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Art 4303 Foundations of Art Education I

Course Details

Course Number
Art 4303
Section Number
Art 4303
Semester
Fall 2017
Location
Fain Fine Arts Center
Classroom Number
C110
Days & Times

Tuesday and Thursday: 2:00 PM to 4:50 PM

Professor
Steve Hilton (view Profile)

Course Attachments

Textbooks

Course Objectives

Course Objectives – Students will:

• understand that art should be a valuable lifelong experience for all students

• gain insight into how to motivate student’s creativity

• understand that culture is art, and art is culture being “practiced” by an individual

• understand elementary art students might be in the most vulnerable stage of their creative development and that a 7th grade art class might be the last art class a student takes

• realize, your students might not become artists, but they should develop an appreciation for the arts

• understand, as an educator, one must continue learning  . . .  students and teachers are co-teachers/co-learners

• ask yourself, and try to answer by the end of the semester, “Can one be educated without a basic knowledge of some aspect of art?”

• for those of you who will be teaching art exclusively, ask yourself the question, “Should one be making art . . . To teach art?

• learn strategies to display student art work, while helping to promote “the art program” . . . in your school and community

 

History:

• gain an insight into art history and the history of art education while learning about Discipline Based Art Education (DBAE) in conjunction with developing an electronic image base

• use galleries/museums/popular culture for art education

• develop a sense of human diversity through the historical and cultural aspects of art

Studio:

• develop a “working knowledge” of different 2D and 3D art media

• understand that when making art, children and adults alike use “both sides of their brain”

• use studio projects as the beginning of a collection of demonstration examples

 

Criticism and Aesthetics:

• develop ability to talk about art while leading children in critical thinking about art

• gain insight into talking to students about their art

• develop ability to assess art “effectively”

• develop an understanding of children’s aesthetic and artistic development

• develop the ability to respond to, and teach how to, respond to works of art

 

Curriculum and Technology:

• develop the ability to prepare/design/write/teach/self-evaluate art curriculum that is integrated across the curriculum and is taught with different teaching styles to/for different learning styles.

• learn to balance the teaching of content-based art production, history, aesthetics, and criticism while making learning relevant to the culture(s) of one’s students.

• recognize/understand and not be afraid to teach to children with disabilities/talents

• incorporate technologies for management and instructional purposes

 

Classroom Management:

• develop proactive classroom management techniques specific to art classrooms/art lessons (art on a cart), which are motivational by the use of a positive learning environment, relevance to the student, and the use of the educational triad of the teacher/student/parent.

•hone public speaking skills

 

Professional Development:

• be introduced to TExES (Texas Examinations of Educator Standards) ExCET (Examination for the Certification of Educators in Texas) and PRAXIS

Course Expectations
Grading Standards

Grading Policy:

Art Projects

All art projects are due at the beginning of the class one week after they are assigned unless notified otherwise. As art is subjective, and I am not training you to be artists, I will be not be grading your art assignments but will discuss most projects with you with the following criteria in mind:

  1. Craftspersonship
  2. Attention to detail/Effort
  3. Is it aesthetically pleasing . . . and is it designed well (using the elements and principles)
  4. Technical elements and mastery
  5. Growth of your work
  6. Is it innovative/experimental
  7. Time spent on assignment(s)
  8. Sketchbook/did you do the assignment?
  9. Does it communicate your intention?

 

However, if you fail to finish an assignment, or I see a lack of effort or “continually rushing” to get finished, I will “grade” your artwork by subtracting 10 points per assignment from your semester total. To determine your grade, your point total will be divided by possible points.

 

Non-Art Assignments are due on the due date. Any assignment submitted after that time will receive a penalty of 10% per day, with the total penalty not to exceed 50% of the points available for the assignment. The only accepted excuses for late work or missing a test/quiz/critique/class are requests from an academic dean, or a documented medical situation. There will be no exceptions, so please do not ask.

