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<DIV dir=ltr><FONT face=Arial color=#000000 size=2>Hi All,</FONT></DIV>
<DIV dir=ltr><FONT face=Arial size=2></FONT> </DIV>
<DIV dir=ltr><FONT face=Arial size=2>To complicate things a bit, I'd like to
suggest that we're not fully understanding the</FONT></DIV>
<DIV dir=ltr><FONT face=Arial size=2>causal chains leading to students who are
underprepared for college writing if we</FONT></DIV>
<DIV dir=ltr><FONT face=Arial size=2>equate being in basic writing with being in
a state of deprivation or injustice. Not </FONT></DIV>
<DIV dir=ltr><FONT face=Arial size=2>all BW students are in poverty. Some
are quite privileged and some wealthy. </FONT></DIV>
<DIV dir=ltr><FONT face=Arial size=2>Just like not all BW students have
disabilities, even though some do. </FONT></DIV>
<DIV dir=ltr><FONT face=Arial size=2></FONT> </DIV>
<DIV dir=ltr><FONT face=Arial size=2>True enough, at some institutions, the
majority of BW students are lower classed,</FONT></DIV>
<DIV dir=ltr><FONT face=Arial size=2>people of color, but that's just not the
case in other places. The first students who</FONT></DIV>
<DIV dir=ltr><FONT face=Arial size=2>benefitted from writing classes were at
Harvard, and many of our premier institutions</FONT></DIV>
<DIV dir=ltr><FONT face=Arial size=2>have students who need BW support. I
taught BW students at Michigan State and</FONT></DIV>
<DIV dir=ltr><FONT face=Arial size=2>half of them were inner city kids from
Detroit, while the other half were international</FONT></DIV>
<DIV dir=ltr><FONT face=Arial size=2>students from all over the world and had
lots of money and spoke multiple languages.</FONT></DIV>
<DIV dir=ltr><FONT face=Arial size=2>But even the Detroit kids were split into
the haves </FONT><FONT face=Arial size=2>and have nots with some of
them</FONT></DIV>
<DIV dir=ltr><FONT face=Arial size=2>driving Bentleys around
campus. </FONT></DIV>
<DIV dir=ltr><FONT face=Arial size=2></FONT> </DIV>
<DIV dir=ltr><FONT face=Arial size=2>Could we make a statement that could be
more inclusive of all the kinds of mechanisms</FONT></DIV>
<DIV dir=ltr><FONT face=Arial size=2>that eventually mean students show up in
our classes whether they are part of patterns of </FONT></DIV>
<DIV dir=ltr><FONT face=Arial size=2>social injustice or not? Look at Bush
who was privileged to the nth degree but had </FONT></DIV>
<DIV dir=ltr><FONT face=Arial size=2>problems with reading and writing...Doesn't
it say something important to understand</FONT></DIV>
<DIV dir=ltr><FONT face=Arial size=2>that his family's wealth couldn't buy him
an education that would allow him to be smart</FONT></DIV>
<DIV dir=ltr><FONT face=Arial size=2>enough to stand up to people like Cheney,
Rove, and Rumsfeld? Doesn't an inadequate</FONT></DIV>
<DIV dir=ltr><FONT face=Arial size=2>education harm even the wealthiest
students, put them into a position to be codgeled into</FONT></DIV>
<DIV dir=ltr><FONT face=Arial size=2>stupid decision making? </FONT></DIV>
<DIV dir=ltr> </DIV>
<DIV dir=ltr><FONT face=Arial size=2>And if that's not enough, look at Paris
