ࡱ> %` 9bjbjٕ 8`X  8D ](D(lll---6]8]8]8]8]8]8]k_ha\8] @-8] llM] l l6]6]G` 4Ql Sx8HK\jWc]0]K/b/b4Q4Q/b R-D7;---8]8]X---] $ $ rE    University Senate Agenda BEARD AUDITORIUM February 26, 2008 3:30 5:00 p.m.Approval of OrderA.Approval of minutes of the meeting of January 29, 2008B.Approval of current agenda items and orderReports and AnnouncementsA.President AtwaterB.Interim Provost WernerC.Chairperson BroadD.Vice Chairperson RogersStanding Committee ReportsChairpersonAppendixPage(s)A.Rules CommitteeSoniB.University-Wide Undergraduate Curriculum CommitteeSechrist / NumanA2 10C.University-Wide Graduate CommitteeLaPorte/WilliamsonB11D.Student Affairs CommitteeBeiselE.Academic CommitteeDugan/NovelsF.Awards CommitteeHernandez/RitcheyG.Noncredit CommitteeONeilC12H.Library and Educational Services CommitteeJozefowiczI.Research CommitteeSciulliD13 14J.University Development and Finance CommitteeDomarackiE15 16Senate Representative ReportsRepresentativeA.University Planning CouncilWrightB.Presidential Athletic Advisory CommitteeDomarackiC.Academic Computing Policy Advisory CommitteeChiarulliF17 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 You Have Rights! Dr. Gwendolyn Torges, Department of Political Science Approved revisions to the Liberal Studies component of B.S. Regional Planning/Environmental Planner Track and B.S. Regional Planning/Land Use Planning and GIS Track 2. Department of Geography and Regional PlanningCourse Number Change Current Course Number and Title: RGPL 353 Planning Design I Proposed Course Number and Title: RGPL 453 Planning Design I Rationale: Many of our Masters students are entering the M.S. program with insufficient design background. We will subsequently propose this as a dual level course. Credits and course description are unchanged. FOR ACTION: 1. Department of Educational and School PsychologyNew Course EDSP 423 Educational Programming for Gifted Learners 3c-01-3cr Teaches educators the characteristics of various service delivery options in K-12 gifted education programs and assists them in determining which options are best for which types of gifted learners. How the concept of giftedness has changed, and how these changes have influenced service delivery, will be examined. Students will explore methods of modifying classroom instruction for gifted learners and learn which methods fit best with the various service delivery options. The importance of a systemic approach, that is the reciprocal impact of students, schools and families on each other, will be an underlying theme. Rationale: This course is to eventually be part of a Certificate of Recognition planned with Special Education and Clinical Services. In that regard, it will be part of a new program, not part of existing programs in the Department of Educational and School Psychology. It will also open to any undergraduate student in education who would like to take it. Gifted education can be covered minimally in other courses in Special Education and School Psychology, but not in this depth. 2. Department of Nursing and Allied HealthCourse Revisions Current Catalog Description: NURS 212 Professional Nursing I 2c-0l-2cr Prerequisite: Sophomore Standing Introduces the discipline of nursing and values that are fundamental to practice. Caring, as a concept central to the practice of professional nursing, will provide the framework for examining the values of the profession. Human diversity and the effects that culture, socioeconomics, ethnicity, and religion have on health status and response to health care will be studied. An overview of the healthcare system in the US and access issues will be examined. As a foundation for client contact in subsequent courses, students will learn therapeutic communication skills and theory related to teaching and learning. Service/learning and team building experiences will be an integral component of the course. Proposed Catalog Description: NURS 212 Professional Nursing I 2c-0l-2cr Prerequisite: Sophomore Standing Introduces students to the discipline of nursing and values that are fundamental to practice. Caring, as a concept central to the practice of professional nursing, will provide the framework for examining the values of the profession. Human diversity and the effects that culture, socioeconomics, ethnicity, and religion have on health status and response to health care will be studied. An overview of the healthcare system in the US and access issues will be examined. As a foundation for client contact in subsequent courses, students will learn therapeutic communication skills and theory related to teaching and learning. Team building experiences will be an integral component of the course. NURS 337 Adult Health Clinical I 0c-15l-5cr Prerequisites: FDNT 212, NURS 236, or permission Prerequisite or Corequisite: NURS 316 Corequisite: NURS 336 Provides students with opportunities to apply the nursing process with adults and aging families in a variety of settings. Emphasizes increasing the students ability to perform comprehensive health assessments and to use assessment data to identify problems, intervene and evaluate care. Students function as a member of the health care team, identify discharge-planning needs, and differentiate between collaborative and independent nursing activities. Service learning is a component of the course. Proposed Catalog Description: NURS 337 Adult Health Clinical I 0c-15l-5cr Prerequisites: FDNT 212, NURS 236, or permission Prerequisite or Corequisite: NURS 316 Corequisite: NURS 336 Provides students with opportunities to apply the nursing process with adults and aging families in a variety of settings. Emphasizes increasing the students ability to perform comprehensive health assessments and to use assessment data to identify problems, intervene and evaluate care. Students function as a member of the health care team, identify discharge-planning needs, and differentiate between collaborative and independent nursing activities. Rationale: The service learning reference in the catalog descriptions are being deleted. This will allow faculty the option of incorporating service learning into these courses or not incorporating service learning. 