• save your work often

• back it up often (in two places)

• save it with a different name periodically (with the date in the name)

• email it to yourself after making any changes

 

Your final grade will be determined by a formula similar to the one below

Art Assignments/reflections/lesson plans      55  percent

Participation (clean-up, helping out)              15 percent

Quizzes/test                                                   15  percent

Effort                                                                5  percent

Final Exam/Project                                        10  percent

 

90 to 100 percent = A

80 to 89 percent = B

70 to 79 percent = C

60 to 69 percent = D

Final Exam 12/07/2017 2:00 pm
Submission Format Policy

Note: You may not submit a paper for a grade in this class that already has been (or will be) submitted for a grade in another course, unless you obtain the explicit written permission of me and the other instructor involved in advance.
Late Paper Policy

Assignments are due at the start of the class period on the due date. Any assignment submitted after that time will receive a penalty of 10% per day, with the total penalty not to exceed 50% of the points available for the assignment. The only accepted excuses for late work or missing a test/quiz/critique/class are requests from an academic dean, or a documented medical situation. There will be no exceptions, so please do not ask.

• save your work often

• back it up often (in two places)

• save it with a different name periodically (with the date in the name)

• email it to yourself after making large changes

Plagiarism Policy

Plagiarism is the use of someone else's thoughts, words, ideas, or lines of argument in your own work without appropriate documentation (a parenthetical citation at the end and a listing in "Works Cited")-whether you use that material in a quote, paraphrase, or summary. It is a theft of intellectual property and will not be tolerated, whether intentional or not.

Student Honor Creed

As an MSU Student, I pledge not to lie, cheat, steal, or help anyone else do so."

As students at MSU, we recognize that any great society must be composed of empowered, responsible citizens. We also recognize universities play an important role in helping mold these responsible citizens. We believe students themselves play an important part in developing responsible citizenship by maintaining a community where integrity and honorable character are the norm, not the exception.

Thus, We, the Students of Midwestern State University, resolve to uphold the honor of the University by affirming our commitment to complete academic honesty. We resolve not only to be honest but also to hold our peers accountable for complete honesty in all university matters.

We consider it dishonest to ask for, give, or receive help in examinations or quizzes, to use any unauthorized material in examinations, or to present, as one's own, work or ideas which are not entirely one's own. We recognize that any instructor has the right to expect that all student work is honest, original work. We accept and acknowledge that responsibility for lying, cheating, stealing, plagiarism, and other forms of academic dishonesty fundamentally rests within each individual student.

We expect of ourselves academic integrity, personal professionalism, and ethical character. We appreciate steps taken by University officials to protect the honor of the University against any who would disgrace the MSU student body by violating the spirit of this creed.

Written and adopted by the 2002-2003 MSU Student Senate.

Students with Disabilities

The Americans with Disabilities Act (ADA) is a federal anti-discrimination statute that provides comprehensive civil rights protection for persons with disabilities. Among other things, this legislation requires that all students with disabilities be guaranteed a learning environment that provides for reasonable accommodation of their disabilities. If you believe you have a disability requiring an accommodation, please contact the Disability Support Services in Room 168 of the Clark Student Center, (940) 397-4140.

Safe Zones Statement

The professor considers this classroom to be a place where you will be treated with respect as a human being - regardless of gender, race, ethnicity, national origin, religious affiliation, sexual orientation, political beliefs, age, or ability. Additionally, diversity of thought is appreciated and encouraged, provided you can agree to disagree. It is the professor's expectation that ALL students consider the classroom a safe environment.

Contacting your Instructor

All instructors in the Department have voicemail in their offices and MWSU e-mail addresses. Make sure you add your instructor's phone number and e-mail address to both email and cell phone lists of contacts.

Attendance Requirements

Attendance Policy:

Students enrolled in the Juanita and Ralph Harvey School of Visual Arts must comply with the following department-wide Attendance and Lateness Policy:

  • Students arriving ten minutes after class begins will be considered late, and will be counted absent.
  • THREE late arrivals count as an absence.
  • Students may be absent from class THREE times without penalty and without providing any documentation regarding the absence.
  • If students incur a FOURTH absence, their final course evaluation will be reduced by a full letter grade.
  • If students are absent or late FIVE times, whatever the reason, they will receive a FAILING GRADE, be dropped from the class roll, and be asked to stop attending class.
  • Example: after your 4th absence, a 90% will become an 80%
  • Example: after your 4th absence and 3rd tardy, an 80% will become an F and you will be dropped
Other Policies

“Treat a child as she is and she will remain as she is. Treat a child as she can and should be and she will become as she can and should be.” – Johann Wolfgang von Goethe (with a slight change)

