This two-year study investigates the implementation of CS Unplugged activities in gateway computing courses at a public, open access liberal arts institution. The faculty collaboratively piloted unplugged lessons to support conceptual understanding, engagement, and a supportive learning environment for all students, especially for students new to computing. The project was carried out in two stages: initial lesson development and pilot testing, followed by iterative refinement and further dissemination across more sections. To evaluate outcomes, we collected both paired pre- and post-survey data and broader post-only responses, incorporating constructs aligned with Universal Design for Learning (UDL) and Transparency in Learning and Teaching (TILT). Quantitative analysis revealed statistically significant gains in student confidence and strong indicators of engagement and perceived inclusivity. Results suggest that unplugged, collaboratively developed instructional strategies can enhance student learning and broaden participation in introductory computing education.