3. Department of MathematicsCourse Revision (Amnesty) and Catalog Description Change Current Catalog Description: ELED 313 Teaching Mathematics in the Elementary School 3c-0l-3cr Prerequisites: MATH 151, 152, ELED 257 Recent developments in curriculum and methods of instruction of contemporary elementary school mathematics programs. Students become acquainted with books, materials, and other resources helpful to prospective teachers. Includes observations of master teachers. Proposed Catalog Description: ELED 313 Teaching Mathematics in the Elementary School 3c-0l-3cr Prerequisites: MATH 151, 152, and one of ELED 257, ECED 280, EDEX 222 or 231 Examines contemporary curriculum and methods of instruction used in elementary school mathematics. Students become acquainted with books, materials, and other resources helpful to prospective teachers. Course activities include experiences in teaching elementary school mathematics. Rationale: Additions are being made to the prerequisites because two majors have added ELED 313 to their program requirements (Early Childhood Education/PreK-Grade 6 has changed its program requirement from MATH 320 to ELED 313; Education of Exceptional Persons has changed its program requirement from EDEX 221 to ELED 313). The change is necessary to acknowledge different pedagogy courses in these two majors Early Childhood uses ECED 280 and Education of Exceptional Persons uses either EDEX 222 or EDEX 231. Either of these courses is a satisfactory alternative to ELED 257 Pedagogy I. The course syllabus has also been updated. 4. Department of MarketingCourse Revisions (Course Amnesty) a. Current Catalog Description: MKTG 433 Advertising 3c-0l-3cr Prerequisite: MKTG 320 An introduction to the principles, practices, and creations of advertising. Use of various media and legal, economic, social, and ethical aspects of advertising are also considered. Proposed Catalog Description: MKTG 433 Advertising 3c-0l-3cr Prerequisite: MKTG 320 An introduction to the principles, practices, and creations of advertising. Use of various media and legal, economic, social, and ethical aspects of advertising are also considered. b. Current Catalog Description: MKTG 436 Retail Management 3c-0l-3cr Prerequisite: MKTG 320 Introduces all facets of retailing including the history of retailing, retail theories, and decision-making in retailing framework. Proposed Catalog Description: MKTG 436 Retail Management 3c-0l-3cr Prerequisite: MKTG 320 and Junior standing Introduces students to all facets of retailing including the history of retailing, retail theories, and decision-making in retailing framework. Rationale: Updated syllabi were presented as syllabi of record for these courses. 5. Department of Geography and Regional PlanningProgram Revisions, Catalog Description Changes, Track Title Change, and Track Deletions a. Catalog Description Changes: Current Catalog Description Paragraph: Regional Planning involves preparing for the future. The demand and effects of a large and growing population require that land use, resource use, settlement patterns, transportation systems, and economic activity be planned. Regional Planning is concerned with the social, locational, and environmental aspects of these planning decisions. Today economic development has become an important focus for planners. Proposed Catalog Description Paragraph: The focus of the Bachelor of Science in Regional Planning is to prepare students for eventual leadership positions as professional planners. A broad range of technical skills, land use and environmental training prepare our students for public or private service as spatial and physical planners. Current Catalog Track Descriptions: GeographyGeneral Geography Track________________________________________________ The General Geography Track encourages the major to sample courses from different subfields of the discipline. This track prepares the major for graduate work in geography and related fields of employment. Job options include report writing, research analysis, and data gathering. In government employment, the State Department, Department of Commerce, and the Census Bureau are significant places for geography skills. GeographyGeographic Information Systems and Cartographer Track Regional PlanningGeographic Information Systems and Cartographer Track______________ The Geographic Information Systems and Cartographer Track prepares students for employment as Geographic Information System Specialists, Facilities Managers, Cartographers, and Remote Sensing professionals. Coursework includes methods for identifying, modeling, and analyzing the spatial organization of human and environmental systems from both practical and theoretical perspectives. Data collection, spatial information management, and graphic presentation are integral skills taught in track courses. Such skills could be used, for example, for analysis of wildlife habitat, utility facility management, or transportation system design and maintenance. GeographyEconomic Geographer Track Regional PlanningEconomic Developer Track________________________________________ The Economic Track provides a broad framework of ideas and theories in addition to a task-oriented approach to location analysis. Site planners articulate the needs of the community for economic space, the demands for convenient transport, the role of private enterprise, and the management of growth. This interrelated group of courses is useful to students, because economic geographers and developers are expected to analyze the interactions of concepts and variables. Market analysis for the location of new shopping centers, for example, requires understanding of economic principles, population characteristics, and the local political milieu, all in a spatial context. Geography-Environmental Geographer Track Regional Planning-Environmental Planner Track_______________________________________ The Environmental Track is designed to prepare majors in geography or regional