The processes of innovation and change at Michigan State University are considered with respect to the Educational Development Program (EDP). EDP refers to innovative programs and organizational changes in undergraduate instruction during 1964-1980. Throughout its existence, the EDP underwent many iterations to make it more acceptable to a changing faculty and student body. Changes in EDP paralleled changes taking place in the body politic of the university. As the university became more democratic, EDP focused more on serving the faculty as a constituency, and faculty gained greater control over academic policy and planning. In the mid-1970s, EDP lost its voice within the central administration and policy-making circles. In addition, financial stress created competition among programs, anxiety among organization members, and involvement of special interest groups in the decision-making process. The builders of the EDP recognized that they were change agents and that the faculty had to take responsibility for the change process. Faculty were encouraged to take credit for their teaching/learning innovations. However, EDP was required to defend its existence; it appeared that the faculty could have accomplished the same changes if the deans had been in charge of the funds. (SW)