ࡱ> _ `bjbj gdbb5@@@@@$dddP\td>  !>#>#>#>#>#>#>$Aٶ>->>!!!!>!!>!!:<Rd#a; >>0>;DD4<D@<!G>G>!>D : 1. Title Page University of North Alabama Academic Department Program Review Department of Geography ::::::::::::::::::::::: William R. Strong Department Chair Date Submitted: June 30, 2010 2. Five-Year Departmental Enrollment and Faculty Data This five-year review reveals a pattern of: Increasing student credit hour production A substantial increase in the number of majors, which continues to grow each semester A high percentage of graduates obtaining employment in their profession and A consistent number entering graduate school. While all metrics in this report have some significance, the most important measure of success, as an academic department, is the number of students who are successfully employed or engaged professionally within the discipline. Geography has an excellent record of students who are currently working in the profession of geography as well as a number of students who have chosen to continue with their education in the discipline of geography and are earning or have earned graduate degrees in geography. With the Department of Labor reporting that geospatial technology is a growth field among two others, nanotechnology and biotechnology, and with student interest in geography as a profession growing, we expect more growth in student enrollment in the future. Faculty members have been very active in teaching, research and service. Three faculty members, Dr. Keys-Mathews, Dr. Francis Koti and Dr. Bill Strong have been recognized with the Phi Kappa Phi Distinguished Teaching award and one faculty member, Dr. Strong, received the ϲʹ Outstanding Service Award. In addition to excellence in teaching, two faculty members, Dr. Keys-Mathews and Dr. Greg Gaston are principal investigators in grants totaling more than $800,000. Their research is interdisciplinary in nature and involves faculty members from sociology, psychology, computer information systems, and criminal justice. Dr. Michael Pretes has co-taught a series of innovative courses with LTC Wayne Bergeron entitled Geopolitics of Global Challenge. The Department is host to the Alabama Geographic Alliance, which is funded through grants from the National Geographic Society. Dr. Keys-Mathews and Dr. Strong coordinate the K-12 activities across the state of Alabama. During the review period, Dr. Freddie Wood funded an endowment to the department in the amount of $70,000. At the encouragement of the ϲʹ administration, the department wrote a proposal for a new Master of Science in Geospatial Science that was approved on June 18, 2010. As one of few graduate programs of this focus, it is expected to attract new graduate students to ϲʹ beginning in the fall 2010. An event of which we are particularly proud is the creation of the first discipline specific alumni association at the ϲʹ. The ϲʹ Geography Alumni Association has almost 200 members and the Department of Geography has hosted the annual Geography Alumni Association Conference for the past four years. The active alumni association, along with our well-established record of graduates successfully entering various geography professions, is by far the most telling metric and our greatest measure of success. 3. Assess the department as it relates to students Enrollment The OIRPA data describing enrollments are presented in the Appendix. The department average over the five-year period is approximately 4,770 undergraduate student credit hours ranging from 3,699 and increasing each year reaching 5,540 in 2009-10. This is an increase of slightly less than 50% over the survey period. The number of majors increased from 57 to the latest figure of 149; an increase of 120%. The department was one of the first on campus to engage in distance learning beginning with live video taping of classroom presentations which were then reproduced and mailed to students. Currently, we teach three online classes and will add a fourth class beginning with the fall 2010 semester. The department now incorporates Angel for course management and other web teaching techniques to increase student engagement. The number of students taking online courses has increased overall with a high of 377 in the spring 2010 semester. This number equates to 14.3% of student credit hour production and we expect the number of students registering for the fourth online course to increase the overall percentage of online credit hours. Our involvement in distance learning traces to the very beginning of DL courses at ϲʹ and our continuous offering of courses since that time demonstrates our responsiveness to goals of the University and to student demands. Degree productivity One hundred, eleven majors graduated from the program between fall 2005 and spring 2010. The average of 22.2 graduates per year over the five-year period and 26.6 during the past three years confirms the viability of the department by state standards. Data show the number of students graduating with a degree in geography has increased substantially with a five-year growth of 81%. With demand in the public and private sector for geographically trained graduates, we expect to see more growth in the future. Student services All of the Department of Geography faculty members participate in student advising, assistance in discovering job opportunities, mentoring those who wish to apply to graduate school, placing students in internship and co-op programs, and supporting service learning projects. It is notable that during the past five years two of our students received coveted internships to the National Geographic Society in Washington, D.C. Every faculty member has an open door policy and students are welcome to visit during office hours and at any other time the faculty member is available. Although part of the academic program, all faculty members have provided outside-of-the classroom field experiences in the American South and Southwest as well as in Costa Rica. In addition, all faculty members have mentored many students in research projects and presentations at local, state, regional, and national professional venues. Examples include ϲʹ Research Day, the Alabama Academy of Sciences, the Southeastern Division of the AAG, and the Association of American Geographers. The Geography club provides opportunities for majors and minors to interact with faculty and each other in professional and social situations. It also allows students to take leadership roles as officers in the club and members of campus committees. Depending on their grade point averages, students can join the International Geography Honor Society of Gamma Theta Upsilon. Faculty members in the department volunteer to provide leadership in advising students in both organizations. The Geography club has been quite active during the past four years by sponsoring several types of social and professional events. One of the most popular social occasions is the Tuesday afternoon informal social gathering with refreshments where faculty and students can relax in Wesleyan Hall and engage in wide-ranging conversations. The club has sponsored several professional speakers from the local area such as Dr. Jim Lacefield, as well as Dr. Lisa Davis from the University of Alabama and Dr. Arlene Hill University of Memphis. During the past four years club members have assisted faculty and alumni with logistics surrounding the annual Geography Alumni Association Conference and Geography Awareness Week. Club members have been successful in organizing fund-raising events and petitioning the Office of Student Life to support student research and travel (approximately $7,000 over a two year period). These funds have assisted a number of students in attending and presenting at the national conference of the Association of American Geographers. The Department has been successful in finding additional sources of funding for student research and travel and has awarded more than twenty, $500.00 grants during the past five years. In addition, the Geography Alumni Association has supported student research by awarding two $500.00 research scholarships during each of the past three years to geography majors. The Department of Geography and the Geography Alumni Association cooperatively created an endowed scholarship two years ago of more than $25,000 and five student scholarships were awarded during the 2009-2010 academic year. Each fall for the past three years, students have volunteered to assist with activities during Geography Awareness Week. This is a statewide event that is sponsored through a grant from the National Geographic Society. Students were trained to make manage geography-focused activities with K-7 students in the Shoals area as well as other locations in Alabama. This type of volunteer service provides experience that will aid students in their application for the Geographic Information Systems Professional certification. Outcome information including student performance on licensure/certification exams, job placement of graduates, student, alumni and employer surveys There are no licensure exams for geography majors but the