Given the rapid pace of change in technology, a new generation of learners in college, and continued demands from business and industry for better-prepared graduates, the call to reform the undergraduate educational experience has continued to increase. The purpose of this study was to determine which factors, if any, influence faculty use of student-centered pedagogy in undergraduate education. Guided by the theoretical frameworks of Astin's (1985, 1993) involvement theory and Chickering and Gamson's (1987) seven principles for good practice in undergraduate education, this study aimed to explore how faculty involvement factors influence their use of student-centered pedagogy in undergraduate education.The quantitative study was completed through secondary analysis and used faculty response data from the 2016-2017 HERI Faculty Survey to answer nine research questions. The sample for the study consisted of 21,836 full-time undergraduate faculty members from 151 institutions nationwide. After concluding the blocked form of stepwise multiple linear regression following the conceptual framework of Astin's (1970) I-E-O model, 41 predictor variables emerged as statistically significant positive and negative predictors of faculty use of student-centered pedagogy. The results of the study indicate faculty involvements, such as, faculty-student interactions, course involvements, involvement with civic-minded practices, and involvement in student development influence faculty use of student-centered pedagogy. There are several implications for policy and practice including (a) informing institutions about faculty workload policies related to teaching, research, and service; (b) policies for tenure and promotion; (c) statewide implications for higher education institutions related to instruction and assessment policies; and (d) practices regarding effective teaching strategies for centers of teaching and learning. [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://bibliotheek.ehb.be:2222/en-US/products/dissertations/individuals.shtml.]