Assignment Modifications

Introduction

WSU ROAR students audit your course to build real-world knowledge, develop academic confidence, and grow their independence. To support meaningful engagement, we might modify some course assignments so ROAR students can demonstrate their learning in ways that align with their strengths and goals.

Assignment modifications are designed to provide accessible and inclusive pathways for students to engage with your content. For example, a student might submit a slideshow presentation or record a short video instead of writing a traditional paper. These adjustments support participation while maintaining high expectations and academic integrity.

Our goal is always the same: to help each student learn, contribute, and succeed.

Why Do We Modify Assignments?

Every student learns and communicates differently. For some ROAR students, traditional assignments like essays or multi-step projects may not offer the most accessible or effective way to demonstrate their understanding.

Assignment modifications help remove barriers to learning while maintaining the core learning goals of your course. For example:

• Instead of a three-page essay, a ROAR student might submit a slideshow or drawing to summarize key ideas.

• In place of a classroom debate, a ROAR student may record a short video sharing their perspective.

Modifications are always aligned with the spirit of your assignment and never require you to adjust your instruction. While ROAR students do not receive credit as auditing participants, you have the option of providing feedback on their submissions.

Please note that assignment modifications are not made within your Canvas course. Instead, ROAR staff work directly with students to co-create alternative ways to demonstrate knowledge, based on the learning goals of your class.

Types of Modifications We Make

Here are a few common modified submissions you may encounter:

• Format Shifts
  ROAR students might use a slideshow, video, drawing, infographic, comic strip, or poster to demonstrate their understanding instead of submitting a written paper.

• Adjusted Length or Scope
  Assignments may include fewer questions, shorter responses, or simplified vocabulary, while still reflecting key concepts and critical thinking. For example, a student may respond to essay prompts in bullet points, or answer two selected questions from a set of ten.

• Guided Responses
  We may provide sentence starters, graphic organizers, or templates to help students structure their ideas. Students might complete journals, checklists, or even use creative or art-based formats.

• Alternative Participation
  When a presentation or group activity isn't accessible, students may engage in a parallel experience such as attending an event and reflecting on it, or submitting group contributions individually via Canvas.

Each modification is tailored to the student's learning preferences and your course's learning goals. If you're ever unsure about a student's submission or want clarification, feel free to reach out.

Group Projects and Collaborative Work

Group projects can be valuable opportunities for students to learn in your course, helping them to build communication, collaboration, and self-advocacy skills. However, students may have different comfort levels and preferences when it comes to participating in group work. 

The best way to approach this with ROAR students is to ask: "How would you like to participate in group work for this course?"

Some students may enjoy active collaboration and group activities. Others may prefer more structured or individualized roles. Open communication helps create participation opportunities that are meaningful and realistic for everyone involved.

Possible Approaches to Group Work

Depending on the course and student goals, a ROAR student might participate in a group by:

• Contributing to research, brainstorming, or note-taking

• Assisting with slide design or visual organization

• Participating in planning meetings

• Presenting alongside peers with support

• Taking on a clearly defined role within the team structure

Flexibility does not mean lowering expectations for inclusion or participation. Instead, it allows students to engage in ways that align with their strengths. 

Frequently Asked Questions

Conclusion

Assignment modifications ensure that ROAR students have the chance to learn, contribute, and grow in your classroom. They simply provide an accessible way for each student to engage. We're here to support you, and we appreciate your partnership in creating an inclusive campus experience.

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