You can provide options within an individual assignment, such as allowing students to submit either written text or an audio recording or to choose from several technologies or platforms when completing a project.
Be mindful of how you frame and describe an assignment to ensure it doesn't disregard populations through exclusionary language or use culturally specific references that some students may not understand. Inclusive language for all genders and racial or ethnic backgrounds can foster a sense of belonging that fully invests students in the learning community.
Learn more about Universal Design of Learning and Shaping a Positive Learning Environment .
Design to promote academic integrity online.
Much like incorporating universal design principles at the outset of course creation, you can take a proactive approach to academic integrity online. Design assignments that limit the possibilities for students to use the work of others or receive prohibited outside assistance.
Provide authentic assessments that are more difficult to plagiarize because they incorporate recent events or unique contexts and formats.
Scaffold assignments so that students can work their way up to a final product by submitting smaller portions and receiving feedback along the way.
Lower the stakes by providing more frequent formative assessments in place of high-stakes, high-stress assessments.
In addition to proactively creating assignments that deter cheating, there are several university-supported tools at your disposal to help identify and prevent cheating.
Learn more about these tools in Strategies and Tools for Academic Integrity in Online Environments .
Communicate detailed instructions and clarify expectations.
When teaching in-person, you likely dedicate class time to introducing and explaining an assignment; students can ask questions or linger after class for further clarification. In an online class, especially in asynchronous online classes, you must anticipate where students' questions might arise and account for them in the assignment instructions.
The Carmen course template addresses some of students' common questions when completing an assignment. The template offers places to explain the assignment's purpose, list out steps students should take when completing it, provide helpful resources, and detail academic integrity considerations.
Providing a rubric will clarify for students how you will evaluate their work, as well as make your grading more efficient. Sharing examples of previous student work (both good and bad) can further help students see how everything should come together in their completed products.
Enter all assignments and due dates in your Carmen course to increase transparency. When assignments are entered in Carmen, they also populate to Calendar, Syllabus, and Grades areas so students can easily track their upcoming work. Carmen also allows you to develop rubrics for every assignment in your course.
Promote interaction and collaboration.
Frequent student-student interaction in any course, but particularly in online courses, is integral to developing a healthy learning community that engages students with course material and contributes to academic achievement. Online education has the inherent benefit of offering multiple channels of interaction through which this can be accomplished.
Carmen Discussions are a versatile platform for students to converse about and analyze course materials, connect socially, review each other's work, and communicate asynchronously during group projects.
Peer review can be enabled in Carmen Assignments and Discussions . Rubrics can be attached to an assignment or a discussion that has peer review enabled, and students can use these rubrics as explicit criteria for their evaluation. Alternatively, peer review can occur within the comments of a discussion board if all students will benefit from seeing each other's responses.
Group projects can be carried out asynchronously through Carmen Discussions or Groups , or synchronously through Carmen's Chat function or CarmenZoom . Students (and instructors) may have apprehensions about group projects, but well-designed group work can help students learn from each other and draw on their peers’ strengths. Be explicit about your expectations for student interaction and offer ample support resources to ensure success on group assignments.
Learn more about Student Interaction Online .
Choose technology wisely.
The internet is a vast and wondrous place, full of technology and tools that do amazing things. These tools can give students greater flexibility in approaching an assignment or deepen their learning through interactive elements. That said, it's important to be selective when integrating external tools into your online course.
Look first to your learning outcomes and, if you are considering an external tool, determine whether the technology will help students achieve these learning outcomes. Unless one of your outcomes is for students to master new technology, the cognitive effort of using an unfamiliar tool may distract from your learning outcomes.
Carmen should ultimately be the foundation of your course where you centralize all materials and assignments. Thoughtfully selected external tools can be useful in certain circumstances.
Explore supported tools
There are many university-supported tools and resources already available to Ohio State users. Before looking to external tools, you should explore the available options to see if you can accomplish your instructional goals with supported systems, including the eLearning toolset , approved CarmenCanvas integrations , and the Microsoft365 suite .
