From Planning Innovation to Becoming an Innovator

As I reflect on the work I have completed on my innovation project, the most significant growth for me has been the development, and evolution, of the innovation plan itself. What began as a more conventional idea focused on blended learning ultimately shifted into something far more meaningful: a structured leadership and onboarding framework for surgical technology educators. That pivot happened when I recognized a significant and unmet need within my professional community and realized that this project had the potential to create real, national-level impact. Seeing the excitement and support from colleagues, professional organizations, and fellow educators has reinforced that this work matters beyond the scope of this program.

At this point, my innovation project is still forming. I have designed the foundational framework and drafted an initial module, but the full implementation is intentionally reserved for after program completion. The work remaining, developing interactive video-based modules, embedded assessments, pilot testing, and ensuring alignment across accrediting bodies, represents the transition from academic design to real-world application. This program has given me the structure, confidence, and preparation needed to take that next step.

Through this process, I have learned a great deal about myself as both a learner and a leader. Most importantly, I have gained confidence in trusting my own instincts and professional judgment. Early discomfort and uncertainty gave way to empowerment once the project aligned with an authentic need. I have learned to embrace autonomy, take calculated risks, and remain open to feedback without backing down when I know the work is necessary. This shift reflects the core principles of the COVA framework, choice, ownership, voice, and authentic learning, which allowed me to fully own both the process and the outcome (Harapnuik et al., 2018).

If there is anything I could do better, it would be collecting more structured data from my professional community earlier in the process. While my experience informed the project direction, additional surveys and broader feedback would have strengthened the initial design. I also confronted a real fear of failure and external skepticism, which ultimately taught me an important lesson: innovation often invites resistance, and that resistance does not invalidate the need for change.

I plan to promote and communicate this innovation through professional conferences, organizational networks, pilot programs, and professional writing. Sharing this work through educator communities and collaborative spaces will allow for meaningful feedback, refinement, and eventual scalability. I also see myself serving as both an advocate and a facilitator, connecting educators, supporting dialogue, and guiding implementation.

Looking ahead, this experience has fundamentally shaped how I will approach future innovation projects. I will begin by identifying authentic needs rather than following trends, and I am no longer concerned with leaving work “unfinished.” Innovation in education is ongoing by nature. The emergence of AI, evolving accreditation standards, and changing learner needs ensure that this work will continue to grow. Ultimately, this project represents not an endpoint, but the beginning of a sustained effort to create more meaningful, student-centered, and adaptive learning environments grounded in backward design and significant learning principles (Fink, 2013; Wiggins & McTighe, 2005).

References

Fink, L. D. (2013). Creating significant learning experiences: An integrated approach to designing college courses (2nd ed.). Jossey-Bass.

Harapnuik, D., Thibodeaux, T., & Cummings, C. (2018). Learner’s mindset: The COVA approach to learning.

Wiggins, G., & McTighe, J. (2005). Understanding by design (2nd ed.). ASCD.