Two projects conducted at the Center for Research on Learning and Teaching at the University of Michigan investigated factors involved in the adoption and dissemination of classroom innovations by college instructors. The first investigated the use of various instructional technologies among faculty members who received released time and financial support for the development and implementation of innovations in their courses and a random sample of faculty members who received no support. Results showed that the former group significantly increased their use of innovations whereas the latter showed no such increases. The second project focused on a random sample of faculty members and examined four factors used to predict the use of instructional innovations: (1) formal network--the extent to which respondents used various instructional support agencies, (2) informal network--the extent to which they relied on colleagues for information and support for teaching, (3) extrinsic reward--the extent to which respondents perceived teaching as a rewardable activity, and (4) intrinsic reward--the extent to which they found teaching and working with students personally satisfying. Support was found for formal network, extrinsic reward, and intrinsic reward as predictors, as well as a relationship between the use of instructional improvement agencies and the use of instructional innovations. (Author/RAO)