Discussions early in 2013 about postsecondary mathematics education in Ohio culminated in the Ohio Mathematics Summit, a statewide meeting of University System of Ohio (USO) mathematics faculty. The purpose of the summit was to discuss and learn about the dynamics of policies that were impacting mathematics education in Ohio, student retention issues faced by institutions of higher education in Ohio, topics related to Ohio Transfer Module (OTM) Mathematics, Statistics, and Logic guidelines, and effective quantitative pathways for STEM and non-STEM majors. With the release of the Uniform Statewide Standards for Remediation-Free Status and Ohio College Readiness Expectations in mathematics, many institutions are now exploring new options for credit-bearing college-level courses. All of the aforementioned led to a recommendation that a statewide discussion occur.
On May 8, 2013, about 150 mathematics faculty from all 36 University System of Ohio (USO) institutions gathered for a discussion of the issues facing mathematics education at both state and national levels. Dr. Uri Treisman, Professor of Mathematics and of Public Affairs and the founder and Executive Director of the Charles A. Dana Center at The University of Texas at Austin, presented as the keynote speaker. During the summit, small group discussions engaged summit participants in sharing thoughts and ideas on how to move the state forward. The summit was facilitated by Dr. W. Randy Smith, Vice Provost for Academic Programs at The Ohio State University and Ms. Cathy Chudzinski, Professor of Biology at Terra State Community College, who are the Co-Chairs of the OTM Faculty Sub-Committee; and Dr. Treisman.
As a result of the summit, it was proposed that a steering committee of mathematics experts be formed to study national trends, current initiatives and available statewide and national data and subsequently to make recommendations for future mathematics curricula in Ohio. In addition, the committee charge is to develop expectations and processes that result in each campus offering pathways in mathematics that yield (a) increased success for students in the study of mathematics, (b) a higher percentage of students completing degree programs, and (c) effective transferability of credits for students moving from one institution to another.