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Introduction
Introduction
WSU ROAR students participate in university-level coursework through audit enrollment, allowing them to engage meaningfully in academic learning without the pressure of formal grading. These experiences are intentionally aligned with each student’s personal, academic, and career goals. By understanding their learning plans and offering a welcoming classroom environment, faculty help foster a space where all students can contribute, grow, and thrive.
Why Audit Courses?
Why Audit Courses?
Audit enrollment is a central part of the WSU ROAR program, providing students with the opportunity to participate fully in college-level coursework without the pressure of earning a grade. ROAR students engage with course content, peers, and faculty in ways that align with their individualized learning goals and long-term aspirations.
Build academic confidence
Strengthen college and career readiness skills
Practice self-advocacy and independence
Engage meaningfully with their campus community.
Each student’s learning plan includes specific objectives, such as developing time management skills, note-taking strategies, effective communication, or group collaboration. These goals are supported by ROAR staff and academic coaches and are intentionally aligned with course objectives.
Audit participation offers an inclusive pathway into higher education that reflects each student’s strengths and interests. Students choose courses based on their academic and professional goals, gaining exposure to college learning in a way that promotes growth, motivation, and belonging. Research supports the benefits of inclusive postsecondary environments in fostering holistic student development, including in areas such as health, employment, and interpersonal relationships (Butler et al., 2016).
WSU faculty play a vital role in supporting this learning by welcoming students as full participants and engaging with them as they pursue meaningful, purpose-driven academic experiences.
Faculty Partnership and Participation
Faculty Partnership and Participation
Your role as an instructor is an important part of helping students build confidence, develop academic skills, and strengthen their connection to the university community. We appreciate your partnership in creating inclusive learning environments where all students can meaningfully participate and grow.
Our goal is to support both students and faculty while minimizing additional workload whenever possible. When a ROAR student audits your course, you may notice their participation looks somewhat different from that of degree-seeking students.
Practical Examples of Audit Course Participation
Practical Examples of Audit Course Participation
ROAR students audit courses and do not receive academic credit or formal grades. Because of this, their coursework may be modified to align with individualized learning goals and support meaningful participation in class. Examples of audit course participation may include:
Completing selected assignments from your syllabus
Submitting a shorter or guided version of a larger project
Participating in discussions without formal grading
Demonstrating understanding through reflection, conversation, or alternative formats
Focusing on skill-building goals such as communication, organization, or self-advocacy
These adaptations are collaboratively developed by the student and ROAR staff and are intended to support inclusion without creating additional work for instructors.
Student Growth and Engagement
Student Growth and Engagement
Rather than focusing solely on grades, ROAR students reflect on their progress in areas such as:
Academic engagement
Classroom participation
Communication and self-advocacy
Organization and time management
At the midterm and end of the semester, students meet with ROAR staff to discuss their growth and experiences. We may reach out to you for feedback if you are available to do so.
Choosing to Fully Participate
Choosing to Fully Participate
Some students may be exploring future degree-seeking pathways and may express interest in completing additional coursework or participating more fully in class activities. If this is something you are open to supporting, wonderful! If not, the ROAR team can provide alternative options and evaluation methods.
We value collaboration and recognize the time, expertise, and flexibility faculty bring to inclusive learning environments. As per WSU policy, auditing students do not receive credit and instructors are not required to grade their work or submissions. If you feel you have the availability to provide feedback, ROAR students welcome it, but please do not feel this is required.
Attendance
Attendance
Attendance is an important part of each student's individual learning goals and supports the development of skills related to time management, accountability, and professional communication.
Students are encouraged to notify instructors through email or Canvas when they need to miss class, even in courses where attendance is not required. ROAR staff supports students in developing routines related to scheduling, reminders, and communication. If you notice concerns related to attendance, punctuality, or engagement, reach out to the ROAR team. We are happy to collaborate with students, instructors, and academic coaches to provide support where needed.
In larger lecture-based courses, we understand that tracking invididual attendance may not be realistic. Faculty are never expected to monitor attendance beyond their typical classroom practices, and any observations shared are appreciated.
Frequently Asked Questions
Frequently Asked Questions
How do I grade audit students?