If a tool is not university-supported, keep in mind the security and accessibility implications, the learning curve required to use the tool, and the need for additional support resources. If you choose to use a new tool, provide links to relevant help guides on the assignment page or post a video tutorial. Include explicit instructions on how students can get technical support should they encounter technical difficulties with the tool.
Adjustments to your assignment design can guide students toward academic success while leveraging the benefits of the online environment.
Effective assignments in online courses are:
Aligned to course learning outcomes
Authentic and reflect real-life tasks
Accessible and inclusive for all learners
Designed to encourage academic integrity
Transparent with clearly communicated expectations
Designed to promote student interaction and collaboration
Supported with intentional technology tools
- Cheating Lessons: Learning from Academic Dishonesty (e-book)
- Making Your Course Accessible for All Learners (workshop reccording)
- Writing Multiple Choice Questions that Demand Critical Thinking (article)
Conrad, D., & Openo, J. (2018). Assessment strategies for online learning: Engagement and authenticity . AU Press. Retrieved from https://library.ohio-state.edu/record=b8475002~S7
Gaytan, J., & McEwen, B. C. (2007). Effective online instructional and assessment strategies. American Journal of Distance Education , 21 (3), 117–132. https://doi.org/10.1080/08923640701341653
Mayer, R. E. (2001). Multimedia learning . New York: Cambridge University Press.
Ragupathi, K. (2020). Designing Effective Online Assessments Resource Guide . National University of Singapore. Retrieved from https://www.nus.edu.sg/cdtl/docs/default-source/professional-development-docs/resources/designing-online-assessments.pdf
Robles, M., & Braathen, S. (2002). Online assessment techniques. Delta Pi Epsilon Journal , 44 (1), 39–49. https://proxy.lib.ohio-state.edu/login?url=https://search.ebscohost.com/login.aspx?direct=true&db=eft&AN=507795215&site=eds-live&scope=site
Swan, K., Shen, J., & Hiltz, S. R. (2006). Assessment and collaboration in online learning. Journal of Asynchronous Learning Networks , 10 (1), 45.
TILT Higher Ed. (n.d.). TILT Examples and Resources . Retrieved from https://tilthighered.com/tiltexamplesandresources
Tallent-Runnels, M. K., Thomas, J. A., Lan, W. Y., Cooper, S., Ahern, T. C., Shaw, S. M., & Liu, X. (2006). Teaching Courses Online: A Review of the Research. Review of Educational Research , 76 (1), 93–135. https://www-jstor-org.proxy.lib.ohio-state.edu/stable/3700584
Walvoord, B. & Anderson, V.J. (2010). Effective Grading : A Tool for Learning and Assessment in College: Vol. 2nd ed . Jossey-Bass. https://library.ohio-state.edu/record=b8585181~S7
Related Teaching Topics
Designing assessments of student learning, strategies and tools for academic integrity in online environments, student interaction online, universal design for learning: planning with all students in mind, related toolsets, carmencanvas, search for resources.
Any discripancies in entering the online data related to assignment awards are required to be sent with a proper justification by the concerned Regional Director to the Registrar SED for further action following due verification by the Regional Centre. This approach/mechanism is being adopted so as to avoid any litigation and malpractices.
In absence of any course in the software, the same may be brought to the notice of Assignment Section and write to [email protected] for inclusion of the same.
The SED will entertain any request received only through the official email id of the Regional Centre e.g. [email protected]
Integrating Online Assignments into your Course
Many types of assignments can be done online. Some options are outlined below as well as decision-making criteria for using online assignments in a course and course design questions to consider as you start to integrate online assignments into your course. By thinking about the reasons for using them and answering the design questions, you will be able to integrate these engaging tools in a meaningful way with the rest of your course.
What are some possible online assignments?
It is often difficult to imagine what kinds of assignments can be put online if you have never used technology in your teaching. Basically, technology can be used to put almost any assignment online. The key, though, is to have a clear rationale for doing so. Below are some examples of online assignments, but they certainly do not represent all of the possibilities.
