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INNOVATION
PLAN UPDATE

March 24, 2025

All images provided by Wix

Introduction: What This Journey Has Meant

Reflecting on my innovation project has been incredibly valuable, helping me evaluate my progress from the initial idea to the current stage of implementation. This reflection has highlighted my strengths, pinpointed areas for improvement, and provided essential lessons that will guide my future work. Through this process, I've gained clarity on what has been effective, what could have been handled differently, and how I can fine-tune my approach as I move forward. Embracing a growth mindset has been integral throughout this journey, as it allowed me to view setbacks as opportunities for improvement, encouraging continuous learning and resilience, both for myself and the students involved in the project (Dweck, 2006).

What I’ve Built So Far
Throughout this process, I developed several key components to support my Innovation Plan, which centers on improving student engagement and success through a blended, individualized rotation model in higher education:

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  • Innovation Proposal: Introduced a pilot for blended learning, personalized instruction, and real-time feedback, to be implemented over three years.

  • Literature Review: Grounded my project in research about blended learning, competency-based education, and effective instructional practices.

  • Implementation Outline: Created a phased, practical plan for introducing blended learning in the Biology Department.

  • Publication Outline and Article: Wrote an article proposal to share strategies for blended learning success with a wider audience through platforms like Edutopia and Inside Higher Ed.

  • Professional Development Plan: Advocated for meaningful, interactive professional learning experiences that actually serve teachers, not just check a box, echoing Guskey’s (2000) emphasis on evaluating PD based on its impact on student learning and educator effectiveness.

  • Influencer Strategy: Developed a behavioral change plan using the Six Sources of Influence and the 4DX framework (McChesney, Covey, & Huling, 2012) to encourage faculty adoption of blended learning.

  • Promotional Video: Recognized the importance of connecting the “why” behind the innovation to both hearts and minds — using a promotional video to communicate the vision and build broader support.

Where I Am Now

Scheduling Meetings with Distance Education (Summer)

  • Explore new tactics for integrating technology to support my innovation project.

  • Dive deeper into discussions around learning management systems (LMS), digital tools, and resources to enhance the blended, individualized rotation model.

  • Identify additional technological resources or updates to improve support for instructors and students.

  • Ensure technology is effective in facilitating personalized learning.

 

Preparing Departmental Presentation for Fall

  • Share progress, successes, and challenges of the innovation project.

  • Update faculty and staff on strategies for the upcoming semester.

  • Showcase outcomes so far and outline how the project will evolve.

  • Reinforce the importance of ongoing collaboration and support from the department.

  • Foster a sense of ownership among stakeholders and secure continued buy-in.
     

Collaborate with IT and the Resource Coordinator

  • Ensure department infrastructure meets the evolving needs of the innovation project.

  • Add additional laptops and ensure sufficient network drops and access points in the labs.

  • Ensure students can fully engage with the online learning components of the blended model without technical issues.

  • Collaborate to ensure tech resources are reliable, well-distributed, and aligned with the needs of faculty and students.

What worked? What can I do better? And what did I learn?

Reflecting on my journey so far, I’m pleased with the collaborative efforts I’ve made within my department and with faculty members to ensure alignment with the project’s goals. I have strong support from the dean and chair, which has been invaluable in helping me move forward with this initiative. The course lead and I have had many productive meetings to discuss various techniques, share ideas, and plan the best way to implement these changes. The shift in lab practicals from two to three and the integration of real-time grading and feedback are already significant improvements. These changes align with best practices in online and blended learning, which emphasize timely feedback and personalized instruction (Boettcher & Conrad, 2016; Means, Bakia, & Murphy, 2014).

 

However, one area where I could have done better is in the initial communication of the vision for this project. While I’ve made progress, the process of convincing others to embrace change can be challenging. It's been important to align my ideas with the goals of the department and emphasize how these changes will ultimately benefit students. Even though there is strong support now, the process of building that support and ensuring that everyone is on the same page took time. Moving forward, I recognize the importance of clearer, more proactive communication about the project's "why" from the very beginning to build early enthusiasm and buy-in.

 

Another challenge I’ve encountered has been the time required to evaluate data. I didn’t fully anticipate how long it would take for our data team to pull the necessary information to establish a solid baseline. Means et al. (2014) underscore the importance of data-informed practices in online learning environments, and I’m learning firsthand the value and complexity of that process. Collecting this data is crucial, as it will help us measure the effectiveness of the changes we are implementing and ensure that we are meeting our goals. The process has been slower than expected, and it has been a reminder of the importance of allowing enough time to gather, analyze, and interpret data. I’ve learned that while it’s essential to be proactive in gathering baseline data, it’s equally important to account for the time and coordination needed to work with data teams. I’m now adjusting my timeline and ensuring that I’m building in more time to evaluate and reflect on the data as it comes in. This data will not only help us evaluate the impact of our changes, but it will also serve as evidence to support the continuation and scaling of the innovation plan in the future. Understanding how these initial changes are affecting student success is a critical step in refining the project and ensuring its long-term success.