 

Midwestern State University

ART 4303: FOUNDATIONS I

(Fall 2017)

 

Steve Hilton                                                                                                  (940)397-4270 office

2:00-4:50pm Tuesday/Thursday                                                                   Design Studio/C110

steve.hilton@mwsu.edu                                                     

 

Office Hours (Ceramics Studio/C119 and Legacy Hall Lobby):

Please see posted hours on the door of C119

Campus police: (940) 397-4239                                           9-911 (call if any emergency occurs)

 

Textbook: Children and Their Art (8th edition): Al Hurwitz and Michael Day. PLEASE DO NOT BUY THIS BOOK.  There is a copy in the reference section of the library and I have a copy you may use in the ceramics studio.  If either of these books is not convenient, I suggest you buy chapters of the e-book instead of buying the book outright. You may buy chapters ($10.99) at the following website on the right side of the website under Purchase Options/E-Chapters:

 

http://www.cengagebrain.com/shop/isbn/9780495913573

 

Course Description:

Art 4303 is the art “methods” course offered to pre-service K-6 teachers and the first of two art education classes taken by art education pre-service teachers. This course will help you solidify your teaching and learning philosophy through discussions on classroom management, art’s role in society (past, present, and future), lesson preparation with an interdisciplinary and issues-based (art with content) focus on art and general pedagogy. The major focus will be on studio art. Also included, will be sections on aesthetics and criticism, art history, with instruction in classroom management, human diversity and professional development.

 

• although I will try to keep the cost down, there will be art materials costs for this class of no more than $50.

 

General Outline – Students will:

• recognize that art making and/or appreciation should be a valuable lifelong experience for all students

• derive insight into how to motivate student’s creativity, and/or how to not

• defend that culture is art, and art is culture being “practiced” by an individual

• recognize elementary art students might be in the most vulnerable stage of their creative development and that a 7th grade art class might be the last art class a student takes

• conclude, your students might not become artists, but they should develop an appreciation for the arts

• recognize, as an educator, one must continue learning  . . .  students and teachers are co-teachers/co-learners

• ask, and try to answer by the end of the semester, “Can one be educated without a basic knowledge of some aspect of art?”

• for those of you who will be teaching art exclusively, ask yourself the question, “Should one be making art . . . To teach art?

• determine strategies to display student art work, while helping to promote “the art program” . . . in your school and community

 

History:

• derive an insight into art history and the history of art education while learning about Discipline Based Art Education (DBAE)

• use galleries/museums/popular culture for art education

• begin to conclude there a relationship between the visual arts, history and culture

• develop a sense of human diversity through the historical and cultural aspects of art

 

Studio:

• formulate a “working knowledge” of different 2D and 3D art media

• recognize that when making art, children and adults alike use “both sides of their brain”

• use studio projects as the beginning of a collection of demonstration examples

• use problem-solving skills in the making of art

 

Criticism and Aesthetics:

• demonstrate the ability to talk about art while leading children in critical thinking about art

• gain insight into talking to students about their art

• demonstrate the ability to assess art “effectively”

• demonstrate an understanding of children’s aesthetic and artistic development

• develop the ability to respond to, and teach how to, respond to works of art

 

Curriculum and Technology:

• develop the ability to prepare/design/write/teach/self-evaluate art curriculum that is integrated across the curriculum and is taught with different teaching styles to/for different learning styles with TEKS (Texas Essential Knowledge and Skills) in mind.

• organize and balance the teaching of content-based art production, history, aesthetics, and criticism while making learning relevant to the culture(s) of one’s students.

• recognize/understand and not be afraid to teach to children with disabilities/talents

incorporate technologies for management and instructional purposes

 

Classroom Management:

• develop proactive classroom management techniques specific to art classrooms/art lessons (art on a cart), which are motivational by the use of a positive learning environment, relevance to the student, and the use of the educational triad of the teacher/student/parent.

