This study was designed to test a less labor intensive data collection methodology than the extensive interview system developed by the University of Michigan currently used to show the relationship between faculty rationale and course description. Subjects (N=210) were randomly selected faculty members each of whom was responsible for teaching 100, 300, and 500 level courses at a comprehensive regional university with four professional schools. Each faculty subject completed a self-report questionnaire which assessed his or her planning positions in terms of program goals, educational philosophy, instructional mode, and other model-relevant variables and provided a copy of a syllabus for a specific course. Analysis of returned responses (N=124) revealed that there were inconsistencies between the relative influence of each professional school in proportion to the course offerings at the university; hence generalizations to the entire institution could not be made. However, results indicated that faculty are systematically different by disciplinary field with respect to beliefs about education and course planning strategies though most agreed that thinking effectiveness was the overall purpose of education. Faculty in Education and Business, for instance, described themselves as working with majors in academic fields, while the Health and Engineering faculty described themselves as working in units which lead to career entry. Includes eight references and three tables. (LPT)