Hilton. BW isn't just about injustice, it's also about
an</FONT></DIV>
<DIV dir=ltr><FONT face=Arial size=2>educational system that from K-16+ doesn't
get it in ways that help all learners to learn. There</FONT></DIV>
<DIV dir=ltr><FONT face=Arial size=2>are probably hundreds of different paths
that take students from kindergarten to the college</FONT></DIV>
<DIV dir=ltr><FONT face=Arial size=2>BW classroom. I'm out of steam...and
starting to ramble....I know what I learned in kindergarten.</FONT></DIV>
<DIV dir=ltr><FONT face=Arial size=2>It's time for a snack and
a nap.</FONT> </DIV>
<DIV dir=ltr><FONT face=Arial size=2></FONT> </DIV>
<DIV dir=ltr><FONT face=Arial size=2></FONT> </DIV>
<DIV dir=ltr><FONT face=Arial size=2></FONT> </DIV>
<DIV dir=ltr><FONT face=Arial size=2></FONT> </DIV>
<DIV dir=ltr><FONT face=Arial size=2></FONT> </DIV>
<DIV dir=ltr> </DIV>
<DIV dir=ltr><FONT face=Arial color=#000000 size=2>Marcia Ribble,
Ph.D.</FONT></DIV></DIV>
<DIV id=idSignature76747 dir=ltr>
<DIV><FONT face=Arial size=2>Assistant Professor of English</FONT></DIV>
<DIV><FONT face=Arial size=2>Humanities, Media and Cultural Studies</FONT></DIV>
<DIV><FONT face=Arial size=2>College of Applied Science</FONT></DIV>
<DIV><FONT face=Arial size=2>University of Cincinnati</FONT></DIV>
<DIV><FONT face=Arial size=2>PO Box 210205</FONT></DIV>
<DIV><FONT face=Arial size=2>Cincinnati, OH 45221-0205</FONT></DIV>
<DIV><FONT face=Arial size=2>Tel: (513) 556-5360</FONT></DIV>
<DIV><FONT face=Arial size=2>Fax: (513) 556-3007</FONT></DIV>
<DIV><FONT face=Arial size=2><A
href="mailto:marcia.ribble@uc.edu">marcia.ribble@uc.edu</A></FONT></DIV>
<DIV><FONT face=Arial size=2><A
href="http://www.uc.edu">www.uc.edu</A></FONT></DIV>
<DIV><FONT face=Arial size=2></FONT> </DIV>
<DIV><FONT face=Arial size=2>Campus location: 4412 French Hall
West</FONT></DIV></DIV>
<DIV dir=ltr><BR>
<HR tabIndex=-1>
<FONT face=Tahoma size=2><B>From:</B> cbw_exec-bounces@tamu-commerce.edu on
behalf of Ashley, Hannah<BR><B>Sent:</B> Tue 4/29/2008 2:22 PM<BR><B>To:</B>
Shannon Carter; Susan Bernstein; cbw_exec@tamu-commerce.edu<BR><B>Cc:</B>
sanchezdeborah@yahoo.com<BR><B>Subject:</B> Re: [CBW_Exec] Fwd: draft of CBW
Social Justice Policy<BR></FONT><BR></DIV>
<DIV dir=ltr>
<DIV id=idOWAReplyText67294 dir=ltr>
<DIV dir=ltr><FONT face=Arial color=#000000 size=2>Hurray for this
conversation! I suggest that we continue it online, and also use all of
these thoughts to continue this conversation all the way at next year's CBW
workshop (assuming it is accepted)--we have a nice program leading us around
these ideas, with the idea of basic writers' multiple literacies starting us
off, and ending with a look at the National Database and what it might tell us
about what we assume about basic writers.</FONT></DIV>
<DIV dir=ltr><FONT face=Arial size=2></FONT> </DIV>
<DIV dir=ltr><FONT face=Arial size=2>Hannah</FONT></DIV>
<DIV dir=ltr><FONT face=Arial color=#000000 size=2></FONT> </DIV></DIV>
<DIV id=idSignature10285 dir=ltr>
<DIV><FONT face=Arial color=#000000 size=2>
<DIV align=left><FONT color=#800080><FONT size=1><SPAN lang=en-us><FONT
face="Book Antiqua">Hannah Ashley, Ph.