Department of Geography provides the opportunity for students who meet certain qualifications in geospatial science coursework to achieve a Certificate in Geographic Information Systems. According to departmental records since the fall of 2005, 109 graduates have received this certificate. The GIS certificate is a significant addition to student resumes and has proven to be of value as students seek employment. Until the general economic downturn, most of our geography students found employment very often before graduation or within a short period of time after graduation. According to anecdotal information from students and employers, we estimate that until this past year, more than 90% of our graduates found jobs in geography-related professions or were admitted to graduate school. As there is no nationally normed exit exam for undergraduate majors in geography, we developed an exit exam more than ten years ago as required by ϲʹ. This test has been administered to graduating seniors each year since then without significant changes. It is our belief that students do not take the exam seriously since there are no stakes involved. In fact, the average score on the exam by our graduates has only ranged from a low of 54 to a high of 67 over the period covered by this report. After reviewing this information and the exit exam itself, the faculty members have determined that the exam itself needs critical revision in view of changes in the discipline and the emphases in coursework in the department. Currently there is discussion at the national level within the larger community of geography about developing a standard national level exam. But rather than wait for the proposed national exam, during the, the faculty will begin a revision of the current exit exam next two years. As mentioned previously, the ϲʹ Geography Alumni Association has been very active since its inception more than four years ago. During that time, the membership has provided in face-to-face meetings and through a survey, information in regards to job placement possibilities for our students, current and future coursework requirements of the geospatial science industry, and potential value of a graduate program in geospatial science at ϲʹ. Faculty members and former students maintain frequent contact through email. Alumni send information about job, internship and co-op opportunities for our students. The department receives frequent notices of employment from various organizations where our former students work. We have been apprised from these employers that our students are well prepared for the job positions they hold and maintain and strong work ethic. The department requires new majors to complete a survey regarding their reasons for selecting geography as a major. Consideration is being given to the development of an exit survey questionnaire that would be administered during the week before graduation. This survey would be modeled upon a survey developed by Dr. Lawrence Estaville and Dr. Brock Brown of Texas State University. We expect this survey to provide valuable feedback from students about the program and aspects of the program where we can make improvements in the overall experience of our students. Two years ago, a survey was administered to alumni in order to get feedback on questions related to our proposal for a Master of Science degree in Geospatial Science. This survey provided very useful insights that were incorporated into our proposed graduate program. 4. Assess the department as it relates to faculty Teaching productivity and activities designed to enhance teaching and the curriculum During the 2005-2010 period the Department of Geography developed and taught several new courses including Natural Hazards, Nature-Society Interaction, Geography of Costa Rica, Business Geography, Geopolitics, Field Study in the Southwest, Crime Mapping and Analysis, Spatial Statistics, and Mountain and Desert Environments. The Department developed a new geography option called Business Geography, which focuses on using geographic techniques and tools to address contemporary business issues and problems. The Department also proposed and developed a new Master of Science program in Geospatial Science, which was approved by the Alabama Council on Higher Education in June 2010. The program will take effect in August 2010. Geography faculty continued to adopt innovative teaching methods in the classroom. These included increasing the number of online courses offered, video taping of virtual field labs, recording lectures and other materials using Tegrity to enhance distance education, cross-listing of courses with other departments including Economics and Political Science, and offering courses team-taught by faculty (including faculty in other departments). Moreover, the department has offered field courses each summer, in which students spend two to four weeks traveling while enrolled in a course or courses. These field courses have taken students, within the United States, to the Southwest, Rocky Mountains, the Southeast, and, outside the United States, to Costa Rica. All department faculty members have been involved in teaching a field course. Research Productivity Geography faculty members have been extremely active in research as assessed by presentations and publications. Much of the departments research activity has involved undergraduate students. During the 2005-2010 period, department faculty published articles in the following refereed journals: Geospatial Solutions, Papers and Proceedings in Applied Geography, Journal of Karst and Cave Studies, Canadian Journal of Pure and Applied Sciences, Asia Pacific Viewpoint, Africa Today, and the Electronic Journal of Information Systems in Developing Countries. In addition, department faculty authored four textbook supplements including study guides, instructors resource manuals, and class response systems. Department faculty published a total of 21 encyclopedia articles in such reference works as the Berkshire Encyclopedia of China, the Encyclopedia of Western Colonialism Since 1450, and the Encyclopedia of the Arctic. Department faculty also published entries in EARTH: The World Atlas, the largest world atlas ever published. Two undergraduate geography students were co-authors in EARTH and on several encyclopedia articles. Geography faculty presented a total of 35 papers or posters at academic conferences, including the annual meetings of the Association of American Geographers, the Southeastern Association of American Geographers, the National Council on Geographic Education, the Alabama Academy of Sciences, and others. Papers and posters were presented at such venues as San Juan, Washington, Denver, Boston, San Francisco, Oklahoma City, and Cape Town, among others. An additional 39 conference presentations or posters were given by undergraduate geography students, work that was co-authored by department faculty. Student presentations and posters related to all aspects of geography, including geographic tools and technologies, geomorphology, biogeography, natural hazards, geographic education, urban planning, economic geography, political geography, and cultural geography. The department was able to financially assist the majority of student presenters with travel and research funds. Service, including service to public schools Department of Geography faculty members were extremely active in service to the university, profession, and local community. During the 2005-2010 period, departmental faculty served on a variety of university committees, including International Programs Offerings, Research Committee, Undergraduate Curriculum Committee, Multicultural Affairs Committee, and others including several search committees for university vice-presidents and members of the Office of Advancement. Department faculty also assisted in the work of the Academic Resource Center, and as advisors to numerous student organizations (including honor societies, campus clubs, and fraternities). Several geography faculty members served as the president or other officer of the Honor Society of Phi Kappa Phi. Geography faculty have served the local community (Florence, the Shoals Region, and the State of Alabama) in a variety of capacities including giving twelve public lectures to local organizations such as the Rotary Club, Kiwanis Club, Exchange Club, Civitan Club, Institute for ϲʹing in Retirement, Academy of Lifelong ϲʹing, and the Florence-Lauderdale Public Library. One faculty member served as president of the Florence Rotary Club. Geography faculty members have also served on the boards of directors of local organizations such as the Friends of the Florence-Lauderdale Public Library, On Stage, and the Kennedy-Douglass Center for the Arts Volunteers. Several faculty members have also assisted the City of Florence and Florence-Lauderdale Tourism Office by providing maps and geographic information. Faculty members serve on the City of Florence Geographic Information Systems committee, the Brownfield committee and the City of Florence Planning Commission. Beyond the local area, department faculty members