- Online discussions
- Case studies
- Online tests/quizzes
- Practice exercises
- Virtual tutorials or labs
- Essays (submit online)
- Online literature searches
Why should we put assignments online? As mentioned above, with the use of any tools or methods in our courses, there should be a clear pedagogical reason for using them. The following are some of the reasons for putting an assignment online.
- Allow for new types of assignments. Some assignments simply cannot be done on paper. For example, you can have students work with a simulation (in two or three dimensions) to see what happens when they change one element. Or they can see full colour pictures or artwork to analyze or critique. Allow yourself to think beyond the limitations of paper-based assignments to create new ways to enhance your students’ learning.
- Refocus classroom time. As with traditional assignments, you can have students cover content and do activities outside of class time so you can spend your in-class time in other ways. For example, students can engage in an online discussion and then be able to bring that knowledge to class for a more in-depth discussion. Or a pre-class quiz can highlight problem areas for you to focus on in your lecture. You may also be able to reduce inclass hours if your online activities are well-planned.
- Allow for collaboration. Research has shown that one way to increase student learning is to promote collaboration where groups of students can interact with each other to solve a problem or discuss an issue together. Assignments which allow for such collaboration are often more effective at positively affecting student learning than individually-done assignments.
- Encourage reluctant participants. Online assignments, particularly discussions, can allow even the most reluctant participants to join in a discussion. The online (often asynchronous) nature of such assignments gives students an opportunity to reflect and generate a response to a particular question – time not necessarily allowed in a face-to-face, synchronous discussion.
- Accommodate different learning styles and levels. Beyond encouraging participation from reluctant students, online assignments can have a multi-modal design (i.e., graphics, text, audio, virtual hands-on activities) and, if designed appropriately, can also help students reach new learning levels or think more deeply or critically about a given concept.
- Give instant feedback to students. One of the real benefits to students of online assignments is the possibility for instant feedback on their work. Many tools used to create such assignments can be configured to provide such feedback, instead of having students wait for assignments to be graded and returned. This way, they know immediately what concepts they need to work on, and which they already understand. This can also help instructors to identify unclear concepts or students who may need remedial assistance.
- Archive course information. Online assignments also allow for an archive to be created of relevant course information and discussions. This information can be used by students at a later date while studying for a test/exam, or by the instructor to create a frequently asked questions page or to measure students’ understanding of key concepts.
- Deliver online or distance education courses. If a course is being offered online or at a distance, then online assignments are a natural extension of this.
- Provide students with transferable skills for other courses and in their careers. Some instructors are interested in integrating key skills into their courses that students can use in other courses or take out into the “real-world” upon completion of their degrees. If this is a goal for your courses, then providing some familiarity with certain technologies through the use of online assignments may be a good way to introduce students to skills they can use elsewhere.
- Be environmentally friendly. Paperless assignments are a good way to save environmental resources.
Creating your own online assignment
Now that you have some ideas about possible assignments and have reviewed the decisionmaking criteria, you should answer the following questions to consider how to integrate your online assignment into your course.
- Briefly describe the assignment. (Write 2-4 sentences)
- Students may need a rationale for having online assignments to help foster their motivation. What will you say to “sell” the assignment to your students? (Write 3-5 sentences)
If you would like support applying these tips to your own teaching, CTE staff members are here to help. View the CTE Support page to find the most relevant staff member to contact.
- Course design heuristic
- Collaborative online learning
- Learner-centered assessment
- Designing multiple-choice questions
- Types of assignments and tests
- Using writing as a learning tool
For more assistance, please also feel free to contact the Centre for Teaching Excellence office and we will assist you or connect you with other resources.
This Creative Commons license lets others remix, tweak, and build upon our work non-commercially, as long as they credit us and indicate if changes were made. Use this citation format: Integrating Online Assignments Into Your Course. Centre for Teaching Excellence, University of Waterloo .
Additional keywords: Blended Learning
Teaching tip categories.