D.</FONT></SPAN> <BR></FONT></FONT><SPAN lang=en-us><FONT
face="Book Antiqua"><FONT color=#800080><FONT size=1><SPAN lang=en-us><FONT
face="Book Antiqua">Associate Professor, Composition and Rhetoric Program,
Department of English<BR></FONT></SPAN>Director, Writing Zones 12.5 (<A
href="http://www.wcupa.edu/writingzones">www.wcupa.edu/writingzones</A>)</FONT></FONT></FONT></SPAN><SPAN
lang=en-us><FONT face="Book Antiqua"><FONT color=#800080><FONT
size=1><BR></FONT></FONT></FONT></SPAN><FONT color=#800080><FONT size=1><SPAN
lang=en-us><FONT face="Book Antiqua">551 Main Hall, </FONT></SPAN><SPAN
lang=en-us><FONT face="Book Antiqua">West Chester University</FONT></SPAN>
<BR><SPAN lang=en-us><FONT face="Book Antiqua">610-738-0499, </FONT></SPAN><SPAN
lang=en-us><FONT face="Book Antiqua"><A href="mailto:hashley@wcupa.edu"
target=_blank>hashley@wcupa.edu</A></FONT></SPAN></FONT></FONT></DIV>
<DIV align=left><FONT color=#800080><FONT face="Book Antiqua" size=1><SPAN
lang=en-us>"If you're not terrified when you are writing, you're writing about
the wrong things." --Dorothy
Alison--</SPAN></FONT></FONT></DIV></FONT></DIV></DIV>
<DIV dir=ltr><BR>
<HR tabIndex=-1>
<FONT face=Tahoma size=2><B>From:</B> cbw_exec-bounces@tamu-commerce.edu on
behalf of Shannon Carter<BR><B>Sent:</B> Tue 4/29/2008 2:20 PM<BR><B>To:</B>
Susan Bernstein; cbw_exec@tamu-commerce.edu<BR><B>Cc:</B>
sanchezdeborah@yahoo.com<BR><B>Subject:</B> Re: [CBW_Exec] Fwd: draft of CBW
Social Justice Policy<BR></FONT><BR></DIV>
<DIV dir=ltr>
<DIV id=idOWAReplyText25705 dir=ltr>
<DIV dir=ltr><FONT face=Arial color=#000000 size=2>Thank you so much for these
words, Peter. Very, very good points (and poignantly articulated). As Soliday's
work has shown (I'm convinced), the very existence of basic writing programs
serves the institutional need to stratify more than it does the student's
individual needs as writers (see _The Politics of Remediation_). She isn't
suggesting that we rid our universities of basic writing programs because that'd
only block student access in more significant ways. But it is important that we
remember how very complex and socially embedded issues of social justice always
are. There's no free zone, and good will and hard work isn't going to be enough
to right the wrongs of society. </FONT></DIV>
<DIV dir=ltr><FONT face=Arial size=2></FONT> </DIV>
<DIV dir=ltr><FONT face=Arial size=2>It is also important, however (as Bill
points out), to find ways to articulate that kinda thing that aren't off-putting
to readers who might otherwise embrace a social justice policy like this. We
don't want to alienate. We want to invite real and important discussion and
commitment to this very complex topic. I like very much the way Peter has
articulated this complexity below (inviting and diplomatic and smart and real).
Perhaps we can make use of some of this language, or a version of it, in the
revision? </FONT></DIV>
<DIV dir=ltr><FONT face=Arial size=2></FONT> </DIV>
<DIV dir=ltr> </DIV>
<DIV dir=ltr><FONT face=Arial color=#000000 size=2></FONT> </DIV></DIV>
<DIV id=idSignature15780 dir=ltr>
<DIV><FONT face=Arial color=#000000 size=2>Shannon Carter</FONT></DIV>
<DIV><FONT face=Arial size=2>Associate Professor of English</FONT></DIV>
<DIV><FONT face=Arial size=2>Texas A&M-Commerce</FONT></DIV>
<DIV><FONT face=Arial size=2><A
href="mailto:shannon_carter@tamu-commerce.edu">shannon_carter@tamu-commerce.edu</A></FONT></DIV>
<DIV><FONT face=Arial size=2><A
href="http://faculty.tamu-commerce.edu/scarter/">http://faculty.tamu-commerce.edu/scarter/</A></FONT></DIV>
<DIV><FONT face=Arial size=2>903-886-5492</FONT></DIV>
<DIV><FONT face=Arial size=2></FONT> </DIV></DIV>
<DIV dir=ltr><BR>
<HR tabIndex=-1>
<FONT face=Tahoma size=2><B>From:</B> cbw_exec-bounces@tamu-commerce.edu on
behalf of Susan Bernstein<BR><B>Sent:</B> Tue 4/29/2008 12:59 PM<BR><B>To:</B>
cbw_exec@tamu-commerce.edu<BR><B>Cc:</B>
sanchezdeborah@yahoo.com<BR><B>Subject:</B> [CBW_Exec] Fwd: draft of CBW Social
Justice Policy<BR></FONT><BR></DIV>
<DIV>>From Peter Adams:<BR><BR>
<DIV>
<P><FONT size=2>The issue Bill and Shannon are wrestling with is complex and
important. Many of us have worked for years in basic writing programs that
we believe are part of the solution to social injustice. However, I think,
painful as it may be, that we must be willing to consider the possibility that
the programs we have developed and labored in for years may, in fact, not be
reducing social injustice. I raise this possibility because of the very
low retention rates and success rates in many developmental writing programs,
including my own. <BR><BR>It is certainly a good thing for us to raise
issues about social injustice in the wider world and in higher education in
general, but I think we have an important obligation to examine our own (tidy)
house, to see if we are part of the problem. Perhaps we are not.