• demonstrate public speaking skills              

 

Professional Development:

• be introduced to TExES (Texas Examinations of Educator Standards) ExCET (Examination for the Certification of Educators in Texas) and PRAXIS

 

Building Use Hours:

1.         The Art building access policy will be discussed the first day of school

2.         The use of this studio should be considered a privilege, if this is abused, it will be revoked.

3.         The studio door code is 425. Please do not share it with anyone outside this class.

 

Locker:

Choose a locker that has nothing in it and put your lock on it. Put your name on the locker sign-up list

 

Attendance Policy:

Students enrolled in the Juanita and Ralph Harvey School of Visual Arts must comply with the following department-wide Attendance and Lateness Policy:

·       Students arriving ten minutes after class begins will be considered late, and will be counted absent.

·       THREE late arrivals count as an absence.

·       Students may be absent from class THREE times without penalty and without providing any documentation regarding the absence.

·       If students incur a FOURTH absence, their final course evaluation will be reduced by a full letter grade.

·       If students are absent or late FIVE times, whatever the reason, they will receive a FAILING GRADE, be dropped from the class roll, and be asked to stop attending class.

·       Example: after your 4th absence, a 90% will become an 80%

·       Example: after your 4th absence and 3rd tardy, an 80% will become an F and you will be dropped

·       Faculty members have the discretion to make exceptions to this policy based on individual circumstances.

·       When you are absent, it is YOUR responsibility to contact class members and learn what you missed.

 

Homework:

There is no set amount of time you should spend outside of class. However, some studio work outside of instructional time is an important component of this class. Other “homework” could include reflection papers, sketchbook assignments, lesson plans, research assignments, and reading assignments.

 

Grading Policy:

Art Projects

All art projects are due at the beginning of the class one week after they are assigned unless notified otherwise. As art is subjective, and I am not training you to be artists, I will be not be grading your art assignments but will discuss most projects with you with the following criteria in mind:

1.         Craftspersonship

2.         Attention to detail/Effort

3.         Is it aesthetically pleasing . . . and is it designed well (using the elements and principles)

4.         Technical elements and mastery

5.         Growth of your work

6.         Is it innovative/experimental

7.         Time spent on assignment(s)

8.         Sketchbook/did you do the assignment?

9.         Does it communicate your intention?

 

However, if you fail to finish an assignment, or I see a lack of effort or “continually rushing” to get finished, I will “grade” your artwork by subtracting 10 points per assignment from your semester total. To determine your grade, your point total will be divided by possible points.

 

Non-Art Assignments are due on the due date. Any assignment submitted after that time will receive a penalty of 10% per day, with the total penalty not to exceed 50% of the points available for the assignment. The only accepted excuses for late work or missing a test/quiz/critique/class are requests from an academic dean, or a documented medical situation. There will be no exceptions, so please do not ask.

• save your work often

• back it up often (in two places)

• save it with a different name periodically (with the date in the name)

• email it to yourself after making any changes

 

Your final grade will be determined by a formula similar to the one below

Art Assignments/reflections/lesson plans       55  percent

Participation (clean-up, helping out)             15 percent

Quizzes/test                                                   15  percent

Effort                                                                         5  percent

Final Exam/Project                                       10  percent

 

90 to 100 percent = A

80 to 89 percent = B

70 to 79 percent = C

60 to 69 percent = D

 

D2L

I will be using D2L to grade SOME written assignments. 

 

Notebook/Sketchbook:

You will keep a notebook/folder and sketchbook (on materials list) for this class. All assignments, lesson plans, articles, projects, reflections, handouts, art projects, should be included. If you did it in this class, it should be included.

 

Communication:

If you have a question/problem with an assignment, the material or a technique, please ask. If you wait until the last week of the semester, I might not be able to assist you. There are no dumb questions!

 

Studio Etiquette:

It is everyone’s responsibility to help keep the studio clean. Do not leave without making sure all materials, tools, and artwork are properly stored

the last few minutes of class is devoted to cleaning up, with everyone assisting

• there will be one studio clean up during the semester and one the last day of class

 

Test/Quizzes:

I will not give pop-quizzes. I will let you know at least one class period ahead of time. There could be individual in class tests, or take home and collaborative tests. Check your email. Sometimes I notify you about a quiz electronically.

 

Decorum and Academic Dishonesty:

Students will abide by all MSU rules, regulations including the Student Honor Creed, and will thereby earn all the student’s rights as noted in the MSU Student Handbook. Cheating, collusion, and plagiarism (the act of using source material of other persons, either published or unpublished, without following the accepted techniques of crediting, or the submission for credit of work not the individual’s to whom credit is given) is academic dishonesty.