have served as consultants to the National Geographic Society, the Alabama State Board of Education, and the Alaska Permanent Fund Corporation. Faculty members have also been active in service to the profession and discipline of geography. One faculty member was elected to serve on the Executive Planning Board of the National Council for Geographic Education. Members of the department have served on journal editorial boards. They have also acted as manuscript reviewers for 18 journals including Professional Geographer, Journal of Geography, International Journal of Geography in Higher Education, Southeastern Geographer, Political Geography, Papers and Proceedings in Applied Geography, and World Development; they have also acted as reviewers for textbook manuscripts for such publishers as Prentice Hall and John Wiley, and have reviewed grant applications for the National Science Foundation and NASA. On eleven occasions department faculty members have served as panel organizers, chairs, or discussants at international conferences. In the field of geographic education, the Department of Geography now houses the Alabama Geographic Alliance, which actively involves two department faculty members. Faculty members have also been involved in the Alabama State Geography Bee and in advising and participating in activities with elementary and high schools across the state (activities that often also involve undergraduate geography students). One department member has also served as an external Ph.D. dissertation examiner for a university in India, while another has served on the supervisory committees of three M.S. theses at the University of Alabama in Tuscaloosa. Geography faculty have also been active internationally by giving lectures, teaching short courses, conducting field work, and directing workshops in such places as Mexico, Costa Rica, Philippines, Finland, Canada, Peru, India Tunisia, Malta, and South Africa. Faculty development plans During the 2005-2010 period department faculty have engaged in activities to develop themselves as professionals. Activities have included the certification by four department members as Geographic Information Systems Professionals (GISP), a certification process based on experience, current activities, and a commitment to continued professional development for recertification. Two department faculty members who were less familiar with geographic techniques attended a course sponsored by ESRI on using ArcGIS software. Geography faculty also participated in a variety of workshops designed to enhance professional skills including the GeoSummit in Texas, the Healthy Department Workshops sponsored by the AAG in North Carolina and Colorado, the International Network for ϲʹing and Teaching Geography in Washington, D.C., a workshop on Civil-Military Responses to Terrorism at the Naval Postgraduate School in California, and a U.S. Department of State workshop on geosciences in South Africa. Two faculty members participated in the Magellan Faculty Exchange program in Mexico and Finland. Another faculty member participated in a workshop at Google headquarters on using Google tools in education. Another faculty member traveled to the Bahamas to assess the potential for a field course in that country, while two other faculty members traveled to Costa Rica for the same purpose. All department faculty members will continue their professional development by continued participation in courses, workshops, and other events from the local to the international level. Section 5: Assess the department as it relates to facilities and resources Library Collier Library staff recently completed a library holdings assessment for the Department of Geographys masters program proposal. These are their findings: ϲʹ's collection supporting geospatial sciences is assessed at the ALA level 3b, advanced study or instructional support level. In addition to the types of materials listed for level 3a, level 3b is defined as providing a wider range of basic monographs and stronger journal periodical support. This means the collection is adequate to support term paper writing at the undergraduate level. The journal collection by itself is assessed to 3c, of a quality to support masters level work however the monograph collection is more general in nature and needs to be enhanced to fully support a masters level program in geospatial sciences. Current trends in departmental purchasing nevertheless reveal promising growth within the monograph collection. Through print, microform, and electronic formats, the libraries provide strong journal/periodical holdings that are capable of supporting graduate-level work in most of the major areas of geospatial science. In order to fully support a masters degree program in geospatial science, current levels of funding will be increased to keep pace with increasing costs of resources. The libraries collections in geography will be enhanced to fully support the specific demands placed on it by a program in geospatial sciences. This is accomplished by librarians and faculty making a concerted effort to select monographs that fall under the specific purview of the proposed program. Concentration on collecting monographs for areas such as Geographic Information Systems (GIS), and computer cartography, could more adequately align the collection for graduate support. Based on this assessment and the commitment of library funding, the Department of Geography is working with Amy Butler, Interim Director of Library Services to increase our monographs and periodical holdings in support of our new Masters degree in Geospatial Science (Goal # 5). Laboratories The Department of Geographys Geographic Research Center is equipped with thirty-one computers dedicated to GIS, remote sensing, and other geography and productivity applications. Software includes ERDAS Imagine image processing software, ArcGIS 9.x, SPSS statistical package, database programs, and a variety of web development tools. ERDAS Imagine and ArcGIS are updated annually through a software allocation within the department. The computers are managed for University updates on a daily basis with basic computer issues resolved by Computer Services and all other lab management duties, including Geography software maintenance is handled by a Geography faculty member. The department also houses a band saw, a vacuum sanding table, belt sanders, a dust collection system, measuring stages, field equipment, microscopes, and miscellaneous supplies needed in dendroecology and forest research. Currently there is no faculty member with this specialty within the department and the equipment is not being used. Related to the computer hardware, there are three issues that must be addressed. First, the server that hosts all of the geography productivity software has reached its processing capacity and needs to be replaced in order to provide more efficient use of the GIS, mapping and image processing software that is served to the thirty-one computers. Second, the thirty-one computers need to be replaced with newer, faster technology in order to efficiently handle the applications for which these computers are used. Finally, because the number of geography majors, minors, and class sizes has dramatically increased, thus the number of computers within the Geography computer lab needs to be increased at least by six computers, which is the maximum number of new computers that can be added in the designated space. These three items must be fulfilled in order to support Goal #1 and learning outcomes related to Spatial Analysis and Reasoning and Tools and Techniques. Equipment Currently, laboratory fees are sufficient to cover any physical and human geography equipment that is needed. Space The Department of Geography has grown from four faculty members in 2005 to seven faculty members starting in the fall 2010. We have grown from 68 majors in 2005-2006 to 149 majors in summer 2010. Our Masters in Geospatial Science program was approved by ACHE June 18 of this year. Our technology courses (GIS, Remote Sensing, Cartography, and Field Techniques and Technology in Geography) have grown to exceed the classroom space and computers available. Our growth and expansion has transformed Geography at ϲʹ and in the Southeast but our facilities have not kept up with the growth. Based on assessment, the Department of Geography needs additional computer lab space, as well as space for a graduate student computer lab and offices. This supports Goals # 1 and 5 and learning outcomes Spatial Analysis and Reasoning and Tools and Techniques. Support Personnel Currently the Department of Geography has one administrative assistant and typically two to four undergraduate students that are computer lab assistants for a total of approximately fifty hours per week. The lab assistants are paid from the Departments work-study budget. As noted above, our Masters in Geospatial Science program was approved by ACHE June 18 of this year, which means the addition of graduate students, with requisite paperwork, to our department. We currently have over $1,000,000 in research funding from Department of Justice, National Oceanic and Atmospheric Organization, and National Geographic Society. Because we expect external funding to grow in the next few years, the Department of Geography requests an Administrative Assistant who will be responsible for the Graduate program paperwork and all budget issues related to external funding. At the onset, this position may be part-time but as funding and number of graduate students grows, the positions time requirements will increase as well. In addition, we request funding for a graduate student that will take over the Geographic Research Centers computer lab management responsibilities, as well as teaching assistantships to support the laboratory and technology classes. With the recent approval of the new graduate program, it is imperative that the university approve a new graduate coordinator position with a course load reduction. 