Engaging Faculty in the Process of Cultural Change in Support of Diverse Student Populations

One of the most consistent findings in the research on college student development is the important role that faculty members play in both fostering students’ adjustment to college and shaping their degree aspirations and educational outcomes (Astin, 1993; Kuh, 2003; Lamport, 1993; Pascarella & Terenzini, 2005). As teachers, mentors, and advisors, faculty have the capacity to create interactive learning environments that foster student success. When these learning environments foster high levels of good-quality faculty–student interaction and contribute to a welcoming and supportive campus culture, positive outcomes for learning, personal growth, and degree attainment are likely to be achieved.