How Do You Plan to Promote and Communicate Your Innovation Project?
To effectively promote and communicate my innovation project, I plan to utilize multiple strategies that engage both stakeholders within my department and the broader educational community.

  • Departmental Presentations and Meetings: One of the key ways I plan to communicate the innovation is through a department-wide presentation, where I will provide an update on the progress, highlight the benefits of the changes, and discuss the data we’ve gathered so far. This will be an opportunity to continue building support and encourage faculty buy-in by aligning the project’s goals with their interests.

  • Collaboration with Stakeholders: Throughout the project, I have worked closely with key stakeholders such as the course lead, the dean, and the chair to ensure we are all aligned. I will continue these discussions and seek ongoing feedback to refine the implementation.

  • Promotional Video: I also plan to create a short, compelling promotional video to communicate the 'why' behind the innovation. This strategy is inspired by COVA principles, which promote learner ownership, voice, and authentic audience to enhance engagement (McCluskey, Seidel, & Lamb, 2015). This video will help explain the vision and importance of the project in an accessible, engaging way. The goal is to help people not only understand the logic behind the project but also connect with it emotionally, which is critical for securing long-term support.

  • Engaging Through Data and Results: I’ll use data to demonstrate the progress and success of the innovation. By presenting concrete evidence of improved student performance and engagement, I can better communicate the value of the project and its impact on student outcomes.

  • Publishing an Article: I will also be submitting an article to platforms like Edutopia and Inside Higher Ed to share strategies and lessons learned from my innovation project. This will allow me to reach a wider audience and provide actionable insights for others in higher education.

  • Feedback Loops: I’ll actively gather feedback from students, faculty, and staff through surveys and discussions, which will allow me to refine the project and keep communication open. Sharing these insights and updates with stakeholders will keep them engaged and invested in the ongoing success of the project.

  • Build a Professional Learning Community: I plan to foster a professional learning community by gathering and sharing success stories from both faculty and students. This will help build momentum and create a space for ongoing collaboration.
     

By using these communication channels, I hope to create a robust conversation about the innovation project, generate excitement, and ultimately build a learning community that supports continuous improvement. A link with my work about Leading Organization Change is below.

Knowing What I Know Now, What Key Things Would I Do Differently?
If I could go back and do anything differently, I would have started the communication and collaboration process earlier with faculty. While the project has been met with positive responses, the earlier buy-in would have been helpful in avoiding some of the challenges of encouraging adoption. In hindsight, a more structured outreach plan might have facilitated smoother implementation. By beginning these conversations earlier, I could have addressed concerns and gathered input from faculty at the outset, which would have allowed me to better align the project with their needs and teaching styles. This early involvement would have helped to establish a stronger sense of ownership among faculty, making them feel more invested in the project’s success. Additionally, having an earlier and more intentional outreach plan might have alleviated some of the resistance that is common when implementing change, especially with a new approach that affects teaching and assessment. A proactive approach would have allowed us to identify potential barriers sooner, address them collaboratively, and ultimately build a more supportive and engaged community around the innovation.

How Would I Apply What I Have Learned to My Next Innovation Project?
The lessons learned from this project will directly inform my future innovation efforts. I now understand more clearly the importance of patience, consistent communication, and the need to build strong support networks from the very beginning. For future projects, I will prioritize these elements right from the start to ensure smoother implementation and more buy-in from all involved. I’ve learned that being proactive in communication and setting clear expectations can make all the difference in getting people on board with a new approach.
One key takeaway from this project is the value of clearly articulating the “why” behind the change. Kotter (1996) emphasizes that building a sense of urgency and connecting people emotionally to a vision are essential for leading successful organizational change. Moving forward, I’ll be more intentional about ensuring all stakeholders understand not just what changes are being made, but why they matter. Creating a strong connection to the purpose and impact of the innovation helps foster a sense of ownership and motivation to succeed.

References

 

Boettcher, J. V., & Conrad, R. M. (2016). The online teaching survival guide: Simple and practical pedagogical tips. Wiley.

 

Dweck, C. S. (2006). Mindset: The new psychology of success. Random House.Guskey, T. R. (2000). Evaluating professional development.

 

Corwin Press.Kotter, J. P. (1996). Leading change. Harvard Business Press.

 

McCluskey, C., Seidel, R., & Lamb, C. (2015). COVA and its influence on engagement and learning outcomes. Journal of Educational Technology, 32(4), 123-135.

 

McChesney, C. M., Covey, S. R., & Huling, J. (2012). The 4 disciplines of execution: Achieving your wildly important goals. Free Press.

 

Means, B., Bakia, M., & Murphy, R. (2014). Learning online: What research tells us about whether, when, and how. Routledge.

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