 

I reserve the right to drop any student with an F grade, or recommend other sanctions, if a student engages in any form of academic dishonesty.

 

Student Honor Creed: “As an MSU student, I pledge not to lie, cheat, steal, or help anyone else to do so.”

 

• Smoking and other uses of tobacco products will not be allowed in accordance with the Student Handbook

 

The instructor reserves the right to initiate an instructor drop with a grade or W, WF, or F, as specified in the Student Handbook (see link above) for reasons to include attendance issues, academic performance in the class, indifferent attitude, or disruptive conduct.

 

Enrollment in this class constitutes an acceptance to adhere to the Student Honor Creed and all other student conduct policies outlined in the university Student Handbook.

 

Safety:

TAKING THIS COURSE IN THE ART DEPARTMENT AT MSU MEANS THAT YOU ASSUME RESPONSIBILITY to use all equipment, tools, and materials related to the course in a safe manner.  If you have any health-related problems that would be adversely affected by taking the course, you should consult with the instructor at the end of the first day of the class.

 

Please tell me about any accidents, no matter how small.

 

Return and Retention Of Student Work:               

If work is left in the studio longer than (1) one week after the end of the semester the department has the right to dispose of or use the unclaimed work for any purpose.  The department also reserves the right to retain student work as desired for reference or exhibition purposes. 

 

Special Needs:

Any student who feels she/he may need an accommodation based on the impact of a disability should contact me privately to discuss your specific needs.  Please contact Disability Support Services at 940.397.4140 in room 168 of the Clark Student Center to coordinate reasonable accommodations for students with documented disabilities.

        

 

Student Privacy:

Federal privacy law prohibits the instructor from releasing information about students to certain parties outside of the university without the signed consent of the student. This includes a student’ parents.

 

Important Dates:

Final Project Due – December 7 (your last class of the semester)     

 

** This syllabus may be changed to best meet your needs, or for other reasons as I see fit. This includes the changing or deleting of assignments. If things change, the method of obtaining the final grade will remain essentially the same: the total points achieved will be divided by the total points possible to obtain a percentage and a grade will be assigned according to the percentage scale outlined above.

 

*** By staying enrolled in this course, you are indicating you understand and accept the terms of ART 4403 and this syllabus

 

**** Senate Bill 11 passed by the 84th Texas Legislature allows licensed handgun holders to carry concealed handguns on campus, effective August 1, 2016. Areas excluded from concealed carry are appropriately marked, in accordance with state law. For more information regarding campus carry, please refer to the University’s webpage at https://mwsu.edu/campus-carry/rules-policies.

 

 

 

ART 4303 – Foundations of Art I

 

MATERIALS LIST:

These are items that you will need for Foundations of Art Education I. There could be additions to this list but I will keep it to a minimum.

 

If you know someone in the class, you may share materials other than the sketchbook.

 

If you go to Hobby Lobby or Michaels to buy supplies, there are always coupons available online (Wal-Mart is cheap also):

 

Michael’s Coupon

 

1.       Black Sharpie both Fine and medium point (felt tip pen for those as old as I am!)

 

2.         Paint (buy either tempera or acrylic . . . not both) Most people like acrylic paint better, but it is a bit more expensive and is usually not what you will have 3rd graders painting with.

 

3.       Soft lead #2 pencil (drawing pencils if you prefer)

 

4.       Crayons (minimum of 24 colors)

 

5.       Drawing pad (Sketchbook) 80 lb (18” x 24”) (80 lbs is important. Please do not buy anything other than 80 lb. paper . . . you will not be able to use it! ) I would buy this ASAP as they always run out at the local “art” stores.

 

6.       Scissors

 

7.       Large pencil eraser

 

8.       An assortment of 5 to 7 inexpensive paint brushes (don’t buy the cheapest ones as the hair typically falls out . . . or the most expensive ones unless you will continue painting after this class)

 

9.       Large sponge to clean up tables/sink (you may share)

 

10.    Small bucket, tackle box or shoe box to keep your supplies in

 

11.    Lock for locker (you may share)

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

FOUNDATIONS OF ART EDUCATION I: ASSIGNMENT TIMELINE

 

This is possible schedule for the semester.