- Assessment and feedback
- Blended Learning and Educational Technologies
- Career Development
- Course Design
- Course Implementation
- Inclusive Teaching and Learning
- Learning activities
- Support for Student Learning
- Support for TAs
- Assessment and feedback ,
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CBP Releases January 2024 Monthly Update
WASHINGTON — U.S. Customs and Border Protection (CBP) released operational statistics today for January 2024. Migrant encounters along the southwest border were significantly lower than experienced in December. CBP monthly reporting can be viewed on CBP’s Stats and Summaries webpage .
“As a result of seasonal trends, as well as enhanced enforcement efforts by the men and women of CBP and our international partners, southwest border encounters between ports of entry dropped by 50% in January. We continue to experience serious challenges along our border which surpass the capacity of the immigration system,” said Troy A. Miller, Senior Official Performing the Duties of the Commissioner. “CBP remains on the frontline in preventing fentanyl and other dangerous drugs from entering our country, enforcing our nation’s laws and interdicting 34% more fentanyl and 68% more cocaine than the previous month.”
CBP continues to work closely with U.S. Immigration and Customs Enforcement and U.S. Citizenship and Immigration Services to quickly process individuals encountered at the border and remove those who do not establish a legal basis to remain in the United States, utilizing consequences strengthened by the Circumvention of Lawful Pathways Rule. Since May 12, 2023 to January 31, 2024, DHS has removed or returned over 520,000 individuals, the vast majority of whom crossed the southwest border, including more than 87,000 individual family members. The majority of all individuals encountered at the southwest border over the past three years have been removed, returned, or expelled. Total removals and returns since mid-May exceed removals and returns in every full fiscal year since 2013.
Below are key operational statistics for CBP’s primary mission areas in January 2024. View all CBP statistics online.
Ensuring Border Security and Managing Migration
CBP has taken significant steps to surge personnel and resources to impacted areas and address challenges we have experienced across the southwest border. CBP continues to expeditiously process and remove individuals who do not have a legal basis to remain in the country. We are working together with our domestic and foreign partners to jointly limit disorderly migration across the region, offering lawful pathways and cutting out ruthless smugglers who continue to spread falsehoods and show disregard for the safety and well-being of vulnerable migrants. CBP is targeting and disrupting transnational criminal organizations and smugglers who take advantage of and profit from migrants.
In January 2024, the U.S. Border Patrol recorded 124,220 encounters between ports of entry along the southwest border, a decrease of 50% from December 2023.
CBP’s total encounters along the southwest border in January 2024 were 176,205, a decrease of 42% from December 2023. Total encounters include U.S. Border Patrol encounters between ports of entry, as well as individuals who presented themselves at ports of entry (including those with CBP One appointments, detailed further below).
Among CBP’s 176,205 total southwest border encounters in January 2024, encounters with single adults decreased by 35% compared to December 2023, encounters with unaccompanied children decreased by 37% , and encounters with family unit individuals decreased by 51% .
CBP continually analyzes and responds to changes in migration patterns, particularly irregular migration outside of legal pathways and border crossings. We work with our federal and international partners to combat human smuggling. The fact remains: the United States continues to enforce immigration law, and our borders are not open for those without a legal basis to enter the country. Migrants attempting to enter without authorization are subject to removal under Title 8 authorities.
CBP’s message for anyone who is thinking of attempting to circumvent lawful pathways to enter the United States is simple: don’t do it. When noncitizens cross the border unlawfully, they put their lives in peril. The U.S. Border Patrol has undertaken significant efforts in recent years to expand capacity to aid and rescue individuals in distress. To prevent the loss of life, CBP initiated a Missing Migrant Program in 2017 that locates noncitizens reported missing, rescues individuals in distress, and reunifies decedents’ remains with their families in the border region. In January, the U.S. Border Patrol conducted 245 rescues, totaling 1,611 rescues in FY 2024 .
View more migration statistics and rescues statistics .
