ࡱ> 57234i` @`bjbj |+   \.8= (" ֹ& i k k k k k k $hX 9 rxZҹrr  n rH( i ri 6 & / 3E$ 0 `8//  9 X t| h  j rrrr===d===. TXT$  A Plan for the Future of Higher Education in Arizona Submitted by Northern Arizona Task Force on Higher Education Executive Summary This proposal takes inspiration from the Herstam initiative and it further seeks to account for and overcome the constraints that will be placed on Arizonas higher education system in the future. This proposal maintains and supports the three universities currently in the system: ASU (doctoral extensive in the Carnegie system), U of A (doctoral extensive), NAU (doctoral intensive), and acknowledges the likelihood that ASU-West (currently Masters I) might attain independence soon. Additional planned capacity will be provided incrementally through university partnerships with community colleges until such time that certain community colleges attain independent four-year baccalaureate university status (as and when they meet standard benchmarks). As demographic pressures increase on the university system, select community colleges may become baccalaureate colleges within an appropriately complex and responsive university system. Each university and college would be led by a president who would report independently to ABOR, and each institution will serve the higher education system in unique ways. NAUs role will focus on the delivery of quality degree programs from baccalaureate to doctoral degrees in multiple modes, including the use of branch campuses, such as NAU-Yuma. NAU provides an integrated learning environment that combines quality undergraduate and graduate instruction with strong research programs. NAUs partnerships with community colleges statewide represent one cost-effective model to address the states immediate need for four-year degree programs in various locations. These types of branch campuses might attain independent institution status in direct response to specific incremental demographic and economic changes in their communities. In summary, this plan provides for a flexible university system with the ability to serve the increasing demand for higher education among growing populations of both traditional and nontraditional students throughout all Arizonas regions. A Plan for the Future of Higher Education in Arizona Northern Arizona Task Force on Higher Education President Herstam, the Arizona Board of Regents, and the Council of Presidents have taken an important first step to providing for the long-term future of higher education in Arizona. Clearly the population of 18- to 21-year-old students will grow, and, just as importantly, students from 25-55 years of age will return to the university for advanced degrees at the baccalaureate, masters and doctoral levels, for professional development, and for workforce growth. The proposal submitted by President Herstam and the Council of Presidents is sound in its rationale and in its key assumptions. Arizonas population is likely to experience tremendous growth, and the demand for quality higher education is likely to increase accordingly. Access is a critical component for both the present and future Arizona university system. The system of the future must respond to these needs while recognizing the real financial constraints on state resources for higher education. Rationale The proposal we offer here takes its inspiration from the Herstam proposal. This proposal projects a future for Arizonas higher education system that builds on the current strengths of the system: The ability to address Arizonas growing needs in focused, strategic ways that are timely and responsive The guarantee of access for all qualified potential students The guarantee of a quality education for all students at all levels in the higher education system The ability to meet the growing complexities of student needs and desires with an appropriately flexible system Established partnerships with communities and community colleges across Arizona for economic advantage Fiscally responsible practices in planning and delivering higher education Benefits This proposal positions the state to respond effectively and strategically to needs as demographics change. It avoids the negative implications of creating a multi-tier university system and avoids the significant fiscal and bureaucratic costs of such a system. It cements the principle of partnership between the university and community college systems, and it accounts for the rapid deployment of technology in the delivery of educational programs. It highlights the principle of adding institutions when (but not before) they can be viable independent entities. In short, it holds the promise of being a winning situation for all. Diversity in the System The key to this plan is recognizing the strengths and contributions of each university currently in the system, including ASU-West. An important assumption in our proposal is that any higher education system must provide a range of options and offerings to student populations. This assumption also underpins the national Carnegie classification system for U.S. universities. In order to respond effectively to the diverse needs of a growing university-bound population, a mature, responsive university system of the future must offer the range of options embodied in the Carnegie classification system, each option serving a unique purpose. This arrangement of institution types responds to the increasingly complex mix of student populations seeking the appropriate education for their needs as well as for the needs of the state. The system must have the capacity for institutions to change their Carnegie classification as their missions expand and change in response to future student populations seeking higher education in Arizona. Thus, under this proposal, an institution would be able to change from a Masters I institution to a metropolitan research institution (doctoral intensive), depending on such factors as demand (both economic and educational) and student demographics. The Proposal This proposal maintains and supports the three universities currently in the system: ASU, U of A, NAU, and acknowledges the possibility that ASU-West might attain independence soon. Each university will be led by a president, and each president will report independently to ABOR. Each institution would serve the higher education system in unique ways. Figure 1 represents the immediate situation under this proposal. Figure 2 envisions one possible scenario twenty-five years into the future assuming significant growth in university enrollment demands. This second figure reflects the fact that the three current state universities occupy particular, well-defined roles in the current system, and it projects the development of different types of institutions in the system depending upon demographic changes. Figure 2 suggests that growth could lead to three new universities, perhaps via different paths. The Figure is also intended to show that a number of the universities may (or may not) continue to be involved in 2+2 partnerships with community colleges. NAU is likely to be one of the universities involved in 2+2 arrangements. In the short term, additional enrollment demand can be handled through 2+2 partnerships. Each of the universities may decide to play a role in such partnerships with community colleges. As student enrollment pressure requires additional university capacity, select community colleges should undergo a review and development process. This process may eventually lead to two or four new baccalaureate colleges that can address new student demand with a cost-effective administrative and instructional infrastructure. Figure 1: Proposed Plan: Initial Configuration One Administrative Layer This plan does not envision two different levels (or tiers) of administration for the states public universities. Indeed it assumes that additional bureaucracy is made redundant by the already robust infrastructure of the current system"a system that has the flexible capacity for incremental growth to match the growth of communities statewide. Each existing university has an important role to play in Arizona s educational future by blending different combinations of undergraduate and graduate education, and by developing research profiles that enhance university resources and that become engines of greater economic development in urban and rural communities. As the Governor herself recently noted, I am working hard to ensure that our public universities have the resources they need, not only to expand on the excellence of the education they offer, but to remove the barriers their scientists encounter when they try to convert research innovations into successful high-tech business ventures (AzMetro, Summer 04: 30). The strengths of the current system must be developed appropriately to respond to the Governors vision for higher education in Arizona.    