6. List any notable achievements by the Department In the last five years, the Department of Geography at the ϲʹ has been very active in research, teaching and service. Consequently, many accomplishments have been realized and are discussed separately under the following categories: Departmental Achievements; Students Achievements; Grants and Awards and; Other Awards and Distinctions. Departmental Achievements: Growth: In the last five years, the Department of Geography has grown rapidly in terms of the number of faculty and majors. In 2000, there were four geography faculty members and currently there are seven members, all of whom hold the Ph.D. The number of geography majors has increased from 68 in the 2005/2006 academic year to 149 in the 2009/2010 academic year representing a significant increase of more than 120% during a period in which undergraduate enrollment at ϲʹ increased by 13%. These numbers anecdotally support the presence of high quality of teaching within the Department, popularity of the discipline across campus and hard work by the Geography faculty members. These factors are also evidenced by the high job placement and continued successes of our graduates. New Graduate Program: Faculty members at the Department of Geography have spent the last two years designing a graduate program in Geospatial Science. A Notice of Intent to Submit a Proposal (NISP) was submitted to and approved by the Alabama Commission of Higher Education (ACHE) in 2008. The full proposal was submitted to ACHE in 2009. A Masters Program in Geospatial Science in the Department of Geography at ϲʹ was approved by ACHE on June 18, 2010 and the first students will enroll in the fall of 2010. High Job Placement rates: Faculty members in the Department of Geography have made a deliberate commitment to prepare Geography majors for the job market. In order to realize this goal, the curriculum has been designed such that it provides our students with the appropriate knowledge and skills needed for successful careers in the field of Geography. The result has been high quality graduates who are quickly absorbed in professional positions in government, industry and in academia; for example in the fall of 2007, the department recorded a 100% job placement rate while in the Spring of 2008, 88% of our graduates had jobs two weeks after graduation. Geography Alumni Association: The Department of Geography was the first discipline-specific alumni association on campus. The ϲʹ Geography Alumni Association (ϲʹGAA) which was formed in 2005 holds an annual conference on campus where faculty members, past students and current Geography majors interact in various professional activities including but not limited to: research paper presentations, workshops, business presentations and meetings, and job interviews for our graduating majors. In 2007, the association established a research fund to support undergraduate student research in the department. In 2008, another grant was established in honor of the late Frank Himmler, Professor Emeritus of Geography to support geography majors doing research in areas related to planning which was Mr. Himmlers area of expertise. More information about the ϲʹGAA can be found at: HYPERLINK "http://www.unagaa.org"http://www.unagaa.org. The Alabama Geographic Alliance: The Department of Geography has been part of the Alabama Geographic Alliance (AGA) since the AGA was founded in 1988. At that time, the National Geographic Society (NGS) recognized Alabama as one of the first states in its newly formed Alliance program within their education division. Dr. Strong was one of the three original co-coordinators of the Alliance and was the only coordinator in 2007 to 2009. In 2007, the AGA head office moved to the ϲʹ and in 2009, Dr. Keys-Mathews was appointed by NGS as a co-coordinator. Since its inception, the AGA has received numerous grants from the NGS and other sources to sponsor geography institutes and in-service projects throughout Alabama. The ϲʹ Department of Geography has been the recipient of a number of these grants and has hosted institutes and in-service projects for K-12 teachers almost every year. During the past five year period, the AGA has been awarded more than $180,000 in grants and that money has been used at ϲʹ to host two major summer geography institutes, annual Geography Awareness Week workshops at ϲʹ and at other state locations, periodic in-service workshops at ϲʹ and especially Muscle Shoals High School, and other outreach activities including presentations annually at the National Conference on Geography Education. In the past year, Dr. Keys-Mathews and Dr. Strong completed a ten-week strategic planning course conducted by NGS. During the upcoming year in concert with the AGA steering committee, they will write a ten-year strategic plan for geography education activities in the State of Alabama. Student Achievements: Student Conference Presentations: The Department of Geography is committed to preparing students for the job market and also for graduate school. As such, our curriculum and other academic activities are designed to provide our majors ample opportunities to conduct research and present their work in professional conferences and meetings. Faculty members play a pivotal role in mentoring our students to learn the research process through conducting research, preparing poster and paper presentations, and writing research papers. In the last five years, our students have presented a total of 39 papers and posters in various conferences and meetings. It is important to note that 35 of these 39 conference presentations were presented in six consecutive national conferences (2005-2010) organized by the Association of American Geographers in the following cities: Denver, CO; Chicago, IL; San Francisco, CA; Boston, MA; Las Vegas, NV and; Washington D.C. Additionally, two of the 39 presentations were also to a national audience at the annual conference of the National Council on Geographic Education in Lake Tahoe, NV, and Dearborn, MI. Student Publications: Geography majors and their faculty mentors have also been active in publishing their research. In the five-year period reported here, our majors posted six publications with faculty mentors as lead authors. Graduate School Admissions: The Geography faculty members work with students who have interest in graduate studies to ensure that they have quality information regarding graduate school opportunities. In the five-year period, a total of 12 students have enrolled in graduate school some of them in geography programs such as University of Oklahoma, University of South Carolina, Syracuse University, University of Alabama, Virginia Tech, Appalachian State University, University of Memphis, Arizona State University, and West Virginia University in no order of importance. Grants and other funds: Internal and External grants: Faculty members in the Department of Geography have been active in pursuing both internal and external funding. In the five-year period, a total of $1.06 million has been received through grants. There are currently two large research-based external grants being administered by Geography faculty over a quarter a million dollar grant from the Department of Justice and a half a million-dollar grant from the National Oceanic and Atmospheric Administration (NOAA). Other awards and distinctions: Excellence in Teaching: It is also noteworthy that geography faculty members have also been recognized for quality teaching by their peers here at ϲʹ. Three of the five faculty members are recipients of the Phi Kappa Phi Eleanor Gaunder Excellence in Teaching Award. This is a prestigious honor accorded to one faculty member in the University every year that has exhibited excellence in teaching in various aspects through a competitive process. Professional Certification: Geography faculty members have remained current in the technical aspects of the discipline through professional certifications. Four of the five faculty members are currently certified by the GIS Certification Institute (GISCI) as Geographic Information Science Professionals (GISP). A GISP is a certified geographic information systems professional who has met the minimum standards for ethical conduct and professional practice as established by the GIS Certification Institute. 