CBP One™ App
The CBP One™ mobile application remains a key component of DHS’s efforts to incentivize noncitizens to use lawful, safe, humane, and orderly pathways and disincentivize attempts to cross between ports of entry. In January, CBP processed approximately 45,000 individuals through appointments at ports of entry utilizing advanced information submitted in CBP One™
CBP One appointments accounted for 87% of noncitizens processed at ports of entry; demonstrating that noncitizens will follow an orderly process when one is available. Since the appointment scheduling function in CBP One™ was introduced in January 2023 through the end of January 2024, 459,118 individuals have successfully scheduled appointments to present at ports of entry using CBP One™ instead of risking their lives in the hands of smugglers. The top nationalities who have been processed are Venezuelan, Mexican, and Haitian.
A percentage of daily available appointments are allocated to the earliest registered CBP One™ profiles, so noncitizens who have been trying to obtain appointments for the longest time will be prioritized. CBP is continually monitoring and evaluating the application to ensure its functionality and guard against bad actors.
CHNV Parole Processes
Through the end of January 2024, over 357,000 Cubans, Haitians, Nicaraguans, and Venezuelans arrived lawfully and were granted parole under the parole processes. Specifically, over 75,000 Cubans, 144,000 Haitians, 64,000 Nicaraguans, and 92,000 Venezuelans were vetted and authorized for travel; and over 74,000 Cubans, 138,000 Haitians, 58,000 Nicaraguans, and 86,000 Venezuelans arrived lawfully and were granted parole.
As Safeguarding Communities by Interdicting Narcotics and Dangerous Drugs
As the largest law enforcement agency in the United States, CBP is uniquely positioned to detect, identify, and seize illicit drugs before they enter our communities. CBP’s combination of interdiction and intelligence capabilities, complemented by its border search authorities, scientific services, non-intrusive inspection equipment, and canine detection teams, places it at the forefront of the U.S. government’s efforts to combat illicit fentanyl and other dangerous drugs.
CBP continues to conduct operations, including Operation Apollo, which target the smuggling of illicit fentanyl and other dangerous drugs. These operations leverage intelligence and investigative information to target drug traffickers’ supply chains and interdict items required in the production of illicit fentanyl, including precursor chemicals, pill presses and parts, movement of finished product, and illicit proceeds.
Nationwide in January, fentanyl seizures increased 34% and cocaine seizures increased 68% from December to January.
To date in FY 2024 through January, CBP has seized 7,000 pounds of fentanyl. CBP has stopped more fentanyl in the last two years than in the previous five years combined, and we continue to optimize our intelligence and field operations to stop these deadly substances from reaching American communities.
Additional CBP drug seizure statistics can be found on the Drug Seizure Statistics webpage .
Facilitating Lawful Trade and Travel and Promoting Economic Security
As international travel continues to increase, CBP is leveraging technology to streamline efficiency and increase security at air and land ports of entry. Travelers are encouraged to utilize CBP’s mobile apps to enhance their travel experience, including the Global Entry Mobile Application and Mobile Passport Control , as well as new Global Entry Touchless Portals at nearly all international airports across the United States, which protect passenger privacy and expedite arrival processing by eliminating paper receipts.
Travelers arriving by air into the United States increased 14% from January 2023 to January 2024, and pedestrians arriving by land at ports of entry increased 2.6% over the same period.
CBP works diligently with the trade community and port operators to ensure that merchandise is cleared as efficiently as possible and to strengthen international supply chains and improve border security. In January 2024, CBP processed more than 2.7 million entry summaries valued at more than $267 billion , identifying estimated duties of nearly $7 billion to be collected by the U.S. government. In January, trade via the ocean environment accounted for 44% of the total import value, followed by air, truck, and rail.
Consumers are encouraged to be alert to the dangers of counterfeit goods especially when shopping online as they support criminal activity, hurt American businesses, and often have materials or ingredients that can pose serious health and safety risks. Every year CBP seizes millions of counterfeit products worth billions of dollars had they been genuine. In January, CBP seized 1,814 shipments that contained counterfeit goods valued at more than $718 million . More information about CBP’s intellectual property rights enforcement is available at https://www.cbp.gov/trade .
