ࡱ> *,'()` bjbjss 8JKW    ( }}}8P}}( (OQQQQQQ$hu eE@eeu (ÕÕÕe\ 8 OÕeOÕÕd  S m.<} "\<9͒DSS Õ4Suue^eeee( $L d N4\ ( L 4\( ( (  University Senate Agenda GORRELL RECITAL HALL December 5, 2006 3:15 5:00 p.m.Approval of Order A.Approval of minutes of the meeting of November 7, 2006B.Approval of current agenda items and order Reports and AnnouncementsA.President AtwaterB.Provost SamuelsC.Chairperson SmithD.Vice Chairperson AntonucciStanding Committee ReportsChairpersonAppendixPage(s)A.Rules CommitteeSoniB.University-Wide Undergraduate Curriculum CommitteeSechrist / NumanA2-13C.University-Wide Graduate CommitteeLaPorte/WilliamsonB14-16D.Library and Educational CommitteeJozefowiczE.Noncredit CommitteeONeilF.Research CommitteeSciulliG.University Development and Finance CommitteeDomarackiC17-18H.Student Affairs CommitteeHallI.Academic CommitteeAndrewJ.Awards CommitteeBaker Senate Representative Reports RepresentativeA.University Planning CouncilFederoffB.Presidential Athletic Advisory CommitteeDomarackiC.Academic Computing Policy Advisory CommitteeWeiner New Business Adjournment APPENDIX A University-Wide Undergraduate Curriculum Committee Co-Chairs Sechrist and Numan FOR INFORMATION 1. Liberal Studies Committee Report: Approved LBST 499 The Mayas: Culture, Literature and Numbers, Drs. Lydia Rodrquez, Department of Spanish, and Francisco Alarcn, Department of Mathematics, to be taught on location in Guatemala. Approved HNRC 499 Men and Masculinities, Dr. Robert Heasley, Department of Sociology. Approved an updated syllabus of record for LBST 499 Childhood in America and approved the following faculty to be added to the syllabus of record: Dr. Susan Fello, Dr. Sara Rutledge, Dr. Mary Ann Hannibal, Dr. Valeri Heterbran, Department of Professional Studies and Education. Approved updates to the syllabus for LBST 499 The Blues in American Culture and approved Dr. Robert Begg as the faculty of record. 2. Honors Committee Report: Approved HNRC 499 Men and Masculinities, Dr. Robert Heasley, Sociology. 3. The UWUCC has approved the following to be offered as a distance education course: EDUC 442 School Law FOR INFORMATION AND POSSIBLE ENDORSEMENT DRAFT DRAFT DRAFT Draft - LS Curriculum Framework I. Skills for Liberal Learning: Courses in this component provide students with theory and practice to achieve foundational collegiate level competencies in the areas of writing and mathematics. A. English Component A two-course sequence of foundational and advanced composition. B. Mathematics component A course that focuses on foundational quantitative reasoning competencies. II. Curricular Categories: Course requirements are grouped into six curricular areas: 1) Personal, Academic, and Social Responsibility, 2) The Natural World, 3) Creative Arts, 4) Global and Multicultural Awareness, 5) Intellectual Heritage of Modern Societies, and 6) Human Behavior and Social Institutions. It is envisioned that each category offers two levels that include a limited number of required foundation courses in the first level and a larger number of second-level or more advanced courses in the second level. Courses in Level I Cluster are required courses from the traditional liberal arts disciplines such as the humanities, natural sciences, fine arts, and social sciences. These will be knowledge area and skill courses that provide a solid liberal arts foundation. The Level II Cluster would comprise courses from the traditional disciplines that build on the Level I foundation courses. Level II courses may be interdisciplinary or and may include courses in the major that demonstrate how students will achieve specific Expected Undergraduate Student Learning Outcomes that relate to the category. Category 1 Personal, Academic, and Social Responsibility The ways in which ones worldview and disciplinary perspective affect decision making, choice, and behavior is addressed in this category. Courses will promote students ability to take seriously the perspectives of others, cope with the college and community environment, and develop a level of competence with ethical and moral reasoning in learning and in life. The category includes courses where students recognize and develop strategies for personal and social well being from a holistic perspective. Concepts will assist students to develop aspects of their person that will influence their existence as students and as citizens. In this category, Level I courses are designed that: focus on cognitive competencies related to critical thinking. promote understanding of self as a learner and the learning process. promote the development of self-discovery, self-assessment, and self-management. promote an understanding of the components of intellectual honesty. challenge underlying assumptions that influence personal and academic decision-making. include active participation in behaviors that promote lifelong well-being. develop an understanding of principles that govern personal & financial responsibilities. address the effects of addictive behaviors including the use of drugs, alcohol, and other substances. provide opportunities for leadership development and participation in the social, cultural, and intellectual milieu of the community. Note: The Introductory Seminar for the First Year Experience1 will be included in Level I of this category. In this category, Level II courses are designed that: provide opportunities for students to demonstrate critical thinking, oral communication, writing, and inquiry skills. provide opportunities for students to demonstrate a synthesis of disciplinary or interdisciplinary knowledge and to apply this knowledge in appropriate settings. apply critical inquiry skills in the examination of disciplinary perspectives. enable students to relate disciplinary perspectives to the analysis of current issues. provide students with opportunities to work collaboratively. demonstrate a commitment to the linkage between private values and public issues by participating in public forums that showcase student work. provide for service learning, civic engagement, and other experiential opportunities. Note: The Senior Keystone (capstone) course will be included in Level II of this category. Category 2 The Natural World Observation and analysis of the physical and biological world foster an understanding of basic principles that explain natural phenomena and unravel many mysteries. These courses extend scientific literacy, which is defined as an experience with the scientific method of inquiry as applied to a given body of knowledge. The aim of scientific literacy is not only to engender an awareness and appreciation of the natural world but also to understand better the complexity of contemporary human life. In this category, courses will be designed that: examine a body of knowledge that will contribute to an understanding of the workings of the natural world. understand how experimentation can be used to replicate and refine data, control variables, assign margin of error, and build mathematical models and theories to explain natural phenomena. examine critically the historical development and contemporary status of scientific methods, concepts, theories, and