7. How has the department responded to previous program review recommendations? Not applicable since this is the first five-year review we have conducted. 8. State the vision and plans for the future of the department Vision Statement The Department of Geography seeks to engage faculty members, students and the general public in advancing knowledge, understanding and application of geography and geospatial science through teaching, learning research and service. Over next five years, assuming no additional state resources, the department will refine its mission statement to correlate with major advances in the discipline of geography and employment requirements in the geospatial science workforce. With a focus on the core competencies of the university and the mission statement of the department, the faculty will craft a 5 -10 year strategic plan with specific goals and objectives based on the increasing demand for geographically informed graduates in both physical and human geography who have expertise in geospatial technologies. The department will consider the development of an environmental geography option in the program. The plan will also seek to increase student scholarships and establish a graduate teaching/research assistant fund and to design an area for graduate student research. Finally, the department anticipates a continuing increase in the number of geography undergraduate as well as graduate students in our newly approved graduate degree program, and must establish plans to manage the program within budgetary constraints and the need for larger and more classroom/laboratory space. In addition to the ϲʹ geography program, Dr. Keys-Mathews and Dr. Strong as coordinators of the Alabama Geographic Alliance, which is hosted by the Department of Geography, will develop a long-term strategic plan for K-12 geography education activities within the state of Alabama with potential grant funding from the National Geographic Society. They will be assisted by the AGA steering and planning committees whose memberships include geography faculty, K-12 teachers, State Department of Education members, and key community stakeholders. Over next five years, assuming availability of additional state resources, the department would focus on achieving the goals and objectives of the strategic plan. We would request a part-time administrative assistant to help with the graduate program and to manage external funding accounts. There will be a need to upgrade and increase the number of computers in the GIS lab and purchase equipment for the physical geography lab. With the recent approval of the Masters of Science in Geospatial Science, there is a need to set up and furnish a graduate student area complete with desks and an array of computer equipment. The University should approve a one-course reduction for a graduate advisor who would be tasked with managing all aspects of the new graduate program. 9. Program Overview The geography program at the ϲʹ is the largest stand-alone geography department in terms of undergraduate geography majors in the State of Alabama. The program has a long history of innovation and technical excellence. The geography program has a very high level of success in training geographers for their future endeavors. Most of the graduates of the geography program have moved on to government, industry and education where they are performing a wide array of tasks related to the core discipline of geography. The program have worked conscientiously to insure that while students obtain a high level of technical competence, they do not focus only on the techniques of geography, but are well versed in the science and disciplines of geography and spatial analysis. The program has the first discipline-specific alumni association at the University. The Geography Alumni Association holds an annual meeting at the University (in the department) where alumni/faculty and students share their work and continue to make and strengthen their professional bonds. The geography program has expanded from four faculty members in 2001 (with only one holding their terminal degree) to five faculty members in 2005 (with three holding the terminal degree) to seven faculty members in 2010 (all of whom hold their terminal degree). The program has well developed expertise in: Geographic Information Science (four of the current faculty are certified Geographic Information Science Professionals - GISP) Natural Hazards Urban and Regional Planning Physical Geography Economic Geography Geographic Education In June 2010 The Alabama Commission on Higher Education approved a Masters degree in Geospatial Science at the ϲʹ. Mission Statement: The Geography Program at the ϲʹ is student centered where faculty members seek to: Inspire curiosity and creativity and inculcate a life-long love of learning. Endow our students with the intellectual tools necessary to seek and create new geographic knowledge and for each student to build their own geographic skill set. Perform research that advances scientific knowledge in geography and related fields. The departmental mission statement is in sync with the larger University mission statement and fits well with the larger mission of preserving and passing along knowledge, training a highly educated, skilled and capable workforce and serving the larger community through an active research program that not only instills in students an intense curiosity but inspires them to continue in their search for knowledge and creates new knowledge. Goals and Objectives of the Program: Over the past five years, our program goals and objectives have included the following: Provide students with the appropriate knowledge and skills needed for successful careers in the field of geography. Promote ϲʹ and geography as a major to potential students and to the community at large. Offer outside the classroom learning opportunities for geography students Promote faculty research and scholarship in order to enhance the education and increase the opportunities for our students. Submit a proposal for a new Master of Science degree in Geospatial Science to the Alabama Council for Higher Education (ACHE) Student ϲʹing Outcomes: Students should know and be able to: Spatial Analysis and Reasoning: Observe, interpret, analyze, and understand spatial patterns on Earths surface. (Core Competency: Analysis and Reasoning and Seeking out and acquiring knowledge) Physical Systems: Analyze and understand the spatial patterns and processes, as well as the interactions of the atmosphere, lithosphere, biosphere, and hydrosphere (Core Competency: Seeking out and acquiring knowledge and Critical Thinking) Human Systems: Analyze and understand the human spatial patterns in the context of cultural, demographic, economic, social, and political processes (Core Competency: Seeking out and acquiring knowledge and Critical Thinking) Human Environment Interaction: Understand the connections and relationships between humans and the environment (Core Competency: Critical Thinking and Analysis and Reasoning) Tools and Techniques: Use maps, aerial imagery, and other tools and techniques including, but not limited to, Geographic Information Systems, cartography, the Internet, field data collection, qualitative and quantitative analysis, or Global Positioning System receivers. (Core Competency: Use of Existing and New Technologies) Geographic Tradition: Understand Geographys historical and philosophical foundations (Core Competency: Seeking out and acquiring knowledge) Note: The core courses within the geography program address these six learning outcomes while the options within the program provide the students with more depth in one or more of the outcomes. Governance Structure: The faculty has an elected chair whose task it is to perform administrative and financial duties for the department. The faculty members work as a team work to make significant decisions regarding all aspects of the program. Admissions Requirements: Admission to the geography program has no requirements beyond those required by the University. Degree Requirements: Students can choose one of three options within the geography major: General Geography Geographic Information Science Business Geography Core Requirements for all options (26 hours): GE 102 World Regional Geography (3) GE 111 Physical Geography I Weather and Climate (4) GE 112 Physical Geography II Landscapes (4) GE 225 Maps and Map Interpretation (3) GE 260 Human Geography (3) GE 300W History and Philosophy of Geography (3) GE 325 Cartography (3) One Regional Geography Course (3) Additional Requirements: Microcomputer course (3) Natural science course (4) Statistics course (3) GENERAL GEOGRAPHY Additional Requirements for General Geography (21 hours): Plus additional 21 hours in geography (of which up to 6 hours of upper division courses may be in another discipline with approval of academic advisor). GEOGRAPHIC INFORMATION SCIENCE Core Requirements (26 hours): Additional Requirements for Geographic Information Science (30 hours): GE 