View more travel statistics , and trade statistics .
Protecting Consumers and Eradicating Forced Labor from Supply Chains
CBP continues to lead U.S. government efforts to eliminate goods from the supply chain made with forced labor from the Xinjiang Uyghur Autonomous Region of China. In January, CBP stopped 424 shipments valued at more than $236 million for further examination based on the suspected use of forced labor.
Intellectual property rights violations continue to put America’s innovation economy at risk. Counterfeit and pirated goods threaten the competitiveness of U.S. businesses, the livelihoods of American workers, and the health and safety of consumers.
View more UFLPA enforcement statistics , and intellectual property rights enforcement statistics.
Defending our Nation’s Agricultural System
Through targeting, detection, and interception, CBP agriculture specialists work to prevent threats from entering the United States.
CBP issued 6,248 emergency action notifications for restricted and prohibited plant and animal products entering the United States in January 2024. CBP conducted 102,987 positive passenger inspections and issued 898 civil penalties and/or violations to the traveling public for failing to declare prohibited agriculture items.
View more agricultural enforcement statistics .
U.S. Customs and Border Protection is the unified border agency within the Department of Homeland Security charged with the comprehensive management, control, and protection of our nation’s borders, combining customs, immigration, border security, and agricultural protection at and between official ports of entry.
Mount Rainier National Park Timed Entry Reservations
Mount Rainier National Park
Mount Rainier National Park is in west-central Washington, on the western slope of the Cascade Range, and encompasses 236,381 acres. Ascending to 14,410 feet above sea level, Mount Rainier stands as an icon in the Washington landscape. An active volcano, Mount Rainier is the most glaciated peak in the contiguous U.S.A., spawning five major rivers.
Since 2013, Mount Rainier National Park has consistently welcomed between 1.1 and 1.7 million visitors each year, with the most visits occurring during the summer months between June and September. Concentrated use leads to roadway congestion and crowding within the most visited areas of the park, including Paradise Corridor and Sunrise Corridor. Timed entry reservations are required to enter these popular destinations between 7 am and 3 pm from Memorial Day weekend through Labor Day weekend in 2024. Two types of timed entry reservations are available:
- Paradise Corridor Timed Entry Reservation, required May 24, 2024 through September 2, 2024
- Sunrise Corridor Timed Entry Reservation, required July 3, 2024 through September 2, 2024
Timed entry reservations are valid only for the specified date and entry time of the reservation.
All visitors to the park, including those with a timed entry reservation, are required to pay a park entrance fee. You may purchase a 7-day pass or annual park pass valid only at Mount Rainier. If you are visiting other federal recreation areas consider purchasing an Interagency Pass (Annual, Senior, Access, Military, etc.) when you arrive at the park. If you already have one of these passes, you do not need to purchase an additional entrance pass when purchasing a timed entry reservation.
For more information about Mount Rainier National Park please visit: https://www.nps.gov/mora/index.htm
Access this link to see a park map and determine what entrance station serves the part of the park you wish to visit: https://www.nps.gov/mora/planyourvisit/maps.htm
Need to Know
Please print your reservation or save a digital copy to your phone to be scanned at a park entrance station upon arrival. The reservation holder must be in the vehicle; photo ID required.
A valid single-day, annual, or lifetime pass must be presented, or a park entrance fee must be paid at time of entry. Only cashless transactions may be made at entrance stations. Photo ID required.
Reservations are valid for a 2-hour arrival window (e.g., 7-9 am). You may not enter the area prior to or after your reservation time slot. Once entered, you may stay the entire day and re-enter.
Visitors are allowed up to 1 private vehicle or 1 motorcycle reservation for Paradise Corridor per day and up to 1 private vehicle or 1 motorcycle reservation for Sunrise Corridor per day.
Campground, lodging, and wilderness permit holders, and Special Use Permit holders do not need a timed entry reservation to enter the areas where reservation/permit is valid.
