Applying adult learning theory, we redesigned assignments to emphasize process-based learning and offer scaffolded opportunities for students to engage with authentic tasks. This approach clarified expectations, enhanced performance, and fostered a more collaborative relationship between faculty and instructional designers. We grounded our redesign in adult learning theory (andragogy) because our student population skews older, with an average age of 25, and many are returning learners balancing coursework with careers and family responsibilities. The results were clear when comparing course participation before and after implementing the new approach. Submission rates for all modeling assignments increased by 18 percentage points. In addition to higher completion rates, students demonstrated measurable improvements in problem formulation, critical thinking, and communication skills.