Due to the "wicked problem" of the Academy's resistance to innovation, new teaching and learning programs struggle to become integrated into the fabric of the Academy, which slows the uptake of evidence-based practices. This wicked problem is rooted in the lack of slow, intentional mechanisms for cultural change in the Academy. In this article, we analyze the institutionalization journey of the Departmental Action Team (DAT) project, which is a model for slow, intentional change. Over the last four years, partnering with two campus centers for teaching and learning (CTLs) allowed the DAT project to make institutionalization progress. This analysis is focused on the institutionalization activities of the DAT project team and their co-creation of value with diverse stakeholders across two institutions. Results of the analysis include the definition of seven areas of effort (Team Development, Program Design, Awareness Communication, Program Implementation, Program Assessment, Outcomes Communication, and Financial Stability) that are valuable for the institutionalization of innovative educational programs. Within each area of effort, we describe specific strategies for institutionalization progress. We also analyze the timing of different areas of effort and present a model describing the cycling between areas of effort over time. Throughout the analysis, we provide recommendations for CTL staff working to institutionalize innovations.