Perhaps my concern is misplaced. But I do think we have an obligation to
examine seriously the extent to which basic writing programs may contribute to
the failure of higher education to provide a pathway to success for
disadvantaged students. We have an obligation to see whether we can revise
our programs so that they truly provide a pathway to success rather than an gate
that keeps large percentages of our students from achieving that
success.<BR><BR>Peter Adams
<DIV><SPAN class=e id=q_1199ab6c3956ecb5_1><BR><BR><BR>-----Original
Message-----<BR>From: <A href="mailto:cbw_exec-bounces@tamu-commerce.edu"
target=_blank>cbw_exec-bounces@tamu-commerce.edu</A> on behalf of Susan
Bernstein<BR>Sent: Tue 4/29/2008 10:22 AM<BR>To: Shannon Carter<BR>Cc: <A
href="mailto:sanchezdeborah@yahoo.com"
target=_blank>sanchezdeborah@yahoo.com</A>; <A
href="mailto:cbw_exec@tamu-commerce.edu"
target=_blank>cbw_exec@tamu-commerce.edu</A>; Ashley,Hannah<BR>Subject: Re:
[CBW_Exec] draft of CBW Social Justice Policy<BR><BR>Thanks, everyone! In
regard to Hannah's comments, I'll take another<BR>look at Valerie F. Kinloch's
2005 article "Revisiting the promise of<BR>Students' Right to Their Own
Language: Pedagogical strategies" in<BR>College Composition and Communication
57.1: 83-113. "Students' Right"<BR>is also from 1974 and evolves from many
similar concerns of that era.<BR>Kinloch makes the very persuasive case that
those concerns remain<BR>relevant for the 21st century.<BR><BR>I've also copied
Bill's comments below. I need to add that I disagree<BR>with Bill on this
point, based on my current research and more than 20<BR>years in the field--
especially the last five years working with<BR>inner-city youth in open-access
BW college programs.<BR><BR><BR>BILL'S COMMENTS:<BR>Susan, I like it. I would
however change a line that says "Basic Writing<BR> > courses serve as a
mirror to reflect injustice [etc.]"--could be construed<BR> > to suggest
that Basic Writing helps to further that injustice...or that BW<BR> > by
its existence is part of the injustice, and although it's true that
if<BR> > all students were provided equitable and strong prep,
sufficient economic<BR> > support at the pre-college level, and a social
context conducive to the best<BR> > education possible, prior to
college, BW arguably wouldn't exist, I think we<BR> > want to make sure
we focus on BW as a positive force and not as a barometer<BR> > of
injustice... Therefore, maybe a change of wording would be good.
How<BR> > about something like "Basic Writing courses often serve a
community of<BR> > students who have been previously subjected to social
and educational<BR> > injustice..."? Just a thought... Bill<BR><BR>On
4/28/08, Shannon Carter <<A href="mailto:Shannon_Carter@tamu-commerce.edu"
target=_blank>Shannon_Carter@tamu-commerce.edu</A>> wrote:<BR>> Ah, great
point. What can we make of/do with that 34 year gap between the<BR>> original
statement and today's call? Rhetorically? Politically?