principles of the physical, behavioral, and life sciences. use scientific experimentation to formulate and test hypotheses, to collect and analyze data, employing statistical methods and computer technology. develop an appreciation for the finite resources of our planet in the context of rapid population, the responsible use of technology, the limits of humane research, and the equilibrium of the natural world. Category 3 Creative Arts The creative arts celebrate the human capacity to imagine, to create, and to transform ideas into expressive forms. The arts provide a rich record of human cultures and values throughout time. A major emphasis of courses in the creative arts is to address the aesthetic aspects of artistic works so that students appreciate the creative nature of human beings. In this category, courses will be designed that: engage students in a specific creative activity, emphasizing symbolic, affective, and imaginative ways of knowing. explore the creative arts through analysis and practice in creative writing and the studio arts such as painting, photography, dance, theater, and music. allow students to study literature, art, music, dance, or theater ranging from classical to contemporary works. understand the use and function of the creative arts in society and in cultures. develop critical skills through the study of the history, aesthetics, and theory of literature and the arts. examine the interplay between changing technology and the creative imagination. Category 4 Global and Multicultural Perspectives Global interdependence has become a more central influence on every aspect of human life. Through an exploration of societies, this category opens the doors into varied cultures and issues that challenge a parochial understanding of the world. This category helps students understand the experiences and beliefs that distinguish cultures and countries from one another and, conversely, the commonalities that bind the human experience. Students competence in this domain may be increased by study of a world language, study abroad, or study of a culture and its language. In this category, courses will be designed that: focus on the major issues of contemporary world politics, including management of conflict, economic organization, the arts, language, and environmental threats to the quality of life. compare or examine societies, polities, and belief systems and acknowledge the importance of recognizing and overcoming cultural barriers. focus on the dilemma of the global majoritythe three-quarters of the worlds population who live in countries striving for national identity as well as economic and political development. include the perspectives and contributions of ethnic and racial minorities, of women, and other underrepresented groups. include religion, economics, politics, art, language, literature, ethics, as well as other dimensions of the cultural milieu. expose students to a world language or study of a culture and its language. Category 5 Intellectual Heritage of Modern Societies Courses in this area explore intellectual traditions that have shaped todays society. Courses acquaint students with the evolution of historical, philosophical, and scientific ideas of the United States and the world. Students learn to ask questions, debate ideas, and come to understand the ways that we experience the events and ideas of the past in our own lives. In this category, courses will be designed that: explore intellectual foundations of democracies. recognize the diversity and commonality of intellectual traditions. explain contributions of ethical, legal, political, economic, and religious systems to the development of modern societies. explore fundamental texts identified in established intellectual traditions. define the challenges to conventional thinking that have been an important part of human history. suggest the major intellectual questions/problems that have been a part of our human heritage and explore critically the important theories and principles. Category 6 Human Behavior and Social Institutions This area includes the empirical and theoretical study of human behavior. Courses in this area introduce students to some of the central concepts and methods of inquiry used to study human behavior and social institutions. Courses may also address the complexity of human behavior and the variety and interconnectedness of social institutions. In this category, courses will be designed that: use scientific methods to describe, analyze, explain, and predict human behavior. include the study of social groups, institutions, and organizations and their context. present how and why particular forms of social organization and social relations emerge within a group or culture; and the origins, characteristics, and consequences of social conflict and change. focus on institutions through which societies, cultures and the individuals who make up the population of these societies pursue activities important to them and examine the effect of environment on these institutions and individuals. examine the development of government policies, and their consequences. compare the connection between an individuals own perspective and that of society, and recognize the effect by which that social forces affect the individual and the individual can affect/shape the environment. explore the values and ethical issues that underlie individual behavior as well as social, political, economic, and cultural organizations. use scientific experimentation to formulate and test hypotheses, to collect and analyze data, employing statistical methods and computer technology. develop an appreciation for the finite resources of our planet, the responsible use of technology, the limits of humane research, and the equilibrium of the natural world. III. Competencies Across the Curriculum: The acronym, I. Q.W.O.T.E., is suggested as a way to emphasize the achievement of essential competencies across the curriculum. In order for students to graduate with a degree of proficiency, faculty must be intentional in ensuring that these skills are emphasized in and across the curriculum. Assignments should be designed to increase learning by encouraging students to integrate new knowledge with previous knowledge and to teach discipline-specific applications of these skills. I. Information Literacy Q. Quantitative Reasoning W. Writing O. Oral Communication T. Thinking critically E. Emphasis on technology 1First Year Experience (FYE)- the term first year experience is a purposeful design of curricular and co-curricular activities during the first year of college that helps students make successful transitions to the culture of higher education and welcomes them into a university community. Note: An exception to the FYE requirement for transfer students will be based on a pre-determined number of credits accepted by ɫӰ. First Draft 9/22/06 Revised 9/27/06; 10/25/06; 10/30/06; 11/18/06; 11/21/06 Rationale for the Revision of the General Education Curriculum: Quality Improvement Curriculum Deficiencies Every program should be reviewed periodically with an eye toward improvement. The current general education