Gateway Course Redesign

Your gateway to student success.

You know how difficult it can be to create a plan that improves learning and success for all students in high-enrollment courses. The gateway course redesign, an evidence-based process that supports teaching, learning, success, completion, and retention, can help your faculty improve student success. This process has proven success and is perfect for institutions that want to create and implement a plan that boosts student success in these critical courses.

You’ll appreciate the immediate and tangible results of the program. With targeted planning and strategic actions, the Gateway Course Experience™ Redesign process will ensure better success, completion, and retention for your low-income, first-generation, and historically underrepresented students.

Empower your students and institution by implementing the Gateway Course Redesign in your high enrollment courses. See how it can open the gateway to greater learning and success for all students.

Who Should Participate

  •  2-year, 4-year, public and private institutions


  • Institutions experiencing high levels of failure in gateway courses


  • Institutions that want to improve their first to second-year retention rates

How You’ll Benefit

  • Make Smart, Informed Decisions – Get an unprecedented view into course performance, with guidance and support to get the data you need to redesign courses and make smart, informed decisions.
  • Focus on Course-Level Evidence – Improve teaching and learning through an evidence-based course self-study process.
  • Improve Retention towards Degree Completion – Receive unparalleled guidance and support from Gardner Institute staff to collect data, survey current students, and apply evidence to your course redesign plan for optimal results.
  • Reduce D,F,W & I rates in high enrollment courses – Utilize course analytics, survey data from current students, and other forms of institutional and course-level evidence to ensure that you’re providing the maximum impact in these critical courses. 

Now Accepting Applications

Faculty lead course transformation for high-enrollment courses to boost overall retention and graduation rates.

Key Features

Faculty involved in the Gateway Course Redesign process receive on-going support through a network of faculty, from across the country, Gardner Institute staff, faculty development colleagues from their institution, and nationally recognized teaching and learning experts (Teaching and Learning Academy Fellows), through meetings, webinars,  online discussions, and a large community of practice.

By revising your course curriculum and approach to teaching, you can create a more inclusive learning environment with the potential to increase student learning and performance. This has the power to significantly affect the outcome of learning, while also resulting in greater retention and completion rates for all students.

With a focus on high-enrollment courses that historically have high rates of D, Fail, Withdraw, or Incomplete grades, and using an integrated, evidence-based, multi-year approach, this process has the potential to impact the learning and success of a large number of undergraduate students who enroll in these courses, and over time, all undergraduate students have the potential to be positively affected.

Our team is dedicated to supporting institutions in developing and implementing plans that support student success in the institution’s unique context. We provide guidance on establishing a task force, offer feedback throughout the self-study process, and support implementation to promote sustained student success. Our focus is on developing high-quality student support and academic programs to help guarantee that students are well-prepared to progress beyond their gateway courses.

An experienced and dedicated Gardner Institute advisor assigned to your institution from the onset will guide and monitor the entire Gateways to Completion Course Redesign Process

The following indicators of success have been collected from institution-specific analyses that examine outcomes associated with “G2C transformed” courses to date. Outcomes to date include:

  • Higher retention rates for students in redesigned courses compared to students in sections of the courses not transformed by Gateways to Completion
  • Lower rates of academic probation for students in redesigned courses compared to students in sections of the courses not transformed by Gateways to Completion
  • Higher levels of resiliency (defined as being on academic probation but still returning to the institution) for students in redesigned courses compared to students in sections of the courses not transformed by Gateways to Completion
  • Higher course passing rates (rates of A, B, and C grades) and lower rates of D, F, W, and I grades (DFWI rates) for students in transformed courses compared to students in sections of the courses not transformed by Gateways to Completion
  •  Higher grade point averages for students in redesigned courses compared to students in sections of the courses not transformed by Gateways to Completion
  •  Better exam scores for students in transformed courses compared to students in sections of the courses not transformed by Gateways to Completion

Some examples of these outcomes are discussed in this report.


Analyze and Plan

The Gateways to Completion process begins with Analyze and Plan in Year One and involves using the tools provided to engage faculty and staff in an institutional self-study process that will identify the opportunities and conditions necessary for change. At the end of this first year, a Comprehensive Institutional Report and Action Plan will be developed by representatives from the Course-Specific Committees.

Act and Monitor

In this phase, faculty and staff begin to take action on the recommendations that came from the Comprehensive Institutional Report and Action Plan developed in Year One. Understanding that course transformation, as well as changes to policies and procedures require time, this year is crucial to both piloting course transformation and changes, and going through the governance processes, as necessary, to make changes to policies and procedures. Data will continue to be collected to monitor progress and early outcomes, faculty and staff will continue to participate in face-to-face meetings, as well as online webinars, and discussions with the Gateways to Completion Community of Practice.

Act and Refine

During Year Three, institutions will continue to implement the recommendations and actions identified in Year One, and collect and use data to make refinements. Once faculty and staff have an understanding of what is working and why they will consider opportunities to extend the project to include additional gateway courses. Faculty and staff will also continue to participate in the ongoing meetings and support offered through the Gardner Institute, and identify outlets for scholarly work related to their Gateways to Completion process.


Now, accepting applications on a rolling basis. Your start date will be customized for your institution.

Fees are based on the number of courses an institution chooses to redesign.

Email for more information.

The  Teaching and Learning Academy is included in the Gateways to Completion Redesign Process.

Improve Student Success through Gateway Course Redesign.

Higher Retention Rates, Lower Rates of Academic Probation, Higher Overall Grade Point Average for students in courses redesigned using the Gateways to Completion Process.


colleges and universities and over 4 million students served.
0 %
lower DFWI rate in one academic year following Gateway Course Redesign participation
$ 0
made by participants in retention revenue for every $1 used to work with us


Gateways to Completion- Case Studies

The two volumes of peer-reviewed case studies in this anthology series represent the collective work of faculty and staff involved in the Gateways to Completion process in the University System of Georgia, Capital University, Eastern Michigan University, Western Michigan University, and the University of Central Arkansas. While some of the course redesigns documented in these case studies began before the global pandemic, it is important to note that some of the work occurred between 2020-21. 

To access a complete list of case studies in both anthologies please click here.

Upcoming Events

06 Jun 2024
In-Person Convening

Intensive on the First Year Seminar

June 6, 2024 8:00 am - June 7, 2024 4:00 pm
10 Oct 2024

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