The Carnegie Classification Our proposal assumes that each institution must be able to cement and develop its mission in a strategic manner, responding effectively to the nature and needs of the communities that it serves. The four universities named in Figure 1 currently represent three of the classification levels within the Carnegie system (see Figure 3). The plan allows for further options that reflect other classification levels in the Carnegie framework. It is possible to envision a system twenty-five years from now that includes three or four doctoral universities, one or two masters universities, and two to three baccalaureate universities (Figure 2). Figure 3: Carnegie Classification Type Example# of Institutions Doctorates Masters BachelorsAssociate and otherArizona Community Colleges1,697SpecializedASU East766BaccalaureateTo be determined606Min. 50% all degreesMasters IITo be determined115Min. 20Masters IASU West496Min. 40Doctoral Research IntensiveNAU110Min.10 in 3 disciplines or min. 20Doctoral Research ExtensiveUA, ASU Main151Min. 50 in 15 disciplines First-Generation Students, Rural Students, and Ethnic Minority Students Planning for the future of higher education requires more than a general consideration of population growth; it requires a better understanding of which groups of future students will grow most rapidly and what their specific needs will be as they seek the advantages of higher degrees. Given current demographic patterns and predictions, it is likely that Hispanic students will be a major part of enrollment pressures. Other groups of future students will also contribute to enrollment pressures. These groups of students will need much greater educational support than the student who typically enrolls in highly selective, doctoral extensive universities. These students, unlike already skilled and well educated students, will incur greater costs if they are to be successful in earning a university degree. There is no education on the cheap that will serve their needs. However, an educational system that is flexibly designed and appropriately funded will meet students needs. In Arizona, the best option for meeting these needs rests with some combination of community college/university partnerships until such time as new baccalaureate universities emerge. Non-Traditional Students Arizonas leaders should also realize that many of the new students who might return for baccalaureate, masters, and doctoral degrees will not be traditional students. These students will not necessarily need the physical structure of a campus in order to be served. Many will gain access to higher education through web-based delivery of programs or on-site programs delivered at local community colleges, high schools, and commercial business centers. The numbers of these students will increase significantly as workforce needs expand throughout the state. The use of off-campus programswhen supported by a mature university institutionprovides a cost effective means for addressing expanding needs strategically. Community Colleges It is clear that a great deal of study and deliberation must inform the ways in which each institution identified in this proposal will be responsible for serving the higher education needs of Arizona. In general, this plan presupposes that institutions with established 2+2 partnerships with Arizonas community colleges will continue, and possibly expand, such programs depending upon the economic and workforce development needs of each community and constituency. The 2+2 model allows the state to provide new baccalaureate degree programs in a manner that is responsive to community needs. And since these programs are offered in existing facilities, minimal initial investment in new infrastructure is required. Moreover, population growth and student enrollment pressures in Arizona may not follow uniform growth patterns across all sectors or all geographic regions. Arizona should not abandon its historically deliberate approach to college/university expansion; it should closely monitor demographic change and economic demand and be ready to respond flexibly, yet in a thoughtful, fiscally responsible, and planned manner. As communities outgrow the currently successful model, they may apply to transform their community college into a fully functioning independent baccalaureate institution. This process can be implemented gradually as specific triggering criteria are met (see North Central Accreditation CriteriaAppendix A). For example, a community college might be considered for independent four-year status when a critical enrollment and resource mass are reached for upper-division course delivery, when adequate library resources are in place, when a funding base demonstrates self-sustaining resources beyond state appropriations, and when accreditation criteria are achievable. One plan for such growth, established in Texas, provides a good example of policies for transition from community college to four-year college (Appendix B). Northern Arizona University as Contributor Our plan assumes a specific set of roles for each university. As Northern Arizonas Task Force on Higher Education, we focus here on the roles that NAU will play. NAU, as a doctoral intensive university, is already well positioned to fill the need for access to higher education in Flagstaff and in communities around the state (see Appendices C-H). In Flagstaff, NAU has been, and will continue to be, committed to providing quality education opportunities to a diverse population including Hispanic and Native American groups. NAU provides an integrated learning environment that combines quality undergraduate and graduate instruction with strong research programs. At the same time, students are served by tenured and tenure-track faculty teaching undergraduate courses, undergraduate student research opportunities, and close student-faculty contact. These latter characteristics are typical of many doctoral intensive universities. NAUs current operations for statewide and Distance Learning should be recognized and endorsed for their well-established and highly effective delivery of programs from baccalaureate to doctoral degrees in multiple modes, including the use of branch campuses, such as NAU-Yuma (see Appendix H). The plan proposes that the need for four-year degree programs in various locations be addressed initially through NAU partnerships and branch campuses. Each of the major higher education centers within the NAU umbrellahereafter branch campuseswill have a campus leader reporting either to the President of NAU or to the Vice President for Extended Programsdepending on the size and maturation point of the center. Each center should build upon strong relationships with the community colleges in the region. Additional centers can be established depending on demand from currently enrolled students at community colleges seeking advanced degrees. Key Advantages This proposal resolves a number of outstanding questions raised in many public forums in the past month. It also incorporates a number of good ideas proposed in several other communications. Moreover, it addresses the concerns of a range of constituencies throughout the state, provides a fiscally responsible design for higher education in the state, provides an incremental yet flexible response to student demand, plans for student access to quality instruction, and provides numerous diverse pathways into higher education for minority, place-bound, and non-traditional student populations in the state. The key advantages that this proposal offers include the following: The plan answers the concerns raised by the Governor and others that institutions should be assessed and valued based on their mission and how well they deliver on that mission. It also addresses the widespread concern that quality of instruction not be jeopardized or that the value of any university degree from the system not be weakened in any way. This plan preserves academic integrity in addition to adopting modern naming conventions that align with the Carnegie classification used throughout the country. The plan recognizes that educational institutions and the communities that surround them are closely connected. Accordingly, the scope of the ABOR feasibility study must include an analysis of the relationships that link each university with local governments, K-12 systems, community colleges, and employers. The study should also address quality of life issues, educational choices, and social responsiveness in order to develop well-informed and appropriate plans for growth in the higher education system. The plan avoids the necessity for investing in additional bureaucratic layers, which can be costly and unwieldy to operate. University systems typically add layers of bureaucracy, and thereby lessen, not increase, responsiveness to change and to students and other stakeholders. The construction of additional administrative systems to manage the delivery of higher education in the state should be avoided in order to allow state funds to be appropriated more directly for instructional support. The plans assumption of capacity for incremental growth recognizes that the costs of delivering quality education to Arizonas