49 Student Success United: Extending Successes in Gateway Course Transformations throughout the University-Wide Curriculum at Savannah State University Lisa Yount Jonathan Elmore Isadora Mosch Historically, DFWI rates are disproportonately atributed to students in underrepresented populatons. Thus, the eforts of redesigning “gateway” courses to promote an inclusive environment where all students can learn and perform at their highest potental is especially important for HBCUs like Savannah State University (SSU). Student Success United, Savannah State University’s newly approved Quality Enhancement Plan (QEP), builds on the successes achieved through the Gateways to Completon (G2C) methodology and replicates the process to impact course redesigns extending to all areas of the core curriculum and lower- and upper-division courses in all degree- grantng academic programs. STATEMENT OF THE PROBLEM As an access insttuton, Savannah State University is commited to providing enrollment and educatonal opportunites for populatons that have traditonally been underserved in higher educaton. Equitable academic outcomes are central to our mission. SSU joined Cohort II in the collaboraton between the Gardner Insttute and the University System of Georgia. This allowed the work of formalized course redesign to begin in 2017 through SSU’s ongoing partcipaton in the Gardner Insttute’s Gateways to Completon (G2C) program. The G2C process ofers guidance for frst researching and discovering reasons for decreased student success, then guides insttutons in applying a plan to tackle those factors, and fnally, assists in evaluatng the efect of the methods applied in the implementaton stage. In all, the G2C interventons ofered us a powerful set of tools for our specifc insttutonal context. Some of the strategies and methods used by faculty during the planning phase proved to be impactul and were extended into the next phases of the redesign work. For example, in MATH 1111: College Algebra, the new course redesign curriculum encouraged instructors to vigorously implement and enforce prerequisite requirements related to the three high-stakes semester assessments. All students were required to successfully complete every online homework assignment via myopenmath.com as well as successfully submitng every in-class assignment prior to taking the course examinatons. Math faculty atribute these interventons as being the most impactul for increasing course completon rates. The Department of English, Languages, and Cultures substantally revised the curriculum in ENGL 1101 and ENGL 1102 (English Compositon I and English Compositon II) to increase the vertcal alignment of ENGL 1101 into ENGL 1102, which included a revised comprehensive set of learning goals, assignments that were designed using a backwards design approach, and more ofen and earlier substantve assessments in both courses. The faculty also added three metacognitve refectve assignments into each course. For HUMN 1201: Critcal Thinking and Communicaton, the Planning phase was a good opportunity for faculty to standardize elements of the curriculum delivery (e.g., using a syllabus template and shared rubrics; establishing common standards on assignments, exams, grading scales and weights; and providing early and frequent feedback on a variety of assignment types). As refected in the Student Learning Gains Surveys, these improvements were received favorably by students. With three years of the G2C process completed, all the redesigned gateway courses have seen reductons in the Administrative