The differences between implementing multimodal work in my FYW and in my elective classes seemed huge -- sometimes a bit difficult to answer 1 question w/ both in mind. In the FYW course I have a very different rationale and approach than in the elective.

I realized near the end of this survey that in my own experience, I consider the 2nd year communications class I've taught as a multimodal course. However, the web design class I currently teach, I don't instantly think of as multimodal. This is odd. I think it's b/c in the comm class I had to be focused on how multimodality served the greater good of a traditional 'writing 'course, whereas webdesign is just inherently multimodal in many ways. Most of my responses were based on me thinking of the comm class, and not the web design class. This, I think, raises an interesting question: Have many classes been using multimodality all along and we're just beginning to 'get it' in composition? Or is it that we're just beginning the theorize it in a way that serves the basic goals of a composition classroom?

I feel as though I was all over the place in this survey because our college is at once ahead of and behind the curve. THere is a great deal of multimodal thinking and work here because it's a communication and media arts school, but we don't have great tech support (e.g. students have no server space and have only had email for three years). So, we have a CIT, but it is pretty lame compared to other schools. Yet, we have Technology Fellowships to fund faculty who want to learn digital technologies and complete digital projects. I would be happy to try and sort this out for folks if they want to chat with me further.

Many of the questions prior to section 7 seem to have some value in being answered even if we have no formal multi-modal program. I wonder if data on individuals who lack such a program might also be of value.

i have had NO luck in getting students to use online tutorials. I've haven't experimented enough with supplemental CDROMS (bedford has a couple). I find that I have to create the tutorials taylored to the assignments I'm giving, which makes choosing textbooks difficult. It would be nice to have, like the Mercury Reader does for readings, some kind of "select your own tools/design your own multi-modal comp course" from a range of tools. Then the publisher would burn the CDROMS and wa-la: customized course-in-a-box. Thus, I would choose: some heuristics and analysis of visual rhetoric and design, some start-up tutorials in photoshop (designing text with contrast) and frontpage (tabling for grids), complete with mini-assignments that come with assessment plans. This kind of packaging would help some teachers over the hump (I imagine).

Yikes, sorry to run out of time. Please feel free to contact me. Also, I may mess up your results since I answered all sections as if I were at X except for the T&P section which I addressed for my now current job at X.

I think I would have to ponder a couple days for the theoretical texts and practicial resources

Our branch campus system is complex and multifacited. Some of the answers above may seem confusing because of the way we are organized.

Note: I am currently teaching at an institution which is developing its own program for english -- which I am helping to shape. However, some questions were answered based on my relationship with a sister institution (the larger program) through which I teach graduate courses.

It would have helped to know the rhetorical purpose/s of this survey beyond calling it 'research' and emphasizing what those surveyed would want to see in a textbook--the two goals seemed at odds, and no over-riding goal helped me want to elaborate on answers.

Had trouble with form on questions 56-72--did my best to answer without using radio buttons (they wouldnt' work). Needed more room than provided for some answers on all pages.

I'm the associate director of a writing center that offers a full range of services to support multimodality. I answered the questions as well as I could, though as an odd ball, it was sometimes difficult to decide exactly how to anwer appropriately. :) Our writing center reports to the Dean of the College of Arts and Letters and serves the entire univeristy.