College courses intended to help undergraduate students understand the ideas, benefits, and challenges of diversity are required at many U.S. universities. Intended learning outcomes for these courses are often set by the institution and interpreted by faculty, whose diversity-related background preparation and support for teaching vary. Without talking to faculty about their interpretations and operationalization of these learning outcomes, it is impossible to fully understand what diversity education really looks like in the U.S. The purpose of this study is to examine the curricular processes of Big Ten Academic Alliance (BTAA) faculty of required diversity courses. The guiding questions of this inquiry are: 1) how do faculty of required diversity courses create and enact academic plans for these courses, and 2) why do faculty of required diversity courses make these curricular choices? Undergraduate diversity courses are well-represented in the research literature. However, that body of research centers almost exclusively on student outcomes. This study on faculty processes compliments and grounds the existing research while addressing a key element of the teaching and learning relationship: the faculty. Faculty of required diversity courses are in an important role of the transmission and interpretation of diversity and related concepts of equity, inclusion, difference, and justice. Yet their interpretation of institutional learning outcomes and curricular plans for teaching about diversity are understudied and unclear. This study brings clarity to these processes and seeks to identify ways to improve support for faculty and for this difficult, complex, and important act of leading diversity education initiatives. This qualitative investigation revealed that faculty of undergraduate diversity courses conceived of their courses as helping students to apprehend and navigate complexity related to issues of diversity. They worked to support their students' ability to understand that social and disciplinary issues related to diversity, equity, and inclusion are complicated and do not have clear answers or definitively correct actions. Faculty in this study shared common strategies to assist students' explorations of different perspectives and ideas. These common strategies included the use of historical learning and supportive elements such as facilitating trust, providing variation in resource type and viewpoint, and scaffolding the learning of challenging concepts. In discussion of their course plans and instructional strategies, faculty in this study demonstrated differences in the dimensionality of their reflections. Instructors demonstrating high dimensionality reflected across areas such as student characteristics and needs, personal background and values, formal pedagogies and learning theories, varied assessment and evaluation techniques, and institutional history and issues. Implications of this study include a pathway towards theorizing about diversity learning as a developmental process, suggestions for curricular change and sequencing related to diversity requirements, and various methods of support for the faculty who teach these important and complicated courses. These implications are beneficial for faculty and course designers who teach diversity courses or who are seeking greater inclusivity within their courses, and educational leaders who want to support faculty and the promotion of institutional diversity learning outcomes. [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.]