224 Field Methods and Technology in Geography (3) GE 323 Use and Interpretation of Aerial Photographs (3) GE 384 Geographic Information Systems (3) GE 454 Remote Sensing (3) GE 484 Projects in Geographic Information Systems (3) One Programming Course (3) One Database Management Course (3) Plus additional 9 hours in geography or related discipline upon recommendation of academic advisor. BUSINESS GEOGRAPHY Core Requirements (26 hours): Additional Requirements for Business Geography (30 hours): GE 321 Economic Geography (3) GE 322 Business Geography (3) GE 384 Geographic Information Systems (3) GE 390 Urban Geography (3) One GIS Applications Course (3) Plus additional 15 hours in from the College of Business as recommended by academic advisor. Associated Institutes and Centers: The Geographic Research Center and the Dr. Freddie Wood Center for Geography Innovation, Research and Science support cutting edge geospatial research directed by Geography faculty including, but not limited to, release time, development, graduate students, undergraduates, travel, supplies or equipment. Because of the nature of geography research, collaborations between and among geography faculty, as well as interdisciplinary collaborations will be encouraged. Mentoring young scholars in the current research techniques is another aspect of funding with the Freddie Wood Center. Involvement of external constituents: The alumni of the Geography program a valuable resource for the program. Many of the alumni have become either owners or higher-level managers in geospatial technology firms and they provide valuable insight into the goals, objectives and curriculum of the program. They also formed the ϲʹ Geography Alumni Association which sponsors an annual professional conference and awards student scholarships. Community College Articulation: The Department of Geography follows the STARS articulation with community colleges. Program Productivity: Number of Undergraduate Majors: 2005-06 2006-07 2007-08 2008-09 2009-10  68 85 119 133 149 Number of Degrees Awarded / Number of GIS Certificates Awarded Fall-Spring 05 F-S 06 F-S 07 F-S 08 F-S 09 F-S 10  17/16 19/10 15/16 24/13 32/25 29/29 As can be clearly seen from these numbers, the Geography program at the ϲʹ is robust, active and growing. 10. Program Evaluation The faculty identified six learning outcomes focused on what students enrolled in our core courses should know and be able to do after completion. Each faculty member was asked to determine and justify departmental learning outcomes relative to geography courses (See Appendix). Preliminary steps have been taken to develop appropriate assessments and work will continue in the coming years. An initial learning outcome-based assessment was designed and implemented in freshman-level classes. This standard pre and post-test evaluation system was implemented for two separate GE111 classes in the spring 2008 and GE 102 in the fall 2009 to measure students knowledge of subject matter before and after taking the course. The 20-item multiple choice pre-tests, which covered all the fundamental concepts of the courses were administered unannounced and graded using the scantron item analysis method during the first week of class. The same test was administered again (unannounced) and graded just before the finals week. The grades for the pre and post tests for both classes were computed and compared. For the GE 111 courses this strategy was implemented, there was an overall improvement of 22%. For the GE 102 classes, there was similar improve of more than 20%. While we find this method an innovative and immediate way to measure learning outcomes, the faculty is also using it to identify areas that require more attention in the respective courses. During the past five years, many students registered for internship, co-op, and capstone courses. For the purpose of evaluating students in each of these courses, Dr. Keys-Mathews developed an evaluation methodology involving both student input and employer input as appropriate. Reviewing these documents has provided essential information about student performance from their personal perspective as well as the employers perspective. The faculty members have managed an on-going discussion of the progress of the program and the students, and when deemed necessary have made suggestions and changes to increase the efficiency and/or efficacy of the curriculum to better support student achievement. One particular discussion, for example, has focused on information and inquiry skills that students should possess in lower division courses that they would need in specific upper division technical courses. This dialogue has created better communication between professors who teach these courses and led to better student preparation for advanced coursework. Although we have not received OIRPA information regarding grade distribution patterns, we have discussed grades in our respective courses and feel that distributions have not been severely skewed in any particular direction. It has been noted through discussion, however, that fewer F grades have been given in the upper level courses in comparison to the lower division courses. In summation, the faculty members work very well as a departmental team with a focus on providing the best geography education to the students. As a group, we discuss curriculum issues at almost every faculty meeting and at other unscheduled times in order to maintain a constant dialogue about issues facing the department. Through this approach, we argue that we have maintained a very high quality program with a critical eye to its continuous success and a track record for innovative thinking and action. The departmental faculty will develop a strategic plan in the next two years with specific goals and objectives that are sensitive to the demands of industry and higher education especially as they relate to geospatial technology use in both physical and human geography. Within the strategic plan will be a section on issues related to continuous improvement and how to address it. 11. Program Recommendations We have suggested in this report a number of changes, modifications and continuing efforts that should be made to continue the growth and high levels of performance within the geography program. These include: Creating a new strategic plan Testing and evaluating additional methods to assess student learning and performance Adding computer and classroom space Increasing the number and quality of computers available within the program; add a new server Promoting, recruiting, and continuing to enhance our new graduate program Identifying a graduate coordinator and providing a reduced teaching load Adding office space for graduate students Adding an additional administrative assistant and graduate coordinator Increasing the financial/research support available for our students (both graduate and undergraduate) Actively pursuing additional external funds to support the departmental mission. Enhance our student population to include students of various races, ethnicities, gender and countries of origin In addition the faculty members recognize that it is critical that the new graduate program add to the continuing success of the undergraduate program. We are very conscious that it will require continual effort to successfully balance the creation of a high quality graduate program while maintaining the long-term excellence evidenced in the success of the undergraduate geography program. Appendix UNIVERSITY OF NORTH ALABAMA INSTITUTIONAL RESEARCH, PLANNING, AND ASSESSMENTFive-Year Department Evaluation Data Prepared by: OIRPADEPARTMENT:Geography1. Number of Unduplicated Majors (Summer, Fall, and Spring Semesters Combined)Bachelor2005-062006-072007-082008-092009-10AverageStatusFull-Time5159829170.75Part-Time1726374230.50Total6885119133149101.25FTE Students56.6767.6794.33105.000.0080.92Master2005-062006-072007-082008-092009-10AverageStatusFull-TimePart-TimeTotalFTE Students2. Number of Degrees ConferredBachelor2005-062006-072007-082008-092009-10AverageDegrees Awarded161525262922.20Master2005-062006-072007-082008-092009-10AverageDegrees Awarded03. Majors/Degrees Conferred RatioBachelor2005-062006-072007-082008-092009-10AverageRatio4.255.674.765.125.144.95Master2005-062006-072007-082008-092009-10AverageRatio00004. Student Credit Hours (Summer, Fall, and Spring Semesters Combined)Level2005-062006-072007-082008-092009-10AverageUndergrad3,6994,0685,0935,4505,5404,770.00Graduate27331569229.20Total3,7264,1015,1085,5195,5424,613.505. Average Class SizeDivision2005-062006-072007-082008-092009-10AverageUndergrad20.419.727.427.13626.12Graduate4.51.811925.666. Number of Faculty (Fall Semester)Faculty2005-062006-072007-082008-092009-10AverageFull-Time566665.80Part-Time221111.40Total787777.25FTE Faculty5.676.676.336.336.336.257. FTE Student/FTE Faculty Ratio (as per U.S. News definition)2005-062006-072007-082008-092009-10AverageRatio10.0010.1514.8916.58nd12.918. Credit Hours/FTE Faculty2005-062006-072007-082008-092009-10AverageCH/Faculty657.53615.15806.53871.42875.05737.66 9. Department Expenditures (including