curriculum, designed in 1987, has been in place since 1989. While it served as a model for many years and was lauded in 1995 by the Middle States Commission on Higher Education as a star in the crown at ɫӰ, it was not given this distinction in the most recent site visit of 2006. Well-respected academies in higher education as well the Middle States Commission require that baccalaureate graduates achieve a degree of proficiency in the areas of global awareness, information literacy, oral communication, values, and ethics. These concepts and skills are not emphasized in an intentional way in the current Liberal Studies curriculum; thus making it difficult to show evidence of student learning in these areas. To hold fast to a curriculum that is familiar but that fails to address these areas in a deliberate manner short changes the students we are educating for a world where these proficiencies are necessary, not just ideal. Findings from surveys, course evaluations, and from discussions with faculty at the LSRSC summer meetings, indicate that the following requirements need to be revisited and/or revised: composition and research writing skills, writing across the curriculum, non-western requirement, natural science options, health and wellness content, and synthesis. The following have been identified as content or experiences that should be incorporated in the curriculum: first year seminar as part of a first year experience, consequences of drug and alcohol abuse, more emphasis on global issues, public speaking, interdisciplinary courses at an earlier point, capstone in the major, and more student involvement in the community. Quality improvement models are based on assessing and making changes based on findings. To ignore the deficiencies in the curriculum could prove to be a costly error. In the Periodic Review Report to the Middle States Commission it is expected that we will report on our progress with curriculum revision and with a plan for a systematic assessment of student learning across the curriculum. Response to Environmental Change As a university, the general education curriculum in tandem with the major should reflect a response to the forces of change that will transform our planet in the coming years, and should ensure that our students are prepared as leaders and problem-solvers for the issues they will face. To hold fast to our current curriculum or to attempt a piecemeal approach to address the curricular deficiencies is to short-change our students and other constituencies. A comprehensive revision allows ɫӰ to design a general education curriculum that is relevant, intentional, and cohesive with intentional opportunities for students to examine, understand, and generate solutions to problems such as those associated with population trends; resources such as food, water and energy; world conflict; information revolution; future technology; governance and leadership; and global citizenship. Retention and Transition to University Life Educational research related to student retention suggests that well-conceptualized and operational first- and second-year experiences can contribute to positive student retention. Many universities have implemented successful first- and second-year experience programs that can serve as models. While our current curriculum was planned with a first-year experience, the concept was not embraced university-wide and failed to be sustained over time. A revised curriculum can address student retention issues and perhaps enhance it by incorporating such experiences. Liberal Education and the Major: Building Bridges The outcomes that relate to general education or Liberal Studies should be achieved by students across the curriculum, not just in isolated courses. The current literature on general education issues suggests that general education programs are often structurally and philosophically disconnected and separate from the major; as a result the faculty-at-large perceive this component of the students educational experience as someone elses responsibility. Students comment that they experience a chasm between Liberal Studies courses and major courses because Liberal Studies courses have little or nothing to do with the knowledge and skills they need in a particular field of study. A revised curriculum can be created with intentional bridges between Liberal Studies and the major. Finding ways to make an explicit connection between a liberal education and a students place in the workplace and society can help to make education more seamless, relevant, and coherent. The adoption of a set of expected university student learning outcomes was a first step. As stated in a Middle States Commission document, the skills and knowledge derived from a general education and the major should be integrated because general education and study in depth, together, comprise a quality undergraduate education (Characteristics of Excellence in Higher Education, Middle States Commission on Higher Education, 2002, p. 37). Declining Commitment to the Current Goals The increasing number of requests for exceptions to the requirements in the current curriculum suggests a declining commitment to the foundational beliefs and assumptions underlying the current Liberal Studies program. A new curriculum is timely when faculty and students no longer fully support the philosophical and academic rationale of the current program. Assessment The whole notion of outcomes assessment concerns faculty. In the present academic environment, the requirement for institutions to examine the evidence that reflects the degree to which students are achieving pre-determined outcomes is no longer debatable. A systematic plan for assessment that is meaningful and feasible for informing faculty about student learning is required by the PASSHE and by the Middle States Commission on Higher Education. The current Liberal Studies goals were written with program evaluation strategies in mind, but the plan is not comprehensive enough to meet the current expectations for assessment, and the measurement tools rely heavily on self-reported satisfaction data. In fact, a lack of direct evidence about student learning was mentioned in the recommendations from the 1995 Middle States site visit. At that time it was recommended that we move towards more direct measures to provide evidence of student achievement of Liberal Studies goals. In summary, a university-wide assessment plan for determining whether ɫӰ undergraduates achieve the proficiencies associated with a liberally educated person is not in place; and our current plan fails to adequately meet the requirements for outcomes assessment. To impose an assessment plan on the existing Liberal Studies program would not be the best use of faculty time and energy, especially when areas of the curriculum need to be revisited, revamped, and some areas need to be added. A revised curriculum will have an associated assessment plan designed by faculty rather than imposed from above or outside. As an accredited institution, we are compelled to show evidence of student learning in the areas of information literacy, oral and written communication, scientific