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Scholars and practitioners in higher education recognize that transformational change of organizations—especially departments and institutions—is difficult but essential to achieve needed, national-scale improvements in access, quality and equity in STEM instruction and career development. Based on studies of change projects in college mathematics education and gender equity on STEM faculties, we identify and describe a suite of common leadership approaches among change agents who led these projects. We propose that these approaches function as constructs for an emerging framework about change leadership. By observing how change agents lead complex change projects in higher education, we seek to develop theory about leadership for organizational change and to offer practical guidance to such leaders. 

In the United States (US) and elsewhere across the world, undergraduate mathematics instructors are increasingly aware of the value of inquiry-based instruction. In this research commentary, we describe the intellectual origins and development of two major strands of inquiry in US higher education, offer an explanation for apparent differences in these strands, and argue that they be united under a common vision of Inquiry-Based Mathematics Education (IBME). Central to this common vision are four pillars of IBME: student engagement in meaningful mathematics, student collaboration for sensemaking, instructor inquiry into student thinking, and equitable instructional practice to include all in rigorous mathematical learning and mathematical identity building. We conclude this commentary with a call for a four-pronged agenda for research and practice focused on learning trajectories, transferable skills, equity, and a systems approach.