There is a steady line of research to understand faculty diversity and its impact on the work life quality of faculty and learning outcomes of students in the U.S. higher education systems. What makes this volume unique is that, rather than treating diversity as a static and simplistic concept, the chapter authors presented information to show the progressing diversification of faculty population, as defined by factors including gender, race, national origin, job status, and academic disciplines. In this chapter, the author synthesizes the previous five chapters and discusses the four themes that have emerged. Changes and improvements are suggested for future data collection and institutional research on faculty diversity.