Actual Personnel and Non-Personnel)2005-062006-072007-082008-092009-10AverageBudget$378,482$498,312$639,825$624,389nd$535,252.0410. Cost Per Credit Hour (Total Department Expenditures/Total Credit Hours)2005-062006-072007-082008-092009-10AverageCost$101.58$121.51$125.26$113.13$0.00$115.37 ϲʹing Outcomes 2010 Requirements Course NumberCourse Title Spatial Analysis & Reasoning Physical Systems Nature and EnvironmentHuman Systems Tools and TechniquesGeographic Traditions GE 102World Regional GeographyXXXXXXGE 111Physical Geography IXXXXXXGE 112Physical Geography IIXXGE 225Maps and Map InterpretationXXXGE 260Human GeographyXXXGE 300WHistory and Philosophy of GeographyXXGE 325CartographyXXXGE 300/400Region ElectiveXXXXX REQUIREMENTS OPTION 1: General Geography 21 hours of upper division Geography courses; 6 hours may be from a related discipline as recommended by advisor REQUIREMENTS OPTION 2: Geographic Information Science Course NumberCourse DescriptionSpatial Analysis & Reasoning Physical Systems Nature and EnvironmentHuman Systems Tools and TechniquesGeographic Traditions GE 224Field Methods and Technology in GeographyXXGE 323Use and Interpretation of Aerial PhotographsXXGE 328Geography Info. SystemsXXGE 428Remote SensingXXGE 484Projects in GISXXGE 300/400Two GE Electives One Programming ClassXOne Database Management ClassX Nine hours additional course work either geography related or coursework recommended by students advisor REQUIREMENTS OPTION 3: Business Geography Course NumberCourse DescriptionSpatial Analysis & Reasoning Physical Systems Nature and EnvironmentHuman Systems Tools and TechniquesGeographic Traditions GE 321Economic GeographyXXXXGE 322Business GeographyXXXXGE 390Urban GeographyXXXXXXGE 424Geographic Info. SystemsXXMP * p z  gz{"BGbcGez}!!W&t&&&''6(Z([(\())+),,,,34446666$6(6:::::h5 h4hhqhh|* hShShSh y>3`<h@'=h@'=CJaJh@'=5CJaJ h@'=5H "$^* $a$* p r t v x z   B C m  @ A AB & Fh^h$a$cdeyz{|}9:!***,+, & p@ P !1$ & p@ P !1$gdSgdSh^h+,,,,,044~77:::::R;S;,>->vAwAAAEEIII & p@ P !1$:R;;;wAABBBBBCCHCJC`CbCnCxCCDDDEE(EWEmEEEIIKKLMMMNNOOO P8P9P:P;PHPOPPPPPQvRSSS-S/SfSgS~SSSSSSSTTTTVVXXvX|XXXXhS;h](hXYhIhI6hIhh h@'=6h5 h@'= h@'=5RIJ M MQQXXXXXXX2^3^^^^;_<_D_E___cc hh]h^h  ] & FX[[1]5]^;_+a3a4alaaKbcdNddfMg jbk|mmmmmmmnoo1o4o>ooo]p^p_rirrrrss(sxxxxxxxxyWzezfzzzz}}*Fh^ h^5h5hbh9hIgh > h@'=56h](h\hp=Ahpfh7h?r h@'=6 h@'=5hS;h@'=Cc6f7fNgOgPgQg^g_g j jakbk2o2 YP0hp@ P.f!$`'0*-/2p5@8;=@CPF Igd7 # -/2p5@8;=@CPF I & F hh]h^h 2o3o4o>o?oooooqqsss(s)suuxxx # -/2p5@8;=@CPF Igd > & F/ YP0hp@ P.f!$`'0*-/2p5@8;=@CPF Ixxxdzezfzzz}})*ghi%&>?^ׅ؅Čɏ&<?[2ORh"/.bEblz%䭨 h@'=\ hy\ h@'=5\hyhhh5 h@'=6h# h@'=@h](h~ h5h@'= h@'=5 h^0Jh^jh^UB?12QRbcب٨45ī'tl'() z & F ^`[$\$ & F & Fgdqk & F%&'./GHLsέϭحl&')L yzñűA޲߲#̳ݳϴĵYn!o!1=A󺰤 h# >* h@'=>*hQFahqkh05\aJh0h0\aJh0h@'=\aJ hqk\ h@'=5 h@'=5aJ h@'=\aJh@'=5\^Jh@'=B*^Jphh@'= h@'=5\ h@'=\:zűA޲߲˳̳XY2 & Fgd0 gd0 & F gd0gd0 & F ^` & F ^`23noɺʺܺ=>b»4Km & F P gd0 P h^hgd0AJeqŻͻmҼ!ܽ޽FJSž)ѿ@EQco~Bdelphmehe> h@'=\aJ h@'=>* h@'=5>* h@'=5\hB6 h@'=5 h@'=>* h# 5h# h# >*h@'=h](HmҼӼԼ!"ݽ޽FG|޾.Ilmgd# mѿҿӿAB`~BeklBpqDE*+ & F ^ &d P #:z)+,7?4Qn= ;<Ebc [\˽˵˵˵˵&h@'=56CJOJQJ\]^JaJ h@'=5CJOJQJ\^JaJh@'=CJaJh@'=CJ$OJQJ^JaJ$h@'=CJOJQJ^JaJh7hZh h@'=5h/hj_hFq-h@'= h@'=68#>=89;<EFbcEkd$$Ifl#g# t#644 lBal $$Ifa$ & F cdEkdj$$Ifl#g# t#644 lBal $$Ifa$$If G>> $$Ifa$kd$$Ifl֞I N#ggngWgWgWgg t#644 lBal $$Ifa$Ekdv$$Ifl#g# t#644 lBalG>8>>>$If $$Ifa$kd$$Ifl֞I N#ggngWgWgWgg t#644 lBal>kd$$Ifl֞I N#ggngWgWgWgg t#644 lBal $$Ifa$>88$Ifkd$$$Ifl֞I N#ggngWgWgWgg t#644 lBal $$Ifa$ [Akd$$Ifl֞I N#ggngWgWgWgg t#644 lBal$If[\]^_`abc$IfUkdh$$Ifl#g#  t #644 lBalp \cdABIJQRYZ 8@AHI @HIPQ  h@'=5CJOJQJ\^JaJ&h@'=56CJOJQJ\]^JaJh@'=CJaJh@'=CJOJQJ^JaJNcdmu}GA8888 $$Ifa$$Ifkd$$Ifl֞I N#ggngWgWgWgg t#644 lBal>888$Ifkd$$Ifl֞I N#ggngWgWgWgg t#644 lBal $$Ifa$Akd5$$Ifl֞I N#ggngWgWgWgg t#644 lBal$If$If $$Ifa$GA8888 $$Ifa$$Ifkd$$Ifl֞I N#ggngWgWgWgg t#644 lBal8kd$$Ifl֞I N#ggngWgWgWgg t#644 lBal $$Ifa$$If>8$Ifkd$$Ifl֞I N#ggngWgWgWgg t#644 lBal $$Ifa$#)/6;AB>kdW $$Ifl֞I N#ggngWgWgWgg t#644 lBal $$Ifa$BCDEFGHI$IfIJKLMNOPGAAAAAA$Ifkd# $$Ifl֞I N#ggngWgWgWgg t#644 lBalPQRSTUVWAkd $$Ifl֞I N#ggngWgWgWgg t#644 lBal$IfWXYZaiqA88 $$Ifa$kdg $$Ifl֞I N#ggngWgWgWgg t#644 lBal$Ifqy>8$Ifkd $$Ifl֞I N#ggngWgWgWgg t#644 lBal $$Ifa$Akd $$Ifl֞I N#ggngWgWgWgg t#644 lBal$If$IfGAAAAAA$Ifkdi $$Ifl֞I N#ggngWgWgWgg t#644 lBalAkd5$$Ifl֞I N#ggngWgWgWgg t#644 lBal$IfAkd$$Ifl֞I N#ggngWgWgWgg t#644 lBal$IfAkd$$Ifl֞I N#ggngWgWgWgg t#644 lBal$If Akd$$Ifl֞I N#ggngWgWgWgg t#644 lBal$If Akd;$$Ifl֞I N#ggngWgWgWgg t#644 lBal$IfAkd$$Ifl֞I N#ggngWgWgWgg t#644 lBal$If8:<>@$If@ABCD2,,,$Ifkd$$IflrN#ggWgWgg  t2#644 lBalp2DEFGHIRAkd$$Ifl֞I N#ggngWgWgWgg t#644 lBal$IfRZbjrz>kd,$$Ifl֞I N#ggngWgWgWgg t#644 lBal $$Ifa$ $$Ifa$$IfGAAAAAA$Ifkd$$Ifl֞I N#GgngWgWgWgg t#644 lBalAkd$$Ifl֞I N#ggngWgWgWgg t#644 lBal$IfA88 $$Ifa$kd.$$Ifl֞I N#ggngWgWgWgg t#644 lBal$If>8$Ifkd$$Ifl֞I N#ggngWgWgWgg t#644 lBal $$Ifa$ $$Ifa$$If GAAAAAA$Ifkdr$$Ifl֞I N#GgngWgWgWgg t#644 lBalAkd0$$Ifl֞I N#ggngWgWgWgg t#644 lBal$If@BDFAkd$$Ifl֞I N#ggngWgWgWgg t#644 lBal$IfFHIJK,kdt$$IflrN#ggWgWgg  t2#644 lBalp2$IfKLMNOPQZAkd$$Ifl֞I N#ggngWgWgWgg t#644 lBal$IfZbjrz>kd!$$Ifl֞I N#ggngWgWgWgg t#644 lBal $$Ifa$ $$Ifa$$IfGAAAAAA$Ifkd$$Ifl֞I N#ggngWgWgWgg t#644 lBalAkd$$Ifl֞I N#ggngWgWgWgg t#644 lBal$IfA88 $$Ifa$kd#$$Ifl֞I N#ggngWgWgWgg t#644 lBal$If>8$Ifkd$$Ifl֞I N#ggngWgWgWgg t#644 lBal $$Ifa$ $$Ifa$$If GAAAAAA$Ifkdg$$Ifl֞I N#ggngWgWgWgg t#644 lBalAkd%$$Ifl֞I N#ggngWgWgWgg t#644 lBal$IfAkd$$Ifl֞I N#ggngWgWgWgg t#644 lBal$If"#*+qst{|0189@AWabij'/078pq<=ABCst&h@'=56CJOJQJ\]^JaJ h@'=5CJOJQJ\^JaJh@'=CJaJh@'=CJOJQJ^JaJN !"#$%&Akdi $$Ifl֞I N#ggngWgWgWgg t#644 lBal$If&'()*+qsAkd !$$Ifl֞I N#ggngWgWgWgg t#644 lBal$Ifstuvwxyz{$Ifskd!$$Ifl0#gg  t#644 lBalp{|GA8888 $$Ifa$$IfkdZ"$$Ifl֞I N#ggngWgWgWgg t#644 lBal>8/ $$Ifa$$Ifkd"$$Ifl֞I N#ggngWgWgWgg t#644 lBal $$Ifa$>kd#$$Ifl֞I N#ggngWgWgWgg t#644 lBal $$Ifa$ $$Ifa$$If !GA8888 $$Ifa$$Ifkd\$$$Ifl֞I N#ggngWgWgWgg t#644 lBal!'01234>888$Ifkd(%$$Ifl֞I N#ggngWgWgWgg t#644 lBal $$Ifa$456789:;Akd%$$Ifl֞I N#ggngWgWgWgg t#644 lBal$If;<=>?@AWAkd&$$Ifl֞I N#ggngWgWgWgg t#644 lBal$IfWY[]_a$Ifabkd8'$$IflֈI N#gI gWgWgWgg  t<#644 lBalp<bcdefghi$Ifijs{GA8888 $$Ifa$$IfkdY($$Ifl֞I N#ggngWgWgWgg t#644 lBal>8/ $$Ifa$$Ifkd($$Ifl֞I N#ggngWgWgWgg t#644 lBal $$Ifa$>kd)$$Ifl֞I N#ggngWgWgWgg t#644 lBal $$Ifa$ $$Ifa$$IfGAAAAAA$Ifkd[*$$Ifl֞I N#ggngWgWgWgg t#644 lBalAkd'+$$Ifl֞I N#ggngWgWgWgg t#644 lBal$IfAkd+$$Ifl֞I N#ggngWgWgWgg t#644 lBal$If')+Akdk,$$Ifl֞I N#ggngWgWgWgg t#644 lBal$If+-/01,kd -$$IflrN#ggWgWgg  t2#644 lBalp2$If12345678Akd.$$Ifl֞I N#ggngWgWgWgg t#644 lBal$If8@HPX`hp $$Ifa$$Ifpq{}GA8888 $$Ifa$$Ifkd.$$Ifl֞I N#ggngWgWgWgg t#644 lBal>8$Ifkd\/$$Ifl֞I N#ggngWgWgWgg t#644 lBal $$Ifa$>8$Ifkd0$$Ifl֞I N#ggngWgWgWgg t#644 lBal $$Ifa$>kd0$$Ifl֞I N#ggngWgWgWgg t#644 lBal $$Ifa$ $$Ifa$$IfGAAAAAA$Ifkd1$$Ifl֞I N#ggngWgWgWgg t#644 lBalAkd~2$$Ifl֞I N#ggngWgWgWgg t#644 lBal$IfAkd 3$$Ifl֞I N#ggngWgWgWgg t#644 lBal$If=?AAkd3$$Ifl֞I N#ggngWgWgWgg t#644 lBal$IfABCKS[cksnh______ $$Ifa$$Ifkdd4$$IflFN#gNgg  t#6    44 lBalpstzGA8888 $$Ifa$$Ifkd55$$Ifl֞I N#ggngWgWgWgg t#644 lBal>888$Ifkd5$$Ifl֞I N#ggngWgWgWgg t#644 lBal $$Ifa$Akd6$$Ifl֞I N#ggngWgWgWgg t#644 lBal$IfAkdE7$$Ifl֞I N#ggngWgWgWgg t#644 lBal$If$Ifkd7$$IflֈI N#gI gWgWgWgg  t<#644 lBalp< $$Ifa$$If:;DELMdfgh |oohrq:CJOJQJaJ"h\h](5:CJOJQJaJ"h\h@'=5:CJOJQJaJh@'=CJOJQJaJh@'=:CJOJQJaJhrqh@'=5h@'= h@'=5CJOJQJ\^JaJh@'=CJaJ&h@'=56CJOJQJ\]^JaJh@'=CJOJQJ^JaJ+%,GA8888 $$Ifa$$Ifkd9$$Ifl֞I N#ggngWgWgWgg t#644 lBal,3:;<=>>888$Ifkd9$$Ifl֞I N#ggngWgWgWgg t#644 lBal $$Ifa$>?@ABCDEAkdv:$$Ifl֞I N#ggngWgWgWgg t#644 lBal$IfEFGHIJKL$IfLMGAA$Ifkd;$$IflP֞I N#ggngWgWgWgg t#644 lBal}}}}}} $$Ifa$$Ifskd;$$Ifl0#gg  t#644 lBalpGA8888 $$Ifa$$Ifkdg<$$Ifl֞I N#ggngWgWgWgg t#644 lBal 8kd =$$Ifl֞I N#ggngWgWgWgg t#644 lBal $$Ifa$$If Akd=$$Ifl֞I N#ggngWgWgWgg t#644 lBal$IfdAkdw>$$Ifl֞I N#ggngWgWgWgg t#644 lBal$Ifdfghpx}}}}}} $$Ifa$skd?$$Ifl0#gg  t#644 lBalp$If GA8888 $$Ifa$$Ifkd?$$Ifl֞I N#ggngWgWgWgg t#644 lBal><<<kdh@$$Ifl֞I N#ggngWgWgWgg t#644 lBal $$Ifa$ 5G^m $xx$Ifa$ $$Ifa$$If$a$gdrqkd4A$$Iflִ H(#|)v/XTTT t0/    44 la $$Ifa$x$IfkdA$$Iflִ H(#|)v/XTTT t0/    44 la $$Ifa$$If kdB$$Iflִ H(#|)v/XTTT t0/    44 la $$Ifa$$If kdC$$Iflִ H(#|)v/XTTT t0/    44 la:<=>?AC $$Ifa$$IfCDkdjD$$Iflִ H(#|)v/XTTT t0/    44 laDK[]^_abd $V$If^Va$ $$Ifa$$Ifx$Ifdekd;E$$Iflִ H(#|)v/XTTT t0/    44 laem $$Ifa$$Ifkd F$$Iflִ H(#|)v/XTTT t0/    44 la $xx$Ifa$ xx$IfkdF$$Iflִ H(#|)v/XTTT t0/    44 la $$Ifa$$IfkdG$$Iflִ H(#|)v/XTTT t0/    44 la ~ #2G^ $xx$Ifa$ $$Ifa$$If^^_kdH$$Iflִ|8 @X")(/ t02    44 la_f $$Ifa$$Ifx$IfkdEI$$Iflִ|8 @X")(/ t02    44 la $$Ifa$$Ifkd J$$Iflִ|8 @X")(/ t02    44 la $$Ifa$$IfkdJ$$Ifluִ|8 @X")(/ t02    44 la $$Ifa$$IfkdK$$Iflִ|8 @X")(/ t02    44 la$46789;< $$Ifa$$If<=kdaL$$Iflִ|8 @X")(/ t02    44 la=HZ[\]^_` $$Ifa$$If`akd-M$$Iflִ|8 @X")(/ t02    44 laawxyz{|~ $xx$Ifa$ $$Ifa$$IfkdM$$Iflִ|8 @X")(/ t02    44 la $$Ifa$$IfkdN$$Iflִ|8 @X")(/ t02    44 laGOV]i $xx$Ifa$ $$Ifa$$IfG,-NOVW``````````````````````````````޼h}KmHnHuhudjhudUh](hfjhfUUh@'=OJQJh@'=h@'=CJOJQJaJ"h\h@'=5:CJOJQJaJ)kdO$$Iflִ @X")(/ T t0/    44 la  $$Ifa$$IfkdNP$$Iflִ @X")(/ T t0/    44 la+-./135 $$Ifa$$If56kd'Q$$Iflִ @X")(/ T t0/    44 la6=MOQSUWY $$Ifa$$IfYZkdQ$$Iflִ @X")(/ T t0/    44 laZaz|}~ $$Ifa$$IfkdR$$Iflִ @X")(/ T t0/    44 la``````````````````````````$a$gdudAdditional Courses: GIS Application course as recommended by the advisor. 