Introduction: Perspectives on Designing and Implementing Multimodal Curricula and Programs J. C. Lee and Santosh Khadka Part I: Multimodality in the Classroom Chapter 1: Braving Multimodality in the Composition Classroom: An Experiment to Get the Process Started Dawn Lombardi Chapter 2: Transforming Curriculum: Re-seeing Rhetoric through a Multimodal Lens Kim Haimes-Korn and Kendra Hansen Chapter 3: The PPPP's of a POOC: Personal, Participatory, Professional, Points of Presence, in an Open Online Course Daniel Schafer and Paul Muhlhauser Chapter 4: United We Stand, Divided We Fall: An Argument for Universal Design for Learning (UDL) Mariana Grohowski Part II: Professional and Institutional Development for Multimodal Instruction Chapter 5: Surveying the Available Modes of Persuasion Rory Lee Chapter 6: The Place of Multimodal Curriculum for Instructors, Departments, and Institutions Alex Gulecoglu Chapter 7: Initiating Multimodal Training: Faculty Development for Creating and Assessing Assignments Lindsay Ann Sabatino and Brenta Blevins Chapter 8: Interdisciplinary Faculty Training Experiences in Multimodal Composition Sarah Summers, Janie Szabo, and Ella L. Ingram Chapter 9: Implementing Digital Storytelling Across the Curriculum at a Small Liberal Arts College Erica Yozell, Crystal Fodrey, and Meg Mikovits Part III: Extending the Conversation: Implementing Multimodality in Multilingual and International Classrooms Chapter 10: Is the Language of Comics Universal?: Using Comics to Teach Material Rhetoric in a Transnational Context Aaron Kashtan Chapter 11: Mode-Switching: Multimodal Pedagogy in the Multilingual Composition Classroom Bethany Anne Monea and Juliana Pybus Chapter 12: The Potential and Pitfalls of Multimodality in English Composition Pedagogy Anni Grigoryan Chapter 13: Multimodal Composition in a First-Year Writing Course in a Colombian University Karen López-Gil and Violeta Molina-Natera (Translated by Nelson Jasac Castillo Narváez) Chapter 14: Listen Carefully and You Will Hear: Using Creative Multimodal Assessments to Promote Student Expression Maha Bali and Hoda Mostafa
