ABSTRACT
Faculty should undertake course design or redesign with the goals of creating equitable outcomes, student engagement, and inspiration in mind. This process will benefit all students—not only transfer students but also first-year students, historically underrepresented/underserved students, and upper-level non-transfers who may have put off taking these courses. While many different approaches exist to engaging transfer students in the classroom, this chapter focuses on those pedagogies that are responsive to aspects of transfer student identity and development, as well as those that can be applied across a range of disciplines. As faculty begin to implement the pedagogies described in this chapter, they should be aware that innovation in the classroom does not always result in immediate, positive outcomes. Specifically, multiple attempts and revisions to specific teaching approaches are often necessary to produce differences in student outcomes in gateway courses.