planning for careers in environmental fields or graduate study that leads to a variety of environmental positions. Students who elect this track will acquire knowledge of the physical and human processes that shape the environment, strategies for analyzing environmental issues, and concepts that underlie strategies for ameliorating environmental problems. The skills acquired in this track will enable students to assess the causes, consequences, and solutions to a wide variety of environmental issues such as water pollution, acid rain, or tropical deforestation. Regional PlanningTown Manager Track_______________________________________________ The Town Manager Track is designed to prepare planning students for careers in local government and graduate work in public administration. Students electing this track will become familiar with the structure, operation, and actions of municipal government and the political, organizational, and institutional basis of municipal management and decision making. Skills acquired with this track will enable students to undertake a variety of analytic activities designed to describe, project, and prescribe courses of action for municipal improvement. Proposed Catalog Track Descriptions: GeographyGeneral Geography Track________________________________________________ The General Geography Track encourages the major to sample courses from different subfields of the discipline. This track prepares the major for graduate work in geography and related fields of employment. Job options include report writing, research analysis, and data gathering. In government employment, the State Department, Department of Commerce, and the Census Bureau are significant places for geography skills. Regional PlanningLand Use Planning and Geographic Information Systems Track GeographyGeographic Information Systems and Cartographer Track__________________ The Land Use Planning and Geographic Information Systems programs prepare students for employment as Land Use Analysts, County or City Planners, Geographic Information Specialists, Facilities Managers, Cartographers, and Remote Sensing Specialists. Course work includes methods for identifying, modeling, and analyzing the spatial organization of human and environmental systems from both practical and theoretical perspectives. Students in planning graduate with a working knowledge of subdivision, land use and zoning regulation. They are familiar with strategies of economic development and both the theory and ethics of planning. Data collection, spatial information management, and graphic presentation are integral skills taught in the program. Such skills could be and are used in course work for the analysis of wildlife habitat, facilities management, land use planning and site design, transportation systems design and maintenance. GeographyEconomic Geographer Track ____________________________________________ The Economic Track provides a broad framework of ideas and theories in addition to a task-oriented approach to location analysis. Economic geographers analyze community and regional requirements for economic space, the demands for convenient transport, and the role of private enterprise. This interrelated group of courses is useful to students, because economic geographers are expected to analyze the interactions of concepts and variables. Market analysis for the location of new shopping centers, for example, requires understanding of economic principles, population characteristics, and the local political milieu, all in a spatial context. Regional Planning-Environmental Planner Track Geography-Environmental Geographer Track_______________________________________________ The Environmental Track is designed to prepare majors in geography or regional planning for careers in environmental fields or graduate study that leads to a variety of environmental positions. Students who elect this track acquire knowledge of the physical and human processes that shape the environment, strategies for analyzing environmental issues, and concepts that underlie strategies for ameliorating environmental problems. Students in planning graduate with a working knowledge of subdivision, land use and zoning regulation. They are familiar with strategies of flood plain and wetland regulation, the management of waste and storm water, and environmental impact assessment. They understand both the theory and ethics of planning. The skills acquired in this track enable students to assess the causes, consequences, and solutions to a wide variety of environmental issues such as water pollution, acid rain, watershed planning, or deforestation. b. Program Revisions Current Program: Bachelor of ScienceRegional Planning/GIS and Cartographer Track Proposed Program: Bachelor of Science--Regional Planning/Land Use Planning and GIS Track Liberal Studies: As outlined in Liberal Studies 53 section with the following specifications: Mathematics: MATH 121 or 217 Liberal Studies Electives: 9cr, BTED/COSC/IFMG 101 recommended, no course with RGPL prefixLiberal Studies: As outlined in Liberal Studies 53 section with the following specifications: Mathematics: MATH 217 recommended Liberal Studies Electives: 9cr, BTED/COSC/IFMG 101 recommended, no course with RGPL prefix College: Foreign Language Intermediate Level (1) 0-6 Major: 42 Required Courses: College: Foreign Language Intermediate Level (1) 0-6 Major: 48 Required Courses:RGPL 213 Cartography I RGPL 316 Introduction to Geographic Information Systems RGPL 350 Introduction to Planning RGPL 352 Planning Methods RGPL 353 Planning Design I RGPL 412 Research Seminar RGPL 454 Planning Design II RGPL 458 Land Use Law RGPL 464 Land Use Policy RGPL 468 Planning Theory3cr 3cr 3cr 3cr 3cr 3cr 3cr 3cr 3cr 3crRGPL 213 Cartography I RGPL 316 Introduction to Geographic Information Systems RGPL 332 Urban Geography RGPL 350 Introduction to Planning RGPL 352 Planning Methods RGPL 412 Research Seminar RGPL 453 Planning Design I RGPL 454 Planning Design II RGPL 458 Land Use Law RGPL 464 Land Use Policy RGPL 468 Planning Theory RGPL 493 Internship3cr 