How do I grade audit students?
Students enrolled for audit don't earn credit. ROAR students are instead evaluated based on their engagement in your class according to the goals they set. As such, you do not need to enter grades for them. If you want to provide feedback, you are welcome to do so. Please see our page on feedback strategies for details on best practices for ROAR students.
What if a student can't complete a major assignment or exam?
What if a student can't complete a major assignment or exam?
We encourage faculty to work with ROAR staff to explore flexible options that align with course learning objectives and the student’s goals. When appropriate, alternative tasks, such as note-taking during group presentations or creating a visual aid in place of a spoken presentation, can offer meaningful ways for students to participate.
That said, it is important not to assume what a student can or cannot do. Many ROAR students choose to fully participate in assignments, including group projects or class presentations. We work with students to ensure their choices reflect their goals, preferences, and readiness, while honoring their right to take academic risks. In these situations, it is best to simply ask the student how they want to participate.
How do I handle group work with an auditing student?
How do I handle group work with an auditing student?
Our best advice is to just ask the student how they want to participate. Some students love group work; others do not. If a ROAR student wishes to work in groups as per your assignment's objectives, encourage the student to take on a role that aligns with their strengths, supports social connection, and feels appropriate for the group.
Encourage the student to take on a role that aligns with their strengths, supports social connection, and feels appropriate for both the student and the group. ROAR students, like all students, benefit from being meaningfully included in collaborative work.
Monitor group dynamics to ensure everyone is engaged and respected, even if the ROAR student’s role or deliverables differ from their peers’. If you find it helpful to share that a student is part of the ROAR program, that’s fine, however, please do not disclose any personal or disability-related information unless they've given you permission to do so.
What if I don't understand the student's goals?
What if I don't understand the student's goals?
ROAR students are supported in sharing their learning goals and preferred ways of engaging in your course. Practicing self-advocacy is part of their college learning. If you ever have a question or want to better understand their goals, simply ask them directly.
What should I do if a ROAR student missing classes frequently?
What should I do if a ROAR student missing classes frequently?
If you notice that a ROAR student is frequently absent, please reach out. Absenses can sometimes signal that a student needs additional support, and your observations are valuable. The ROAR team will connect with the student to understand what’s happening and offer guidance to help them stay engaged and on track.
Conclusion
Conclusion
Audit courses provide WSU ROAR students with meaningful opportunities to explore academic interests, build confidence, and develop college and career readiness skills. As faculty, your inclusive practices and flexibility help create a welcoming learning environment where all students can thrive. Your partnership supports student success and strengthens WSU’s commitment to inclusive excellence.
Quick Reference Checklist: Dos and Don'ts
Quick Reference Checklist: Dos and Don'ts
Do
Do
Do clarify course expectations and communicate directly with the student and WSU ROAR staff.
Do focus on skill development rather than task completion.
Do encourage participation and celebrate success.
Do be flexible in your expectations of students.
Do ask for help from WSU ROAR.
Don't
Don't
Don't expect audit students to complete every assignment or exam.
Don't compare their participation with degree-seeking students.
Don't assume the student understands course requirements without clear communication.
Don't ignore signs that the student may need additional support.
Resources and Further Reading
Resources and Further Reading
The Dignity of Risk is the belief that taking reasonable risks is a human right, and presents opportunities for learning as students navigate increased independence in college. This means that WSU ROAR students have the same right as traditional students to take risks (such as walking around on campus, trying assignments, or raising their hand in class) and learn from the natural consequences. For students who struggled with academics in high school, they may feel uneasy engaging in an academic setting ("What if I fail?" or "What if my teacher calls on me and I don't know the answer?"). Taking risks and learning from them is how our students grow. Sometimes this means that ROAR students will fail before they fly, which is critical for their growth in academic and self-management skills.
Citations
Citations
Butler, L. N., Sheppard-Jones, K., Whaley, B., Harrison, B., & Osness, M. (2016). Does participation in higher education make a difference in the life outcomes for students with intellectual disability? Journal of Vocational Rehabilitation, 44(3), 295-298. https://doi.org/10.3233/JVR-160804
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