Faculty of Color significantly and uniquely contribute to the transformation and enrichment of the three central missions of higher education: research, service, and teaching (Milem, 2003). Representing just 15% of the full-time faculty in the U.S (U.S. Department of Education, 2006), these faculty members enhance the mission of research as they are more likely than their White colleagues to conduct research on issues of race and ethnicity (Milem, 1999), thus, “expand[ing] the boundaries of current knowledge” (Milem, 2003, p. 144). The mission of service is also greatly influenced by Faculty of Color, as they are more likely than White faculty to engage in service-related activities. As a group, they are more likely to advise student groups involved in community service and make a personal commitment to providing service to the community (Antonio, 2002). Finally, as it relates to the mission of teaching, Faculty of Color are more likely than their White colleagues to utilize active learning techniques, incorporate inclusive curriculum in the classroom, value out of-class experiences, and teach diversity-related coursework (Milem, 1999; Milem & Astin, 1993; Rosa, 2005; Umbach, 2006). These teaching methods provide students with the opportunity to interact with cultural awareness topics (Gurin, 1999; Milem & Hakuta, 2000), become more open to diversity and challenge (Pascarella et al., 1996), and develop critical thinking and problem-solving skills (Smith, 2005; Smith & Schonfeld, 2000).