and quantitative reasoning, critical analysis and reasoning, technological competency, values, ethics, and diverse perspectives (Characteristics of Excellence in Higher Education, Middle States Commission on Higher Education, 2002). A new curriculum provides an opportunity to create a relevant and coherent Liberal Studies program with an assessment component that makes sense and is useful to faculty and students. Tweaking vs. Comprehensive Revision Some have suggested that tweaking the current curriculum is sufficient. The problem with this approach is agreement on which components require change and which ones remain intact. Tweaking misdirects faculty energy from creating something new and fresh to protecting turf and defending why their contributions to the current curriculum should remain untouched. A piecemeal approach to curriculum revision can create division rather than synergy and result in winners and losers. A fresh, innovative curriculum with everyone re-examining expected student learning outcomes, curriculum, pedagogy, and assessment will take ɫӰ forward with a renewed commitment to ensure a liberal education for all students, regardless of major. While there are costs associated with a comprehensive revision, there are also costs with maintaining the status quo. Granted, change is unsettling; but does that mean that we should allow our curriculum to become stale? It is through the willingness of the ɫӰ community to embrace change that the university has been able to advance from Indiana State Teachers College to the doctoral intensive institution we are today. If we are cowed into standing still, if we do not revise our curriculum to keep it up to date, we jeopardize the leadership we command in the PASSHE; we would certainly not be as competitive as we have been in the last 20 years. FOR ACTION 1. Department of Educational PsychologyNew Course EDSP 257 Understanding and Taking Standardized Tests 1c-0l-1cr Designed for teacher education majors to promote their understanding of the principles of successfully mastering standardized tests such as the PRAXIS I Exam. There is particular emphasis on practicing the skills necessary for understanding the assessments. The course highlights the application of skill-based decision making in preparing for test taking. Implications of individual differences and variables that affect performance on standardized tests are also discussed. Rationale: This course will be a one credit elective designed for interested students in teacher education. Existing courses do not focus on taking and understanding standardized tests to this extent. 2. Department of HistoryNew Course HIST 279 The Digital Historian 1c-0l-1cr Prerequisite: History and Social Studies Education/History majors An introduction to the changes that digital technologies are bringing to how historians research, write, present, and teach the past. Students will examine literature on this media and study closely the state of digital historical work by scholars, teachers, archivists, museum curators, and popular historians. As they examine this work, students will also explore the fundamental philosophical and ethical issues raised by efforts to put history online. In addition, students will be given a basic introduction to some of the most common software used by historians to create digital history. Rationale: This course is one of the electives for students in the BA in History and BS in Social Studies Education/History Track. This course is not intended to be a Liberal Studies course. This course can not be incorporated into another existing course because of the scope needed to properly introduce students to the use of digital information as a tool for historians. Department of Spanish New Minor and Deletion of Concentration a. Deletion of Concentration Spanish for Elementary Education______________________________________________ A student in Elementary Education may elect a concentration of 19 credits of Spanish, consisting of the following: SPAN 201 or equivalent 0-4cr SPAN 220 Intermediate Spanish Conversation and Grammar 3cr SPAN 230 Intermediate Spanish Composition 3cr SPAN 260 Introduction to Hispanic Literature 3cr SPAN 350 Advanced Spanish Conversation (taken in Mexico) 3cr SPAN 404 Advanced Spanish Grammar b. New Minor 1) Catalog Description: Spanish for Elementary Education Elementary Education majors may earn a minor in Spanish for Elementary Teaching which will prepare them to teach in elementary programs in which content teaching in the Spanish language is the objective. To complete this minor students must: 1) attain a minimum level of Intermediate-High in Spanish on the ACTFL/ETS oral proficiency scale the semester prior to Student Teaching*; 2) successfully complete a six-week summer study abroad experience with ɫӰs Mexico Summer Study Abroad Program** (usually the summer following the junior year); 3) successfully complete the student teaching experience in a bilingual or partial immersion elementary school classroom; and 4) complete the following minimum number of credits in Spanish: * The placement proficiency level may vary depending on student teacher placement, see advisor. **Other program options may be available for Elementary Education students pending consultation with advisor. 2) Minor Spanish for Elementary Teaching Required Courses: 21-25 SPAN 201 or equivalent 0-4cr SPAN 220 Intermediate Spanish Conversation and Grammar 3cr SPAN 230 Intermediate Spanish Composition 3cr SPAN 244 Modern Mexico (taken in Mexico) 3cr SPAN 290 Spanish for Elementary Teaching 3cr SPAN 350 Advanced Spanish Conversation (taken in Mexico) 3cr SPAN 390 Teaching of Elementary Content Through the Spanish Language 3cr Controlled Electives: One 3 credit course taken at ɫӰ to be chosen from the following: 3cr SPAN 260 Introduction to Hispanic Literature SPAN 340 Hispanic Civilization Through the Nineteenth Century SPAN 344 Twentieth-Century Spanish-American Civilization and Culture SPAN 353 Spanish Phonetics and Phonemics SPAN 404 Advanced Spanish Grammar Other requirements: Study abroad experience in the ɫӰ-Mexico Summer Study Abroad Program (6 weeks)** Student teaching experience in a bilingual or partial immersion elementary classroom Students interested in the program should contact the advisor of the Spanish for Elementary Teaching minor in the Department of Spanish. Students may only declare one of the two minor programs offered by the Department of Spanish. **Other program options may be available for Elementary Education students pending consultation with advisor. Rationale: More than fifteen years ago the current FLISET Program (Foreign Languages and International Studies for Elementary Teaching) was originally established with federal grant funding as an academic specialty that would prepare elementary education majors to teach in bilingual or partial immersion schools. Due to the success of the FLISET academic specialty, we have felt it necessary to expand the scope of the program with the establishment of a minor in Spanish for Elementary Teaching. The new minor would continue to build on the same goals for study and proficiency and will in fact, replace FLISET. Elementary Education majors often enter their major with several years of high school Spanish and want to continue to become more proficient and use their language skills in the classroom. School districts are often faced with growing numbers of Spanish-speaking children and many are responding to the recently established national standards that require proficiency in a second language by all students by the time they graduate from secondary schools. Elementary schools around the country, including many in western Pennsylvania, are initiating FLES (Foreign Languages in Elementary Schools) programs or immersion programs in which elementary content areas are taught in Spanish. The six week ɫӰ-Mexico Summer Study Abroad Program provides students with a cross-cultural experience of adequate length and within a time frame when students are generally available. 