Grounded in prior research on postsecondary mathematics readiness and student success, this session presents the evolution of a faculty-led gateway mathematics initiative at Albany State University, a public HBCU. The work demonstrates how research, classroom evidence, and faculty leadership can intersect to address persistent challenges in gateway mathematics and contribute to broader curricular change.

Building on this research foundation, the presenter examined instructional approaches and technologies in College Algebra to better understand their impact on student learning, engagement, and course performance. Evidence and lessons from this work informed the development of a broader approach to gateway mathematics that was implemented department-wide. The presenter also implemented and examined the redesigned approach within her own classroom, creating an opportunity to connect research, faculty practice, departmental implementation, and student outcomes.

Using this work as a case study, the session examines the progression from research to practice and departmental change. Participants will explore strategies for using evidence to identify instructional challenges, evaluate technology and course design, build faculty collaboration, support consistency across sections, and assess what happens after broader implementation.

Participants will engage in a guided activity to identify a gateway or high-risk course challenge at their institution and consider how existing or newly collected evidence could support meaningful change.

Attendees will leave with practical strategies for translating faculty research and classroom evidence into sustainable curricular improvement. The session highlights how faculty scholarship, leadership, and collaboration can become catalysts for department-wide change and improved gateway education at HBCUs.