3cr 3cr 3cr 3cr 3cr 3cr 3cr 3cr 3cr 3cr 3crTrack Courses: RGPL 313 Cartography II RGPL 314 Map and Photograph Interpretation RGPL 415 Remote Sensing RGPL 417 Technical Issues in GIS 3cr 3cr 3cr 3crTrack Courses: RGPL 313 Cartography II RGPL 314 Map and Photograph Interpretation RGPL 415 Remote Sensing RGPL 417 Technical Issues in GIS 3cr 3cr 3cr 3cr Free Electives: RGPL 493 Internship (strongly recommended) Total Degree Requirements: 19-25 1-12cr 120 Free Electives: Total Degree Requirements: 13-19 120 (1) Intermediate-level Foreign Language may be included in Liberal Studies electives (1) Intermediate-level Foreign Language may be included in Liberal Studies electives Rationale: During the Spring of 2007 the Regional Planning program of the Geography and Regional Planning Department invited an outside evaluator to assess the strengths and weaknesses of the program and concomitantly the departments chances of successfully becoming an accredited planning program. Accreditation of planning programs is done by the National Planning Accreditation Board. Accreditation brings national recognition and ongoing external evaluation; it requires significant continuing education for faculty and immediately improves the employability of our graduates. At present there are only two accredited planning programs in Pennsylvania: The University of Pennsylvania and Temple University. In spite of an overall positive report, the consultant recommended some curricular changes to both focus the program and to bring it into compliance with PAB standards. First, he recommended going with our strength which is Land Use and GIS, to this purpose we have renamed this track. Second, the program lacks sufficient historical perspective to meet PAB standards. Urban Geography as it now exists covers much of the history of town planning and design and has been added as a required course. The Internship has been moved from recommended to required because PAB requirements for accreditation list practical experience as a necessary ingredient for a complete planning education. Planning is an applied discipline and an internship allows our students to bring important insights into there upper-level course work while also providing a stepping stone to employment. In January of 2006, the department voted to accept any Liberal Studies mathematics course as appropriate, while recommending MATH 217. Current Program: Bachelor of ScienceRegional Planning/ Environmental Planner Track Proposed Program: Bachelor of Science--Regional Planning/ Environmental Planner Track Liberal Studies: As outlined in Liberal Studies 53 section with the following specifications: Mathematics: MATH 121 or 217 Liberal Studies Electives: 9cr, BTED/COSC/IFMG 101 recommended, no course with RGPL prefixLiberal Studies: As outlined in Liberal Studies 53 section with the following specifications: Mathematics: MATH 217 Recommended Liberal Studies Electives: 9cr, BTED/COSC/IFMG 101 Recommended, no course with RGPL prefix College: Foreign Language Intermediate Level (1) 0-6 Major: 42 Required Courses: College: Foreign Language Intermediate Level (1) 0-6 Major: 48 Required Courses:RGPL 213 Cartography I RGPL 316 Introduction to Geographic Information Systems RGPL 350 Introduction to Planning RGPL 352 Planning Methods RGPL 353 Planning Design I RGPL 412 Research Seminar RGPL 454 Planning Design II RGPL 458 Land Use Law RGPL 464 Land Use Policy RGPL 468 Planning Theory Track Courses: Four courses from the following:3cr 3cr 3cr 3cr 3cr 3cr 3cr 3cr 3cr 3cr 12crRGPL 213 Cartography I RGPL 316 Introduction to Geographic Information Systems RGPL 332 Urban Geography RGPL 350 Introduction to Planning RGPL 352 Planning Methods RGPL 412 Research Seminar RGPL 453 Planning Design I RGPL 454 Planning Design II RGPL 458 Land Use Law RGPL 464 Land Use Policy RGPL 468 Planning Theory RGPL 493 Internship3cr 3cr 3cr 3cr 3cr 3cr 3cr 3cr 3cr 3cr 3cr 3crGEOG 335 Geography of Energy GEOG 341 Climatology GEOG 342 Physiography GEOG 343 Geography of Fresh Water Resources GEOG 345 Biogeography for Environmental Managers GEOG 440 Conservation: Environmental Analysis RGPL 314 Map and Photograph Interpretation RGPL 415 Remote Sensing Track Courses: Four courses from the following: GEOG 335 Geography of Energy GEOG 341 Climatology GEOG 342 Physiography GEOG 343 Geography of Fresh Water Resources GEOG 440 Conservation: Environmental Analysis RGPL 314 Map and Photograph Interpretation RGPL 345 Biogeography for Environmental Managers RGPL 415 Remote Sensing12cr  Free Electives: RGPL 493 Internship (strongly recommended) Total Degree Requirements: 19-25 1-12cr 120 Free Electives: Total Degree Requirements: 13-19 120 (1) Intermediate-level Foreign Language may be included in Liberal Studies electives (1) Intermediate-level Foreign Language may be included in Liberal Studies electives Rationale: The same changes as above plus changing GEOG 345 Biogeography for Environmental Managers to RGPL 345 Biogeography for Environmental Managers to correct an earlier error. Deletion of Regional Planning/Town Manager and Regional Planning/Economic Developer Tracks As now constituted the Bachelor of Science in Regional Planning has four tracks: Environmental Planner Track, the GIS and Cartographer Track, the Economic Developer Track, and the Town Manager Track. The outside evaluator noted: While the program has 4 different tracks the vast majority of the current students were in the GIS/Cartographer Track. The department needs to leverage its strength (i.e. land use planning, GIS), and avoid unnecessary fragmentation of its curriculum. A review of current students and graduates over the past four years shows that there have been have been 13 students in the Environmental Track, 12 in the GIS Track, 5 in the Economic Developer Track and only 3 in the Town Manager Track. Currently there is one senior in both the Town Manager and the Economic Developer Track and four other students in the Economic Track (3 seniors and 1 junior). The Town Manager Track has not attracted enough interest to warrant continuation. Although the Economic