4. Department of Economics New Course ECON 456 Advanced Econometrics 3c-0l-3cr Prerequisite: ECON 356 or equivalent or permission of instructor Designed to provide a more thorough understanding of the theory and practice of econometrics introduced in ECON 356. Students will increase their proficiency in econometric analysis and improve their research skills by extending their research agendas begun in ECON 356 and through exposure to the scholarly literature. The students will learn about a variety of topics related to regression analysis including violations of the Classical assumptions, extensions of the basic regression model, and advanced techniques. Rationale: Advanced Econometrics has been designed as a complement to ECON 356 Introduction to Econometrics. It provides students with an opportunity to acquire additional training in the application of statistical techniques to economic phenomena and the application of econometric analysis to a topic of their choosing. The course would be an elective course for majors and an elective course for non-majors. This course has not been proposed for inclusion into the Liberal Studies course list. 5. Department of BiologyNew Course BIOL 270 Food Protection and Safety 2c-03-3cr Prerequisites: BIOL 103 or 105 or 111; CHEM 101 and 102 or CHEM 111 and 112; or permission of instructor. Enables students to understand factors that influence the safety and wholesomeness of food from farm to the table. Students will examine food sanitation and consumer protection standards. Not for Biology, Biochemistry or Natural Science majors. (Also offered as ENVH 270; may not be taken for duplicate credit) ENVH 270 Food Protection and Safety 2c-03-3cr Prerequisites: BIOL 103 or 105 or 111; CHEM 101 and 102 or CHEM 111 and 112; or permission of instructor . Enables students to understand factors that influence the safety and wholesomeness of food from farm to the table. Students will examine food sanitation and consumer protection standards. Not for Biology, Biochemistry or Natural Science majors. (Also offered as ENVH 270; may not be taken for duplicate credit) Rationale: This course will be an elective for the B.S. in Environmental Health Science, and the newly proposed Minor in Environmental Health Science degree and will replace the microbiology requirement in Food and Nutrition (FDNT) program. 6. Department of Food and NutritionNew Course FDNT 250 Quantity Foods in Healthcare and Schools 3c-6l-6cr Prerequisites: FDNT 150/151 or Permission of Instructor A problem-based learning approach to food service principles, which guide dietetic professionals in practice. Students research and present case studies within the scope of the healthcare industry and school feeding. Includes procedures for inventory control, food production and purchasing as applied to schools and the healthcare arena. Laboratory experience reinforces didactic concepts. Rationale: This course will be a required course for dietetic majors and fulfills 28 Foundation, Knowledge and Skill Statements required for accreditation by Commission on the Accreditation for Dietetics Education. Fourteen Foundation, Knowledge and Skill Statements are uniquely met by this course and the other 14 are also covered in other required Food and Nutrition courses. Although similar course content was taught by faculty in the Hospitality Management Department (HRIM), these courses do not currently address the knowledge and skill statements that meet accreditation specific to healthcare and school feeding. Additionally, content of prerequisites to the HRIM courses are not germane to knowledge and skill statements required for dietetic programs. 7. Department of Geography and Regional PlanningCourse Deletion and New Course a. Course Deletion: GEOG 371 Aerospace Workshop is to be deleted from the master course list. Rationale: This course has not been taught since Spring of 1996. The last three times that it was offered (Spring 1995, Summer 1995, and Spring 1996) it was taught by a faculty member in another department. None of the current department faculty members are qualified to teach the course because it requires a pilots license to teach the flight instruction portion of the course. There is no anticipated need for this course in the future for department programs. New Course: GEOG 219 Global Positioning System Fundamentals 1c-01-1cr Provides the student with a basic knowledge of the Global Positioning System. The student will learn how to use NAVSTAR GPS to locate precise positions on the globe; to plot a course, and navigate using a handheld global positioning receiver. Civil drafting data may be collected with a GPS receiver and input into the computer to generate plot plans. Rationale: This course is designed for a broad range of students with no previous experience in geography or use of Global Positioning. Any student desiring an operational knowledge of precision GPS equipment and its operation will find the course of great practical value. Majors who will routinely find this course useful include Geoscience, Biology, Safety Sciences, and Anthropology. APPENDIX B University-Wide Graduate Committee Co-Chairs LaPorte and Williamson FOR INFORMATION The University-Wide Graduate Committee provided distance education approval for the following courses: SAFE 604: Industrial Toxicology SAFE 647: Applied Ergonomics FOR ACTION New Course COUN 674 Addictions and Addictions Counseling Dept. of Counseling Start Date: Fall 2007 Rationale According to the US Department of Health and Human Services and SAMSHA (2004), 22.5 million Americans (9.4 % of the population) age 12 or older were classified with substance abuse or dependence, 3.8 million of those received treatment, and 21.1 million needed treatment but did not receive it. With numbers such as this, it is clear that this is a staggering national problem. Professional counselors frequently provide services to persons with substance abuse issues (Salyers, Ritchie, Luellen, & Roseman, 2005). Because professional counselors, both those in school and community counseling, are called upon to provide these services, accrediting bodies such as CACREP (2001) and PDE recommend that counselors have knowledge and skills in dealing with human growth and development issues, and addictions