citizens are considerable. There will be many additional costs in the future to meet the needs of the new populations of studentsmany of them first-generation with substantial financial need and with differing cultural and lifestyle expectations. These needs should not be placed in direct competition with costs driven by a new and unnecessary administrative level in the university governance system. The plan recognizes that the type of employers (and their employees) Arizona wishes to attract in the future will require a wider range of educational options. Accordingly, a university system for the future must be responsive to the educational needs of professionals. At the same time, mature doctoral and masters universities themselves will draw professional employers and high-skilled jobs into local economies and build positive synergies for regions and local urban centers across the state. Arizona wants to attract educated in-migrants as well as industries of the future, and to achieve this end, it must consider the array of educational programs that will attract such populations. Our plan recognizes future demographic complexities and proposes educational options that provide multiple points of entry into higher education. The plan acknowledges the critical role of the community college in local communities and seeks to establish four-year degree programs in partnership with the community college system. This 2+2 model not only facilitates strategic growth but it does so in a timely response to community needs, with minimal new infrastructure costs, and it provides for the eventual transition of certain community colleges in 2+2 partnerships to independent four-year colleges. The plan for the redesign of Arizonas higher education system recognizes that it is important to identify effectiveness and efficiency criteria for the development and maturation of learning centers in various locations across the state. Currently NAU offers a wide range of educational courses and programs for place-bound students, including masters and doctoral degrees in specific fields. The system of the future needs to maintain system flexibility and allow prospective students to earn the masters and doctoral degrees they need, regardless of location. NAUs Strengths NAU has a vital role to play in this extension of the ABOR proposal, as do the other universities. NAUs specific strengths that would assist the state in implementing the plan include the following: NAU has well-established operations in many counties and has community college partnerships with Dine College, Northland Pioneer College, Arizona Western College, Eastern Arizona College, Central Arizona College, Mohave Community College, Yavapai College, many of the Maricopa Community College District campuses, and Pima Community College as well as in location at 110 sites, including several in Phoenix and Tucson. NAU operates a state-of-the-art and nationally recognized distributed learning network using web-based technologies delivering 64 degree programs on-line or a combination of on-line and on-site delivery methods. NAU already has effective partnerships with communities across Arizona, local industries, and professional groups, all of which are enriched by the complex instructional and research missions of NAU. NAU has had considerable success in educating ethnic minority students, place-bound students, and first-generation students. NAU has one of the highest percentages of Native American students of all doctoral universities in the nation. NAUs distance learning sites serve thousands of place-bound students across the state. NAU-Yuma enrollments include 70% first-generation students and it is an officially designated Hispanic-serving branch campus under federal guidelines. NAU, a doctoral intensive university, has the ability to offer programs from baccalaureate to doctoral levels at higher education centers and new campuses throughout the state. It is, by all nationwide measures, a robust, effective university within this classification. NAU is looking forward to partnering with ABOR and the other universities, including ASU-West, in building a strong, strategically responsive, and financially sound system to serve Arizonas needs in the 21st century. We envision a system that offers full access to Arizonas students, meets the pressing demographic pressures that affect the state, expands its mission to include minority populations more effectively, offers a quality education for all citizens, enriches the local and regional communities, and challenges students to raise their educational and economic horizons. Such a plan is good for state governance, the university system, the students it will serve, and all citizens of Arizona. Appendices Appendix A: North Central Accreditation Criteria Appendix B: Supply-Demand Pathway Model for New Universities in Texas Appendix C: FY 2003 Graduate Degrees Granted Appendix D: NAU Annual Research Awards Appendix E: NAUs Status as Doctoral Intensive Institution Appendix F: Peer Institutions and Benchmark Statistics Appendix G: 2000 Carnegie Classification: Category Definitions Appendix H: Current NAU Statewide Delivery Network Appendix I: Members of the Northern Arizona Task Force on Higher Education Appendix A. North Central Accreditation Criteria An applying institution must demonstrate that it meets the General Institutional Requirements. In addition, it will be measured against the Criteria for Accreditation. An institution seeking candidacy will document, through its self-study, the degree to which it meets each of the five Criteria, and, through a carefully articulated plan and timetable, will show how it intends to meet fully each of them within the four-year period of candidacy. To achieve candidacy, an institution will be expected to provide an emerging pattern of evidence for each criterion. Throughout the candidacy period, Evaluation Teams evaluate and address in their reports whether the institution is progressively demonstrating the patterns of evidence needed to achieve accreditation before the end of the candidacy period. General Institutional Requirements It has a mission statement, formally adopted by the governing board and made public, declaring that it is an institution of higher education. It is a degree-granting institution. It has legal authorization to grant its degrees, and it meets all the legal requirements to operate as an institution of higher education wherever it conducts its activities. It has legal documents to confirm its status: not-for-profit, for-profit, or public. It has a governing board that possesses and exercises necessary legal power to establish and review basic policies that govern the institution. Its governing board includes public members and is sufficiently autonomous from the administration and ownership to assure the integrity of the institution. It has an executive officer designated by the governing board to provide administrative leadership for the institution. Its governing board authorizes the institutions affiliation with the Commission. It employs a faculty that has earned from accredited institutions the degrees appropriate to the level of instruction offered by the institution. A sufficient number of the faculty members are full-time employees of the institution. Its faculty has a significant role in developing and evaluating all the institutions educational programs. It confers degrees. It has degree programs in operation, with students enrolled in them. Its degree programs are compatible with the institutions mission and are based on recognized fields of study at the higher education level. Its degrees are appropriately named, following practices common to institutions of higher education in terms of both length and content of the programs. Its undergraduate degree programs include a coherent general education requirement consistent with the institutions mission and designed to ensure breadth of knowledge and to promote intellectual inquiry. It has admission policies and practices that are consistent with the institutions mission and appropriate to its educational programs. It provides its students access to those learning resources and support services requisite for its degree programs. It has an external financial audit by a certified public accountant or a public audit agency at least every two years. Its financial documents demonstrate the appropriate allocation and use of resources to support its educational programs. Its financial practices, records, and reports demonstrate fiscal viability. Its catalog or other official documents include its mission statement along with accurate descriptions of 1) its educational programs and degree requirements; 2) its learning resources; 3) its admissions policies and practices; 4) its academic and non-academic policies and procedures directly affecting students; 5) its charges and refund policies; 6) the academic credentials of its faculty and administrators. It accurately discloses its standing with accrediting bodies with which it is affiliated. It makes available upon request