ABSTRACT
Over the past decade, the field of rhetoric and composition has devoted significant scholarly attention toward both (1) the practice of multimodality and (2) the development of undergraduate major programs in writing and rhetoric (variably named). However, we have yet to explore the intersections between the two. This chapter responds to this exigence by sharing and synthesizing data collected from a survey investigating how those staffing undergraduate major programs in writing and rhetoric have designed and implemented curricula responsive to and inclusive of multimodal composing. The survey questions focus specifically on multimodality through three programmatic lenses: (1) pedagogy: how is multimodality taught, (2) assessment: how do programs as a whole and teachers in particular assess multimodal texts and what is valued in such assessments, and (3) support: how do major programs offer support not only to instructors teaching multimodality but also students creating multimodal texts?