Practically?<BR>><BR>> Shannon Carter<BR>> Associate Professor of
English<BR>> Texas A&M-Commerce<BR>> <A
href="mailto:shannon_carter@tamu-commerce.edu"
target=_blank>shannon_carter@tamu-commerce.edu</A><BR>> <A
href="http://faculty.tamu-commerce.edu/scarter/"
target=_blank>http://faculty.tamu-commerce.edu/scarter/</A><BR>>
903-886-5492<BR>><BR>><BR>><BR>> -----Original Message-----<BR>>
From: Ashley, Hannah [<A href="mailto:HAshley@wcupa.edu"
target=_blank>mailto:HAshley@wcupa.edu</A>]<BR>> Sent: Mon 4/28/2008 7:20
AM<BR>> To: Shannon Carter; Susan Bernstein<BR>> Cc: <A
href="mailto:sanchezdeborah@yahoo.com"
target=_blank>sanchezdeborah@yahoo.com</A>; <A
href="mailto:cbw_exec@tamu-commerce.edu"
target=_blank>cbw_exec@tamu-commerce.edu</A><BR>> Subject: RE: [CBW_Exec]
draft of CBW Social Justice Policy<BR>><BR>> I too approve of the spirit
and the general rhetorical drift of this<BR>> resolution. Nice
work! I would want to "do" something with the fact that<BR>> what we
are doing is calling on a 1974 resolution. That is, what does it<BR>>
mean in 2008 to be reaffirming that statement?<BR>><BR>>
Hannah<BR>><BR>> Hannah Ashley, Ph. D.<BR>> Associate Professor,
Composition and Rhetoric Program, Department of English<BR>> Director,
Writing Zones 12.5 (<A href="http://www.wcupa.edu/writingzones"
target=_blank>www.wcupa.edu/writingzones</A>)<BR>> 551 Main Hall, West
Chester University<BR>> 610-738-0499, <A href="mailto:hashley@wcupa.edu"
target=_blank>hashley@wcupa.edu</A><BR>> "If you're not terrified when you
are writing, you're writing about the<BR>> wrong things." --Dorothy
Alison--<BR>><BR>> __<BR><BR>><BR>> -----Original
Message-----<BR>> From: Susan Bernstein [<A
href="mailto:susan.naomi@gmail.com"
target=_blank>mailto:susan.naomi@gmail.com</A>]<BR>> Sent: Fri 4/25/2008
12:55 PM<BR>> To: Shannon Carter<BR>> Cc: <A
href="mailto:cbw_exec@tamu-commerce.edu"
target=_blank>cbw_exec@tamu-commerce.edu</A>; <A
href="mailto:sanchezdeborah@yahoo.com"
target=_blank>sanchezdeborah@yahoo.com</A><BR>> Subject: draft of CBW Social
Justice Policy<BR>><BR>> Greetings eveyone,<BR>><BR>> Attached and
below please find a very *rough* draft of a CBW Social<BR>> Justice
Policy. As you'll see, NCTE presented a 1974 Position<BR>> Statement
that dovetails with much of what we discussed at our<BR>> Executive Board
meeting at CCCC. By coincidence, the NCTE Statement<BR>> was presented
in New Orleans. Many thanks to my U of Cincinnati<BR>> graduate student
Deborah Sanchez for directing me to this statement.<BR>><BR>> Since this
draft is rough and percolating at once, I look forward to<BR>> our discussion
about it on the list. Please contribute any and all<BR>> revisions,
questions, comments, concerns. Given current material<BR>> conditions
for students enrolled in Basic Writing courses, I advocate<BR>> for the
urgency of our work-- and the open discussion that will lead<BR>> to
addressing the widest audience possible for our concerns.<BR>><BR>> Warm
regards and good wishes for the weekend,<BR>><BR>> Susan<BR>><BR>>
Susan Naomi Bernstein<BR>> LaGuardia Community College<BR>><BR>> Toward
Social Justice for Students Enrolled in Basic Writing Courses:<BR>> A
Conference on Basic Writing Policy Statement<BR>><BR>><BR>> We of
the Executive Board of the Conference on Basic Writing have<BR>> duly noted
the disparities in educational conditions for our students<BR>> enrolled in
our Basic Writing courses across the United States. These<BR>>
conditions point to lack of adequate and sufficient access to<BR>> resources
that would aid full matriculation to college, including but<BR>> not limited
to:<BR>> ? Insufficient access to preparation for college-level courses
based<BR>> on systemic educational inequities in public schools<BR>> ?