information that accurately describes its financial condition. The Criteria for Accreditation In addition to the General Institutional Requirements, an institution accredited by The Higher Learning Commission demonstrates that it satisfies five Criteria for Accreditation. The five Criteria for Accreditation are: Criterion 1. The institution has clear and publicly stated purposes consistent with its mission and appropriate to an institution of higher education. Criterion 2. The institution has effectively organized the human, financial, and physical resources necessary to accomplish its purposes. Criterion 3. The institution is accomplishing its educational and other purposes. Criterion 4. The institution can continue to accomplish its purposes and strengthen its educational effectiveness. Criterion 5. The institution demonstrates integrity in its practices and relationships. Appendix B. The State of Texas Supply/Demand Pathway for Off-Campus Educational Units to Achieve University Status The Texas Higher Education Coordinating Board developed the Supply/Demand Pathway as a way to address anticipated large-scale enrollment demand in a specified region. The Supply/Demand Pathway is used as the model to address higher education needs in areas without ready geographic access to existing public higher education institutions. An off-campus educational unit is on the "Pathway" when it is awarded that designation by the Texas Higher Educational Coordinating Board. The supply/demand pathway consists of three categories: (1) Category A. Institutions temporarily test the market both in terms of demand and staying power by providing off-campus courses and/or programs by one or more institutions. Should demand decrease or not materialize, courses and programs can be discontinued and resources moved to areas of greater demand. (2) Category B. As demand increases, offerings may be organized through a multi-institution teaching center (MITCH) or as a university system center as a Pathway Education Center. A group of institutions may request that the Board authorize the establishment of a MITC. Alternatively, a university system may request that the Board authorize the establishment of a university system center. In either case, a lead institution should be designated to provide leadership for the center and facilitate the provision of programs and resources from other institutions. (3) Category C. After an entity in Category B has attained a full-time equivalent upper-level and graduate enrollment of 3,500 for four fall semesters, the parent institution(s) and Board(s) of Regents may request that the Board review the status of the center and recommend that the Legislature reclassify the unit as an upper-level general academic institution--a university. Reclassification may be considered sooner if the center attains a fall semester full-time equivalent enrollment of 3,500 followed the next fall semester by a full-time equivalent enrollment of 4,000. The 3,500 FTSE standard approximates the headcount enrollment included in the current university funding formula as the minimum size needed to achieve economies of scale. Institutions will report enrollments at centers on the pathway and all off-campus educational units according to guidelines set up by the Commissioner. For the purpose of establishing the need for a new institution of higher education and meeting the enrollment threshold of 3,500 FTE students established in paragraph (3) of this section, internet-based courses and other courses offered in non-traditional formats that do not require the physical presence of the student at the center for a normal number of contact hours will not generally be counted. Appendix C: FY 2003 Graduate Degrees Granted University of Arizona System Universities and NAU Peer Universities  Appendix D: NAU Annual Research Awards  Appendix E: NAU Ranks High for Many Characteristics Among the Public Doctoral Research Intensive Universities (2002 IPEDS Reports) 3rd in number of graduate degrees awarded 5th in graduate enrollment 14th largest in total enrollment 12th in federal operating grants and contracts 11th in number full-time faculty 21st in six-year graduation rate Fiscal Year 2002 Federal IPEDS DataAll Public Doctoral Research Intensive Averages (N=64)Northern Arizona UniversityTotal EnrollmentAverage 14,221Ranks 14th out of 64 (19,907)Graduate EnrollmentAverage 3,190Ranks 5th (6,330 )Graduate Degrees (MA and PhD)Average 799Ranks 3rd (1,896)Federal operating grants and contractsAverage $32 Million Median $25 MillionRanks 12th out of 64 ($38 Million) Plus an additional $9-10 million in state/private/localNumber of Faculty (AAUP)Average 505 Median 490Ranks 11th (681)Graduation Rate Average 45% Median 43%Ranks 21st (47%) -- increased to 51% for current year Appendix F: Peer Institutions and Benchmark Statistics Enrollment^EnrollmentEnrollmentMaster'sDoctoratesTotal Grad***UG %SchoolTotalUGGradAwardedAwardedDegreesDiversityUNIVERSITY OF CENTRAL FLORIDA 41,102  34,170  6,932  431  151  582 26%GEORGE MASON UNIVERSITY 28,246  17,102  11,144  1,759  329  2,103 37%UNIVERSITY OF NEVADA - LAS VEGAS 25,749  20,680  5,069  785  167  955 37%CAL STATE UNIVERSITY - FRESNO 21,305  17,338  3,967*  647  13  660 47%OLD DOMINION UNIVERSITY 20,802  14,209  6,593  1,310  67  1,377 36%BALL STATE UNIVERSITY 20,533  17,641  2,892  799  69  868 8%OHIO UNIVERSITY 20,452  17,200  3,252  987  215  1,206 7%UNIVERSITY OF DELAWARE 19,109  15,808  3,301  1,421  110  1,531 12%NORTHERN ARIZONA UNIVERSITY18,82413,0155,8091,896842,00924%BOWLING GREEN STATE UNIVERSITY 18,534  15,481  3,053  925  88  1,013 9%MIAMI UNIVERSITY (OH) 16,863  15,150  1,713  520  43  563 10%OAKLAND UNIVERSITY 16,575  12,958  3,617  794  19  813 14%UNIVERSITY OF NEVADA - RENO 15,093  11,752  3,341**  459  143  602 20%UNIVERSITY OF MONTANA 13,026  11,152  1,874  176  -  183 8%UNIVERSITY OF WYOMING 12,745  9,250  3,495  417  160  577 8%UNIVERSITY OF NORTH DAKOTA 12,423  10,277  2,146  431  179  617 8%UNIVERSITY OF VERMONT 10,967  9,234  1,733  308  129  439 6%UNIVERSITY OF MINNESOTA - DULUTH 9,815  9,120  695**  743  135  878 7%*2002-2003 Common Data Set**IPEDS 2002^Includes Fall 2003 Numbers***Includes FY03 Numbers and PostBacc Certificates Appendix G: 2000 Carnegie Classification Category Definitions Doctorate-granting Institutions Doctoral/Research UniversitiesExtensive: These institutions typically offer a wide range of baccalaureate programs, and they are committed to graduate education through the doctorate. During the period studied, they awarded 50 or more doctoral degrees per year across at least 15 disciplines. Doctoral/Research UniversitiesIntensive: These institutions typically offer a wide range of baccalaureate programs, and they are committed to graduate education through the doctorate. During the period studied, they awarded at least ten doctoral degrees per year across three or more disciplines, or at least 20 doctoral degrees per year overall. Master's Colleges and Universities Master's Colleges and Universities I: These institutions typically offer a wide range of baccalaureate programs, and they are committed to graduate education through the master's degree. During the period studied, they awarded 40 or more master's degrees per year across three or more disciplines. Master's Colleges and Universities II: These institutions typically offer a wide range of baccalaureate programs, and they are committed to graduate education through the master's degree. During the period studied, they awarded 20 or more master's degrees per year. Baccalaureate Colleges Baccalaureate CollegesLiberal Arts: These institutions are primarily undergraduate colleges with major emphasis on baccalaureate programs. During the period studied, they awarded at least half of their baccalaureate degrees in liberal arts fields. Baccalaureate CollegesGeneral: These institutions are primarily undergraduate colleges with major emphasis on baccalaureate programs. During the period studied, they awarded less than half of their baccalaureate degrees in liberal arts fields. Baccalaureate/Associate's Colleges: These institutions are undergraduate colleges where the majority of conferrals are below the baccalaureate level (associate's degrees and certificates). During the period studied, bachelor's degrees accounted for at least ten percent of undergraduate awards. Associate's Colleges These institutions offer associate's degree and certificate programs but, with few exceptions, award no baccalaureate degrees. HYPERLINK "http://www.carnegiefoundation.org/Classification/CIHE2000/defNotes/Definitions.htm" \l "fn1#fn1" 1 This group includes institutions where, during the period studied, bachelor's degrees represented less than 10 percent of all undergraduate awards. Specialized Institutions These institutions offer degrees ranging from the bachelor's to the doctorate, and typically award a majority of degrees in a single field. The list includes only institutions that are listed as separate campuses in the 2000 Higher Education Directory. Tribal Colleges and Universities These colleges