A project at the University of Michigan is described that involved the award of a small number of faculty fellowships that allowed some released time and financial support for development and implementation of classroom innovations. The focus of the Fellowship was the analysis and redesign of target courses regularly taught by the fellows. Technical assistance, equipment, training workshops, seminars, and personal consultation with project staff were provided. The project was based on the conceptual model of Rogers and Shoemaker that views the adoption of an innovation as an individual decision made within and influenced by a social context. The project was designed to increase the quality of instruction as measured by student performance and attitudes toward courses. A few controlled experiments were conducted to test the impact of video tapes on students' comprehension, and student ratings of faculty performance were obtained. The project was also designed to increase the faculty's use of instructional technology. Twenty-three innovations were adopted by the nine faculty fellows; the changes ranged from the use of video to the use of discussion and diagnostic tests. It was hoped that the use of instructional technology by non-participating faculty would increase through the influence of participating faculty. Although the fellows did act as dissemination agents through discussion with colleagues, few adoptions of innovations could be traced to work of the fellows. Appendices included a description of project activities for a social psychology course and a checklist of instructional techniques. (SW)