Insufficient access to financial aid counseling<BR>> ? Insufficient access to
academic advising and personal counseling<BR>> Insufficient access to
disability services<BR>> ? Insufficient access to academic and fine arts
courses that foster<BR>> and sustain students? growth in areas related to
progress in basic<BR>> writing and<BR>><BR>> Further, we would suggest
that students enrolled in honors programs<BR>> and other more privileged
educational venues enjoy routine access to<BR>> such resources. Equally
important we must point out that those<BR>> students enrolled in Basic
Writing courses often come from<BR>> underrepresented and underserved groups
in higher education and<BR>> include African American, Latino, poor, working
class, documented and<BR>> undocumented immigrants, and students with
disabilities.<BR>><BR>> Basic Writing courses serve as a mirror to reflect
systemic injustice<BR>> throughout US society. Indeed, the increased reliance
on standardized<BR>> tests to track, measure, and reward ?academic progress?
negatively<BR>> impacts students enrolled in Basic Writing courses. Such
tests create<BR>> rigid categories of achievement that impede students?
educational<BR>> progress.<BR>><BR>> As longitudinal research has
demonstrated, higher education provides<BR>> sustainable long-term benefits
for achieving individual economic and<BR>> intellectual goals, which
positively impacts US society as a whole<BR>> (Attewill and Lavin;
Sternglass). With these issues in mind, we<BR>> advocate that educators
for Basic Writing and administrators involved<BR>> with student success
initiatives actively support and implement the<BR>> NCTE Position Statement
?On Support for Motivated but Inadequately<BR>> Prepared College Students? as
suggested below.<BR>><BR>> On Support for Motivated but Inadequately
Prepared College Students<BR>> 1974<BR>> NCTE Annual Business Meeting in
New Orleans, Louisiana<BR>> Background<BR>><BR>> We believe that all
colleges and universities, by the act of admitting<BR>> students, become
responsible for creating conditions that will permit<BR>> those students to
exercise their own right to learn.<BR>><BR>> Clearly, some students who
are admitted and who desire to learn lack<BR>> adequate educational
backgrounds to progress satisfactorily in<BR>> traditional learning
situations, and many institutions of higher<BR>> learning are making little
or no effort to help them. Be it therefore<BR>><BR>>
Resolution<BR>><BR>> Resolved, that the National Council of Teachers of
English encourage<BR>> college and university administrations, and
legislative bodies, to<BR>> allocate sufficient funds to provide
individualized and supportive<BR>> programs for students who are motivated
but inadequately prepared for<BR>> success in colleges and universities to
which they are being admitted.<BR>><BR>> <A
href="http://www.ncte.org/about/over/positions/category/curr/107455.htm"
target=_blank>http://www.ncte.org/about/over/positions/category/curr/107455.htm</A><BR><BR>______________________________<BR>><BR>>
From: <A href="mailto:cbw_exec-bounces@tamu-commerce.edu"
target=_blank>cbw_exec-bounces@tamu-commerce.edu</A> on behalf of Shannon
Carter<BR>> Sent: Sun 4/27/2008 2:46 AM<BR>> To: Susan Bernstein<BR>>
Cc: <A href="mailto:sanchezdeborah@yahoo.com"
target=_blank>sanchezdeborah@yahoo.com</A>; <A
href="mailto:cbw_exec@tamu-commerce.edu"
target=_blank>cbw_exec@tamu-commerce.edu</A><BR>> Subject: Re: [CBW_Exec]
draft of CBW Social Justice Policy<BR>><BR>><BR>><BR>> Wow! I can't
think of anything to add and I agree: this work is indeed<BR>> crucial. The
revision Sonya has created of the CCCC/CBW Fellowship call for<BR>> apps
really foregrounds advocacy in ways this policy articulates. At least I<BR>>
think it does.<BR>><BR>> And I look forward to our discussion and,
eventually (perhaps following<BR>> revision suggestions), approval of this
important policy statement. I also<BR>> look forward to including such
statements on our website.<BR>><BR>> What do you guys think? How do we
feel about the wording, the spirit, and<BR>> the goals of this draft and
project?<BR>><BR>> Thanks,<BR>> Shannon<BR>><BR>> Shannon
Carter<BR>> Associate Professor of English<BR>> Texas
A&M-Commerce<BR>> <A href="mailto:shannon_carter@tamu-commerce.edu"
target=_blank>shannon_carter@tamu-commerce.edu</A><BR>> <A
href="http://faculty.tamu-commerce.edu/scarter/"
target=_blank>http://faculty.tamu-commerce.edu/scarter/</A><BR>>
903-886-5492<BR>><BR>><BR><BR>><BR>><BR>><BR>><BR>><BR></SPAN></DIV><SPAN
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