Developer Track does attract some students, it is not as strong as the GIS or Environmental Tracks. In taking the consultants report seriously, we have decoded that specialization is in the best interests of the department and its students and propose to drop this track as well. Students already in the program will be given the option of finishing under the present requirements and with the present tracks. All students new to the program in 2008-9 will be expected to follow the new curriculum. APPENDIX B University-Wide Graduate Curriculum Committee Co-Chairs LaPorte and Williamson FOR INFORMATION: The University-Wide Graduate Committee provided distance education approval for the following courses: COUN 615: Counseling Across the Life Span MGMT 631: Management Development and Training HPED 652: Sport Business APPENDIX C University Senate Non-Credit Committee Chair ONeil FOR INFORMATION: The Non-Credit Committee met on February 8th. Mark Geletka, Vice President, Administration met with the Committee to share a presentation on the Kovalchick Convention and Athletic Center. Groundbreaking for the 150,000-square foot, $41 million building will take place this year. The Center will be located on approximately 6.55 acres of land along Wayne Avenue adjacent to the university and situated on 33 acres of property along Wayne Avenue previously owned by the Kovalchick Salvage Company. In addition to a hotel, the complex will include a 4,000- to 6,000-seat multi-use arena/convocation center to accommodate large events, including commencement, sporting events (intercollegiate and others), concerts and other cultural events, conferences, and trade shows. It will offer a conference center that will provide a combination of dedicated and shared technologically advanced spaces with multi-uses for education and training, a 650-seat auditorium, and break-out facilities. Additional information on the Center is available at  HYPERLINK "www.iup.edu/kcac" www.iup.edu/kcac APPENDIX D University Senate Research Committee Chair Sciulli FOR INFORMATION: The committee met February 5, 2008 and awarded $20,712 in grants to the following individuals: Francis Allard Barb Blackledge Roger Briscoe Miriam Chaiken W. Thomas Conelly Laura Delbrugge Kimberly Desmond Arden Hamer Valeri Helterbran Melanie Hildebrandt Tawny Holm Werner Lippert Sarah Mantel John McCarthy Michele McCoy Maureen McHugh Nathan McElroy Paul Nealen Marveta Ryan-Sams John Taylor Susan Wheatley APPENDIX E University Development & Finance Committee Chair Domaracki February 21, 2008 Committee Reports Parking Committee No report. A Parking Committee meeting is scheduled for March. Budget Report The spring re-budget gas been completed and there is a $700,000.00 reduction in projected revenues for fiscal year 07-08 because of reductions in credit hour generation. This information is to be shared with the Vice Presidents on 2.26 and decisions will be made about how to best move forward in balancing the 07-08 budget. The budget projection for the 08-09 fiscal cycle is not positive. Despite a projected 3% percent increase in appropriations to the system and a 2.1 % tuition increase rising costs in personnel and utilities are expected to offset those modest gains. Preliminary projections forecast a deficit of four five million dollars. Old Business SW Jack Cogeneration Issues The contract with PENELEC to purchase electricity from Ģtv expired at midnight 12.10.07. With forewarning of the impending non renewal of a contract with PENELEC extensive cost analysis studies, involving consultants from private industry and Penn State Facilities Engineering Institute were done to identify and implement a course of action for operation of the co-generation plant. Given that cost avoidance dollars have fallen drastically over the last three years, and the market place is unfriendly, a decision was made to revert back to the gas boilers to produce steam and to purchase electricity to meet the campus need. Full operational status may be achieved in the future pending expected deregulation of prices and a possible connection with the Pennsylvania, Jersey, Maryland Power Pool. Power Outage at Zink Hall A cable failed adjacent to the lightening arrestor in the electrical transformer beside Zink Hall. The problem was above ground and easy to access, isolate and repair. Reverse 911 The use of the Reverse 911 system during the power outage on west campus late last month helped identify several glitches in the system. First, the response time was too long. Calls should have been out within minutes and they were not. Second, no, Ģtv desk phones or cellular telephones were called. Third, the text message component was not used because of unresolved cost issue with Verizon, not all listed numbers were called, and finally, the caller-id number was unrecognizable to most recipients. These issues related to the automated call system are being addressed along with other concerns. Other areas of focus include: 1) making registration for Reverse 911 easier/more user friendly and more convenient and 2) backing up the automated call system with the emergency blue light phones and installation of a siren. Parking - Implementation of Pay-by-Space Pratt Drive & Impact of Residential Revival The pay by space parking on Pratt Drive is up and operational. Some spaces are capable of being reserved when needed through the use of a reversible sign designating the space reserved. Wilson Hall Repairs to Wilson Hall are complete and the building is operational. Punch list items are being addressed at this time with landscaping scheduled to be done this spring. Fisher Auditorium This project is scheduled for a May 30th completion date KCAC The final plans for this project were sent to Harrisburg in early February. The review and approval of these plans is expected to be complete by 2.28.08 Washington Street Parking Lot The houses have been razed and snow and freezing rain has been delaying efforts to temporarily prepare the lot for use. The parking lot development project will be listed for bid soon with construction