The resource is a 2016-2017 fiscal year progress report of the Ohio Mathematics Initiative (OMI). The OMI, housed under the Ohio Department of Higher Education, is a collaborative effort of mathematics faculty members from the state’s public colleges, universities, and high schools intended to revisit and rethink mathematics courses and curricula.

This resource highlights sample communication and engagement strategies across diverse stakeholder groups.

This PowerPoint is an accompanying resource to "Multidisciplinary Discussions" webinar.

This sample timeline is an accompanying resource to the "Co-requisite Design" webinar.

The Mathematical Association of America, 2011 Report 2 of 2, This report contains recommendations from representatives of partner disciplines obtained during Phase Two of the "Curriculum Foundations Project: Voices of the Partner Disciplines". The Phase One report focused on recommendations concerning general education and introductory college mathematics courses. This Phase Two report also contains reports on this multi-level effort to begin to respond to the recommendations of the partner disciplines by renewing college algebra.

This tool provides a process for gathering different perspectives on the goals that your institution should set for implementing mathematics pathways. This tool is an accompanying resource to "A Guide for Setting Goals".

This resource can assist state- and/or institutional-level working groups to define and develop effective communication and engagement strategies while examining effective messaging related to mathematics pathways.

This tool is designed to help develop and establish an effective charge of the institutional leadership team that communicates its goals and areas of work.

This resource highlights key institutional actions and deliverables in year-one of implementing mathematics pathways.

All systemic change depends upon the hard work and commitment of the people who are on the front lines. Engaging these stakeholders in a positive and effective process is a key leadership challenge. In the case
 of implementing mathematics pathways, many leaders are concerned about how to support mathematics faculty in the change effort. Metropolitan Community College–Kansas City took a strategic approach to supporting and engaging faculty in mathematics pathways. 
This summary is part of the Charles A. Dana Center’s “Notes from the Field” series, which highlights examples of innovative practices from colleges, universities, and systems.