The purpose of this comparative case study analysis was to examine the experiences and perceptions of collegiate professors /faculty on instructional integration of social media. Taking into consideration of affordances of social media, benefits and challenges of using social media in instruction and the activities embedded social media are the main analytic focus of the research. With the theoretical framework of Social Constructivism underpinned, the study's goal was to identify strategies for faculty to achieve integrating social media into instruction. In this comparative case study analysis, three case studies relative to the instructional use of social media was examined and compared to formulate or assess generalizations that extended across multiple cases. This comparative case study analysis allowed the researcher to analyze and identify similarities, differences, and patterns across the three case studies that shared a common focus: integrating social media in 4-year institution of higher education. The results of this comparative case study analysis may be beneficial in enhancing social media integration in higher education context via the social media course design model developed by the researcher. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com.bibliotheek.ehb.be/en-US/products/dissertations/individuals.shtml.]