to occur this summer. Capital Spending Plan due to PASSHE April 1, 2008 It is anticipated that the spending plan approved last November will be made official by the Board of trustees in March and then forwarded to the system for approval. Space Study by CFP - Carry over to March Meeting New Business Electronic Billing A new electronic billing system has been implemented that will result in significant savings for the university. Many universities are currently using, or switching to, electronic billing systems. Our electronic system allows students to authorize users, allowing them to access only their billing information. Users will be charged a, Council of Trustees approved, Convenience Fee that will assist in offsetting the expense of credit card processing fees. One drawback to the system is that VISA cards will not be accepted. Visa is stringent in their operations and will not make necessary changes to accommodate to electronic billing systems. Many other colleges and universities using electronic billing systems have rejected VISA cards also. Respectfully Submitted Joseph Domaracki 2/21/2008 APPENDIX F Academic Computing Policy Advisory Committee Representative Chiarulli RE: Report on recent ACPAC Actions from the Feb. 6, 2008 Meeting FOR INFORMATION: The annual ACPAC Innovation Forum that will feature the recipients of ACPAC funds from last academic year will be held in the HUB on 18 April 2008 in conjunction with the university Research Week. The following reports were approved: 1. The funds subcommittee recommended the following faculty members receive a total of $25,998.82 in funding through the ACPAC Technological Exploration and Innovation Fund: McCreary, Mensch/Moore, Bhagat, Yan, Ausel, Lombard, Piwinsky, Hannibal, McElroy, Farag, Bailey, et al., Cekada, Reilly/Pagnucci, and Rivosecchi/Moore. The recommendation was approved by ACPAC. 2. PRS Action Team recommended that Turning Technologies be established as the PRS (Personal Response System) vendor of choice and that the software/plugin be installed on classroom PCs and faculty PCs. The recommendations were approved by ACPAC. 3. The Office/Vista Team recommended the university to adopt Office 2007 for the fall (2008), but to delay the decision regarding Vista for at least a year. The recommendation was approved by ACPAC. The Action Team also recommended that since Frontpage will no longer be available (since it is not part of the Office 2007 suite), Dreamweaver and Nvu (an open source web design tool) will be used to satisfy needs for web editing. In the discussion on this topic, it was noted that the new university website is supported by editing tools within the Content Management System. There will need to be further discussion at ACPAC related to the training on the recommended web editing products. This recommendation was approved by ACPAC. 4. The PDS Team made the following recommendations: the scratch folder be renamed shared files; the world read folder be renamed world view and that the recommended documentation revisions be made be adopted (as this website is revised). (HYPERLINK "http://atssrv1.ats.iup.edu/acpac/iuponly/Project%20Directory%20Service%20Summary2.doc"PDS Documentation). The recommendations were approved by ACPAC.     Senate Agenda February 26, 2008 page  PAGE 1 of  NUMPAGES 17  ",457<=@BNOPQcdehӽyqyfYMAh!qh!qCJ\aJh!qh!q5CJaJh!qCJaJmHnHuh!qh!qCJaJheCJaJh!qCJaJhCIWCJaJhd1 CJaJhwCJaJhBh!q5CJaJh!q5CJaJh^5@5CJaJmHnHu+jhBh!q5CJUaJmHnHuh^ h!q5:CJ$\aJ$h!q5:CJ$\aJ$"jh!qCJUaJmHnHu,>OPQ}gkd$$Ifl*+ t0644 la$x$Ifa$gd!q $$Ifa$gd!q8QRde$gkd$$Ifl*+ t0644 la x$Ifgd!qgkdW$$Ifl*+ t0644 laehkzkd$$Ifl0X*D( t0644 la x$Ifgd!q$x$Ifa$gd!qhi         - 2 3 4 H N O P R S ƺƙƙƙƙƺƇ~~uh(z5CJaJhYZCJ\aJh(zCJ\aJhQCJ\aJh!qCJ\aJh!qh!q5CJaJh!qh!q5CJaJh!qh!qCJ\aJh!q5CJaJhQWRCJ\aJhd1 CJ\aJhwCJ\aJh!qh!qCJ\aJhCIWCJ\aJ.xo $Ifgd!q $$Ifa$gd!qzkdr$$Ifl0X*D( t0644 lay x$Ifgd!qzkd$$Ifl0X*D( t0644 la ~ x$Ifgd!q$x$Ifa$gd!qgkdL$$Ifl*+ t0644 la    vk x$Ifgd!q$x$Ifa$gd!qzkd$$Ifl0X*D( t0644 la  ! 3 vk x$Ifgd!q$x$Ifa$gd!qzkd$$Ifl0X*D( t0644 la3 4 7 O vk x$Ifgd!q$x$Ifa$gd!qzkd}$$Ifl0X*D( t0644 laO P Q R xo $Ifgd!q $$Ifa$gd!qzkd$$Ifl0X*D( t0644 laR S n z yykk$x$Ifa$gd!q x$Ifgd!qzkdW$$Ifl0X*D( t0644 la ^PEE77$x$Ifa$gd!q x$Ifgd!q$x$Ifa$gd!qkd$$Ifl\x$*tp  t0644 la K=2' x$Ifgd/X x$Ifgd!q$x$Ifa$gd!qkd]$$IflrXx$*p  t0644 la /kd $$IflrXx$*p  t0644 la$x$Ifa$gd!q$x$Ifa$gd/X  1 3 6 $x$Ifa$gdYZ$x$Ifa$gd!q x$Ifgd!q$x$Ifa$gd!q 1 2 3 5 6 7 ] ^ + , - . / 0 1 3 4 5 6 p q r s t x y z {   M N O P Q ҷҮɢҮh!qhEq5CJaJh!qhEq5CJaJh!qhEqCJ\aJh, CJ\aJh^igCJ\aJh~CJ\aJhEq5CJaJhEqCJ\aJh(z5CJaJhQWRCJ\aJhYZCJ\aJh(zCJ\aJ66 7 : T [ K=22 x$IfgdY,$x$Ifa$gd!qkd$$IflrXx$*p  t0644 la[ \ ] ^ a @2$x$Ifa$gd!qkdj$$IflrXx$*p  t0644 la x$Ifgd_Ma t 2kd$$IflrXx$*p  t0644 la$x$Ifa$gd!q x$IfgdY, $x$Ifa$gd!q x$IfgdY,$x$Ifa$gd!q K=22 x$IfgdY,$x$Ifa$gd!qkd$$IflrXx$*p  t0644 la =/$x$Ifa$gd!qkdw $$IflrXx$*p  t0644 la$x$Ifa$gd^ig 2kd& $$IflrXx$*p  t0644 la$x$Ifa$gd!q x$IfgdY,  # + - 5 $x$Ifa$gdYZ x$IfgdY,$x$Ifa$gd!q5 6 9 f p K=22 x$IfgdY,$x$Ifa$gd!qkd $$IflrXx$*p  t0644 lap r z { /kd $$IflrXx$*p  t0644 la$x$Ifa$gd, $x$Ifa$gdR{ | } ~  $$Ifa$gd!q $Ifgds~ $$Ifa$gds~ K@@22$x$Ifa$gd!q x$Ifgd!qkd3 $$IflrXx$*p  t0644 la ^PEE77$x$Ifa$gd!q x$Ifgdl$x$Ifa$gd!qkd $$Ifl\x$*tp  t0644 la   K=22 x$Ifgdl$x$Ifa$gd!qkd{ $$IflrXx$*p  t0644 la     =/$x$Ifa$gd!qkd*$$IflrXx$*p  t0644 la$x$Ifa$gd!q C M O R S 2kd$$IflrXx$*p  t0644 la$x$Ifa$gd!q x$IfgdlQ R S T m n o s { } ~  5 6 J,/bcjkxyž|uup|||hŷϷϷϷϷϷϷh+hY,\ hY,5 hw^whY,h+hY,5h+hY,5>*B*phh+hY,5>*B*phh+hY,CJ\aJh+hY,CJaJ h+hY, hY,5\h+hY,5\hY,hhefRhB5CJaJh5CJaJhEq5CJaJhEqCJ\aJ(S T a b o p q r s ~   ` OPgdY, $ ha$gdY,$a$gdY,gd  P <!@h^h`gdBJ/U  0P 0^`0gdY, hh*$^h`gdY, [$\$gdY,gdY,=OSyNtuvwUV`a12/01Jlqr8 9 u v N!!!!!!!!! " ""1"9";#C#Y#Z######hyhY,5 hY,5\hY, hY,5 h+hY,h+hY,5h+hY,5\RU:;kNOV 0*$gdY,  0P 0^`0gdY, hh*$^h`gdY, ) p@ P !gdY,  <mr9 u v N!O!P!Q!!!!! "^gdY,gdY, [$\$gdY, hh*$^h`gdY, 0*$gdY, "2":#;#Y#Z###% %j%% &x&&7'''''' hG$gdY, 0^`0gdY,^gdY,dgdY,gdY,h^hgdY,  dgdY,### %%%%5%B%L%i%j%%%& &w&x&&&&&&&&&)'*'6'7'Z''(#((+)4))E***++++++,/,,, -....