are, with few exceptions, tribally controlled and located on reservations. They are all members of the American Indian Higher Education Consortium. . Appendix H: NAU Statewide Delivery Network  SHAPE \* MERGEFORMAT  Appendix I: Members of the Northern Arizona Task Force on Higher Education Susan Fitzmaurice, co-chair, dean of the College of Arts and Letters Bill Grabe, co-chair, executive director of the Academic Chairs Council Josh Allen, director of Alumni and Constituent Relations Diane Bellock, president of CSAC Geeta Chowhdry, director, ethnic studies program, Laura Huenneke, dean of the College of Engineering and Natural Science Hari Kowtha, president of ASNAU Hannah Ledbury, NAU student Nick Lund, Executive Director, NAU Yuma Barry Lutz, professor, Physics and Astronomy Larry Mohrweis, president of the Faculty Senate Lisa Nelson, director of Public Affairs, SPAC representative Karen Pugliesi, vice provost for Undergraduate Studies Zachary Smith, Regents professor, Political Sciences Community Members Steve Carlson, president of Flagstaff Medical Center Joseph Joe C. Donaldson, mayor, city of Flagstaff Jeri Dustir, deputy city manager, city of Flagstaff David Maurer, president and CEO, Flagstaff Chamber of Commerce board of directors Kay McKay, executive director of Big Brothers/Big Sister of Flagstaff and former member of the Arizona Board of Regents Nathaniel White, astronomer and program manager at Lowell Observatory and member of the Coconino Community College District Governing Board  The initial configuration does not prescribe a particular classification for ASU-West or any other institution under the Carnegie system, but reflects the current classification. The proposal also acknowledges that ASU-West may well opt for independence from ASU, but again, does not prescribe such a status.  Melnick, R., & Taylor, S. (2004). The Latino Education Dilemma. Presentation at Jobs for American Graduate Board Meeting. Morrison Institute for Public Policy, Arizona State University.     PAGE  PAGE 21  EMBED MSGraph.Chart.8 \s  Arizona State University Doctoral Extensive ------------------------------ President Northern Arizona University Doctoral Intensive ------------------------------ President Arizona State University -West Masters I (Currently) ------------------------------ President NAU-Yuma ---------------- Executive Director  EMBED MSGraph.Chart.8 \s  Baccalaureate President Other Centers as Appropriate ----------------- Arizona Board of Regents University of Arizona Doctoral Extensive ------------------------------ President Baccalaureate President Master's II President Masters I ASU-West (Currently) President Doctoral Intensive NAU President Doctoral Extensive ASU President Doctoral Extensive UofA President NAU 2+2 Executive Director Other Centers as Appropriate Other Centers as Appropriate Other Centers as Appropriate Arizona Board of Regents 78FWvw|P p X \ x | +aϼȵϮϦxqx hYh?| hYh= hYh hYh 5hYh\-5hYh=5hYh}5hYh?|5 hYh hYhh#Uh|h:+# hYh# hYh}] hNh}] h\-h}]h}]hNh}]5 h}]5 h5m5 hq5,89vw $a$gd $@&a$gdgd}]$a$gd}]1?`>yPQRjk{|}gdOt: & Fgd2T & Fgd X & FgdOt:@&gd'FIopz037jt(6c "+,12_`ļ˦˦˵ hYh hYhz hYhf`"h:+#h hYhWDhYhWD5 hYhN hYhOt: hYh6' hYh1 hYh\- hYh_ hYh= hYh Xh#U< yz"#&023:<=?KS`dz34:=ǿָ hYhz hYhy hYh1hYh2T5hYhN5 hYh= hYh2T hYh X hYhOt: hYh hYhWD hYhPHC 7;MNOQRk  ;<@ISF"13cn0>z|}ݿݿݸݱ䱥֖ hYh hYhuFhYhWD5hYhN5hc hYhf hYhDz hYh2Th#UhYh2T5h hYhWD hYhy hYh1? hYh\- hYh1 hYhz7}$$ &&&&&&N&O&P&Q&R&S&T&U&V&W&X&Z&[&\&]&^& gdc$a$gd5gFgdOt:@&gd     ? R Y Z ] 9!:!`!e!!!!!!!!")"K"Q"["f"j"}""""""##i#v########$$d%g%%% & &&&ǿǻ簬hh#Uh[6hxT hYhw1hchx:hhY hYh2T hYhfa hYhWD hYheh:+# hYh hYhuF hYh?&&&L&M&X&Y&c&d&}&&&&&&&((((*****,, ,,,,,,,,,,,,,, --m-y-----¶Ν h hw1 h h1 h h h hfa h h2TjhxTUmHnHuh[6hxThNh5gF6h5gFhNh5gF5hNh2T5hcjh5gF0JU hNh5gF jhNh5gFUmHnHuhmS0^&_&`&a&b&c&d&}&~&,,,,,,,,,,,,,,,,,,,gdxTgd5gFgd`]$a$gd5gF,,,,,,,,,,,,,,,,,,////////@&gdgdOt:gd`]gd5gF--).I.].`.a.h.i....../ ///%/'/*/+/1/2/D/G/H/T/Y/h/t//////////////////DzDz˹ǫ֤xxxhNh`]5hNh`]5\ hNhhmSh5gFh1? hNhI!, h hI!, h h h hR h h h h#hqhc h hpp h hf h h6' h h h h h hfa h h5gF/////////////// $$Ifa$gd`]gdOt:@&^`gd5gF ///////// 00#0$0*0-0:0B0C0G0J0Y0i0j0n0p00000000000000000000000000111;1G1H1f1h1i1j1k1l1ȾȾϫ h5 h1?5 hNhK(hNh`]\htghw1h56 hw156 hNhhNhPH5\ hNh`] h\-5\hNh`]5hNh`]5\=// 0! $$Ifa$gd`]kd$$Ifֈ 8  G d      <-634ap< 0$0*0+0,0-0.0<kd$$Ifֈ 8 Gd -634ap< $$Ifa$gd`].0:0C0G0H0I0J0 $$Ifa$gd`]J0K0Y0j0n0o0H<0<< $$Ifa$gdw1 $$Ifa$gd`]kd$$Ifhֈ 8 Gd -634ap<o0p000000<kdJ$$If+ֈ 8 Gd -634ap< $$Ifa$gd`]0000000<kd$$Ifwֈ 8 Gd -634ap< $$Ifa$gd`]0000000<kd$$Ifֈ 8 Gd -634ap< $$Ifa$gd`]0001111 $$Ifa$gd`]11;1! $$Ifa$gd`]kdF$$Ifֈ 8 Gd  <-634ap<;1?1H1L1T1f1g1h1 $$Ifa$gd`]h1i1j1k1!gdOt:kd $$Ifֈ 8  G d      <-634ap<k1l111P4Q4U6V6W6p6q6H9I9J9]9^95;6;==AAAAAAAFAGAgdgdaigdOt:l1m11111>2Y2_2s222203F3[3\3333334O4Q4V4w444444575E5F5L5R5T55555555ƿԿۤ۠ۙےۙۊۆ{{{tt hNhX? hNhkrnh1?hT;hT;hg';5 hT;hg'; hNhAy hk hNhaijhhk0JU hh hhk hh hhAy hhg'; hNhg';hNh4/]5hNhg';5hNhai5 hN5-5S6T6V6W6p6667770757A77;8i8w8~8I9J9]9^999::(:):7:>:]:b:n:q::::::::3;4;6;:;C;j<滴τ} h(oh h(oh(o hNh>HhNhR%&5 h1?5 hNh1 hNhDz hNhR%& hNhhNh5h6}h1?hai5hh\- hNhaihNhai5 hN5 hNhg'; hNh4/] hNhX?/j<==Z>f>s>> ?E?Q?U?g?r????????@ @C@T@s@v@@@@AAAAAAFAGAJAOASAWAȳȥȡȥȖ}unn hNhNAhNhNA5 h2=5 h$|5h2= hNhzh hNhhqh\- hNh hNhH hNhR%& hx:hNA hx:h1? hx:h} hx:hPH hx:hR%& hx:h hx:h(WApAAAAAAAAABEBKBcBtBBBBBBBBBBBBBB\CCCCCCDDDDDDDDDEEE6E=EKEXE\EüøñÜÜ×ÏËh2= hNhYhT;hNhNA5 hT;5 hNhkrn h(ohkrn h(oh}} h(ohNAhq hNh hNhNA hNh hNh-:hNh<5h(o hNh} hNh\ hNh>H hNh<2GADDHHHHHiKjKpMqMpOqOdQeQzS{SVVXXgdgdrf & F ^`gdrf`gdYy# & F ^`gdYy#gdOt:gdQN\EaEbE~EEEEEEE FFFFF F!F&FIFOF^FFFFGIGJGwGGGGGGGHHHHHHHHHH»랚yr hNhg';hNhg';5 h[65 h#5hNh^5 hNhT;hNh?| hNhDzh\- hNh hNhNA hNh} hNh hNh;g4h2= hNh<hNh<5hNhQN5 hNhQN hNh\ hNhkrn+HHHHHHIII%I*IHIYIIIIIIIII#J'J-JdJfJnJpJJJJJJJJ K$K?KAKhKjKlKmKKKL3L=LLLLL$MDMqMMMsNtNNNN O.O;ܾͷͰͩԩԩhNhrf5 hNhrf hNhf`" hNhkrn hNhhNhYy#5 hNhYy#h\-h$|h&t hNh^ hNhYhf hNh6' hNh?|?.O>OzOOOAP`P~QQQQQQQQ0SNSgSrSSSSSTTTTTToUpUqUsU6V:VKVRV^VjVVVVVVVW WW-W6WAW» h(oh?! h(ohYy# h(oheth(ohYy#5hNhYy#5 hNh hNh6' hNhYy# hw1h(o hw1hw1hf hw1het hw1h,! h?!5h(oh?! h\-5hNhrf5 hNhrfh\-2AWPWWWXXXXSYoYYYYYYYZZ)ZpZqZ}ZZZZZZ [)[-[J[Z[z[[[[ \\\\\:\S\\ȷȳȷȯȷȳȫϕ{w{sohh:+#h$| hNhv8hNhY5 hNh.DhO hNhY hNh?|hNhv85h&t h(ohfh?! h?!5hNhrf5 hNhrf hNh hNhYy# h(ohdV h(ohet h(ohPH h(ohYy# h(oh+XZZZZZ[[T](^^`aadddddddd$a$gdS% & Fgd(o & FgdYgdYgdOt:gdgdrf & F ^`gdrf\\\\\]](])]T]p]x]]]]^&^'^B^_^n^^^^^ ____S_l_n__`````````````aaaaaü hNhB h(o6hf hw1hah$|ha5h$|hw15h$|h(o5 hw1h(o hw1h,!hY h?!5hNhD5 hNhDhNhY5 hNh.Dh?!h:+# hNhY hNhv82aabbbb c ccc:c@cLcccdddddddddddddddddde?eHeIeKeLeoexeye{e|eeeeeeeeeeeeefƿƤƤƝƤƙƝƤƝƤ hNhhfhY hNhI hNh;g4hNh/5h":hT;hN hNhN hNh/ hNhkrn hNhv8 hNhDh&t h?!hNhBH* hNhB hNh?|8ddddd>e?eneoeeeee ffOfPfffffgh,jOjjk & F gd!^ygd!^y$a$gd!^ygd/fffff7fMfOfPfZfffffffffgghh,jNjOjjjp-vLv+wwwMxNxxxyymynyoyrysyyy;Ͱͣ̈́}shHh!^y5\ hHh!^yh0h!^y\h5h!^yB*\phh!^yB*\phhJh!^yB*\ph h!^y6] h0h!^yh0h!^y] h!^y5\h!^yhw3dh/g hNh/ hRYh/ghY hNh;g4 hNh hNhI-kkll3mmmnnRofoo8ppq'rrssstuu-vMvw+wwNxxgd!^y & F gd!^yxynyoypyqyrysyyyyy>{?{{{||;}<}[$\$^gd!^yh[$\$^hgd!^y [$\$gd!^ygd!^y$[$\$a$gd!^y$a$gd!^y dd[$\$gd!^ygd!^yyyyyyzzz>{?{{{{{||;}<}}}qr`a;<KstŅTʻ򡘌} hAh!^yh.&h!^y5hAh!^ymHnHuh!^ymHnHujh!^yUmHnHuhD#Sh!^y6CJaJh*h!^y56>*CJaJhD#Sh!^y56CJaJh!^yCJaJh`xh!^yCJaJ hHh!^yh!^yhHh!^y5\,<}qr`aÄ 5678 $@&a$gd!^y$a$gd!^ygd!^y [$\$gd!^yh[$\$^hgd!^y89:;>tÅąŅ +Z{† $$Ifa$gd!^yh^hgd!^y & Fgd!^y$a$gd!^y $@&a$gd!^y'6Trfff $$Ifa$gd!^ykd $$IfTF `      b6    34apTTUiw{{{{ $$Ifa$gd!^yxkd $$IfT F `     b6    34apTȇ{{{{ $$Ifa$gd!^yxkd $$IfTWF `     b6    34apTȇɇ,;s{{{{{{ $$Ifa$gd!^yxkd$$IfTGF `        b6    34apTst{{{{{ $$Ifa$gd!^yxkd$$IfTGF `        b6    34apTȈԈ߈{{{{ $$Ifa$gd!^yxkd$$IfTGF `        b6    34apTRSTUVWXYZriiiii $Ifgd!^y $If^gd!^y$a$gd!^yxkd$$IfTGF `        b6    34apT Z[\ $Ifgd!^y\]kd$$IflִB` O&x!'^ ''i''Q'''t#6    44 laPpPT]߉|0̋F^یoҎnܐ*@x~őۑYtӓۓ "”"͵hvh!^yB*OJQJph hOoh!^yh!^y&hAh!^y6CJOJQJ]^JaJh!^yCJOJQJ^JaJ&hAh!^y5CJOJQJ\^JaJ hAh!^yCJOJQJ^JaJ8]^ju $$Ifa$gd!^y $Ifgd!^ykdT$$IflִB` O&x!'^ ''i''Q'''t#6    44 laPpPʼn͉Չ߉ $$Ifa$gd!^y $Ifgd!^y߉kd$$Ifl,ִB` O&x!'^ ''i''Q'''t#6    44 laPpP(=Oaw{|Ҋ 0GZoFfuFf $Ifgd!^y $$Ifa$gd!^y̋+AEF^u֌ڌی0BUFf9(FfM$ $Ifgd!^y $$Ifa$gd!^yFfa UknoЍ)<QbtFf3Ff0Ff%, $Ifgd!^y $$Ifa$gd!^yĎǎ͎юҎ0BUjmnÏՏ-Ff?Ff;Ff7 $Ifgd!^y $$Ifa$gd!^y-@UgzȐې%)*@WjđőFfKFfGFfC $Ifgd!^y $$Ifa$gd!^yőۑ-?UXYtŒג2GYkFf]SFfqO $Ifgd!^y $$Ifa$gd!^yғ !"#$%&'( $$Ifa$gd!^yFf5[ $Ifgd!^y $$Ifa$gd!^yFfIW()kdv]$$IflִB` O&x!'^ ''i''Q'''t#6    44 laPpP)DEFGHIJK $Ifgd!^yKLkd^$$IflִB` O&x!'^ ''i''Q'''t#6    44 laPpPLYZ[\]^_` $Ifgd!^y`akd`$$IflִB` O&x!'^ ''i''Q'''t#6    44 laPpPa}~ $Ifgd!^ykdEa$$IflִB` O&x!'^ ''i''Q'''t#6    44 laPpP $Ifgd!^ykdb$$IflִB` O&x!'^ ''i''Q'''t#6    44 laPpP"HǗ '<ٞ؟ˠ̠͠78dgd!^y^gd!^ygd!^y$a$gd!^y"KHqǗ6 *#'<()*+ٞcdef֟ן؟߷߄xxm`mhRYh!^y0JCJaJhRYh!^yCJaJh!^yB*CJaJphhRYh!^yB*CJaJph$hvh!^y0JB*CJH*aJph hvh!^yB*CJH*aJph)jhvh!^yB*CJH*UaJph%hvh!^yB*CJOJQJaJphhvh!^yB*CJaJph!hvh!^y0JB*CJaJph#͠Π9KV}~ơС !1NOºº–ulbVLh{h!^y0J5h{h!^y0J5\hZ *h!^y0J5h!^y0J5\hZ *h!^y0J\ h!^y0J5h1Mah!^y0J5 h!^y0Jh!^yCJOJQJ^JaJjch!^yUjh!^yUmHnHujh!^yUh!^yh!^yCJOJQJaJhRYh!^yB*CJaJphhRYh!^yCJaJ%hRYh!^yB*CJOJQJaJph89~ơ!Tآ-^ңO gd/ & F dd[$\$gd!