Innovation is difficult to define because a practice which is innovative on one campus may not be innovative elsewhere. Nevertheless, a possible definition might be "a practice which is worthy of emulation and has not yet been put into use by a significant number of colleges." Administrators should seek instructional innovation for several reasons. The development of new techniques and courses is challenging to faculty and encourages them to rely less upon prepared texts. Also, traditional approaches to instruction may not be successful with community college students. Lastly, innovations attract publicity and may solve particular problems facing an institution. There are many ways to foster innovation, including the removal of administrative and state regulations, the provision of adequate resources for faculty, public recognition of innovations, the provision of stipends or release time for new projects, and the adaptation of ideas from journals, meetings, workshops, and business and industry. Administrators can request a staff member to work on an innovation, must share the glory, should insure that someone provides leadership for innovation, and should take chances. If innovation is to be encouraged, concerns about "college-level," non-traditional methods, institutional overcommitment, stealing ideas, and insufficient equipment and facilities must be forgotten, and the inhibitors of innovation, such as fear, lethargy, and tradition, must be overcome. (KL)