The Learning Suite grant
Update (internal grant from USU)
Dear Ryan and Cheryl,
I am pleased to inform you that your innovation fund proposal, “The
Learning Suite: A Collaborative, Technology-rich Environment to Support
Writing/Composition in a Digital Age,” was selected by the Provost’s
Office for funding. Congratulations! Your proposal was well received as
an innovative, high impact project. The project budget was approved at
$86,357. I will be in touch with you soon about when the funds will be
available to you and how you may access those funds. I wish you the best
as you move forward with this initiative. Again, congratulations!Sincerely,
Gary Kiger
Dean
Here is the proposal we sent in. The budget was tweaked a little between submission and acceptance, and some of the things we’re buying are slightly different, but the justification remains the same.
grants, research | Comment (0)Data from CCCC Research Grant survey on multimodality
Anderson, Daniel, Anthony Atkins, Cheryl Ball, Krista Homicz Millar, Cynthia Selfe, and Dickie Selfe. (Author-Researchers). Matt Bemer. (Designer). (2006). Data from a CCCC research grant survey on teaching multimodal composition. Composition Studies 34(2). Available: http://www.compositionstudies.tcu.edu/archives/342/cccc-data/.
This website accompanies an article appearing in the print version of Composition Studies entitled “Integrating Multimodality in Composition Curricula: Survey Methodology and Results from a CCCC Research Initiative Grant.” In that article the author-researchers listed below provided methodologies and outcomes of a national survey conducted in 2005 to discover how instructors use multimodal composition practices in their writing classrooms and research. The authors describe the procedures they used to collect and analyze data from writing teachers about the production, distribution, interpretation, and consumption of multimodal texts.Supported by a research initiative of the Conference on College Composition and Communication, the survey was designed to identify instruction in which students and faculty members produce (not just analyze) multimodal texts. The aim of that article is to present a snapshot of instructors working to integrate these new semiotic forms into writing classes.
The data provided here includes all of the respondents’ answers to the 141-question survey, the original of which is linked in the Home icon above. Those answers are tallied to show response-rates and percentages for each question as well as for individual answers. For instance, the survey had 45 total respondents, but not all respondents answered every question. So, on each page, one survey question is listed at the top, after which an N number is provided to show the response rate for that particular question. Below that is a table that includes the answer choices, the number of responses to each possible answer choice, and the percentage breakdown for answers based on both the number of respondents to that question and to the number of overall (45) respondents to the survey. For many questions, choosing multiple answers was possible, so note that there will be instances when the answer percentages equal more than 100 percent. Finally, some questions are open-answer, however, and for those we have not quantified the answers but instead simply list the narrative responses below the questions.
We provide this raw data (having removed the answers that were personally identifying for respondents) so that other researchers can follow up on this work in ways useful and suitable to their own institutions and needs. We hope this service to the community is of help and that further research can be done to examine individual or groups of questions regarding why and how writing studies engages in teaching multimodal composition.
refereed article, research | Comment (0)