^ygd!^y & F dd[$\$gd!^y$a$gd!^yOSTbʢעآ ,-;^iң'5Oi糧wphc\ hUWh!^y h!^y5hH8/h!^y5 h1Mah!^yh1Mah!^y5h<:h!^y0J5hZ *h!^y5h1Mah!^y0J5\h1Mah!^y0J\hN6h!^y0J5\ h!^y0J5hZ *h!^y0J5h:h!^y0J5\h!^y0J5\h:h!^y0J\h!^y h!^y0Jh{h!^y5h{h!^y0J5#Ĥ IJdlm  "#)*,-.0178RŹŵ}jh!^yUhi0JmHnHu h0Jjh0JU h5hhijhiUh.&hkhk6hchkjhk0JUh5gFjh5gF0JU hNh;g4 h!^y5h!^yhhh!^y5 hH8/h!^y,I  !"./01234h]hgd/ &`#$gd/gdVgd5gF4567VWpʨݨ&Dcmnxyzgd5gF$a$gd5gFgd!^yRSTUVWoʨݨ%&,236DcmnrͩŽͧŧŽ؟ŔʼnzrghNY3hxTCJaJj2lhAUjo D hACJUVaJhPh5gFCJaJht&Ih5gFCJaJhtgCJaJh}h5gFCJaJh{h5gFCJaJh5gFCJaJh5gFCJaJh\h5gFCJaJhh!^yjh!^yUj_dh.&Uj D h.&CJUVaJ(ͩΩϩ٩ک %&<OPoyzgd5gF$a$gd5gF$a$gdxTgd!^yͩϩ٩ک &;Poyzت٪ABJL^_`|}~龳᫠hxThxTCJaJhtgCJaJh hxTCJaJh{h5gFCJaJh5gFCJaJh\h5gFCJaJh5gFhPh5gFCJaJht&Ih5gFCJaJh5gF6CJaJh5gFCJaJhhNY3hxTCJaJhCjCJaJ1ªΪت٪2ABKL_`}~$a$gdxTԫի=`>`?`@`gd/$a$gdxTԫի`>`?`@` hNh;g4hUhxTh ?hxT5CJaJhxT5CJaJFigure 2. One Possible Outcome of Proposed Plan (Year 2030) 5 01h:p// =!"#$% njΏvPNG  IHDR>6ҒPLTESRHZXXQgjwVԕvVtYFJČ\E{˔8g6j8mB| 9M@yUFw:p>v(Ga&S*YN)7ŖpQMǦ=uH Lƅ:f*;q~t CaO,,_+pw?qVZוqwhĉ㦙ki3!x23+ ~~u%`!"ZY<H sSp$Z7 '.ec?Oów|leOW7 3"CoxXQ:@~^&GZI3t rQ{|GR8X K +#m&tJ?P?7Hjø)A*|XXTP5d.gM(y[;w\)|r998wd6l<:sLd2[N?!^O he";~wwS(w;N,O3޿=ql)^*VpRu 7.xBO}=c]#?ŚQ{2MW,uo(b }i况t%ZNӶ}\~vN_8==. t$/RYcyt ]\VH}@A>x03i%r6~?pNWzz) 0BEL^n /\ړڇշGN{W_aOK3$2.5mReMZZɴ\eEy %?rKxYķk YXd֭VO"]lȍ3s->i$)|<.8>A]%7 ~VĕK(:X\,9Ogy8}]TqZv$rقl[zrH]ti0ֈoMLL5|;||k衭-rFq8|Gb:L<}B[`OJ1kQlEkҸ`."SG85K5kBG& ~/aH{&ֺE6K6JO72Mk 6Hk"#{O_<{6~PE >ڤ6;'/J(̵xĚHXj\vѱB<;f[`Mn[ `M=؏Y>8üC5~<_wz.SZ;TRmT*gvX+eTZ{:Swy.W$8|~2 מ'D`]x=Dp(]H%Zz˩.7Wyױ!)vw$E>S<[kiVf[l+ػZYk-֬P5yc[ƕ6[P~;a C`uZx5g!:gN8l> w'jߕn"⣹!خ\\HQ*31.je;AG9)}o}m+S8h|/)9Ç*Nɱ{ְi,~zAp+m6kqb'ÏozfM3>} t}CD^.z[C/P]P=a?6Н-P/ܗlq\ܬʕh{Yk\ wŚ=pDt ѨwVYnRZQ+yhƱ⡣#ʏ]*rJOO/^d=⨱hlOӲ J|rXZ]9}7+ù u`={H[J|%^\cmZkjҊu}THv*[xS9O@KN6쭣Gz;W)L)qDS署q凳%ER$*k`d|0NϟBsb} Y'[E*2OS;C~vՒS!OV>WZ[l6Zb3Sƚ2CE:OV9DlY4!ym^=yu+!S;㇧уGך\h+d{¬7\HGIzK.G8+?꩓ϟ'4V۬wi40h+䠉gx蚐\"E:G5S*<wن׫7 'sDmk8e;/\X?pB 1vӼ\)&l"׬ĕ#> {ZEõkTc!47T\+ !d{ف`{7Xwp/z[vf_\/`9$k޽F(#~1)i1- A3dwlhʊKpQjJ/L|'Jኋ'Ύ yݘ;{Pvk3cL+;ۥ _S9;O,k}(ޒX.*swشJ\9?0kwɥVJg&b-Ex?eҖ VCwƁRMq)kŚ]3Z]Xxjl=*lff\z?zߞhkA~-] ZH]\k>޶y%dAe㣢z0;(آĵ)a}p-ײyM{מ6=}vll`c-Rͥ׼ɥW\b 5lwrhѥXEcZ_+^(p3s>(jQfhq剳G`mM5SPd 6;gzXHVs53VnLfs0v_l hYfk皑#uy5q^ͽROWq'xKYcy 7\65H%Α3uJLG)Xp8 0lĿz\g+͎fRFI@))q9S lAr(BsPK1 voP6+k KfzĿy߾<%mjr"dXS[X#>֤Md{X{Urd O5&@`K-̨d[# L͎˚*1e2:%>Zykn7;X6'͚׮k拤#t%lnGX#HJ؜\8͵6c MF 񬯏o5Vסe,ek$( |!f:WлS$ >9;s'خR)0rő#G9כO^\N>|mt ڪͣD~!ʾߩkGG7 opNkqIJ0ăZ ZeL*D]hSvr2uYߴݠ/|;L{73m֩dHD"Q0mH̬1!w.@ Zf{ҁQvKT"HoXBYM G+qY r@(SB.Sޛ,g6ʏ̤!b)Z _w:Ӿo|qb-h,<-Rm`nSf9J,ebh,Ho"Q<\9Pj깫y$5kh5;߽ /%r*AKd"Eg2rm{/mg< 2~Υ ~Y%{-IeSopc&=}+{J84sp<u0M44D \ uYf[)qU#!1'B%b}.E_,% G_;wI~ ZX O?C3493l>0l2N[2~XC69JpK%[IfOY20sϬ kY\Ò%e 5k!?sޠ(.U5G&IL%\լc6ەR) WJj YŅoaW%R >rj7u) kf/\Sc{ ֭X/o3kkj{4*3f%e!K䶕TIl^'^CtM]{]z_-~8X:7k%֌ڠ|Zg*::<8_I~x"EzEᘑ]kNO7^Ŗkl`Gfn 6"lE2qDdg3qz/౾.o'0h+R$'! ן|rơ@M1X=̠,iFmRfX)y^lR͜<}~Qjw2wq\[q 5fgEZ "Z}}|8|p\c?@Q{M 5Gb-5igLp {^u`3k7O',jifjŏc0WEcm4BΑ  .+e}4,59 flI]ԝ"M_Ԙ{<6qlvDkv7n(o4 z3k Nb$s#v1fYb!seZYjOQWa[5p-^1i=k,Qאfjwwiv%c-B-Slj:P92k5 WڏZ9ߞL<Ϸ7'햑{N'7G~wdm.Y]+ۖp<; S=GjdR9hlOc# r\32:D%ZRv+@ *ە,SB w,lR)ZN kP{>S=GjPhŒSsX{{Zn\UK|.ՃOaYº4P,4Usit!X\sE3A>2<=G=0Tj6 )4U:$۫ˮJrw ֒nUwYUϥz`mJ&e*2 vT*=Bz~Q){ii-7NyymfT#_|jJ/*EPJjm (F:*vj`XRVBkAq6 ./@ޮ7)ƤhOo6(kJyUv5&Ճ3 ih;v Rz@mBWf@F e9T%d S-8TG [z\\ty#(^k9oN* 2j;v"kc$L6Xgp)<'N_ԧqN8kSo+ػ^$5< kMأ:E ADئ)T~w@!يuܤ2KW3NvFwYf?8Ybd?_"JuX]|2kl_rYsaGhb~@dRHXu*F[aBw\NyKV \;6="2 oL*n'*9XEfdIvlZw7k (t}e?݀F}}Rx2op],B!L!WUDӤsTV><:/#gFe ͪSM <&h ƚfdEhc LD0vXj7Q / 36%a4K46nN9 6R2FxC5GN.-hf -Y+TGX e!Y!XBl0P*; m.mGJ{Mxus2I 6FTz0vF*C$.:?T=v[\-:ϣ~籾њÔuo2C\Aqu)Uh\w!%~|pZi|e\(ƬPVGR)N@^Y#?vRéjhY$cvc/ԬU-AZ ZR]ł*JY->8RF,3 7ש!=L'r:#*WIktO'P卒Zs HkqL>AxmZC""wTY/ejk__K;1~'@2gH+ѷ߯c0r655kZ^YQ}yFC.w`/ z_=~'g G r}2 g6|c\VXl(K;AZ)o֋ZO}\',R ^>=4`\OXdS),?c^zO&?@LZ Kͅ;׎sl}t5o` UC}͚I1!aqbSEWuK{yݘdɓv+Bj;KQԵkH7j6/jDx]$a9NM)ym]HER;ď3;l#pXp5|v'(caҤ$|k6Wl kt&,̅KZzҧT³ʏtx'kk-b=c<5;5MNgS m8S;bఝJY:61ׯ +;KCȵL.W ֺ|5ptW/5b"J'b5ǡtL9Yʘ g?=XZ, tpJim#KsÑ)F(:e$̐:UsChD}2([}~ ;w KZ# rpz£p ;G$S]*sI:0{@\p,> 3!0j y奕ԃc7T<|@6gdKa}:N9"B-Xcr <3rQF@ |T3Xb5Xz:$KUd J2=0Sjo4Z/ ],oבoK9T5 z.7$Qavg1lwZ%w E(*:5fݮip6)şK hA| :cM)k"{sg\mnOz|GؔՌl:g07A먬Ē+UfLH#8@n>{:1Etxw Ky.קK@i3,c0> }Ys"3t׻m9uz-$S ۄX/e?!6N`#mO!]7wifÚ%U!Esu5br (ge9Y4RؾG^K12f梺N8wlgKHzew*?Q 7ЬnIfΰOBH=8c<{Rq"$qbX͉-uI#"#Xd6Z֪k5vcy`sU~xAȨf&Yu5GIHՐ:k`ݵn *q[4ܣ9a-1Xn˘GJ}:Y fWD\{5>ZӉtG9JI5T:˹'R;Ga25ʰ] /k rZ.}t~8Vg/WHџ}`OXS1.0gr3PЈ\_5_ĚjwZ_[vh{ݓ55i3j(֬3 !H Ѹ0]2Jzκ߽޳xO5 Wl>rMcі)DcqA qE6Sbd3&65`iY:Po0wǙYLaxոcKÿPM4"R[y٧Kt7?i>-*%C\>F[֗nAWKOZk*ϟK'+V?Y,e׽!VS 4[Znoh5?`]TP*oJjշf#)(H'kOT@<\o:ugϿsz1U9VYu)}Pr>H硣~<^rNRT"%UڳvRI'*+R\stRdn>喫ENN8a*V\]r;+p֜"Xֵg-@lỶi=1B|j`5]i)`u"%Ѭ1楆O ֛hp7!*2^qb|4EIGw/d]Aie5b)"$/ f؀v%12bjɽ\ִQ6+!$n-ź"W5]ĢJj:2@=]sJ| $p2jq0S΢F[=cY8q~X}O5Zh®;EIQbk u۾Y kLVk Mtլ ;jFt kdpw-Mh9ELEx0a[S8Dmjݱ[ gdMr}}9p4y3ģ>vn [r _Y\dZHЮ6uBz,`?km*&?TmrC^d( r}Ι8(q8`Z3oeKY,׋'buQ5s`t5\~]HV\=s5S4b \YQ~=GNJߤ6grw)ٖ.?,t "= .-Sb.WYp5{]Ԉ- t#6-d׹I"ԵSe(SS>%yԶ oK%#l%|ό[:Q9Rj\5_H$~;ThC57(_9i2bm,F`Mê3w6]lFDVKU rJ۩BwAF3;:rZq'FxQ ;v{,̆`dcP҈.fZQ;U_[dny='ةDPG늲jj52 { _ oD#]sϘut8`TxJ"fqw#,g2éjf~ā^6̬ &㔐 RJ( @lF;`mtFl 4\qb؁@ - ]3́^8T鮽ǘyHXckնXʋ?͐SVk6V9A-uԲR[^?9߸̲~TKOЗnAqUcʾf4jtl1U2>W+EVpXӣVYY;`/-T FDž`\:b>qn&k<-XNxIM^?Bt1(:jt)Rܧw܁5XӠ(-E.)ץ*DZ_ɎQE ( IYMN0B)ywK.ĚkD~Y V,`Oٰ_P?5S!0oR0ZmuxG,t HP"K`WzKYC:=Ke}o'n$AE$,pJkN X]lmzavK6On}F)RD?Kl#(E(~?y=yFY}#@Kҕg1:6J.!rh$m46Z_Heg`9ְL[Fw hl-,. g2gqTT}啯sϖVn~ZY8Z{g`O;ײ}olh.5uyAipsM)[ϾYė%ǾG;8e\sq'[#]=1+\}yxZ~ƒ3K4I%s΂v؜K B3܆ǘYd[{c-n*Tj;ǣ<1~Imj6nl-t{c'B*^k$עč!XSH傪J|* N69/uiw֧c6T.J=e=q%GG=Ge:ۦ.~uԣ q>[tr2Ai,RAve̙ƌ.TJE{c[k˿dk3b)qi]N+ :gXë<0JfrE5QX.oAZJ2\lfy|m`)Nfi!6WqÎTL?wS[)׻vSP`Yml5Jc6|j_\E}N M*fR>,t2IlrIKjibݤ94&`èoB3Clg{`-,,uŚ`?<'[BgnlB.՜BxˌEPW쯨mtISx؛Kn0󣩶cm]Yz|CB ],sbN{!ge5G{꼆Ut)VؓgjWf*:*tD `{;]H%uULנP+:,PW{&*(L2Qf*,l6dSGP-<@R7HȊsFi|i:Ϋuck>9+q9uEUT-I{^%1uفOz1;\\h0P-eB&>Wؘ|,#< 8C Akp1kc51UZf;Z9Y_Ȩ$- Mcc]inBI6&4 0kmPsilLYp&(ةsex1K^CI4ʧ~L$+r}c6lիwsRY6ȅà ŤaSE:`ºmIpr ҹ/qOE^#(~ԧww傌~9τ&?j4nB1|3r`D7&MZ?*|y1&>ES@v5t")ȵ6֣C5`JXာ5'me`C6v'F:p!ezth[ZaeD;[*?xUN5R>xxd7z z6e$X`Os.D jl|TyD?l5|dD!A|/?zIor 'Jŝ7k$GB9jDRO3k-:ٌk^b5O#4i/p<%j"Lp %)FıʵjWMys=]< ۜʞ|u=ic ~|dWzMXcjw&XOQbͨX1]nxD]χkW\6̻u'j=MF)\yXXSZu|y eb8XjjV.w 4wĮ|X5uó/?L6IvQjK(Js%,l1~F쬯@iX5g# Q#X+3y8~bXA15w(◑gLz)7#s 7Pk Z(c6AV+kVC5r̼s XYpcGEׄx.MX{˭|.#AXwz Ω(⃋c|ݕFg,=">4ASKEGG;fs?kUG/☽-b=~ U\Nqla -7ԟ/?Z%YMtTIש?6W֚sEzWn5nLX88yH2uOl .[hn#뚨pNP'䘹3ٶ;fY䖡i&Mg:fs;mjOk$[cT!HZSxZ$M-85: fF6va #>`{bn PQ&}#fm5TIMRjm=Z9A]TwXC\`FZ&sXPf BfަǼXo-[2t|/s|ll1 #RjkRf\̜GCҼ1L B{G{ꆟYݤW|ړ^nU[Gcg`l/(lbsbG]wdgz] AƊؘ0hSKzi ԠGvp")>/9E' ON Xt.|^X:$d_[S!=0C~nM#ChZgfI)݂ѬCUn`OZ&4t4} s̭̯ԣ_i\c!7D@v:A__Yc_4k:\>Rq4ر1i*uΥz?3jQ_^gNv#G> ?\ gm{}JT 7y{t88Xb0Ҋ bRt%D!<cY)|>GhN`ewcg2P@Ieda ^%.>c8p4^xG$.72)OQv[PXFK֟,iV4 /=>NN\J|UԱIZh t@NٹLJ/gwY M&c`m[T#GHKd9=2^^)SwB\_ fl})ַbʧelYDuu v\yq+ioGHT.\:Ak.U 7m0>Y?y{-8M.}&nj1<>߈:5 v=>Qz|X6Apz^/-77u-֛pfRcU)x2kФkqHʮ}+C^ijLqed sMH"kcbMi`a7鷎mGeM=Pcg>Zk^8gf(wEhNdE]L'7ʈe uH͸y㊵9ΙiYsR8H#Z&fX٠7&NyWrM5k6>80gY?pX2Gxb-3H?Y󖓓12^;EM!r'I 7&#Fc׸KG!U9΁ *maMdf" f_J ׳ilWWJ|JJ}24kQ^ghses&9oN6.ςo&z*'<~y;˚jks4l|Y{^3%(AM-5׬&iX' j=:)KgXPHx0R&%|ΰ5k:鞚h^N$P+33cvG_yHH:z`_Jߘ뽐VC4+A? zAps;I&7<똮CgO%=s-'zry۵7B.a-]vBuu_(֤ Lt MB?|SMU5=N+UF/Va!-VfjZK8Gc. ̋Nے_E+/T~*X|Ꚓ T (g|i0ch;\3ĚZe.iV~hsbLNȰ:KIxʌh}D !A֨>4<=&( i4k}\wﱦpTʒhB5t7SKqKh+/aBIXSۚ C^9rڀmnrtaocvz\Qj`ݠd"תU˚teaB@oÎ'qQJX⾄U%! {zb?R iflh &t1RQ.6ùNPJ/rYsocO8CDʒJz^VňclYڐlNm&t )R˽ ެ,r  %g[rYsk;lci[y# 羄(N]3ٰ kdM%^N˚kpe*n5lPŬU_B3T0P$ '6jX͞aœ]{k4v,R4͂~7SY iW<,t?C%V} !ʴ>[4y5*UHW:|f5&d /UmUGs>7@NDR/T}vCZg7zKMXuE)FbFW{ MF;)ԁsJT_Bar7kUGs&51Fr*էۍKTr QFbA ~8Í!3#H®龄&rjt5,n0HrtvzZA7XhNtp =).QOD9ƬA-@+ɔ\2s?=ȱ5)r^Xpfa&(ZbFCwZ!{B-xuL)/rSbJz2t8Er5 `_=Uhn!nmse)B,RjFhQF,EwXVZ2) (GZXhm次4 TDtP!Xs%KIiRma:uvrMrJ|:${OsPUH]fˆYSPbRކFnΫ` ^XkwB [ ҽxAFx7?kM3dm䚵3mr}vse&{SPi~ HF֒ .~8.ɅwѵL1]oH݂ ˚s y]ۋ C&-€snYl߿A3H5R:ckΔYg FYΎ5/방.{/i8څΰEB*Yds#5V2rTo72GOv)Ѯ1]Y|]ZMϒ#kS]tfmfj{t#=CS,%6m}fOЬߡ1 -eO5sֱ͆g)N jv-ܯl~ .0`?n~Mk 6U3JP3hգ]XCb*cAM򍀘/FӫGcV)^񗯹~oń)vTzFc!ߛZhߓqO d9PwA}.6i%9롘E~׽h;:s\1y%u'YGd2bc}%l蒜3kJ2mϕs9E߾yq笧u4k؃NT7*V*HDC2})R&RΩl9bZlѵǚ#EWTSnm}&NJHEr@ ϟR~MWswjjQ:DL5\-Xx{~ZX;u5BltE~hi&HbJqR)PEP4=YJzJ#~G\GT 狮n402}re A [0MG -ێcb쳇Ě+:)=M1B\o.5jVT8-EcFMT&I1_ k3[zZ:^43Hja3Vt<q!(,9f3+zE {HC *FfY v6(m!.bljM]!ezF󰑚s!a)t25R(SM7FlFjG,;u9Dm=٦!`4`Z`6fGEѸJ0ҿ"aR爅5Z,H+v|{le*zLHsHZ!YTR+9]/SX_̟NtEٽ*s%G+>#'2#VޞZOWkdkƒ; \G2SFgLϖ}p޿>lt kSadۅ#G9㋍J}eJ\X=o`Y23cmKoN?]Hܥxu)}rHOk =b 4_K}%Xu6.7E{g` %YG2>׹Uh;_>;liKT؋RNm(Xs=a L-4<[XXJvV4 =ĭXtCh\b=7z0C>eoϿǮm`%+к-{-a\Xu, Nc乩>ú _zpGK:!!c2X/޺,&PN#g}y'`[,ijمM#6>YVG6Z{hZbLk5c}K\Gк;Yq_֟`3?qNΪ~>r}Ok?XSBه);V@g*M2}ZuzD1`\1 6Cd? 3O]rԾX ~WO'V?cW_(HV\{dle2w_zK)MLڑ0tz4Cgj2krfF pjߨC.i҉D*_ R}S/Z^+ kYY>C0B8owe!3);Io┈5}*g5` mF^luBD% [i$8~{h) ("jDm0kAE].0:y֫?p؍s.+74ٮdkm= 99c;t2&ksK OT~mc^k?px*P/v=4,W1D]m}hfe]XS y=֍LyYfW(簫F*i^Db ;'>=͊@f=M M#L.I+?bhrslGc|ur̕fíhwlirwkm/pw4e[ \rg}f&fak[NP2f"!k0ߒ{ xg}T>?8k->O! i>U>v>>z+ I,AíwE nn1=U\>Nz+ P6"lHÇʊ]$l|%0sU\3pNbwTF|K^q +Kn_<{|fkXn%[p`!=sIa B- S冟拧Opo'9QS&~LN?EU{NVk0q*eF4<%+ui",J|#,hD= t\۔lLᴨ~ڌEX0=}&.ؓf&S*74"iMpdNY4yJ|KO pRy"s6;ahV$u] ?Jof2x\Z6}mJU#ӧʁi) Ԑ;hX{~0a^Ʃ\\T+ Vk9ڌ=t[hޛWn璻p6ř~d:kK>9AԂ0O  QBT9U vXSy"Lz2m ^Ɲ5w-O"s{N koƖ;<=VKYkkY;a"T6vzwL\`9 |XuuX,u&!󝩛A>V;Utl:nc;5",ԙCT{F MXv7& NfL0 lr= jҚ(9M5۔T]|E+2XW%w`nikrlid Mt\'ޗ!0ni%wWU>fm֭vԫd>SLFeǣ]RJG4\+MɧxZ_?m`FbF6e}x?j^g:(4os`[71~ gh&`c^:ewajGlQE ͝i7Ͷn> }̲oVkGYٿ ;r_bXfA|_TU4NH_tݿ?X xfϝ=I6`1iޜGp,Eectb־@zd[_{# 렟ֽ}u*GKh^Ue6[k7X-Oq_|K(pb>7yfө]מmuyoKSX}Ҩ/_&?