//000 0ºᲫhY,5CJaJhbhY,5CJaJ h(/MhY,h.hY,5h4hY,5h4hY,5\ hY,5\ hzhY, h,hY, hY,5 hyhY,hyhY,5hY, h+hY,;'' (#((((()4))) * *7*O*****+H+++.,/,, [$\$gdY, hG$gdY,,,,,, - -....//#0$0v022\22C5D5h55_8`88^gdY,gdY, [$\$gdY, 0"0$0E0u0v02'2\2m2o2222C5D5h5555`888f;g;;;;====>>}rjb[} hw^whY,hw^whY,>*hY,5>*\hw^whY,5>*\hY, h4ihY, h.YhY,h4ihY,5 hY,5>*h4ihY,5>*h.hY,5 hY,5h/JHhY,B*phh/JHhY,>*B*phhY,5>*B*\phh/JHhY,5>*B*\phhY,5CJaJhbhY,5CJaJ!88f;g;;== > >\>@@N@@TDUDD.G/G]GGvKwKxKyKzK h^h`gdY,^gdY, [$\$gdY,gdY,> >+>[>\>@@@@*@4@5@@@A@G@N@@@@@@A0AyA}AAABBTDUDxDyDDDD(E=E>EEEOEiEEEEE-G.G/Gþ h4ihY,h4ihY,5>*hY,5CJaJhY, h.YhY, hY,5>*hw^whY,5>*h.hY,5 hY,5h/JHhY,B*phh/JHhY,>*B*phhY,5>*B*\phh/JHhY,5>*B*\phhY,CJaJ0/G]GGGGGfIgIhIJJuKvKwKKKKKKKKKKKLLTLULWLgLɿɲ׫ɫzzrzk\hy8qhY,B*CJaJph hw?hY,hw?hY,5hY,5CJaJh"hY,5CJaJ,hhY,6B*CJOJQJ^JaJph hY,5 h+hY,h(/MhY,OJPJQJhY,OJPJQJ h.YhY, h(/MhY,hY,hY,5>*CJaJ hY,5>*h/JHhY,5>*h/JHhY,5zK{K|K}K~KKKKKKKKKKKKKKKKKKKKKKKK $IfgdY, $IfgdY,gdY,KKKLULVLWLLLL0MXMMMN5N]N $IfgdY,Tkd$$Ifl4i0D% %64 laf4ytY, $IfgdY, $IfgdY,gLLLLLLLLLLMMMMWMXMhMMMMMMMMMMNNNNN\Nͼpahy8qhY,B*CJaJph hy8qhY,5B*CJaJphhy8qhY,CJaJhy8qhY,5CJaJhY,CJaJh[hY,CJaJ hy8qhY,B*CJ\aJph h[hY,B*CJ\aJph h|hhY,B*CJ\aJphhY,5B*CJ\aJph#hy8qhY,5B*CJ\aJph]N^N_NhNNN)O;OhY,B*CJaJphh|hhY,CJaJhY,5CJaJhbchY,5CJaJh|hhY,B*CJaJphhY,5B*CJaJphhY,B*CJaJph h(>hY,5B*CJaJph,PP6PnPPPPPQ?Q\Q|QQQQQQ $IfgdY,$If[$\$gdY,Tkdl$$Ifl4^0D% %64 laf4ytY,QQQQQQQQQRUKUMUoUqUUUUUUUUUUUUUUUļļļļİļļ۰sb۰bb hJhY,5B*CJaJphh1ZhY,B*CJaJph h1ZhY,5B*CJaJphhY,5B*CJaJphhhY,B*CJaJphhY,B*CJaJphhY,CJaJhOhY,CJaJh1ZhY,5CJaJhY,5CJaJhY,B*CJaJphhIX6hY,B*CJaJph&aTeTiTmTqTTTTTUU U$U(U,U $IfgdY,,U-U.U>UpUqUUUUUUUUtkkkkkkkkkkk $IfgdY,kd|$$Ifl4M\t"D%{%64 laf4pytY, UUUUUUUUUU*VBVCVkkd;$$Ifl4M\t"D%{%64 laf4pytY, $IfgdY, UUUU)V-V.V0VAVBVCVHVVVVVVVVVVVVlYmYYYJZZZ^[_[\\F][]e]f]w]]]]]]Ͷ𱩢{r{r{hY,5CJaJh"hY,5CJaJ,hhY,6B*CJOJQJ^JaJphhY, hJhY,hJhY,5 hY,5hJhY,B*CJaJphhY,CJaJhOhY,CJaJhY,B*CJaJphhY,B*CJaJphhhY,B*CJaJph*CVVVVVlYmYe]f]w]]]]]]^ $IfgdY,gdY,_kd$$Ifl4M0D% %64 laf4pytY, $IfgdY,]]]]^^^$^Q^e^g^h^^^^^^^^^^_ĵraVNVB7N7Nhy8qhY,CJaJhy8qhY,5CJaJhY,CJaJh[hY,CJaJ hy8qhY,B*CJ\aJph h[hY,B*CJ\aJph h|hhY,B*CJ\aJphhY,5B*CJ\aJph#hy8qhY,5B*CJ\aJphhy8qhY,B*CJaJph hw?hY,hY,5CJaJh"hY,5CJaJ,hhY,6B*CJOJQJ^JaJphhw?hY,5^^^h^^^^_h____`{rrr $IfgdY,{kd$$Ifl4i0D% 0%64 laf4ytY, $IfgdY, __%_E_e_g_i_o_p_________``%`v`y`{```οοΣsgYJYg>hbchY,5CJaJh|hhY,B*CJaJphhY,5B*CJaJphhY,B*CJaJph h(>hY,5B*CJaJphhy8qhY,CJaJhy8qhY,5CJaJhY,CJaJh[hY,CJaJ h|hhY,B*CJ\aJphhY,5B*CJ\aJph#hy8qhY,5B*CJ\aJphhy8qhY,B*CJaJph hy8qhY,5B*CJaJph```%`z`{````aWaXaaa{{{{{rr{{{{{ $IfgdY, $IfgdY,{kd6$$Ifl40D% 0%64 laf4ytY, ``aSaVaXaaaaaabbbJbYb[bbbbbbbbb c c%c'cEcGcWcYcicccccccccccccccc/d4d5dd]d_dddͷꑷh1ZhY,B*CJaJphhy8qhY,B*CJaJphhY,CJaJhOhY,CJaJh|hhY,CJaJh|hhY,B*CJaJphhY,5B*CJaJphhY,B*CJaJphhY,5CJaJ9aaa*bKbtbbbbbc8cXctttttktkkkk $IfgdY,$If[$\$gdY,{kd$$Ifl4^0D% 0%64 laf4ytY, XcYccccccccccccccccd0dPdyddddee=e$If[$\$gdY, $IfgdY,ddddddd ee+e-eGeIejelexeye{eeeeeeeeeeeff6f:fCfEfcfdfwfxfzf|ffffffffffffffg'g3g5gWghY,5CJaJhIX6hY,B*CJaJphhY,B*CJaJphh2hY,CJaJ hy8qhY,5B*CJaJphhy8qhY,B*CJaJphhY,B*CJaJphhY,CJaJhOhY,CJaJ9=e]exe|e}eeeeeeeeeeee $IfgdY,eeeef6fmffff^UUUUUUUU $IfgdY,kd$$Ifl48\t"D%{0%64 laf4ytY, fff'gJgegggghQhphwhxh $IfgdY, WgYgqgsgggggggggggh hhh&h)hGhHhPhVh]hahohphvhyhhhhhhhhhhhhhhii iǾְsְ hJhY,5B*CJaJphhY,B*CJaJphh1ZhY,B*CJaJph h1ZhY,5B*CJaJphhY,5B*CJaJphhY,5CJaJhIX6hY,B*CJaJphhY,B*CJaJphhOhY,CJaJh2hY,CJaJhY,CJaJ-xhyhzhhhhhhMDDDDDD $IfgdY,kd{$$Ifl4M\t"D%{0%64 laf4pytY,hhhhhhiiii&i'i0i $IfgdY, i%i/i1i2i7iuiyizi|iiiiiiiiiiiiiijjjjjkakikwkkkkkk*B*phhY,5>*B*ph hY,5>*hY,CJ\aJh+hY,CJ\aJhY,CJaJh+hY,CJaJ h+hY, hY,5\h+hY,5\ hY,5hY,CJaJhkZhY,CJaJ%qqq q q q q qqgqhqyqzqqq r:rSrTrUrVrWrXrYrZr[r\r $ ha$gdY,$a$gdY,gdY,\r]r^r_r`rarbrcrdrerfrgrhrirjrkrlrmrnrorprqrrrsrtrurvrrr$a$gd^iggdY,rrrrrttvvwwwwwwwwwwwwwwww w!w"w$a$gdY,gd^ig$a$gd^igrrrrvvvvwww+w4w5w6wZwjw{wwwwAyjysytyuyyyyyyyyy½yqiqiqibZh, CJaJ hR5\h, hR5h, h, 5 hUC|hR h~5\hUC|hR5\h$shY,\ hY,\hY,hY,hY,5>*B*phh$shY,5 h~5 hY,5 h^ig5h^igh^ig0Jjh^igh^igU h^igh^igh^igh^igh^ig5>*B*phh^ig5>*B*ph!"w#w$w%w&w'w(w)w*w+w6w[wiwjw{w|wwwwwwwxxx x3xh^hgdY, & F+gdY,gdY,$a$gdY,3x4xExFxXxYxfxgxzx{xxxxxxxxxxxxxxxxy yy!y & F+gdY,gdY,!y"y/y0y@yAyByCyDyEyFyGyHyIyJyKyLyMyNyOyPyQyRySyTyUyVygd h^hgdY, & F+gdY,gdY,VyWyXyYyZy[y\y]y^y_y`yaybycydyeyfygyhyiyjyuyyyyy$a$gd, $a$gdY, $@&a$gdR$a$gdRgd yyyy,z-z;z*CJOJQJ^JaJ h4ch, CJOJQJ^JaJ#h, B*CJOJQJ^JaJph3f hP h, CJOJQJ^JaJ#h4ch, >*CJOJQJ^JaJh, CJOJQJ^JaJh?9h, CJaJhP h, CJaJh, CJaJh h, >*CJaJh h, 5CJaJh h, CJaJ"CSy܀ހ߀BijÁ012BCDOIKLPQ ᾝzhzhhh#hYh, >*CJOJQJ^JaJ hYh, CJOJQJ^JaJ#h6h, >*CJOJQJ^JaJh, >*CJOJQJ^JaJ#h, B*CJOJQJ^JaJph3f h6h, CJOJQJ^JaJ#hh, >*CJOJQJ^JaJh, CJOJQJ^JaJ hP h, CJOJQJ^JaJ( -> #=Ɉʈˈ̈ވ߈ Ь{odWKh, CJOJQJ^Jh, >*CJOJQJ^Jh h, CJaJhLdh, 5CJaJ h h, CJOJQJ^JaJ hh, CJOJQJ^JaJh, >*CJOJQJ^JaJ#hh, >*CJOJQJ^JaJ#hYh, >*CJOJQJ^JaJ hYh, CJOJQJ^JaJ hP h, CJOJQJ^JaJh, CJOJQJ^JaJˈ̈ &7ABCDEFGHIJKL$a$gdY, gd, gd, +gd, + gd,  WqxyΊϊۊ7@EFHV_`aՌčû~~w~w~wl^~whhY,5>*B*phhY,5>*B*ph hg-hY,hY, hUC|hY, h~5\hUC|hY,5\ hR5\ h, 5\h h, CJaJhCJaJh, CJaJ h h, CJOJQJ^JaJh, CJOJQJ^JhP h, CJOJQJ^Jh, B*CJOJQJ^Jph3f"LMNOPQRSTUVaÍč\]W" dd[$\$gdY,gdY,gd $@&a$gdY,$a$gdY,č[\^WX[_q~!"Isȑؑ=ADEN\78ޔ ºԯԡԒ hnuhY,hjhUhshY,hY,0JPJjEhY,hY,UjhY,hY,UhY,hY,\hY,hY,5\hY,hY,5 hY,hY, hY9OhY,hg-hY,5\ hg-hY,hY,hg-hY,52"=ޔߔ 6789$a$gdnu$a$gdBgd gdY, dd[$\$gdY,&'1245789hshhY,hU0JmHnHu hY,0JjhY,0JU6&P1h:p)/ =!"