is specifically listed as a recommended content area for teaching. According to Salyers et al. (2005), 84.5% of CACREP accredited programs offer a course in substance abuse and the Counseling Department is currently pursuing CACREP accreditation. In order for the Counseling Department to train students for working with the large numbers of clients with addiction needs, the Addictions and Addictions Counseling course was designed to help counselors learn more about chemical and process addicted clients. The course provides an overview of addiction concepts, including terminology, impact on clients/students, theories, models of treatment, and prevention outreach. All information in the course will be taught within a counseling framework. Specifically, this course is unique in that it provides an opportunity for students to practice counseling an addicted client. In addition to the above reasons that this course is needed, the Department of Counseling is also in a position where more electives, in general, are needed to meet student demand for coursework. Community Counseling majors must take 3 electives (9 credits hours) and School Counseling majors must take one elective (3 credit hours) to fulfill program requirements for graduation. These elective requirements are sometimes a challenge for students to fulfill. In addition, the passage of licensure legislation for counselors has created a need for students to take 12 additional credits in elective courses as part of a planned program to complete academic requirements to qualify for licensure as a professional counselor in the Commonwealth of Pennsylvania. As the licensure bill was signed in January 2000, students are only now experiencing this need for the additional credits a need that the department is currently unable to fulfill due to a lack of established electives, and due to the fact that many students have exhausted the availability of electives in other departments. Thus this course proposal is intended to add an elective class into the counseling program that will provide students the opportunity to expand their professional development in this critical area. Catalog Description COUN 674 Addictions and Addictions Counseling (3 credits) 3c-01-3sh No prerequisites CATALOG DESCRIPTION: This three-credit elective course provides an opportunity to develop an understanding of the addictive process and its relation to counseling clients with a variety of chemical and behavioral addictions. The course examines theories, techniques, and practices of addictive behavior and addictions counseling. Student competencies are enhanced by participation in activities addressing theoretical as well as practical knowledge of addictions counseling. FOR ACTION New course proposal Course Name: Advanced Counseling Theory: Specific Theoretical Approach Course Number: COUN 738 Programs: Community Counseling and School Counseling Department of Counseling Catalog Start Date: Summer 2007 Catalog description: This course extends beyond Counseling Theory (COUN 637) as it provides in-depth exploration of a specific counseling theory including its origins, development and range of individual and group counseling applications. There is an emphasis on learning and practicing therapeutic intervention strategies rooted in this theoretical approach. This course can be taken up to three times, focusing on a different counseling theory. Rationale: This course is being proposed in response to (1) the recommendation by Council for Accreditation of Counseling and Related Educational Programs (CACREP) to provide students with in-depth exposure to counseling theories, and (2) the need for electives to provide students with sufficient credits to qualify for a license as a professional counselor in PA. APPENDIX C University Development and Finance Committee Chair: Domaraki FOR INFORMATION Development and Finance Committee Report to Senate November 11, 2006 Chairperson/Vice-chairperson Elections: No student Congress members were in attendance at the September meeting so the Vice-chairperson election was postponed until the October meeting. Parking Committee: Fred Anderson reported on the September 06 Parking Committee meeting. There were two formal motions passed at the September meeting. First, 140 newly prepared spaces in the Robertshaw lot were designated as follows: 125 to Faculty/Staff /Students and 15 to owners of Incubator Businesses. Second, language was added to the Parking Regulations to provide for pro-rata refunds for returned parking permits, while emphasizing that parking permits may not be sold/transferred to an individual other than to whom the original permit was issued. Budget Report: The Board of Governors has requested 495.6 million dollars for education for the 07-08 budget. Old Business: Information was presented regarding various capital budget and infrastructure projects that include: ɫӰ and the State System are engaged in an Environmental Health and Safety Plan Update This will include the implementation of a Study for for the development of Disaster Resistant Universities and Hazard Mitigation Plan. ɫӰ has embarked on an Energy Conservation Study with Siemens Building Technologies, Inc. This project involves an analysis of ɫӰ spending on utilities and potential upgrades and building renovations that will result in guaranteed energy savings practices. Fisher-Waller Renovation/Addition and Chiller Plant Phase II The Department of General Services (DGS) is in the process of awarding contracts. Minority business evaluations are under way and contracts should be awarded in early December with construction scheduled to begin in late December or early January. Wilson Hall Renovations Plans for the renovation of Wilson Hall have been finalized. Bids are due by January 5th 2007 with contracts scheduled to be awarded by late January with construction scheduled to begin in February. The DGS has approved the plans as being in compliance and within the scope of a total renovation. Plans include the addition of a new stairwell on the Weyandt Hall side of Wilson Hall as well as other significant interior redesigns to include new windows, new restrooms and a new elevator. Robertshaw Parking Lot This project has been officially completed. Eberly College of Business and Information Technology Trading Room renovations are to be completed by in-house Maintenance staff and will be done over semester break. Pratt Hall Auditorium renovations are to be completed by in-house Maintenance staff and will be started on 12/15/06 and will continue over semester break Foster Dining Hall Ground floor classroom renovations are to be completed by in-house Maintenance staff and will be done over semester Stouffer Hall /G1 - Renovations are to be completed by in-house Maintenance staff and will be completed in during the first week in December to transform the old Dark Room Lab into a new Computer Lab. New Business The ɫӰ 06-07 Five-year Proposed Spending Plan was discussed. A motion was made by Yaw Asamoah to approve the plan and seconded by Allen Partridge. The plan was unanimously approved. Respectfully Submitted: Joseph Domaracki Chairperson 10-31-06 FOR ACTION New