Bicyclists and pedestrians do not need a timed entry reservation.
Destinations include Paradise, Cougar Rock, Reflection Lakes, Kautz Creek, Longmire, Comet, Christine and Narada Falls, Bench/Snow Lake, and Box Canyon.
Destinations include White River, Sunrise, Glacier Basin, Summerland, and Owyhigh Lakes.
Visitors can modify or cancel their reservations until the start time on a reservation. The $2.00 reservation fee is non-refundable under all circumstances.
Pets are prohibited on ALL Mount National Park Trails.
Protect Mount Rainier National Park's natural environment by staying on trails.
Keep Wildlife Wild by not feeding or approaching animals.
For information on visitor centers, wilderness information centers, lodging, dining and other facilities:
For road status and conditions information, please visit:
For more information on Mount Rainier's 2024 pilot Timed Entry Reservation System, please visit:
To make timed entry reservations by phone, please call Recreation.gov at 877-444-6777, between the hours of 7 am - 9 pm PT.
For questions about Mount Rainier’s timed entry reservations, please call 360-569-6249 or email: [email protected]
Timed Entry Reservations are required to enter through Nisqually entrance station, Stevens Canyon entrance station, and White River entrance station between 7 am and 3 pm during the following dates:
- May 24, 2024 - September 2, 2024: Paradise Corridor entering through either the Nisqually or Stevens Canyon entrance stations.
- This reservation includes access to Paradise, Cougar Rock, Reflection Lakes, Kautz Creek, Longmire, Comet, Christine and Narada Falls, Bench/Snow Lake, and Box Canyon.
- July 3, 2024 – September 2, 2024: Sunrise Corridor entering through the White River entrance station.
- This reservation includes access to Sunrise, White River, Summerland, Glacier Basin, and Owyhigh Lakes.
Primary Booking Window: Timed Entry Reservations will be available in block releases 90 days in advance at 8 am Pacific Time (PT).
Secondary Booking Window: Timed entry reservations will also be available at 7 pm PT the day before arrival date. For example, reservations will be released at 7 pm PT on June 1 for a timed entry slot on June 2.
Release schedule for Paradise Corridor (Nisqually & Stevens Canyon entrances) Timed Entry Reservations:
- Arriving between May 24 – June 30, 2024:
- Advance Reservations go on sale at 8 am PT on February 21, 2024.
- Day Before Reservations go on sale at 7 pm PT the night before intended arrival.
- Arriving between July 1 – July 31, 2024:
- Advance Reservations go on sale at 8 am PT on April 1, 2024.
- Day Before Reservations at 7 pm PT the night before intended arrival.
- Arriving between August 1 – September 2, 2024
- Advance Reservations go on sale at 8 am PT on May 1, 2024.
- Day Before Reservations go on sale at 7 pm PT the night before intended arrival.
Release schedule for Sunrise Corridor (White River entrance) Timed Entry Reservations:
- Arriving between July 3 – July 31, 2024:
- Advance Reservations go on sale at 8 am PT April 1, 2024.
- Arriving between August 1 – September 2, 2024:
- Advance Reservations go on sale at 8 am PT May 1, 2024.
- Day Before Reservations go on sale at 7 pm PT the night before intended arrival.
Changes and Cancellations
Visitors can modify or cancel their reservation until the start time on the reservation. The $2.00 reservation fee is non-refundable under all circumstances.
Visitors are required to pay the $2.00 reservation fee for each personal vehicle timed entry reservation. This applies to all using a prepaid park entrance pass, an annual pass or lifetime pass (Interagency, Senior, Annual, Military, etc.) and to visitors purchasing an entrance pass of any kind.
55210 238th Avenue East Ashford WA 98304
TO MAKE TIMED ENTRY RESERVATIONS BY PHONE, PLEASE CALL RECREATION.GOV AT 877-444-6777, BETWEEN THE HOURS OF 7 AM - 9 PM PT. FOR QUESTIONS ABOUT MOUNT RAINIER’S TIMED ENTRY RESERVATIONS, PLEASE CALL 360-569-6249.
