Introduction: Multimodal Composition: From Faculty Development Programs to Institutional Change Shyam B. Pandey and Santosh Khadka Part I: Faculty Initiatives Chapter 1: How to Multimodal: An Institutional-Infrastructural Exploration Christina Boyles, Andy Boyles Petersen, and Danielle Nicole DeVoss Chapter 2: Lacking Time to Experiment: English Faculty and Graduate Students Identify Pragmatic Barriers to Multimodal Pedagogy in the COVID-19 Spring Elizabeth F. Chamberlain and James A. Ottoson Chapter 3: Writing Across Media: Graduate Students as Multimodal Composition Instructors and Administrators Nicole Turnipseed and Logan Middleton Chapter 4: A Technology-Focused Sharing Space for Faculty: The Digital Pedagogy Collective at BGSU Ethan T. Jordan and Heather L.H. Jordan Chapter 5: Implementing Faculty Development in Multimodal Composition: A Case Study Tawnya Azar Chapter 6: Making Professional Development Matter: Instructor and Coordinator Experiences of the WAT Institute for Multimodal Composition Gabriel Morrison Part II: Curricular Design and Pedagogies Chapter 7: Learning to "Speak Data": Data Literacy and Multimodal Composition Pedagogy Angela Laflen Chapter 8: "Is This Even Writing?": Assessing Multimodal Projects through Group Portfolio Grading Craig Hulst, Dauvan Mulally, and Amy Ferdinandt Stolley Chapter 9: Multimodality and Writing for International Multilingual Students: Connecting Theory and Practice Su Yin Khor and Cristina Sanchez-Martin Chapter 10: Professional Development and Online Course Development as Drivers of Multimodal Curriculum Change: Subverting Managing Living and Working Within Crisis Alexander Wulff Chapter 11: Possibilities and Pathways: Connecting Multimodality and Educational Equity in the FYC Program Lisa Tremain, Kimberly Stelter, and Jonathan Abidari Part III: Faculty Development Programs Chapter 12: Much to Learn: Professionalizing Digital Writing Among Dual Credit Faculty Brad Jacobson, Jose M. Avila, Rebeca D'Antoni, Kimberlee Henry, and Jennifer Wilhite Chapter 13: Not Going it Alone: Multi-Something Frameworks for Collaborative Faculty Development in Multimodal Composition Fawn Canady and Ed Nagelhout Chapter 14: Cultivating a Grassroots Approach to Digital Literacies Via Domain of One's Own Kim Haimes-Korn, Jeff Greene, and Pete Rorabaugh Part IV: Writing Across the Disciplines Chapter 15: Multimodal Writing to Learn Across Disciplines Dan Martin Chapter 16: Investigating the Design of Multimodal Writing Assignments across the Disciplines Meg Mikovits, Crystal N. Fodrey, and Erica Yozell
Shyam B. Pandey is a PhD Candidate in the Department of English at Purdue University, where he is also working as a professional writing instructor. He has published several articles in journals and co-edited two creative writing books sponsored by the US Embassy in Nepal. Shyam recently co-edited a special issue of Journal of Global Literacies, Technologies, and Emerging Pedagogies on "Multimodal Composition in Multilingual Contexts." His research interests include multimodal composition, technical and professional communication, multilingual writing, social and environmental justice, and anti-racist pedagogies. Santosh Khadka is an Associate Professor of English at the California State University, Northridge. He is an author of a monograph and co-editor of three books. His monograph, Multiliteracies, Emerging Media, and College Writing Instruction, was published by Routledge in 2019. His two co-edited volumes-Bridging the Multimodal Gap: From Theory to Practice (2019), and Designing and Implementing Multimodal Curricula and Programs (Routledge, 2018)-centered on multimodality. He also published his third co-edited book, Narratives of Marginalized Identities in Higher Education: Inside and Outside the Academy, with Routledge in 2018. Khadka now teaches graduate and undergraduate courses in writing, rhetoric, digital media, and business communication.