Projects Requests Proposed Proposed Five-Year Priority Spending Plan The following is the proposed five-year priority order of Capital Projects: Proposed Priority Order 2007-2008 No projects this year. Proposed Priority Order 2008-2009 Indiana Regional Convocation Center (IRCC) Proposed Priority Order 2009-2010 No projects this year. Proposed Priority Order 2010-2011 Renovation of Keith Hall Proposed Priority Order 2011-2012 Renovation of Leonard Hall     Senate Agenda December 5, 2006 page  PAGE 1 of  NUMPAGES 18 /039:@QRSTghijklmӽwnanUnI@I7hCIWCJ\aJhPCJ\aJh!qh!qCJ\aJh!qhP5CJaJh!qCJaJmHnHuh!q5CJaJh!qh!qCJaJh!qCJaJhCIWCJaJhBCJaJh9CJaJhBh!q5CJaJh95CJaJmHnHu+jhBh!q5CJUaJmHnHuh^ h!q5:CJ$\aJ$h!q5:CJ$\aJ$"jh!qCJUaJmHnHu0ARSTfkd$$Ifl4)4) t044 lal$x$Ifa$gd!q $$Ifa$gd!qKTUghi(fkd$$Ifl4)4) t044 lal x$Ifgd!qfkdY$$Ifl4)4) t044 lalilk{kd $$Ifl04)T' t044 lal x$Ifgd!q$x$Ifa$gd!qm       0 1 2 F O P Q S T Ϻττ{ττϺrh(zCJ\aJh CJ\aJh!qCJ\aJh!qhP5CJaJh!qh!q5CJaJhP5CJaJh!qh!q5CJaJh!qh!qCJ\aJhPCJ\aJh!q5CJaJhefRCJ\aJhSCJ\aJh9CJ\aJh!qh!qCJ\aJ)xo $Ifgd!q $$Ifa$gd!q{kd~$$IflM04)T' t044 lal{{ x$Ifgd!qykd$$Ifl04)T' t044 lal x$Ifgd!q$x$Ifa$gd!qfkd`$$Ifl4)4) t044 lal   xm x$Ifgd!q$x$Ifa$gd!qykd$$Ifl04)T' t044 lal   1 xm x$Ifgd!q$x$Ifa$gd!qykd($$Ifl04)T' t044 lal1 2 5 P xm x$Ifgd!q$x$Ifa$gd!qykd$$Ifl04)T' t044 lalP Q R S zq $Ifgd!q $$Ifa$gd!qykd$$Ifl04)T' t044 lalS T o { {{mm$x$Ifa$gd!q x$Ifgd!qykdu$$Ifl04)T' t044 lal `RGG99$x$Ifa$gd!q x$Ifgd!q$x$Ifa$gd!qkd$$Ifl\(#4)p  t044 lal M?4) x$Ifgd/X x$Ifgd!q$x$Ifa$gd!qkd$$Iflr(#4)p  t044 lal 0 1 2 7 8 9 k l   5 6 R S X Y Z w x y ( ) * C ɴ~uhB5CJaJh5CJaJh!qhP5CJaJh!qhl5CJaJhP5CJaJh!qhl5CJaJh!qhlCJ\aJhaCJ\aJhl5CJaJhlCJ\aJh*CJ\aJh(z5CJaJh(zCJ\aJhmCJ\aJ. 1kd0$$Iflr(#4)p  t044 lal$x$Ifa$gd!q$x$Ifa$gd/X  0 2 8 $x$Ifa$gd!q x$Ifgd!q$x$Ifa$gd!q8 9 < ^ i M?44 x$Ifgdw$x$Ifa$gd!qkd$$Iflr(#4)p  t044 lali j k l o ?1$x$Ifa$gd!qkd$$Iflr(#4)p  t044 lal$x$Ifa$gd!qo 4kdC$$Iflr(#4)p  t044 lal$x$Ifa$gd!q x$Ifgdw $x$Ifa$gd!q x$Ifgdw$x$Ifa$gd!q M?44 x$Ifgdw$x$Ifa$gd!qkd$$Iflr(#4)p  t044 lal ?1$x$Ifa$gd!qkd $$Iflr(#4)p  t044 lal$x$Ifa$gd!q      4kdV $$Iflr(#4)p  t044 lal$x$Ifa$gd!q x$Ifgdw  , 3 4 5 x$Ifgd-@ x$Ifgdw$x$Ifa$gd!q5 6 9 J P Q M?444 x$Ifgdw$x$Ifa$gd!qkd $$Iflr(#4)p  t044 lalQ R S T U B6- $Ifgds~ $$Ifa$gds~kd $$Iflr(#4)p  t044 lal x$IfgdwU V W X Y Z x A66 x$Ifgd!qkdi $$Iflr(#4)p  t044 lal $$Ifa$gd!qx y G9$x$Ifa$gd!qkd $$Ifl\(#4)p  t044 lal$x$Ifa$gd!q x$Ifgd!q 4kd $$Iflr(#4)p  t044 lal$x$Ifa$gd!q x$Ifgdl $x$Ifa$gd!q x$Ifgdl$x$Ifa$gd!q  & M?44 x$Ifgdl$x$Ifa$gd!qkdf$$Iflr(#4)p  t044 lal& ' ( ) * ?$ P <!@h^h`gdBkd$$Iflr(#4)p  t044 lal$x$Ifa$gd!q* 7 8 E Q B o: &gdm gdm gdmgdm $ ha$gdm$a$gdmgd  P <!@h^h`gdBC D E F N P Q <623ǽsg]]h+_hm56h+_hm5CJaJh+_hm5CJ,aJ, h+_hmh+_hm5#h*hm5>**䴳*5>**䴳+m5>**+m䴳+m䴳+m䴳m5Ca+m5Camڸ$<=27@&gdm $@&a$gdm &gdmgdm,-RS67*+ R&m&.''~())***++--000011=1>1112233444455(6Z6߶h+_hm56B*\phh+_hmB*\phh+_hmB*phh+_hmH*hm hm5h+_hm5h+_hm6h+_hm56 h+_hm9*o[hZ[ Q s "@&gdm & Fgdm & F gdm & F gdm & F gdmgdm""##=$$%Q&R&m&'' (~()))F****--9-- & Fgdm & Fgdm & Fgdm & Fgdm@&gdmgdm-.>>>>>>>5>6>??1@붮rh+_hm5CJOJQJaJh+_hmCJOJQJaJh+_hmCJH*OJQJaJh+_hm6 hm5h+_hm5 h+_hm.h+_hm56B*CJOJQJ\aJph+h+_hm5B*CJOJQJ\aJph(h+_hmB*CJOJQJ\aJph,7889[::;;=====>>4>5>[???0@1@ +d`gdm+d@&`gdm@&gdmgdm & Fgdm + & Fdgdm1@2@r@s@@*B+BDDFFGII:ILLOOEO & F gdm & FgdmgdmFEƀ9|fgdm1@;@r@s@@@@FFI9I:IKLLLNODOEOQRRRRTTUUjVkVuVvV>\\\K^__(_ azbdddddddddee޿޿޿޿޿޿޿޿ɆɆɆ hm5 h+_hm#h*hm5>*B*CJaJphh*5>*B*CJaJphh+_hm5\^Jh+_hm\^Jh+_hm5 hm^J hm5^Jh+_hm^Jh+_hm5^Jh+_hm5B*\ph4EOQQTTUjVkVvV:X\J^K^_(_dddddd eeemffg &gdm & F gdmgdmee%e&eeeffrfsfff$g%g0ggggggghh$h%hChKhThVh[h\hihhhiiiiiiijjjjjk"k#k/kkkkkl l{l|llmhmoooos,ssssstth+_hmCJaJh+_hm5>* hm5hm@B*\phh+_hm@B*\phhm h+_hmh+_hm5FggggghhVhhiiifjjkkk 0h*>]^`>gdm ,0p@ P]gdmgdm -DM gdmF-DM ^gdmklwllllllmmhmmm!nwnno\oooo h^hgdm ^`gdmh^hgdm & Fgdmgdm 0*>]^`>gdmoooorsssssst:txtttucuuuuvEvvvv`gdm h`gdmgdm^gdmttuuxx/y@yyyySz^zzzZ%/./01W\]ef$vwЅхjkqƿƳڥޠޗhm5CJ\ hm\h+_hmCJ hm5h+_hm5CJ\ hm5\h+_hm5\h+_hm@\hmh+_hm\h+_hm5 h+_hmh+_hmmH sH ;vww+w}wwwxxy/y0yy z}zzU{{7||||a}}5~~  hgdm^gdmgdm`gdm XYZlOȁ kك/01VW0]0gdm hgdm h%&1$gdm1$gdm1$^`gdmgdmjkklڈHstu0  gdm gdm1$gdm ,^`gdm0]0gdm 0h]0`hgdmgdmqyz؆#$%*ч҇klr|}ψڈGNst︳ցzqh+_hm^J hm5^Jh+_hm5^JhmCJaJh+_hm5CJaJhm5CJaJh+_hmCJaJ hm\h+_hm\ hYhm hmCJh+_hmCJ hm5hYhm5hmh+_hm5 h+_hmh+_hm5\,/06׋ދJQČ,2ou܍QXÎʎ Əȏ͏ُ267͑ґӑ{T[]cǷ˭h+_hmB*PJphhmB*PJphh+_hm5B*PJ\phhm h+_hmh+_hm5 hm5 hm^Jh+_hm^Jh+_hm5^J hm5^J?0׋؋K-noݍRĎ abwxǏ 0h]0`hgdm 0h]0^hgdmh^hgdm1$gdm^gdmgdm gdmǏȏ2v̑͑|U]Δh`hgdmh^hgdm h7$8$H$`hgdm h]`hgdm & F ]gdm]gdm h]^hgdm h]^hgdm gdmc͔Ԕ-./01;<LM_i789Dȸޟq`LE h/h/&h/h/5>*CJOJQJ^JaJ h/h/CJOJQJ^JaJ,h*h/>*B*CJOJQJ^JaJphhh/B*phh/B*phh/#h*h/5>*B*CJaJph hdCJ\h+_hdCJ\ hdCJh+_hdCJ hs5hdhd5hdhsh+_hm5 hYhmhm h+_hmΔ./0<89DO$0^`0a$gd/^gd/ ^`gd/^gd/gd/gd*gdd $ ha$gdd$a$gddgd  gdmh`hgdm֚ښMN_t΢gd/gd/$a$gd/9$ \`0p@ P !$`'0*-/2p5@8;=@CPF Idgd/`gd/$0^`0a$gd/_΢ˤp{ɧU^_֨ݨ²q_N hahaCJOJQJ^JaJ#hah/>*CJOJQJ^JaJ#haha>*CJOJQJ^JaJ ha5>*CJOJQJ^JaJh*h*\h*h*5 h*h* h*5CJh*h*5>*B*CJph h/h*h/ h/h/#h/h/5CJOJQJ^JaJ h/h/CJOJQJ^JaJh/h/\ˤ̤01ipop*+,-.>?rgda$a$gdagdagd*)*.?ݩABVstu{ I>?L÷ʛymybbbVhVha>*CJaJhhaCJaJh)ha5CJaJh)haCJaJhha5CJaJhtqhaCJaJha5CJaJhaCJaJh^haCJaJh^ha5CJaJ ha5>*haha5B*CJaJph ha5 hahaCJOJQJ^JaJhaCJOJQJ^JaJrABtuXYZ9:>?vwz{²lm ^gdagda$a$gdaLersx{w{²Ȳmw bnp'(^_hiju⳾⧞}q` haha5B*CJaJphhaha5CJaJhb0bhaCJaJhVhaCJaJh)khaCJaJha5CJaJhsWha5CJaJhET haCJaJh&6ha>*CJaJh&6haCJH*aJhX|ha>*CJaJhaCJaJhVha>*CJaJha>*CJaJ$ `abop()*BS_ijuv 0HIk$a$gdagda^gdau0HIjkqrзѷ /=IJKLNOQRTUW\eouv~žźhOhg?0JmHnHu h+`0Jjh+`0JUhg?h+` hnuh+`hcjhcUh/hd5h/hd5>*B*ph hMhahMha5ha ha5;kзѷ /JKMNPQSTVWvw$a$gdnu$a$gdB$a$gddgddgda$a$gddh/hd56&P1h:p)/ =!"#$% W$$Ifl!vh54)#v4):Vl t54)/ alW$$Ifl!vh54)#v4):Vl t54)/ alW$$Ifl!vh54)#v4):Vl t54)/ alq$$Ifl!vh55T'#v#vT':Vl t55T'/ alq$$Ifl!vh55T'#v#vT':VlM t55T'/ alm$$Ifl!vh55T'#v#vT':Vl t55T'/ alW$$Ifl!vh54)#v4):Vl t54)/ alm$$Ifl!vh55T'#v#vT':Vl t55T'/ alm$$Ifl!vh55T'#v#vT':Vl t55T'/ alm$$Ifl!vh55T'#v#vT':Vl t55T'/ alm$$Ifl!vh55T'#v#vT':Vl t55T'/ alm$$Ifl!vh55T'#v#vT':Vl t55T'/ al$$Ifl!vh55p55 #v#vp#v#v :Vl t55p55 / al$$Ifl!vh555p55 #v#v#vp#v#v :Vl t555p55 / al$$Ifl!vh555p55 #v#v#vp#v#v :Vl t555p55 / al$$Ifl!vh555p55 #v#v#vp#v#v :Vl t555p55 / al$$Ifl!vh555p55 #v#v#vp#v#v :Vl t555p55 / al$$Ifl!vh555p55 #v#v#vp#v#v :Vl t555p55 / al$$Ifl!vh555p55 #v#v#vp#v#v :Vl t555p55 / al$$Ifl!vh555p55 #v#v#vp#v#v :Vl t555p55 / al$$Ifl!vh555p55 #v#v#vp#v#v :Vl t555p55 / al$$Ifl!vh555p55 #v#v#vp#v#v :Vl t555p55 / al$$Ifl!vh555p55 #v#v#vp#v#v :Vl t555p55 / al$$Ifl!vh555p55 #v#v#vp#v#v :Vl t555p55 / al$$Ifl!vh55p55 #v#vp#v#v :Vl t55p55 / al$$Ifl!vh555p55 #v#v#vp#v#v :Vl t555p55 / al$$Ifl!vh555p55 #v#v#vp#v#v :Vl t555p55 / al$$Ifl!vh555p55 #v#v#vp#v#v :Vl t555p55 / al-@@@ NormalCJ_HaJmH sH tH @@@ Heading 1$@& 5CJaJ\@\ q Heading 2$<@& 56CJOJQJ\]^JaJV@V q Heading 3$<@&5CJOJQJ\^JaJN@N t> Heading 5 <@&56CJ\]aJDA@D Default Paragraph FontVi@V  Table Normal :V 44 la (k(No List @O@ 1/2 space d`aJNg@N HTML TypewriterCJOJPJQJ^JaJ2B@2 Body TextCJ6U@!6 Hyperlink >*B*phTO1T maintexttitle15CJOJQJ\aJo(phf4@B4 BHeader  !4 @R4 BFooter  !*Ob* V_1$7$8$H$$Oq$ nmsoinsV>@V :VLTitle$<@&a$5CJ KHOJQJ\^JaJ B^@B + Normal (Web)dd[$\$.)@. nu Page Number@&@ :VLFootnote ReferenceH*>> :VL Footnote TextCJaJj@j  Table Grid7:V0>Z@> gN Plain Textdd[$\$RR@R iTBody Text Indent 2hdx^hTS@T BnBody Text Indent 3 hx^hCJaJ6J@6 KSubtitle! 