- Sunrise Corridor Timed Entry Reservation
- Paradise Corridor Timed Entry Reservation
Camp, RV, and Explore Outdoors
Recreation.gov is your gateway to explore America's outdoor and cultural destinations in your zip code and across the country. We provide tools and tips to discover new adventures through a one-stop shop for inspiration and ideation, trip planning, information sharing, and reservations. Find incredible places and experiences that help you bring home a story through Recreation.gov!
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What to know about the debut of Trump's $399 golden, high-top sneakers
Republican presidential candidate Donald Trump unveils his golden high-tops on Saturday at Sneaker Con Philadelphia, an event popular among sneaker collectors. Manuel Balce Ceneta/AP hide caption
Republican presidential candidate Donald Trump unveils his golden high-tops on Saturday at Sneaker Con Philadelphia, an event popular among sneaker collectors.
At a sneaker conference in Philadelphia over the weekend, former President Donald Trump unveiled his latest pitch — and it wasn't a stump speech.
The businessman-turned-politician debuted a line of gleaming, golden sneakers called the Never Surrender High-Top Sneaker, which sell online for $399 a pair.
"This is something I've been talking about for 12 years, 13 years, and I think it's going to be a big success," Trump said to the crowd at Sneaker Con Philadelphia.
"That's the real deal," he added, holding up the flaxen footwear, which features an American flag on the back and a capital T on the side.
Trump's stop at the Philadelphia convention was met with a mix of chants from supporters and boos from critics, The Associated Press reported .
Trump ordered to pay over $355M for fraudulent business practices in New York
The announcement came one day after a New York judge ordered Trump and the Trump Organization to pay over $355 million as part of a civil fraud case. Prosecutors had accused Trump, his two oldest sons and other associates of inflating the value of certain properties and other assets for financial gain.
Trump is also running for the Republican nomination for president, hoping to notch reelection this year during the fall race.
"What's the most important thing?" Trump asked the sneaker conference crowd. "To go out and vote, right? We have to go out and vote."
The product launch was an unusual meeting of the worlds of politics and fashion.
Bridget Barrett, a University of Colorado Boulder professor who studies political and campaign merchandise, says she's never seen anything comparable to Trump-branded sneakers.
"Plenty of politicians turn their reputation into a money-maker, but typically not at this level of politics," Barrett said via email. "He is more akin to celebrity spokespeople and influencers."
Trump's New York hush money trial will start March 25
The weekend product drop also became an opportunity for Trump's Democratic opponents to taunt the former president.
"Donald Trump showing up to hawk bootleg Off-Whites is the closest he'll get to any Air Force Ones ever again for the rest of his life," Biden-Harris 2024 Communications Director Michael Tyler said in a statement.
Rep. Dean Phillips, D-Minn., who is also running for the Democratic nomination, tweeted a photo of a colorful platform shoe with the message: "Game on, Don."
Just 1,000 pairs of the Trump high-top sneakers were being offered for presale, according to the website where they were available, and they were sold out just days after their debut. Trump autographed at least 10 pairs.
Dee Jackson, a fashion designer who helms the label Dee and Ricky with his brother Ricky Jackson, said the kicks appeared to be more of a marketing ploy to Trump's political base rather than an appeal to the average sneaker fan.
"Sneakerheads are not going to really be into it, because it's not really a cool design" or a collaboration with a major brand like Nike or Adidas, Jackson said, noting that the shoe could become a collectible because of the hype surrounding it.
"I just feel like he's trying to get that marketing attention because he knows all the young kids are gonna talk about it," Jackson added.
The online store also features a number of other Trump products for sale, including cologne, perfume and other sneakers.
It's not the first time Trump has promoted products bearing his name.
Trump sells wine from his vineyard in Virginia, previously offered a line of steaks through the retail store Sharper Image and even peddled a Milton Bradley board game named Trump: The Game.
- The Trump Organization
- Donald Trump
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