ABSTRACT
In this chapter, we consider faculty across the disciplines as multimodal composers who are adapting course materials for various learning environments. Specifically, we detail the planning and implementation of two multimodal faculty training opportunities at our STEM institution: a cohort developing online courses and a mentor group supporting colleagues using the LMS. We then analyze program data using Jon Wergin’s (2001) faculty motivation model, which helps us identify how well the programs support Autonomy, Community, Recognition, and Efficacy. Finally, we consider the future of these programs with the goal of making multimodal composition an integral part of teaching and learning.