-t#f4tcгY^)J'z AMgFhs"d4_ip^?ş%KtoiXZ֝ɧ{7jE䵝?0f~ok5ӢVrq@O둰ZZi3F\;vCf5iqVpޒ!#i*QARr/ai6u Í?5x+o5٠~r6pi[9N^D13wNΧݗ(3^p8A֡? Mw0 ?H6pܱA, jzn>W49bV!~Zm}`֫Xvmz׿czU(Pk",\/pG@7W-߿jS守,Oq ׮l}tʵ$_5_5c=/GȒ{23$~m_w~&_?d "SѭZgNukIB T)^aC_|#͏P{&M+k99QCB+g"|ꉵn<{䚷% ÒwH^#dVsג0hX%4;Y#pZ~5r^sA*ciӐ¨%ՌZf5Nq0 k {6hwIasgn֨]Hb&Pެ^mx8b:=n{\7t Nq0\cmLkwg 1#2c'lpT-.?[:cr7>~x Ȓ[5^$u|b%BrU(%0y9>:5A;a>]>aފ+՞gƬ_}>ov)pYorݏJaqFTQF=|kjť\n͘5)[ov8njka5Do vIy^8p*cS}3lr/g8Na.,jEX !c\Myu"֞6䚺ㄱ[?#SU_p?#ޮP6),4#|qw@AYߝZkSyfM\wKn_l/ekv_C]]˄˷Ah8ĞH+f pq͘i͚)|3IV887 vD֝=S„o<͘窧 uSἆ~V *cQs W\"N jp {zkX>4eHEՊ zrM?}6Mj=(^݅;5t섅g,y;sp{64hEij gN៲g? ]_ӡ} `rm 6H@n;H|a@kۇZ9)n`Jڽ/{O#l܄gͪ:_({nYq XZhL{B .\ZkD{\O'Zv%w)a}iĭě;h}|+R-tP+7\!=zZYFY)a}9}Oqxk PvHĚ)}t&xxEOtg3yVx3^ /,ܝKM cVҭԹ˛Mx-3f&ҞTŚuD~~7BYW !=?هbW?8^ǫ>ߧw(rT9U{zOw n?n%ߞkMqFܽj.gI+[;\Z{*rS˿(^_v'_P֌L~I-o3g\õ5zp7¢5@ቷpS+A{2hiv8fJݰF;kS~Cid!ǿ%'d}-D_>dՅk_P_suٸV M?L87n+bJד]<4io4HQ !ᄉ}{Wg:(.z-T3b-Of|ŧdӘ5\rSX|n]5kEÚr#6gm[k 3kdEkmCY0DP' ",{l%wGbygkֈ7U o~#d>NK< 14 'ִfEb y"s,]XCR.E|4CZ}뛑7hȺےWrppG$&S-R֚")Vfp!yq{WxHaŚsiwv۷-N?-(.no ?knLo?jZq ~"\ź,7 oEeg֐k95HWާ7տBrm.ýYᘳ6WpC xYwv[py]䝲ί߳I1D3hRZZT8XXs,RUg45[N֞N*C*fO_ߧwGdo+z$k}7XQ ȷ!"z>lYq6@&d5[uo6l4G)ZUwydBb:n-C!.ix>֤qcwo6;A6px/% ;߾~5 ].U7VMÃg:;VY8 hj-lO}͏Hk.p>s|?,N1vxxuh1FÔk WU-wF6"r^+[a)t9/,lB]$ZW.fg\!?|Lxq[,g NZ+ڈ^5=ng> {`LN,97G68U/2FiOcUaW)KO ;RwD._^t%8Ex8:P}l]z4JO0,b`bWD+-]d#r"KXMj |YH&~Z(P3n-2MC-+>5l<ҁZ̵FONJY7n,=[J)жh8!bY<~ŭOdoIu<Y( g-EYͦ4taXS’4a:| ܊΍R{pmi=!l4:|KnVq' jR񳼿Xcf4&P+SH:D-p%z_+B"li][}#]vl8km6qek~PoƢř0DvIC+}z*Y\3h=^n཰ұs_ӧ}d6ƱX/:uwgcͱ[-nANVk0 fYqf 5&kݓk}w T=2*^Ur g$߱r /^wF]o?B1=e4ؖy)уe~χt4w_*/i~79BܩAfrN=>ƒc,hE^?OCGZĹ={xԘ,C ظLŬE[?ѕ4.Ң+Kn>yI!i_If-G>oƌq vd;>nx?y /}ԣ&wKNC=8.5 ܃C$c |{~7ߺ N߱q=Nq 9m?{_#y=Oc<~CtKNqIENDB`@=p>ILٛoi\/eEX/xZ}lE]R 9,X)^ -[X A@C?P bA-j 6Ĵ1h[ &Z!DD9^6ofǼٹ1h3( Zi1(y}pѫD3 jCԋ6cH,PQ}ױ-Jt, f4C #t;av-hZmK]JO˔d97m-%ZqJbSJF. $.eS^i;VWȱKQm=jQ%Ug&+!zR3H/93t;TN?웭aaZZ:m1rW>첪& e뱞jGWڣ9k dx+Q2~{n\42|VPrL"G+5[tg;a&6/ɊzL{C)#׉lwԶ^S ZȬ[PXf*sh*ύymsvƕ~,4?'4f oz  /EO<J6 ߦ]ޥ4GḐU|ov os~NËx6>+5\dߜ֚9t=ۜ< 6')6H@<%ۉ3~Pg~Ч,Rd>E^ SwAnS䓐(ecuo'u"Jzl<긨<ŎQPLQ,5΀ 8Og eFx/)eK1}5U˷׺LƸ :c܏C5{lޛ1{/Fc?jл5glޓ1yv~c,4C? ϖ1Fq!_1.6Bi|~ ce͖1FNVcNY/ ^m?J=e:FMʒFsF-9}'Gwo-AAo^Wk-n9?佮NW85sAz: x~Wk1f: ~'@^A WkLi.[y x+yf8{UbAZkF}?Ug g//= R-kUnfѹ||#@^/@.M~P*1V{f29h:5b:{Fw~Wk5ERoΓDm1Z5Q5~5sƎlz]lecG|6.eFir!`6j=m4Vi؈F9b#-6γ 6ΧeFit!`6bWȭG8#8.>kħڻFbcS>6om-*kl툾|JqzLjr"|8珧yq>P |>+}LLxqQV@=2TeOy3ť֫_bլ@wx\ p D!&)K"$QBDPFA V`JTaNKՊ)u2H[R=?܆9{9{vᄡRjd6Fj+ԴJQ] ì~&UyCNW8/4$6vTW&E iZX9>c9B{ܒDFEjrZ־wc%%^ih!D|״ 3CVZ?}d{M% IaW QmCrrz;$vkkN~mN0o ˟>a;_l^lм"5"u ;),9!6'9nNbl';w=N>n-cZO򩩩ir@[O )$Oq1Xb...X1S՗[{j_WdizYyUMUgr[C5XMh}Yrho۷֖7b=ļ | YiȐ!I1H/|GBׅ^j1/_M!zՍ[v^1v`9`O;+Y]4}=5zu?pǭ"*`*4O'QYO^>a zu ACzߘC!z_Kr8&0~үǿt__Cu3ٛLDLxb"½`7(s~D)i͚^{X^#c^CJW@rT]sgK>8s~}V{i%&Mqn`X#B/=L%i կ_c>zAƼ|+]b×ϖ~ȯ.wӁ꺃~݉uL=`7;3+5:*OZH+h,Jg^ 'Ƽ|5蕮~}Xrh!,~1; ~4:NL֯`nի(ufE蕮~ Z5%Dt1vˁ49`_ۙx!U7.D~\xp?5m#-zidI/h?Ы ZfLbCw㇟-zޠ1A9jn6~&5Y$܃_jOB/-&+!tB>Sy~]r(|?lM|__/種3~&_p]pww&l1G=z^ ~5pB/hӘ/bCo㇟-d݈zSAu׿}3>Ni ?uU.~dH/h?k Z3 ~&u_1va㇟-AI\C{!p+Vg_o Qw;n7mT{z@F^ ~5pPlLr1va~ϖ~}_cϯF5P7멮?zYnq7F L֯qzzT4~ |{p76f_W[3}>~klzokWV[~};u{pl`϶~=G{z-z"Z Ow.Z,Vy~}P}?l7F\ok խF~lq`~e%[OzA3^w Zc^g_XrX0~Ys?ًjf&=K=Ȟ#k}­1uiO}B/}l/~>Wz՘//[{lT?{H!u馈wzг q~5BSfcx2繤UԅjbRg1 XP `cyI8w%!/P?4O%+U(8XɦDc#qĶXl \n1ccxO38iϳ$g_BǨq11x>^Vn&l;=z>4c Bׅ^j1/_3y Wr8'0~r 4 B09RNu]nL!w;pGl`϶c܈\"CzA3>.p Z2 ~&cD.9`8}M\\7sz9By<1[۹."ۉ㼡×z'^w;N4/˜2g~m=>wب+lL'9-kw6Mq2Z<o:F뷱TByb,4`,m7ưM0ډ188лH[ K|sy=sۉ1$dɶϲ$T'~ħ;J'^˜x{:'^ďg:w^'׉?ğuO8'V'ՉvW9yN|vN҉W:2'^ߧQ͜&F֙nc)~NVSȼ8Ts_~nkc.2{\B~ obiŎ|8Ϣk4uHz$[SD)Q#s"/85 %ݠXy esc*X7G׎y6V|ۿ11PMiڊS[[4vHƊp[* խ2Hۅrq 6sй_:t,~:1djFu8I|t>sX]S~Ŵ.!u:Q:~TrTmOMB%G4D]cLgcc]R?TѿTg+ sf0 s8qN>_WEv'kd 6j[T0ju%~r#rau%*5nKY mrpiw>Zb*7ϩQY6[X:t kBzcy1_/`Nuz իQnE$C5h+{_uƺ%*{ێUØSC9܀^%fkR>/4q,6\Hڣ N?`4dc) {G: 9g:C^x7yN{* oYȥ9X;۽w[5=߱;P{_pskwpjꕩڋ`dӴi QN9SN U;'p-/7i,kj8Ÿ>Jy׏n]c|^l~x4>Kr~FJLge.~WR" Qߘil^ZpԫTU[n}_b{Ta#~ My' ]T߹eyW3.rEy[3sbic6mO,K6\s[u-^k+&}z5];B?gҺfz& cZE<;Y\="]UĶIRROnsLۈ|>,ʵSۧyig}ܾv]ޅ]ޣj45 #mw9W9ǽ8ֿodMAKۈm'έ8 _c$$If!vh5555555#v#v#v5#v#v#v:V  <-655G5d5/  / / / /  /  / 34 p<R$$If!vh5555555#v#v#v5#v#v#v:V -655G5d5/  / / / / / /  34 p<R$$If!vh5555555#v#v#v5#v#v#v:V h-655G5d5/  / / / / / /  34 p<R$$If!vh5555555#v#v#v5#v#v#v:V +-655G5d5/  / / / / / /  34 p<R$$If!vh5555555#v#v#v5#v#v#v:V w-655G5d5/  / / / / / /  34 p<R$$If!vh5555555#v#v#v5#v#v#v:V -655G5d5/  / / / / / /  34 p<$$If!vh5555555#v#v#v5#v#v#v:V  <-655G5d5/  / / / / / /  34 p<$$If!vh5555555#v#v#v5#v#v#v:V  <-655G5d5/  /  / / / /  /  34 p<5$$If!vh5 5 5 #v #v #v :V  b65 5 5 /  / / / /  /  / 34 apT $$If!vh5 5 5 #v #v #v :V  b65 5 5 /  / / / / / /  34 apT $$If!vh5 5 5 #v #v #v :V Wb65 5 5 /  / / / / / /  34 apT $$If!vh5 5 5 #v #v #v :V Gb65 5 5 /  /  / / / /  /  34 apT $$If!vh5 5 5 #v #v #v :V Gb65 5 5 /  /  / / / /  /  34 apT $$If!vh5 5 5 #v #v #v :V Gb65 5 5 /  /  / / / /  /  34 apT $$If!vh5 5 5 #v #v #v :V Gb65 5 5 /  /  / / / /  /  34 apTC$$IfP!vh5^ 55i55Q555t#v^ #v#vi#v#vQ#v#v#vt:V l#6,5^ 55i55Q555t9aPpPC$$IfP!vh5^ 55i55Q555t#v^ #v#vi#v#vQ#v#v#vt:V l#6,5^ 55i55Q555t9aPpPC$$IfP!vh5^ 55i55Q555t#v^ #v#vi#v#vQ#v#v#vt:V l,#6,5^ 55i55Q555t9aPpP$$IfP!vh5^ 55i55Q555t#v^ #v#vi#v#vQ#v#v#vt:V l, P#6,5^ 55i55Q555t9aPpP?kd$$Ifl,ִB` O&x!'^ ''i''Q'''t P#6    44 laPpP$$IfP!vh5^ 55i55Q555t#v^ #v#vi#v#vQ#v#v#vt:V l P#6,5^ 55i55Q555t9aPpP?kd$$IflִB` O&x!'^ ''i''Q'''t P#6    44 laPpP$$IfP!vh5^ 55i55Q555t#v^ #v#vi#v#vQ#v#v#vt:V l P#6,5^ 55i55Q555t9aPpP?kd$$IflִB` O&x!'^ ''i''Q'''t P#6    44 laPpP$$IfP!vh5^ 55i55Q555t#v^ #v#vi#v#vQ#v#v#vt:V l P#6,5^ 55i55Q555t9aPpP?kd"$$IflִB` O&x!'^ ''i''Q'''t P#6    44 laPpP$$IfP!vh5^ 55i55Q555t#v^ #v#vi#v#vQ#v#v#vt:V l P#6,5^ 55i55Q555t9aPpP?kd&$$IflִB` O&x!'^ ''i''Q'''t P#6    44 laPpP$$IfP!vh5^ 55i55Q555t#v^ #v#vi#v#vQ#v#v#vt:V l P#6,5^ 55i55Q555t9aPpP?kdz*$$IflִB` O&x!'^ ''i''Q'''t P#6    44 laPpP$$IfP!vh5^ 55i55Q555t#v^ #v#vi#v#vQ#v#v#vt:V l P#6,5^ 55i55Q555t9aPpP?kdf.$$IflִB` O&x!'^ ''i''Q'''t P#6    44 laPpP$$IfP!vh5^ 55i55Q555t#v^ #v#vi#v#vQ#v#v#vt:V l P#6,5^ 55i55Q555t9aPpP?kdR2$$IflִB` O&x!'^ ''i''Q'''t P#6    44 laPpP$$IfP!vh5^ 55i55Q555t#v^ #v#vi#v#vQ#v#v#vt:V l P#6,5^ 55i55Q555t9aPpP?kd>6$$IflִB` O&x!'^ ''i''Q'''t P#6    44 laPpP$$IfP!vh5^ 55i55Q555t#v^ #v#vi#v#vQ#v#v#vt:V l P#6,5^ 55i55Q555t9aPpP?kd*:$$IflִB` O&x!'^ ''i''Q'''t P#6    44 laPpP$$IfP!vh5^ 55i55Q555t#v^ #v#vi#v#vQ#v#v#vt:V l P#6,5^ 55i55Q555t9aPpP?kd>$$IflִB` O&x!'^ ''i''Q'''t P#6    44 laPpP$$IfP!vh5^ 55i55Q555t#v^ #v#vi#v#vQ#v#v#vt:V l P#6,5^ 55i55Q555t9aPpP?kdB$$IflִB` O&x!'^ ''i''Q'''t P#6    44 laPpP$$IfP!vh5^ 55i55Q555t#v^ #v#vi#v#vQ#v#v#vt:V l P#6,5^ 55i55Q555t9aPpP?kdE$$IflִB` O&x!'^ ''i''Q'''t P#6    44 laPpP$$IfP!vh5^ 55i55Q555t#v^ #v#vi#v#vQ#v#v#vt:V l P#6,5^ 55i55Q555t9aPpP?kdI$$IflִB` O&x!'^ ''i''Q'''t P#6    44 laPpP$$IfP!vh5^ 55i55Q555t#v^ #v#vi#v#vQ#v#v#vt:V l P#6,5^ 55i55Q555t9aPpP?kdM$$IflִB` O&x!'^ ''i''Q'''t P#6    44 laPpP$$IfP!vh5^ 55i55Q555t#v^ #v#vi#v#vQ#v#v#vt:V l P#6,5^ 55i55Q555t9aPpP?kdQ$$IflִB` O&x!'^ ''i''Q'''t P#6    44 laPpP$$IfP!vh5^ 55i55Q555t#v^ #v#vi#v#vQ#v#v#vt:V l P#6,5^ 55i55Q555t9aPpP?kdU$$IflִB` O&x!'^ ''i''Q'''t P#6    44 laPpP$$IfP!vh5^ 55i55Q555t#v^ #v#vi#v#vQ#v#v#vt:V l P#6,5^ 55i55Q555t9aPpP?kdY$$IflִB` O&x!'^ ''i''Q'''t P#6    44 laPpPC$$IfP!vh5^ 55i55Q555t#v^ #v#vi#v#vQ#v#v#vt:V l#6,5^ 55i55Q555t9aPpPC$$IfP!vh5^ 55i55Q555t#v^ #v#vi#v#vQ#v#v#vt:V l#6,5^ 55i55Q555t9aPpPC$$IfP!vh5^ 55i55Q555t#v^ #v#vi#v#vQ#v#v#vt:V l#6,5^ 55i55Q555t9aPpPC$$IfP!vh5^ 55i55Q555t#v^ #v#vi#v#vQ#v#v#vt:V l#6,5^ 55i55Q555t9aPpPC$$IfP!vh5^ 55i55Q555t#v^ #v#vi#v#vQ#v#v#vt:V l#6,5^ 55i55Q555t9aPpPDdD  3 @@"?Dd #b  c $A? ?3"`?"p>ILٛoid: @=p>ILٛoi\/eEX/xZ}lE]R 9,X)^ -[X A@C?P bA-j 6Ĵ1h[ &Z!DD9^6ofǼٹ1h3( Zi1(y}pѫD3  !"#$%&'()*+,-./0123456789:;<=>?@ABCDEFGHIJKLMNOPQRSTUVWXYZ[\]^_`abcdefghijklmnopqrstuvwxyz{|}~      !"#$%&'()*+,-./016ST:;<=>?@ABCDEFGHIJKLMNOPQRhUVWXY[\]^_`abcdefgklmnopqrstuvwxyz{|}~Root Entry F`8Data ~WordDocumentObjectPool `_1153305561 F  Ole EPRINT92CompObje  !"#$%&'()*+,-./012347:;<=>?@BCDEFGHIJKM FMicrosoft Graph ChartGBiff5MSGraph.Chart.89q B""$"#,##0_);\("$"#,##0\)!"$"#,##0_);[Red]\("$"#,##0\)""$"#,##0.00_);\("$"#,##0.00\)'""$"#,##0.00_);[Red]\("$"#,##0.00\)7*2_("$"* #,##0_);_("$"* \(#,##0\);_("$"* "-"_);_(@_).))_(* #,lpti?r! EMF2$I*U"F, EMF+@XXF\PEMF+"@ @ $@ !@ 0@?@     !" !" !  Rp"Tahoma ~ !\ N0;0 !\N0]w\%< ;jQh ~ h ~ !٘ ~ !مm0nXX  /T֩0dv% % ( Rp"Tahoma ~ h ~ !٘ ~ !مm0nXX /T֩0dv( C> ~N ~? \H@,0? dv% % % Rp"TahomaXX  /֩0Lx$41 <0xqx.$41|3 mY.0LPέ0؀=================C> ~N ~3 n\؀03 ndv% % % % % % % % % % % % % % % % % " !%   % " !%   &% V  6V26V26V26V26V26V26V26VV6V6V6G6G69696* 6*  6  6 6% % " !% %    % % " !% %   #% % " !% %   #% &333% (    666|6K6n 6 U6_ 6 &% (  '333% &333% (  333 V0ICD > % % % " !% % %  333 #  V0TY% % % " !% % %  333 #  V0|;6% % % " !% % %  333 #|  V0Ee|j|J|j% % % " !% % %  333 #K  V0,'K}K% % % " !% % %  333 #n   V07  n  n < n % % % " !% % %  333 # U  V0   # U  U #% % % " !% % %  333 #_   V0( z _  _ - _ % % % " !% % %  333 #   V0 b g    g% % % " !% % %  333 #% % % " !% % %  333 #% % % " !% % %  333 % % % " !% % %  333 % % % % % % % " !% % %  333     T`!z/@@!LT$15FFF% % % % % " !% % %   % % % % % % % " !% % %   t  T`"S/@@"LT$19FFF% % % % % " !% % %   % % % % % % % " !% % %   m  T`lL/@@LT$19FFF% % % % % " !% % %   % % % % % % % " !