15 Hours from the College of Business as recommended by the advisor.      PAGE \* MERGEFORMAT 1 `````0&P1h/ =!"#$% 3&P1h0= /!"#$% h$$Ifl!vh#v#:V l t#6,5#9/ Balh$$Ifl!vh#v#:V l t#6,5#9/ Bal$$Ifl!vh#v#vn#vW#v#v:V l t#6,55n5W559/ Balh$$Ifl!vh#v#:V l t#6,5#9/ Bal$$Ifl!vh#v#vn#vW#v#v:V l t#6,55n5W559/ Bal$$Ifl!vh#v#vn#vW#v#v:V l t#6,55n5W559/ Bal$$Ifl!vh#v#vn#vW#v#v:V l t#6,55n5W559/ Bal$$Ifl!vh#v#vn#vW#v#v:V l t#6,55n5W559/ Bal$$Ifl!vh#v#:V l  t #6,5#9/ Balp $$Ifl!vh#v#vn#vW#v#v:V l t#6,55n5W559/ Bal$$Ifl!vh#v#vn#vW#v#v:V l t#6,55n5W559/ Bal$$Ifl!vh#v#vn#vW#v#v:V l t#6,55n5W559/ /  / Bal$$Ifl!vh#v#vn#vW#v#v:V l t#6,55n5W559/ / / /  Bal$$Ifl!vh#v#vn#vW#v#v:V l t#6,55n5W559/ / / /  Bal$$Ifl!vh#v#vn#vW#v#v:V l t#6,55n5W559/ / / /  Bal$$Ifl!vh#v#vn#vW#v#v:V l t#6,55n5W559/ / / /  Bal$$Ifl!vh#v#vn#vW#v#v:V l t#6,55n5W559/ Bal$$Ifl!vh#v#vn#vW#v#v:V l t#6,55n5W559/ Bal$$Ifl!vh#v#vn#vW#v#v:V l t#6,55n5W559/ Bal$$Ifl!vh#v#vn#vW#v#v:V l t#6,55n5W559/ Bal$$Ifl!vh#v#vn#vW#v#v:V l t#6,55n5W559/ /  / Bal$$Ifl!vh#v#vn#vW#v#v:V l t#6,55n5W559/ / / /  Bal$$Ifl!vh#v#vn#vW#v#v:V l t#6,55n5W559/ / / /  Bal$$Ifl!vh#v#vn#vW#v#v:V l t#6,55n5W559/ / / /  Bal$$Ifl!vh#v#vn#vW#v#v:V l t#6,55n5W559/ / / /  Bal$$Ifl!vh#v#vn#vW#v#v:V l t#6,55n5W559/ Bal$$Ifl!vh#v#vn#vW#v#v:V l t#6,55n5W559/ Bal$$Ifl!vh#v#vn#vW#v#v:V l t#6,55n5W559/ Bal $$Ifl!vh#v#vW#v#v:V l  t2#6,55W559/ Balp2$$Ifl!vh#v#vn#vW#v#v:V l t#6,55n5W559/ Bal$$Ifl!vh#v#vn#vW#v#v:V l t#6,55n5W559/ Bal$$Ifl!vh#v#vn#vW#v#v:V l t#6,55n5W559/ /  / Bal$$Ifl!vh#v#vn#vW#v#v:V l t#6,55n5W559/ Bal$$Ifl!vh#v#vn#vW#v#v:V l t#6,55n5W559/ Bal$$Ifl!vh#v#vn#vW#v#v:V l t#6,55n5W559/ Bal$$Ifl!vh#v#vn#vW#v#v:V l t#6,55n5W559/ /  / Bal$$Ifl!vh#v#vn#vW#v#v:V l t#6,55n5W559/ Bal$$Ifl!vh#v#vn#vW#v#v:V l t#6,55n5W559/ Bal $$Ifl!vh#v#vW#v#v:V l  t2#6,55W559/ Balp2$$Ifl!vh#v#vn#vW#v#v:V l t#6,55n5W559/ Bal$$Ifl!vh#v#vn#vW#v#v:V l t#6,55n5W559/ Bal$$Ifl!vh#v#vn#vW#v#v:V l t#6,55n5W559/ /  / Bal$$Ifl!vh#v#vn#vW#v#v:V l t#6,55n5W559/ Bal$$Ifl!vh#v#vn#vW#v#v:V l t#6,55n5W559/ Bal$$Ifl!vh#v#vn#vW#v#v:V l t#6,55n5W559/ Bal$$Ifl!vh#v#vn#vW#v#v:V l t#6,55n5W559/ /  / Bal$$Ifl!vh#v#vn#vW#v#v:V l t#6,55n5W559/ Bal$$Ifl!vh#v#vn#vW#v#v:V l t#6,55n5W559/ Bal$$Ifl!vh#v#vn#vW#v#v:V l t#6,55n5W559/ Bal$$Ifl!vh#v#vn#vW#v#v:V l t#6,55n5W559/ Bal$$Ifl!vh#v#v:V l  t#6,559/ Balp$$Ifl!vh#v#vn#vW#v#v:V l t#6,55n5W559/ Bal$$Ifl!vh#v#vn#vW#v#v:V l t#6,55n5W559/ Bal$$Ifl!vh#v#vn#vW#v#v:V l t#6,55n5W559/ /  / Bal$$Ifl!vh#v#vn#vW#v#v:V l t#6,55n5W559/ / / /  Bal$$Ifl!vh#v#vn#vW#v#v:V l t#6,55n5W559/ / / /  Bal$$Ifl!vh#v#vn#vW#v#v:V l t#6,55n5W559/ Bal$$Ifl!vh#v#vn#vW#v#v:V l t#6,55n5W559/ Bal$$Ifl!vh#vI #vW#v#v:V l  t<#6,5I 5W559/ Balp<$$Ifl!vh#v#vn#vW#v#v:V l t#6,55n5W559/ Bal$$Ifl!vh#v#vn#vW#v#v:V l t#6,55n5W559/ Bal$$Ifl!vh#v#vn#vW#v#v:V l t#6,55n5W559/ /  / Bal$$Ifl!vh#v#vn#vW#v#v:V l t#6,55n5W559/ / / /  Bal$$Ifl!vh#v#vn#vW#v#v:V l t#6,55n5W559/ Bal$$Ifl!vh#v#vn#vW#v#v:V l t#6,55n5W559/ Bal$$Ifl!vh#v#vn#vW#v#v:V l t#6,55n5W559/ Bal $$Ifl!vh#v#vW#v#v:V l  t2#6,55W559/ Balp2$$Ifl!vh#v#vn#vW#v#v:V l t#6,55n5W559/ Bal$$Ifl!vh#v#vn#vW#v#v:V l t#6,55n5W559/ Bal$$Ifl!vh#v#vn#vW#v#v:V l t#6,55n5W559/ /  / Bal$$Ifl!vh#v#vn#vW#v#v:V l t#6,55n5W559/ / / /  Bal$$Ifl!vh#v#vn#vW#v#v:V l t#6,55n5W559/ / / /  Bal$$Ifl!vh#v#vn#vW#v#v:V l t#6,55n5W559/ / / /  Bal$$Ifl!vh#v#vn#vW#v#v:V l t#6,55n5W559/ Bal$$Ifl!vh#v#vn#vW#v#v:V l t#6,55n5W559/ Bal$$Ifl!vh#v#vn#vW#v#v:V l t#6,55n5W559/ Bal$$Ifl!vh#vN#v#v:V l  t#6,5N559/ Balp$$Ifl!vh#v#vn#vW#v#v:V l t#6,55n5W559/ Bal$$Ifl!vh#v#vn#vW#v#v:V l t#6,55n5W559/ / /  / Bal$$Ifl!vh#v#vn#vW#v#v:V l t#6,55n5W559/ Bal$$Ifl!vh#v#vn#vW#v#v:V l t#6,55n5W559/ Bal$$Ifl!vh#vI #vW#v#v:V l  t<#6,5I 5W559/ Balp<$$Ifl!vh#v#vn#vW#v#v:V l t#6,55n5W559/ Bal$$Ifl!vh#v#vn#vW#v#v:V l t#6,55n5W559/ / /  / Bal$$Ifl!vh#v#vn#vW#v#v:V l t#6,55n5W559/ Bal$$Ifl!vh#v#vn#vW#v#v:V lP t#6,55n5W559/ Bal$$Ifl!vh#v#v:V l  t#6,559/ Balp$$Ifl!vh#v#vn#vW#v#v:V l t#6,55n5W559/ Bal$$Ifl!vh#v#vn#vW#v#v:V l t#6,55n5W559/ / /  / Bal$$Ifl!vh#v#vn#vW#v#v:V l t#6,55n5W559/ Bal$$Ifl!vh#v#vn#vW#v#v:V l t#6,55n5W559/ Bal$$Ifl!vh#v#v:V l  t#6,559/ Balp$$Ifl!vh#v#vn#vW#v#v:V l t#6,55n5W559/ Bal$$Ifl!vh#v#vn#vW#v#v:V l t#6,55n5W559/ / /  / Bal$$If!vh#vX#v#vT#v#v#vT#v:V l t0/,5X55T555T5$$If!vh#vX#v#vT#v#v#vT#v:V l t0/,5X55T555T5$$If!vh#vX#v#vT#v#v#vT#v:V l t0/,5X55T555T5$$If!vh#vX#v#vT#v#v#vT#v:V l t0/,,5X55T555T5$$If!vh#vX#v#vT#v#v#vT#v:V l t0/,,5X55T555T5$$If!vh#vX#v#vT#v#v#vT#v:V l t0/,,5X55T555T5$$If!vh#vX#v#vT#v#v#vT#v:V l t0/,,5X55T555T5$$If!vh#vX#v#vT#v#v#vT#v:V l t0/,,5X55T555T5$$If!vh#vX#v#vT#v#v#vT#v:V l t0/,,5X55T555T5$$If!vh#v#v#v#v#v#v:V l t02,555555a$$If!vh#v#v#v#v#v#v:V l t02,,555555a$$If!vh#v#v#v#v#v#v:V l t02,555555a$$If!vh#v#v#v#v#v#v:V lu t02,555555a$$If!vh#v#v#v#v#v#v:V l t02,,555555a$$If!vh#v#v#v#v#v#v:V l t02,,555555a$$If!vh#v#v#v#v#v#v:V l t02,,555555a$$If!vh#v#v#v#v#v#v:V l t02,555555a$$If!vh#v#v#v#v#v#v:V l t02,,555555a$$If!vh#v #vT#v#v#v#v#v:V l t0/,5 5T55555$$If!vh#v #vT#v#v#v#v#v:V l t0/,5 5T55555/ $$If!vh#v #vT#v#v#v#v#v:V l t0/,5 5T55555$$If!vh#v #vT#v#v#v#v#v:V l t0/,5 5T55555$$If!vh#v #vT#v#v#v#v#v:V l t0/,5 5T55555j 666666666vvvvvvvvv666666>6666666666666666666666666666666666666666666666666hH6666666666666666666666666666666666666666666666666666666666666666662 0@P`p2( 0@P`p 0@P`p 0@P`p 0@P`p 0@P`p 0@P`p8XV~ OJPJQJ_HmH nH sH tH L`L Normal$CJOJPJQJ_HaJmH sH tH 8@8  Heading 1$@&>*DA`D Default Paragraph FontVi@V 0 Table Normal :V 44 la (k ( 0No List X@X List Paragraph ^m$CJOJPJQJaJLL Heading 1 Char>*CJOJPJQJaJB^@B  Normal (Web)dd[$\$:O: Pa8d7$8$H$OJQJ:O: Pa6d7$8$H$OJQJ6B@B6  Body Text5aJLQL Body Text Char5CJOJPJQJaJ6U@a6 Hyperlink >*B*ph4@r4 ud0Header  H$BB ud0 Header CharCJOJPJQJaJ4 @4 ud0Footer  H$BB ud0 Footer CharCJOJPJQJaJPK![Content_Types].xmlN0EH-J@%ǎǢ|ș$زULTB l,3;rØJB+$G]7O٭V$ !)O^rC$y@/yH*񄴽)޵߻UDb`}"qۋJחX^)I`nEp)liV[]1M<OP6r=zgbIguSebORD۫qu gZo~ٺlAplxpT0+[}`jzAV2Fi@qv֬5\|ʜ̭NleXdsjcs7f W+Ն7`g ȘJj|h(KD- dXiJ؇(x$( :;˹! I_TS 1?E??ZBΪmU/?~xY'y5g&΋/ɋ>GMGeD3Vq%'#q$8K)fw9:ĵ x}rxwr:\TZaG*y8IjbRc|XŻǿI u3KGnD1NIBs RuK>V.EL+M2#'fi ~V vl{u8zH *:(W☕ ~JTe\O*tHGHY}KNP*ݾ˦TѼ9/#A7qZ$*c?qUnwN%Oi4 =3N)cbJ uV4(Tn 7_?m-ٛ{UBwznʜ"Z xJZp; {/<P;,)''KQk5qpN8KGbe Sd̛\17 pa>SR! 3K4'+rzQ TTIIvt]Kc⫲K#v5+|D~O@%\w_nN[L9KqgVhn R!y+Un;*&/HrT >>\ t=.Tġ S; Z~!P9giCڧ!# B,;X=ۻ,I2UWV9$lk=Aj;{AP79|s*Y;̠[MCۿhf]o{oY=1kyVV5E8Vk+֜\80X4D)!!?*|fv u"xA@T_q64)kڬuV7 t '%;i9s9x,ڎ-45xd8?ǘd/Y|t &LILJ`& -Gt/PK! ѐ'theme/theme/_rels/themeManager.xml.relsM 0wooӺ&݈Э5 6?$Q ,.aic21h:qm@RN;d`o7gK(M&$R(.1r'JЊT8V"AȻHu}|$b{P8g/]QAsم(#L[PK-![Content_Types].xmlPK-!֧6 0_rels/.relsPK-!kytheme/theme/themeManager.xmlPK-!0C)theme/theme/theme1.xmlPK-! ѐ' theme/theme/_rels/themeManager.xml.relsPK] Ud2d 0244444447:X%A\`w|~$* +,Ic2ox?z2mmc[cBIPWq @DR FKZ &s{!4;Wabi+18pAs,>EL dCDde^_<=`a56YZ``xyz{}      !"#%&'()*+,-.1|||UX*,7!8@0(  B S  ? RANGE!A1:G958VaV!""$%'(*+1LSV39==AAyy>ae4JmжB_`}·!"$%'(*+SV3333333333333MMffiiyAJeqŲͲJSŵEQcoQQn ##""+1LOSV 2%eS,dI91jj r 2j\5OQWP%Sc[hj&ܻ?j|94@xФh^`OJQJo(hH^`OJQJ^Jo(o p^p`OJQJo( @ ^@ `OJQJo(^`OJQJ^Jo(o ^`OJQJo( ^`OJQJo(^`OJQJ^Jo(o P^P`OJQJo(h^`OJQJo(hHh ^`OJQJo(hpp^p`OJQJo(hHh@ @ ^@ `OJQJo(hHh^`OJQJ^Jo(hHoh^`OJQJo(hHh^`OJQJo(hHh^`OJQJ^Jo(hHohPP^P`OJQJo(hHh^`OJQJo(hHh^`OJQJ^Jo(hHohpp^p`OJQJo(hHh@ @ ^@ `OJQJo(hHh^`OJQJ^Jo(hHoh^`OJQJo(hHh^`OJQJo(hHh^`OJQJ^Jo(hHohPP^P`OJQJo(hH ^`OJPJQJ^Jo(-^`OJQJ^Jo(hHop^p`OJQJo(hH@ ^@ `OJQJo(hH^`OJQJ^Jo(hHo^`OJQJo(hH^`OJQJo(hH^`OJQJ^Jo(hHoP^P`OJQJo(hHh ^`OJQJo(h ^`OJQJo(oh pp^p`OJQJo(h @ @ ^@ `OJQJo(h ^`OJQJo(oh ^`OJQJo(h ^`OJQJo(h ^`OJQJo(oh PP^P`OJQJo(h^`OJQJo(hHh^`OJQJ^Jo(hHohpp^p`OJQJo(hHh@ @ ^@ `OJQJo(hHh^`OJQJ^Jo(hHoh^`OJQJo(hHh^`OJQJo(hHh^`OJQJ^Jo(hHohPP^P`OJQJo(hHh^`OJQJo(hHh^`OJQJ^Jo(hHohp^p`OJQJo(hHh@ ^@ `OJQJo(hHh^`OJQJ^Jo(hHoh^`OJQJo(hHh^`OJQJo(hHh^`OJQJ^Jo(hHohP^P`OJQJo(hHh ^`OJQJo(h ^`OJQJo(oh pp^p`OJQJo(h @ @ ^@ `OJQJo(h ^`OJQJo(oh ^`OJQJo(h ^`OJQJo(h ^`OJQJo(oh PP^P`OJQJo(8^8`o(. ^`hH.  L^ `LhH.  ^ `hH. x^x`hH. HL^H`LhH. ^`hH. ^`hH. L^`LhH.h ^`OJQJo(h ^`OJQJo(oh pp^p`OJQJo(h @ @ ^@ `OJQJo(h ^`OJQJo(oh ^`OJQJo(h ^`OJQJo(h ^`OJQJo(oh PP^P`OJQJo( 2[hjeS,91@xScr 2?j\5OP           >                @h:        >                          >        . pJ        >        >=/7~ }# e>zh|*Fq-S;@'= > y>p=A2B}KSXY\j_QFaVemepfijqkq?r3~f5 0](79B6I`bPud u | zM34hy5\<#rqZmIg^!@(Uxx@x@Unknown G*Ax Times New Roman5Symbol3. *Cx ArialYGaramond NarrowGaramondE Californian FB7.@ CalibriDHMPSF+CgMusketeerExBdCg Musketeer Extended Bold?= *Cx Courier New;WingdingsA$BCambria Math"1h*F*Ff2"u2"u!x20 3QHP $PzM2! xx 1 Bill Strong Windows User4         Oh+'0P     $08@H1 Bill Strong Normal.dotmWindows User2Microsoft Office Word@F#@@FMd@FMd2"՜.+,D՜.+,, hp|  ϲʹu 1 Title 8@ _PID_HLINKSAh0-http://www.unagaa.org/  !"#$%&'()*+,-./0123456789:;<=>?@ABCDEFGHIJKLMNOPQRSTUVWXYZ[\]^_`abcdefghijklmnopqrstuvwxyz{|}~      !"#$%&'()*+,-./012456789:;<=>?@ABCDEFGHIJKLMNOPQRSTUVWXYZ[\^_`abcdefghijklmnopqrstuvwxyz{|}~Root Entry FМdData 3S1Table]DWordDocument gdSummaryInformation(DocumentSummaryInformation8MsoDataStore`FndRdE4TSSQHU44MYYRQA==2`FndRdItem  PropertiesUCompObj r   F Microsoft Word 97-2003 Document MSWordDocWord.Document.89q