 

WEEK

1          August 29        Syllabus

                        Introductions

                        • Assign lesson plan ideas . . . 5 ideas per student

                        • Assign human diversity paper

August 31        • Drawing Hand

                        How to Teach Drawing

                        • Picasso-Igor Drawing (finish for homework)

                        Lesson plan ideas due

                        • Assign What is Art?

                        • Assign What is Art Education?

                        • Assign First Day Art Quiz

                        Seating Charts?

2          September 5     How Do You Know You Are A Teacher?

                                    Introduction to Elements and Principals

                        Scavenger Hunt

                        Why Art Education

                        Assign 1st Lesson Plan (drawing)

September 7     • Assign Self Portrait

                        Assess Lesson Plan Ideas for Creativity (group)

                        TEKS and Objectives

3          September 12   Quiz 1 (Elements and Principles) on D2L

                        • Shading Geometric shapes

                        • Finish Self Portrait

                        Lesson Plan Peer Review (Due for peer review)

September 14   1st Lesson (Drawing) Due to D2L

                        • Predator Prey Relationships: Favorite Animal with Science (TEKS) and Art

                        Graphic Development

                        Poor Scholar Soliloquy

4          September 19   Color Theory/Color Wheel

                        • Shapes With Crayon

                        Rubrics

                        Assign 2nd Lesson Plan (Crayon)

                        Give the Kid a Pencil

September 21   Quiz 2 (Graphic Development) on D2L

                        • Neopoprealism

                        I Taught Them All

5          September 26   2nd Lesson Plan Due                                    

                                    Primum non nocere

                        • Ceramics (Pinch Pots/Coil/One Cubic Inch)

                        Police Officer vs. Professor

                        Assign 3rd Lesson Plan (3D)

                        Sir Ken Robinson

September 28   • Ceramics                                                                   

6          October 3        • Ceramics

October 5       • finish Ceramics

7          October 10                   Possible Ceramic Workshop TBA

October 12                   • Shoes

                        • Painting Day One – More About Color

                        Lesson Plan Peer Review

8          October 17       Standardized Test from West VA

                        • Picasso Painting

                        Quiz 3 (Color) on D2L

                        3rd Lesson Plan Due

            October 19                   • Finish Picasso painting

                        Quadrilateral Family

                        Good Stuff for Art Teaching!

9          October 24                   No Class Steve in MN

October 26                   • Tessellations (Substitute Teacher) Steve in MN

10        October 31                   • Finish Tessellations

                        • Periodic Table

November 2     Sir Ken Robinson Revisited

                        Reference Guide for Student Teachers

                        • Flowers Watercolor Crayon Resist

11        November 7     • Science Factoid Watercolor

                        Teaching Gritty

                        • Assign Teaching Philosophy

12        November 14   • Adjectives and Adverbs

                        Mistakes (short)

            November 16   • Aboriginal Dot Painting

                        Teaching the Test                   

                        November 9    

                        What Makes A Good Teacher

13        November 21   THANKSGIVING

November 23   • Printmaking With Found Objects

14        November 28   • Printmaking

November 30   Balanced and Barefoot

                        • Fraction Fish Collage

15        December 5      • Paper Mache Sculpture

                        Assign Portfolio Assessment Questionnaire

December 7      Turn in Final Project/10 Lesson Ideas/Final Lesson Plan Due

 

 

Writing Proficiency Requirement

All students seeking a Bachelor's degree from Midwestern State University must satisfy a writing proficiency requirement once they've 1) passed the 6 hours of Communication Core and and 2) earned 60 hours. You may meet this requirement by passing either the Writing Proficiency Exam or English 2113. Please keep in mind that, once you've earned over 90 hours, you lose the opportunity to take the $25 exam and have no option but to enroll in the three-credit hour course. If you have any questions about the exam, visit the Writing Proficiency Office website at https://mwsu.edu/academics/wpr, or call 397-4131.

Campus Carry

Senate Bill 11 passed by the 84th Texas Legislature allows licensed handgun holders to carry concealed handguns on campus, effective August 1, 2016. Areas excluded from concealed carry are appropriately marked, in accordance with state law. For more information regarding campus carry, please refer to the University’s webpage at https://mwsu.edu/campus-carry/rules-policies.

If you have questions or concerns, please contact MSU Chief of Police Patrick Coggins at patrick.coggins@mwsu.edu.