Scholarship on multimodality repeatedly emphasizes the need not just for a multimodal focus in individual composition classrooms but also an integration of multimodality into the composition curriculum. Collectively, this scholarship sounds a call for a new kind of composition curriculum and, accordingly, new outcomes. This poses a key question for us as well: how might we develop, implement, and sustain multimodal curricula within composition programs so that curriculum reflects more accurately the current communicative landscape? To answer this overarching question, this project utilizes a mixed methods approach combining survey and case study methodologies. The findings for this dissertation include the following: 1) composition programs at the national level still focus overwhelmingly on print, proving that multimodal curricular transformation has not yet taken place; 2) there is little consensus on what a multimodal composition curriculum looks like or includes; 3) programs that have achieved multimodal curricular transformation do so at the intersection of outcomes statements and assignments; 4) outcomes statements at programs that have achieved multimodal curricular transformation define composition as a rhetorically-based, inquiry-driven process of making texts; and 5) assignments at programs that have achieved multimodal curricular transformation ask students to combine multiple modes, attend to design, exhibit material-rhetorical flexibility, and circulate the texts they create, thereby exhibiting transformed practice. / A Dissertation submitted to the Department of English in partial fulfillment of the requirements for the degree of Doctor of Philosophy. / Summer Semester 2016. / June 21, 2016. / administration, curricular revision, curricular transformation, multimodality, outcomes, outcomes statements / Includes bibliographical references. / Kristie Fleckenstein, Professor Directing Dissertation; Melissa Gross, University Representative; Michael Neal, Committee Member; Kathleen Blake Yancey, Committee Member.

SUBMITIED IN FULFILMENT OF TIIE REQUIREMENTS FOR THEE DEGREE OF MASTER OF EDUCATION IN THE DEPARTMENT OF EDUCATIONAL PSYCHOLOGY at the UNIVERSITY OF ZULULAND, 1998. / The aim of this study was: * to describe the life-world of the student leadership group in "black" schools; and * to determine, in the light of findings obtained, certain guidelines for student leaders which will help equip them with leadership skills. As an introduction, the background of student leaders in traditionally black schools was given. The demands they made for the institution of a democratically elected student representative council (SRC) were discussed. From the literature study it became clear that the black student leaders and their followers, the students, succeeded to impose their leadership on schools despite resistance from education authorities. They rejected the concept of prefects. They regarded prefects as a non-elected body of student leaders that was collaborative with the principal and staff. Once in power, black student leaders rejected the authority of their educators and took control of the school situation. Conflict and disruption of schools ensued from this state of affairs. In discussing the life-world of the student leadership, the background in which the black student leaders and their followers are brought up was exposed. It was stated that they come from a society which is rife with overcrowding, poverty. unemployment, political violence and political and social repression. They are brought up in a society that is experiencing low ethical values and that has nurtured the sentiments of powerlessness and frustration. It is in this politico-economic society where their education is enshrined. What emerges is that their behaviour and attitude are shaped by negative factors which are entrenched in this environment The education they have been offered has been iniquitous and has rendered them inadequate to face the demands of daily life. Most students cannot cope with poverty, overcrowding, unemployment and lack of recreational facilities. This type of education has rendered student leaders and their followers helpless and it has further generated inadequacy within them in dealing with their aspirations in a racially complex society. They regard schools as a place of failure, as an outlet for their revenge and as centres of their struggles. From this research it became clear that student leaders in traditionally black schools lack positive leadership skills which they require to equip them to face the challenges of a democratic dispensation. Chapter 4 is an attempt to address all the aspects of leadership and the leadership skills required to equip student leaders in their endeavour to realise sound educational goals and objectives. It is imperative that educators, members of the community, the governing body and other role players plan and execute leadership programmes which will help student leaders develop self-respect, respect for their fellow-students and respect for significant others. Student leaders are expected to be role models for other students, and their attitude and behaviour should be acceptable. Educators are expected to help student leaders channel their energy towards positive reshaping of the school situation, and hence the realisation of educational goals. In the light of the findings of this research, the following were recommended: * A proactive empowerment programme whereby parents, community members, teachers and educational authorities restore the dignity and value system of the educational environment in order address the problems of the student leaders and their followers. * A support and counselling system whereby educators, educational authorities and the state help student leaders and their followers to deal with their social and psychological past. * Leadership training programmes to equip student leaders with leadership skills such as negotiation, problem-solving, decision-making, communication and conflict resolution skills. Leadership symposia, seminars and other related projects to develop student leaders' capacity to lead in schools. It is trusted that this study on student leadership in black schools will eventually lead to a better quality of student leadership, generating adult leaders, who will be able to serve in a positive and exemplary fashion in a new South Africa.

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