In this paper, we provide an overview of the Pathways to Innovation Program (Pathways), a faculty development and institutional change initiative designed to address the adaptive challenge of integrating innovation and entrepreneurship (I&E) into undergraduate engineering, nationwide. In particular, we build upon earlier papers that describe the Pathways program design and outcomes, by discussing how a collective impact approach was utilized to guide the programmatic and evaluation design of Pathways. Our goal is twofold: (1) to help inform the work of future adopters of the collective impact approach, by providing one of the few documented examples of collective impact program and evaluation design, and (2) introduce the cases in this special issue as demonstrable outcomes of the collective impact approach. Teams supported by the Pathways program were invited to submit manuscripts capturing exemplary contributions to I&E in engineering education (cases) that resulted from their work as part of Pathways. Nine 2500-word papers (cases) were accepted from institutions. These cases reflect a wide range of curricular, extra-curricular, programmatic, and institution-wide change efforts aimed at increasing access to I&E among undergraduate engineering students. Each case demonstrates one of two types of outcomes: 1) student exposure and engagement and 2) institutional change. This issue contributes to the innovation and entrepreneurship education literature by capturing the successes and challenges associated with a wide range of implementation efforts, including the impact of I&E infused engineering education on students, faculty and in certain instances the institutional culture as a whole.