5CJ\HC@"H KBody Text Indent"hx^hTO2T Kprogram-footnote#dd[$\$ B*ph<P@B<  l Body Text 2 $dx>Q@R>  l Body Text 3%xCJaJ*W@a* R|Strong5\BOrB R|1,2,3'1$CJ_HhmH sH tH .X@. $FEmphasis6]BOB jp9$) d1$7$8$H$^HH E#) Balloon Text*CJOJQJ^JaJ\O\ mbodytextregular+d `CJOJQJaJB%@B mEnvelope Return,CJaJJ00@0 @0000ARSTUghil 125PQRSTo{0289<^ijklo,34569JPQRSTUVWXYZxy&'()*78EQBo:<=  2 7*o[hZ[ Qs=QRm ~ !!!F""""%%9%%&<''3(((('*(*Y***K+++,,,(.).Z..//001[223355555664656[777081828r8s88*:+:<<>>?AA:ADDGGEGIILLMjNkNvN:PTJVKVW(W\\\\\\ ]]]m^^_____``V``aaafbbcccdwddddddeeheee!fwffg\gggggggjkkkkkkl:lxlllmcmmmmnEnnnnoo+o}oooppq/q0qq r}rrUss7ttttauu5vv wXwYwZwwwwwlxxOyyz zzzk{{/|0|1|V|W|||}}}j~k~~~klڀHstu0׃؃K-no݅RĆ abwxLJȇ2v͉̉|U]Ό./0<89DO֒ڒMN_tΚ˜̜01ipop*+,-.>?rABtuXYZ9:>?vwz{ªlm `abop()*BS_ijuv 0HIkЯѯ /JKMNPQSTVWvw0000 0 0 0 00 0 0 0 0 0 0 0 0 0 0 00 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 00 00 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0000000Q0Q0Q0Q0Q0Q0Q0Q0Q0Q0Q0Q0Q0Q0Q0Q0Q0Q0Q0Q0Q0Q0Q0Q0Q0Q000000000 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0  0  0  0  0  0  0  0 0 0 0000 0 0 0 0 0000R00 0 0 0 0 0 0000"0"0 0% 0% 0% 0% 0% 0%0%00(0(0( 0( 0( 0( 0( 0( 0(0(00,00 +0). +0). +0). +0). +0). +0). +0). 0). 0).0).0).0).0).005050500+0+0+0[7+0[7+0[70[70[70[7 0[70[70[70[70[70[70[70[70[70[7 0[70[7 0[70[70[7 0[70[70[70[70[7 0[70[70[7 0[70[70[70[70[70[7 0[70[70[70[70[70[70[70[70[70[70[70[70[70[70[70[70[70[70[70[70[70[70[70[70[70[70[70[70[70[70[70[70[70[7 0[70[70[70[70[70[70[70[70[70[70[70[70[70[70[70[70[70[70[70[70[70[70[70[70[70[70[70[70[70[70[70[70[70[70[70[70[70[70[70[70[70[70[70[70[70[70[70[70[70[70[70[70[70[70[70[70[70[70[70[70[70[70[70[70[70[70[70[70[70[70[70[70[70[70[70[70[70[70[70[70[70[70[70[70[70[70[70[70[70[70[70[70[70[70[70[70[70[70[70[70[7,0[7,0[7,0[7,0[70[70[70[70[70[70[70[70[70[70[70[70[70[70[70[70[70[70[70[70[70[70[70[70[70[70[70[70[70[70[70[70[70[70[7 0[7000000000000000000000000000000000$0$0$0000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000@0h00@0h00@0h00@0h00@0@0@0@0h00D 0h0J0ARSTUhi12PQST0289<^ijklo,34569JPQRSXY&'()EQ  2  Q=Rm ~ !!!F""""%%9%%&<''3((('*(*Y***K+++,,(.Z..//001[2235555667r8s88AA:ADDGGEGLLvN:PW(W\!fwffg\ggjkkkkk:lxlllmcmmmmnEnnnnoo+o}ooop/q0qttZw0׃LJȇ/0890popJ@0@0@0@0 {002 {00" (&Y{001 {00" `&Y{001 {0 0" &Y{001 {0 0" &Y{001 {0 0" 'Y{001 {00" @'Y{001 {00" x'Y{001 {00" 'Y{001 {00" 'Y{001 {00"  (Y{001 {00" X(Y{001 {00" (Y{001 K007K006 K005 {00"  {001 {00"  {00"  K00 K00 {00"  {001 {0!0"  {0!0"  K0*0= K0*0< {0!0"  {001 {0#0"  {0+0"  {0+0"  {0#0"  {0#0"  {001 K040 {0-0"  {0-0"  {0%0"  {0%0"  {001 K0:0 {0/0"  {0/0"  {0'0"  {0'0"  {001 K080 K0/0 {0#0"  K000) {0)0"  {001 {0+0"  {0-0"  {0-0"  K0:0' {0+0"  {001 {0-0"  K000+ K000* {0-0"  {0-0"  {001 K0/0 K000+ K000* K000+ K000* {001 {010" 2*Y{001 {030" 40+Y{001 {050" 6h+Y{001 {001 {070" 8+Y{001 K0a0K0Z0 {001 {001 {090"  {001 K0h0iLZ@0 @0@0 @0 @0 @0 @0 @0@0@0@0 @0 @0 @0 @0p2@ 0-@ 0s@ 0 s@ 0h @ 0h @ 0h @ 0-@03@03 @0@ 0B@ 0B@ 0B@ 0B@ 0B @0@0" @0@ 0$@ 0$@ 0$@ 0$@ 0$@ 0$@0$ @0@0&@0& @0@ 0F)@ 0F)@ 0F)@ 0F)@ 0F)@ 0F)@0F)@0,@0,@0,@ 0,@ 0,@ 0,@ 0,@ 0,@ 0, @0@00 @0@ 0b2@ 0b2@ 0b2@ 0b2@ 0b2@ 0b2@ 0b2@ 0b2@ 0b2@0s@0s @0@0a@0a@0a @0000000j00 000000000000000 000j00j00j000000@0@0@0@0@0@0@0@0@0@0@0@0@0@0@0@0@0@0@0@0@0@0@0@0@0@0@0@0@0@0@0@0@0@0@0*@0@03@03@0@0A 0@0 @00K0h0@0@0@0@0 @0 @0 @00@0{00|{00{00 @0 @0 @0 @0 @0@0 0 ,,VVVYm C Z61@etqcLu]bmTi  1 P S 8 i o  5 Q U x & * "-71@EOgkov 0ǏΔr k^`acdefghijklnopqrstuvwxyz{|}~_3:<EPSY!8 @8(  HB  C DNB  S D>B S  ?? t T t&~,"c,"D!,"\,"V,"tV,"\,",","a,"U,","4_U,","Ī,","lf,",","J,"$[$,"U,"T,"lU,",,"S,"x,"s$,"T,"sY,"L_$,"<`,"," ,",",",S,"t,"VAKKu)u)34G4G=GY[Y[a[g[j`mcEgEgLmLmuuªªɪkks|      !$"#%QRR))3*urn:schemas-microsoft-com:office:smarttags PersonName 15HourMinute&%$%$!$%$$$$%$%$$$$$$FO$^h(1_f(/iillllllllip,3!){ªȪȭϭIRKKMMNNPQSTVWeo~H{9mp; *1ov [bho QX$=D  ~ !!!!!!F"M"9%>%%%&&<'C'''3(9(Y*`*****K+R++++,Z.].../ ///000111[2^22233P6R6]]^ ^s^{^^^.`1`a aaaablbsbbbcc dd}dddeeeggggkkmm n,nWncnnnnn ooyo{o!q%qrrrrZsbs {c[`Ԍ،(ۤKKMMNNPQSTVWeow{~333333333333333333333333333333333333333333333333333333333333333333333333333333333333333333333333333333333333333333333333333333333333333333/0@fgjklmFO012799<ijjllo5669RSSYZwwxy&))CJKKMMNNPQSTVWeuw~KKMMNNPQSTVWCK`Atl=}XL3yB0YHU*@I?6oBh/tx>J  Tgdel\ i$Y-jrU<Kuh^`OJQJo(hHh^`OJQJ^Jo(hHohpp^p`OJ QJ o(hHh@ @ ^@ `OJQJo(hHh^`OJQJ^Jo(hHoh^`OJ QJ o(hHh^`OJQJo(hHh^`OJQJ^Jo(hHohPP^P`OJ QJ o(hHh^`OJQJo(hHh^`OJQJo(hHohpp^p`OJ QJ o(hHh@ @ ^@ `OJQJo(hHh^`OJQJo(hHoh^`OJ QJ o(hHh^`OJQJo(hHh^`OJQJo(hHohPP^P`OJ QJ o(hHh88^8`OJQJo(hHh^`OJQJ^Jo(hHoh  ^ `OJ QJ o(hHh  ^ `OJQJo(hHhxx^x`OJQJ^Jo(hHohHH^H`OJ QJ o(hHh^`OJQJo(hHh^`OJQJ^Jo(hHoh^`OJ QJ o(hHh^`OJQJo(hHh^`OJQJ^Jo(hHohpp^p`OJ QJ o(hHh@ @ ^@ `OJQJo(hHh^`OJQJ^Jo(hHoh^`OJ QJ o(hHh^`OJQJo(hHh^`OJQJ^Jo(hHohPP^P`OJ QJ o(hHhh^h`o(. 88^8`hH. L^`LhH.   ^ `hH.   ^ `hH. xLx^x`LhH. HH^H`hH. ^`hH. L^`LhH.h^`OJQJo(hHh^`OJQJ^Jo(hHohpp^p`OJ QJ o(hHh@ @ ^@ `OJQJo(hHh^`OJQJ^Jo(hHoh^`OJ QJ o(hHh^`OJQJo(hHh^`OJQJ^Jo(hHohPP^P`OJ QJ o(hH^`OJQJo(hH ^`hH. pp^p`hH. @ @ ^@ `hH. ^`hH. ^`hH. ^`hH. ^`hH. PP^P`hH.^`o(. ^`hH. pLp^p`LhH. @ @ ^@ `hH. ^`hH. L^`LhH. ^`hH. ^`hH. PLP^P`LhH.h^`OJQJo(hHh^`OJQJ^Jo(hHohpp^p`OJ QJ o(hHh@ @ ^@ `OJQJo(hHh^`OJQJ^Jo(hHoh^`OJ QJ o(hHh^`OJQJo(hHh^`OJQJ^Jo(hHohPP^P`OJ QJ o(hHh^`OJQJo(hHh^`OJQJ^Jo(hHohpp^p`OJ QJ o(hHh@ @ ^@ `OJQJo(hHh^`OJQJ^Jo(hHoh^`OJ QJ o(hHh^`OJQJo(hHh^`OJQJ^Jo(hHohPP^P`OJ QJ o(hHh^`OJQJo(hHh^`OJQJ^Jo(hHohpp^p`OJ QJ o(hHh@ @ ^@ `OJQJo(hHh^`OJQJ^Jo(hHoh^`OJ QJ o(hHh^`OJQJo(hHh^`OJQJ^Jo(hHohPP^P`OJ QJ o(hHh^`OJQJo(hHh^`OJQJ^Jo(hHohpp^p`OJ QJ o(hHh@ @ ^@ `OJQJo(hHh^`OJQJ^Jo(hHoh^`OJ QJ o(hHh^`OJQJo(hHh^`OJQJ^Jo(hHohPP^P`OJ QJ o(hHh88^8`OJQJo(hHh^`OJQJ^Jo(hHoh  ^ `OJ QJ o(hHh  ^ `OJQJo(hHhxx^x`OJQJ^Jo(hHohHH^H`OJ QJ o(hHh^`OJQJo(hHh^`OJQJ^Jo(hHoh^`OJ QJ o(hHh88^8`OJQJo(hHh^`OJQJ^Jo(hHoh  ^ `OJ QJ o(hHh  ^ `OJQJo(hHhxx^x`OJQJ^Jo(hHohHH^H`OJ QJ o(hHh^`OJQJo(hHh^`OJQJ^Jo(hHoh^`OJ QJ o(hH@I?# tl iHUgdeB T}X<KuY-jr6oBtx>JCS.b10                                                                                                                              M Ob> o$'F~Egh2!i OI&%^KH'F~Eg 0i+9,-<-*i-u-/=/0Z4-h4q4]5?7)9c=t>0?@-@A7ABA C4CPE$F)F5}FzG:VLO\P EP!1RefRRSTiTtT[UGVCIW n]{^,_kS_6Y_d_`[m`6)au?ac'c[Ycdc/esgtgj#"kDkzl#nBn>)rsnu?wKw6y:y(zR| ~~R~"E| Yk %S9A=KwQgSu\\LlB|+`i~PC"i,pO lP~4s(f^)3nKgNk/EQov}OYlP"%`sjB;_Q0p/Bd~Q?hlm0g?qJ!$a?F=9l *?A9ey+`w!qf{2Y h} ]a~8qUyps}Y,;Wn?]RSTUhil 125PQRSTo{0289<^ijklo,34569JPQRSTUVWXYx&'()Cgz`a.IJ"1IfIf@`p@Unknownwoodland Gz Times New Roman5Symbol3& z ArialwTimesNewRomanPS-BoldMTArial Unicode MSmTimesNewRomanPSMTArial Unicode MS?5 z Courier New7&  Verdana5& zaTahoma7Georgia;Wingdings"1hFZF F OZ?OZ?!x4d-2qHX?P2Current Program:gs"Indiana University of PennsylvaniaD         Oh+'0 (4 T ` l xCurrent Program:gsNormal$ɫӰ9Microsoft Office Word@캃@g&@:^ @Z.<O՜.+,0 hp|  ?Z Current Program: Title  !"#$%&'()*+,-./0123456789:;<=>?@ABCDEFGHIJKLMNOPQRSTUVWXYZ[\]^_`abcdefghijklmnopqrstuvwxyz{|}~      !"#$%&+.Root Entry FA-Data 1TableWordDocument8JSummaryInformation(DocumentSummaryInformation8CompObjqBagaaqy23kudbhchAaq5u2chNd8AA  FMicrosoft Office Word Document MSWordDocWord.Document.89q ]8O8m008@H DAV:getcontentlanguageen-usCONTENTS