#$% U$$If!vh5+#v+:Vl t65+/ U$$If!vh5+#v+:Vl t65+/ U$$If!vh5+#v+:Vl t65+/ k$$If!vh55D(#v#vD(:Vl t655D(/ k$$If!vh55D(#v#vD(:Vl t655D(/ k$$If!vh55D(#v#vD(:Vl t655D(/ U$$If!vh5+#v+:Vl t65+/ k$$If!vh55D(#v#vD(:Vl t655D(/ k$$If!vh55D(#v#vD(:Vl t655D(/ k$$If!vh55D(#v#vD(:Vl t655D(/ k$$If!vh55D(#v#vD(:Vl t655D(/ k$$If!vh55D(#v#vD(:Vl t655D(/ $$If!vh5t5p55 #vt#vp#v#v :Vl t65t5p55 / $$If!vh555p55 #v#v#vp#v#v :Vl t6555p55 / $$If!vh555p55 #v#v#vp#v#v :Vl t6555p55 / $$If!vh555p55 #v#v#vp#v#v :Vl t6555p55 / $$If!vh555p55 #v#v#vp#v#v :Vl t6555p55 / $$If!vh555p55 #v#v#vp#v#v :Vl t6555p55 / $$If!vh555p55 #v#v#vp#v#v :Vl t6555p55 / $$If!vh555p55 #v#v#vp#v#v :Vl t6555p55 / $$If!vh555p55 #v#v#vp#v#v :Vl t6555p55 / $$If!vh555p55 #v#v#vp#v#v :Vl t6555p55 / $$If!vh555p55 #v#v#vp#v#v :Vl t6555p55 / $$If!vh555p55 #v#v#vp#v#v :Vl t6555p55 / $$If!vh5t5p55 #vt#vp#v#v :Vl t65t5p55 / $$If!vh555p55 #v#v#vp#v#v :Vl t6555p55 / $$If!vh555p55 #v#v#vp#v#v :Vl t6555p55 / $$If!vh555p55 #v#v#vp#v#v :Vl t6555p55 / p$$If!vh5 5#v #v:V l4i%65 54f4ytY,p$$If!vh5 5#v #v:V l4%65 54f4ytY,p$$If!vh5 5#v #v:V l4^%65 54f4ytY,$$If!vh5{555#v{#v#v#v:V l48%65{5554f4ytY,$$If!vh5{555#v{#v#v#v:V l4M%65{5554f4pytY,$$If!vh5{555#v{#v#v#v:V l4M%65{5554f4pytY,$$If!vh5 5#v #v:V l4M%65 54f4pytY,$$If!vh5 5#v #v:V l4i0%65 5/ 4f4ytY,$$If!vh5 5#v #v:V l40%65 5/ 4f4ytY,$$If!vh5 5#v #v:V l4^0%65 5/ 4f4ytY,$$If!vh5{555#v{#v#v#v:V l480%65{555/ 4f4ytY,$$If!vh5{555#v{#v#v#v:V l4M0%65{555/ 4f4pytY,$$If!vh5{555#v{#v#v#v:V l4M0%65{555/ 4f4pytY,$$If!vh5 5#v #v:V l4M0%65 5/ 4f4pytY,DyK yK http://atssrv1.ats.iup.edu/acpac/iuponly/Project Directory Service Summary2.doc,@@@ 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^JaJe@ , HTML Preformatted7+ 2( Px 4 #\'*.25@9CJOJQJ^JaJ9`:@0:@0,>OPQRdeh!347OPQRSnz1367:T[\]^at    #+-569fprz{|}~CMORSTabopqrs~`OPJ / U :;kNOV  <mr9uvNOPQ 2:;YZ j x7 # !4!!! " "7"O"""""#H###.$/$$$$$$ % %&&&&''#($(v(**\**C-D-h--_0`000f3g3355 6 6\688N88T<U<<.?/?]??vCwCxCyCzC{C|C}C~CCCCCCCCCCCCCCCCCCCCCCCCCCDUDVDWDDDD0EXEEEF5F]F^F_FhFFF)G;GMpMqMMMMMMMMMMMMMMMMM*NBNCNNNNNlQmQeUfUwUUUUUUVVVhVVVVWhWWWWXXX%XzX{XXXXYWYXYYYYY*ZKZtZZZZZ[8[X[Y[[[[[[[[[[[[[[[[\0\P\y\\\\]]=]]]x]|]}]]]]]]]]]]]]]]]^6^m^^^^^^'_J_e____`Q`p`w`x`y`z```````````aaaa&a'a0a1a2avaaaaaaabbbbbccc=ddddhhhhhhhhhhhhhhhhhhiiiiiiiii i i i i iigihiyiziii j:jSjTjUjVjWjXjYjZj[j\j]j^j_j`jajbjcjdjejfjgjhjijjjkjljmjnjojpjqjrjsjtjujvjjjjjjjllnnoooooooooooooooo o!o"o#o$o%o&o'o(o)o*o+o6o[oiojo{o|oooooooppp p3p4pEpFpXpYpfpgpzp{ppppppppppppppppq qq!q"q/q0q@qAqBqCqDqEqFqGqHqIqJqKqLqMqNqOqPqQqRqSqTqUqVqWqXqYqZq[q\q]q^q_q`qaqbqcqdqeqfqgqhqiqjquqqqqqqqq,r-r;rOPQRde34OPRS1367:T[\]^at    #+-569fprz{CMORS~`OPJ / U :;kNOV  <mr9uvNOP 2:;YZ j x7$$$$ % %&&&&'#($(v(**\**C-D-h--_0`000f3g3355 6 6\68N88T<U<<.?/?]??vCwCCCCCCCDUDVDWDDDD0EXEEEF5F]F^F_FhFFF)G;GMpMqMMMMMMMMMMMMMMMMM*NBNCNNNNNlQmQeUfUwUUUUUUVVVhVVVVWhWWWWXXX%XzX{XXXXYWYXYYYYY*ZKZtZZZZZ[8[X[Y[[[[[[[[[[[[[[[[\0\P\y\\\\]]=]]]x]|]}]]]]]]]]]]]]]]]^6^m^^^^^^'_J_e____`Q`p`w`x`y`z```````````aaaa&a'a0a1a2avaaaaaaabbbbccc=ddddhh i iigii j:jSjjjjjllnno"q/q0q@qAqjquqqqEaW"=ތߌ:@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"  K000+ K000* {001 K040 K000+ K000* {0%0"  {0%0"  {001 K0:0 K000+ K000* {0'0"  {0'0"  {001 K080 {0-0"  {0-0"  K000+ K000* {001 {0+0"  {0+0"  {0+0"  K0:0' {0+0"  {001 {0-0"  {0/0"  {0/0"  {0-0"  {0-0"  {001 K0/0 K0/0 {0#0"  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 @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 @0 @0 @0 @0 @0 @0 @0 @0 @0 @0 @0 @0 @0 K006@0 @0 @0 @0 @0 @0 @0 @0 @0 @0 @0 @0 @0 @0 @0 @0 @0 @0 @0 K006@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 @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 @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 @0 @0 @0 @0 @0 @0 @0 @0 @0 @0 @0 @0 @0 @0 @0 @0 4 @0 @0 @0 @0 @0 @ 0 @0 @0 @0 @0 @0 @0 @ 0 @0J02 B J02 @0 @0J02B J02J02K0h0J0 2J0 2J00J00J00J00J00J00J00J0 2 C J0 2J0 2K0h0@0J02 D @00i0K0h0 @00#@00i0K0h0K0h0iLZJ02D J02J02@0K0h0@0 --WWWZh Q # 0>/GgL\NQ`TU]_`dWg inryC č9KP]nquxz{~Qe  3 O R 6 [ a 5 p {   S U "',8zKK]NPQSaT,UUCV^`aXc=eefxhh0ii=lq\rr"w3x!yVyyL"9LNOQRSTUVWXYZ[\^_`abcdefghijklmoprstvwy|}8Mnno79XX4;=FQTZ!8@8(  HB  C DNB  S D>B S  ?9? t T t WݖLHXݖ|YݖLZݖ[ݖ\ݖ]ݖ쨶^ݖT_ݖ`ݖdaݖ̥bݖcݖtJdݖJeݖ,LfݖMgݖFhݖiݖ jݖLkݖJlݖJmݖ JnݖJoݖ| pݖ, qݖ@rݖDsݖ1tݖ42uݖvݖBB(QYQYQ`Qukuk~k)l)l|l|lYpYpwwwxN|N|||~~~~؆؆܈:     DD4Q_QjQjQ}kkk5l5lll^p^pwx x xf|f|||~~~~:  =*urn:schemas-microsoft-com:office:smarttags PlaceName=*urn:schemas-microsoft-com:office:smarttags PlaceType8*urn:schemas-microsoft-com:office:smarttagsCityB *urn:schemas-microsoft-com:office:smarttagscountry-region:*urn:schemas-microsoft-com:office:smarttagsStreet;*urn:schemas-microsoft-com:office:smarttagsaddress9*urn:schemas-microsoft-com:office:smarttagsplace9*urn:schemas-microsoft-com:office:smarttagsState   %TZ #*foCL8>}&(&]^t__PiWijk[kekllaohooopp*p1p:pCp_pdpgpmpnpxpppq qqqqqqq-6ÆΆֆ)NW7: U V]%r}9@ 29ZMjl 'x7B# n 4!!!!O""8#>#H##$$**CCEENNSShWoWCdKdqqss6 7:3333333333333333333333333333333333333333h9fCn;QU/$3$5\6U<<CCCCCCF;GGHIIaLqLM.MqMMMM0NBNNNUUUV{XXXYYp`z``` a2a|aaaahizivjj+o[ooAqjqqqq7ߌ &7:7:+ct#݀w=M 9k /dɘz4xX!r9`h_i}$>BhbcIBl ģ:[)@?dc-@Hf-k-FC0t*10!0>H6q3m:%Rr;ĵu>j2V47$>O '>xMDFJ?X?(0(A@0N/-Df\* HNa0LKKMeLV>T&zzcg\鳢ļJk0gFTXu>*10:[)0O '>w6~G xRr;w=M 3m:FJ?zOY~,(o$++         0                 jR       ([.:{~               @wB                         ƱL        Xk        t        "T^s        s(                                            Yrzꊖ%mܑO\Ɖ                                        )                           nb3       :        Yr                 $                          F                          M Ob> oZ $'F~Egh2!i OI&%^KH'F~Eg 0i+9,Y,-<-*i-u-=/0Z4-h4q4]5?7P8)93|<c=t>0?@^5@-@7ABA CC4CPE$F)FRF5}FzG:VL]L_MO\P EP!1RQWRefRRSTiTtT[UGVCIWYZ n]{^,_kS_6Y_d_`[m`6)au?a'c[Ycdc/eesgtg^ig8ij#"kDkzl#nBno>)rsnuw?wKw6y:y(zR| ~~R~7d\K"E| Yk %SA=;KKewQgSu\\LRlB| +`i~PC<~"i,pQO lP~4s(f^)3]PnKgNk/EQov}O, Yjl%`sjB;_Q0p/HBQpJt~Q?hlm0qJ!$a?F=9l ?mEqA9ey+`w!qf{2Y h} .R]~8qUyps}Y,;Wn~U?]OPQRdeh!347OPQRSnz1367:T[\]^at    #+-569fprz{|}~CMORSmCCCVDWDXE]F^F;GHHIIKKK^LqLM,M-MMMMMMBNNNfUUVVWXXXYY[[x]]]^^p`x`y```a0a1aaaa:"1@9P@UnknownGz Times New Roman5Symbol3& z Arial7&{ @Calibri?5 z Courier New7&  Verdana5& zaTahoma;Wingdings"1hT&{F FwGwG!x4d-2qHX?P2Current Program:gstwright+                           ! " # $ % & ' ( ) * Oh+'0  < H T `lt|Current Program:gs Normal.dottwright16Microsoft Office Word@x@g&@[Zr@Wxw՜.+,D՜.+,< hp|  G Current Program: Titlex 8@ _PID_HLINKSA0 u:Phttp://atssrv1.ats.iup.edu/acpac/iuponly/Project Directory Service Summary2.docIwww.iup.edu/kcac  !"#$%&'()*+,-./0123456789:;<=>?@ABCDEFGHIJKLMNOPQRSTUVWXYZ[\]^_`abcdefghijklmnopqrstuvwxyz{|}~      !"#$%&'()*+,-./0123456789:;<=>?@ABCDEFGHIJKLMNOPQRSTUVWXYZ[\]^_`abcdefghijklmnoprstuvwxz{|}~Root Entry F3~AData V1TablebWordDocument8`SummaryInformation(qDocumentSummaryInformation8yCompObjqBagaaqy23kudbhchAaq5u2chNd8{A{A  FMicrosoft Office Word Document MSWordDocWord.Document.89q ]8O8m008@H DAV:getcontentlanguageen-usCONTENTS