This report summarizes the results of the Planning Introductory College Courses study which examined influences on course planning among U.S. faculty members. The study was built on exploratory interviews conducted in the 1986-87 Course Planning Exploration survey with 89 faculty members. Major findings show that when planning introductory courses, faculty members are influenced most strongly by their discipline orientations, scholarly and pedagogical backgrounds, and beliefs about the purpose of education. They are also influenced, but less strongly, by contextual influences that depend on the local situation. It was concluded that influences on course planning vary substantially by teaching field but minimally by type of college. Four chapters discuss the evolution of the survey and its results, including such aspects as content considerations, contextual influences, and steps in course planning. A subsequent chapter describes and confirms the usefulness of the refined contextual filters model of course planning, showing how it can be applied to diverse academic settings. The report concludes with a discussion on practical applications of the course-planning model and suggests areas for further research. Included are five appendices, including the course planning exploration survey form, 85 detailed tables, 39 figures, and 24 references. (LPT)