Using a writing practices inventory to predict faculty willingness to adopt writing across the curriculum teaching techniques

The purpose of this study was twofold: (1) to develop the Faculty Writing Practices Inventory using the theoretical underpinning of Astin's Input-Environment-Outcome Model, and (2) to create an archetype of ideal faculty for Writing Across the Curriculum (WAC) training from which administrators could create mom efficient Writing Across the Curriculum (WAC) training efforts.;Furthermore, this research provided insight into the dynamics of faculty involvement in Writing Across the Curriculum (WAC) programs in United States' colleges and universities. Of particular interest was whether writing program administrators can use a modified form of Astin's IEO model to assess faculty for possible inclusion in Writing Across the Curriculum (WAC) training. The Faculty Writing Practices Inventory could help writing program administrators more efficiently identify potential faculty for inclusion in such a program. An area of additional interest was whether writing program administrators can profile faculty to predict their likelihood of implementing Writing Across the Curriculum (WAC) teaching techniques and the consequential administrative policy decisions about what incentives motivated faculty to use Writing Across the Curriculum (WAC) teaching techniques. The study examined further the relationship between Writing Across the Curriculum (WAC) faculty training that is often provided by the Writing Across the Curriculum (WAC) administrator and how faculty actually chose to use the information. In September, 1998, 16 U.S. universities were identified through their respective Writing Across the Curriculum (WAC) program administrators. Faculty were identified at each institution by virtue of their involvement in Writing Across the Curriculum (WAC) training.