% % %   V  T`5/@@LT$20FFF% % % % % " !% % %   % % % % % % % " !% % %   yHq  T``]/@@`LT$23FFF% % % % % " !% % %   % % % % % % % " !% % %    z  T`  Y/@@ LT$29RFFF% % % % % " !% % %   % % % % % % % " !% % %   j Rb   T`} jN /@@} jLT$43FFF% % % % % " !% % %   % % % % % % % " !% % %    k  T` J/@@ LT$50FFF% % % % % " !% % %   % % % % % % % " !% % %   \ TS  T`o @2/@@o LT$51FFF% % % % % " !% % %   % % % " !% % %     TT@/@@@LP0FTXpI/@@pILP10FFTXpQ/@@pQLP20FFTXpZ/@@pZLP30FFTXpc/@@pcLP40FFTXpk/@@pkLP50FFTXpt/@@ptLP60FF% % % " !% % %   % % % " !% % %     Tdi/@@LTFY95@JFFTdi/@@LTFY96@JFFTdyi/@@yLTFY97@JFFTdi/@@LTFY98@JFFTdji/@@jLTFY99@JFFTd i/@@LTFY00@JFFTd[ p i/@@[ LTFY01@JFFTd  i/@@ LTFY02@JFFTdM bi/@@M LTFY03@JFF% % % " !% % %   % % % % % % % % " !% % %   9  T|L/@@LL\Millionse""""FH:% % % % % " !% % %   % ( % ( % " !  " !  ( ( " F4(EMF+*@$??FEMF+@ ObjInfo Workbook ) OlePres000Z_1153305199 F 3##0_);_(* \(#,##0\);_(* "-"_);_(@_)?,:_("$"* #,##0.00_);_("$"* \(#,##0.00\);_("$"* "-"??_);_(@_)6+1_(* #,##0.00_);_(* \(#,##0.00\);_(* "-"??_);_(@_) "$"#,##01Arial1Arial1Arial1Tahoma1Tahoma1Tahoma1Arial= $6##00.00_ ` >/h` >/h` 2/h8833f̙̙3f3fff3f3f33333f33333\R3&$ $$ $$$ $ $$ m ST U FY95 FY96 FY97 FY98 FY99 FY00 FY01 FY02 FY03Awards.mAqABrArAvA^{AڱAׇA QA   WYJJ-w= I>X43PP PZaajkR R Z Z T T Q$Q1TahomaQQ` 2/hU Ud  3Q AwardsQQQ3_ 333? NM  333333?? 4E4  3Q Line 2QQQ3_4E4D$% M`3O&Q4$% M`3O&Q4FAL> 3OAz 3 b#M43*R RR RWW.AT TQ(Q% IM Q Q3QQOvJQ Q&QQQQQ' Q Q4U U#MS S43" 3_ M NM  MMd 44S S4% M53OQ'4S S 4   FMicrosoft Graph ChartGBiff5MSGraph.Chart.89qA?}! J   Ee  '' "Tahoma-"System\0-------------'- Dd-'- Dd-7  7 1 7171717m1m7E1E717 7 V7 7s s  ( (e e   V V--'-- @`--'-- `.--'-- `.-333-U  G_EA8-U333-333-333$U]UMU---'---333 `. $---'---333 `. $---'---333 `.  $   ---'---333 `.G $GOG?G---'---333 `. ${---'---333 `._ $W_g_W---'---333 `.E $=EME=---'---333 `.A8 $89@A8I0A89---'---333 `.---'---333 `.---'---333 Dd---'---333 Dd-------'---333 jA  2 E$15 -----'--- Dd-------'--- ~  2 $19 -----'--- Dd-------'---   2 $19 -----'--- Dd-------'---   2 $20 -----'--- Dd-------'--- \3  2 7$23 -----'--- Dd-------'--- no  2 ss$29 -----'--- Dd-------'--- U4  2 9$43 -----'--- Dd-------'--- ;  2 $50 -----'--- Dd-------'--- 7M$  2 ($51 -----'--- Dd---'--- Ee  2 0; 2 10 2 20 2 30 2 b40 2 :50 2 60 ---'--- Dd---'--- Ee  2 ?FY95 2 |FY96 2 FY97 2 FY98 2 1FY99 2 mFY00 2 FY01 2 FY02 2 "FY03 ---'--- Dd-------'--- u\ 2 z`Millions -----'--- Dd---' ' 'NANIOle 5EPRINT jH_CompObj6eObjInfo8MNlT DF- EMFH_M$I*U"F, EMF+@XXF\PEMF+"@ @ $@ !@ 0@?@     !" !" !  Rp"TahomaXX  /֩0tddvxSx.$41 (Y.0tέ0DD:::::::::::::::::C> ~N ~ )\0 )dv% Rp"TahomaXX  /֩0tFdvx:x.$41) !Y.0tέ0DD>>>>>>>>>>>>>>>>>C> ~N ~) "\0) "dv% % % Rp"TahomaXX  /֩0tdvx}x.$41 Y.0tέ0 DD=================C> ~N ~ \ 0 dv% % % % % % % % % % " !%    % " !%    % " !%     '% %     V0;b@ ;@ b" b;;@ % (   V0;" g@ ;@ @@ g" b" ;@ V0bg" b" g" gbb"  u #% % % " !% % %     % &%    V06gE b;;@ b" b% (  u #V0;" g@ ;@ @@ g" b" ;@ V0bg" b" g" gbb" % % % " !% % %     &% '%     V02 ;b;'% (   V02& ;  ;; % ( '```%  ``` ```V0 &  &% ( % ( '%   V0 &  &% ( '% (   V02S;zvz\b\;z'% (   V02q;vvz;z;% ( &% ( '&&&%  &&& &&&V0mS,vzz#\\vz'333% (   333V0mqvzvzv% ( '%   V0S,#z#\#&% ( '% (   V02;Pxb;'% (   V02Y=;4P4P;;4% ( &% ( '&&&%  &&& &&&V0GP|xP'333% (   333V0G=P4|4|PP4% ( '%   V0s=|4|&% ( '% (   V02j%;sbs;'% (   V02;;;% ( &% ( '&&&%  &&& &&&V0jss'333% (   333V0% ( '%   V0js&% ( '% (   V02B&;9b;'% (   V02U;LL;;L% ( &% ( '&&&%  &&& &&&V0&9'333% (   333V0ULLL% ( '%   V0U.L.&% ( '% (   V02%;b;'% (   V02;;;% ( &% ( '&&&%  &&& &&&V0'333% (   333V0% ( '%   V0&% ( '% (   V02 >;55b;5'% (   V02,l;cc5;5;c% ( &% ( '&&&%  &&& &&&V0 >555'333% (   333V0,lcc55c% ( '%   V0 lEc5E&% ( '% (   V02;ib;'% (   V02r;ii;;% ( &% ( '&&&%  &&& &&&V0`i|i'333% (   333V0`i||ii% ( '%   V0s||&% ( '% (   V02%U;LnL.b.;L'% (   V02Cw;znznL;L;z% ( &% ( '&&&%  &&& &&&V0e%UnLL..nL'333% (   333V0eCnzzLnLnz% ( '%   V0%\zL.\&% ( '% (   V02e;5\b;'% (   V02>;55;;% ( &% ( '&&&%  &&& &&&V0,5\5'333% (   333V0,555% ( '%   V0&% ( '% (   V02<l;c`cEbE;c'% (   V02Zi;``c;c;% ( &% ( '&&&%  &&& &&&V0W<<l`c c3EE`c'333% (   333V0WZ`  c`c`% ( '%   V0<<3t  c3E3t&% ( '% (   V02 ;b;'% (   V02';;;% ( &% ( '&&&%  &&& &&&V0zJq'333% (   333V0S'JJ% ( '%   V0Az'qJJqq&% ( '% (   V02T`;{/{W]b];{'% (   V02r8;//{;{;% ( &% ( '&&&%  &&& &&&V0&T</{ {3]W]/{'333% (   333V0&r/  {/{/% ( '%   V0T<3  {3]3&% ( '% (   V02;zb;'% (   V02>;5z5z;;5% ( &% ( '&&&%  &&& &&&V0qzz'333% (   333V0q>z55zz5% ( '%   V0>5&% ( '% (   V02k ; tbt;'% (   V02;;;% ( &% ( '&&&%  &&& &&&V0k ]  t t'333% (   333V0f ] ] % ( '%   V0T k  ] ]  t &% ( '% (   V02 ';  b;'% (   V02 U;L L ;;L% ( &% ( '&&&%  &&& &&&V0 Z ' ) Q   '333% (   333V0 2 U L) L)   L% ( '%   V0 Z UQ .) L) Q Q .% % % % % % % % % % % " !% % %   % jE    T /@@  L`Northern `M64PJ6P%T: T!/@@:  LdArizona UnivV6&BMPK%\P&H% % % % % " !% % %     &% ( '% (     V02;b;'% (   V02;;;% ( &% ( '&&&%  &&& &&&V0 Y  '333% (   333V0b Y Y % ( '%   V0P   Y Y   &% ( '% (   V02 >;5 5 b;5'% (   V02, m;d d 5;5;d% ( &% ( '&&&%  &&& &&&V0 > 55  5'333% (   333V0 ,m dd5 5 d% ( '%   V0mFd5F% ( % ( &% ;@   6@@ ;@ 6;f ;@ 6;f <@ 6<f = @ 6= f > @ 6> f ? @ 6? f @@ 6@f %  TT!w U /@@!w LP05T`w  /@@w LT500555Tdw  /@@w LT10005555Tdw /@@w LT15005555Td w /@@ w LT20005555Td w /@@ w LT25005555Tdw  /@@w LT30005555;@ 6;;@ 6@ ;6;W6W;6;o6o;6;6;6;6;)6);6;@6@;6;X6X;6;o6o;6;6;6% Tx $ /@@L\MONTANA4--$(-(Tj /@@jLlUNIV of Vermont+-'$'"7$%T ;/@@ LdMIAMI of OH4(4$-,T /@@LtUNIV of Central FLA+-'$'"%#"!(T=  R/@@=  LhUniv NEV-RENO+%"-$'*$--T /@@LpUniv. of N. Dakota+%"$-,##$#Tz% j/@@z%LhCal St. Fresno'#%""%$T /@@ L`Oakland U-###%%+T< /@@< LdBall State (#%#"T  /@@LlUniv MINN-Duluth+%"4--,%%%TdkT /@@kTLTUNLV+-!'T_ $/@@_ LhBowling Green($4%%+""%TpGk /@@GkLXOhio U-%$+T} </@@} LdOld Dominion-%,$7%$%T /@@LlUniv of Delaware+%"$,"#4#"T S/@@LxNorthern Arizona Univ-$%"%($%#+%"T /@@ LdUniv of Ariz+%"$(T& k/@@& L`Ariz State(%#"% % " !% %    % % " !% %    % % ( '%   + u $% % % " !% % %    v $% % % " !% % %    v $&% '% (     +  C    T|: J d/@@: KL\Master'spK@4J6"@ % % % " !% % %    v $% % % " !% % %    v $&% ( '333% (   333  +      T|: O /@@: L\Doctoral_MB4M6K& % % % " !% % %    v $% % % " !% % %    % ( % ( %  0  F(GDICa  SFEMF+*@$??@^@AXVU@ A?`@$@e 5 5@!b K$$>>_888% '%  ;$[6OgX4]ghghghg]gOg6$[X4[ [ [ [[$[= gY$h gl=<?_  O % % $$AA( " FEMF+@ FGDICK@0     % % "  !  " !  ( ( ( " F4(EMF+*@$??!b Ld- K l- p)??" FEMF+@  Oh+'0 8D d p | 0A Plan for Arizonas Higher Education Future  Normal.dotChristine Arazan2Microsoft Office Word@@>td@hj@hjWorkbook?OlePres00051Table4SummaryInformation(9 B""$"#,##0_);\("$"#,##0\)!"$"#,##0_);[Red]\("$"#,##0\)""$"#,##0.00_);\("$"#,##0.00\)'""$"#,##0.00_);[Red]\("$"#,##0.00\)7*2_("$"* #,##0_);_("$"* \(#,##0\);_("$"* "-"_);_(@_).))_(* #,##0_);_(* \(#,##0\);_(* "-"_);_(@_)?,:_("$"* #,##0.00_);_("$"* \(#,##0.00\);_("$"* "-"??_);_(@_)6+1_(* #,##0.00_);_(* \(#,##0.00\);_(* "-"??_);_(@_)1Arial1Arial1Arial1,Tahoma1,Tahoma1Tahoma1Tahoma1Arial= (M,##0.00_$bZ #3 AM@   ` /h` /h` J'm` /88ff}f̙̙3f3fff3f3f33333f33333\R3&$STUMaster'sDoctoralMONTANAf@UNIV of Vermont@s@ `@ MIAMI of OH@@E@UNIV of Central FLAz@b@ Univ NEV-RENO|@a@Univ. of N. Dakotaz@`f@Cal St. Fresno8@*@ Oakland UЈ@3@ Ball State  @ @Q@ Univ MINN-Duluth 8@ `@ UNLV @ d@ Bowling Green @ V@ Ohio U ؎@ j@ Old Dominionx@P@Univ of Delaware4@[@Northern Arizona Univ@U@ Univ of Ariz$@@ Ariz Stateb@~@WYc3k+= R>X4(  dB  s *DM [ ]` Rc{M3d 3Q Master'sQQQ3_ O   MMd43_ O   MMd 4E4 3Q DoctoralQQQ3_ O 333?  MMd4E4D$% M`3O&Q4$% M`3O&Q4FAM{3OOy3 b#M&! M NM43*#M&! M NM43" :dd 3O % M3OQ423 M  4444%  (N@M53O cSQ'44 bF-4 a '    '' "Tahoma-"Small Fonts---"Tahoma-"System\0-------------'- -'- -'- --  $xs*/x- $xqxwssx$swsw**s---'--- -- $*/xs*-$xqxwssx$swsw**s---'--- --   $kkffk-   $rrkkr-  ```-  ``````$mrkfm- -  - $mrkfm-  -  $YYTTY-  $``YY`- - &&&-  &&&&&&$YYTTY333-   333$``YY`-  -  $[`YT[- -  $FFBBF-  $NNFFN-  - &&&-  &&&&&&$FFBBF333-   333$NNFFN-  -  $INFBI- -  $44//4-  $;;44;-  - &&&-  &&&&&&$44//4333-   333$;;44;-  -  $7;4/7- -  $"""-  $))"")-  - &&&-  &&&&&&$"""333-   333$))"")-  -  $$)"$- -  $  -  $-  - &&&-  &&&&&&$  333-   333$-  -  $ - -  $-  $-  - &&&-  &&&&&&$333-   333$-  -  $- -  $-  $-  - &&&-  &&&&&&$333-   333$-  -  $- -  $-  $-  - &&&-  &&&&&&$ 333-   333$-  -  $   - -  $ -  $-  - &&&-  &&&&&&$" 333-   333$-  -  $"""- -  $ -  $  -  - &&&-  &&&&&&$ (. 333-   333$ ((  -  -  $.((..- -  $#*-  $##-  - &&&-  &&&&&&$#28*#333-   333$#22##-  -  $82288- -  $-4-  $---  - &&&-  &&&&&&$-PV4-333-   333$-PP---  -  $VPPVV- -  $~a~hyy~-  $aa~~-  - &&&-  &&&&&&$a~l~ryhya~333-   333$all~a~a-  -  $rll~ryr- -  $kskyggk-  $sssskks-  - &&&-  &&&&&&$skkgygsk333-   333$ssskskss-  -  $nskgn- -  $YYTTY-  $``YY`-  - &&&-  &&&&&&$YYTTY333-   333$``YY`-  -  $\`YT\-------------'-- - @3  2 E8 Northern e  2 ^?Arizona    2 wOUniv  -----'-- - - -   $GhGnBBG-  $NhNhGGN-  - &&&-  &&&&&&$hGGBnBhG333-   333$hNNGhGhN-  -  $INGBI- -  $5 5005-  $< < 55<-  - &&&-  &&&&&&$ 5Y5_00 5333-   333$ <Y<Y5 5 <-  -  $_7Y<Y5_0_7-  --xxqx~x~x/~/x~x~x!~!xq~q-  2 0Y 2 500 2 1000 2 p1500 2 2000 2 2500 2 a3000x/xxeeSSAA//  xxffTTAA//-2 hMMONTANA 2 V1UNIV of Vermont 2 DC MIAMI of OHm  $2 2UNIV of Central FLAi2 4 Univ NEV-RENOn"2 )Univ. of N. Dakota2 =Cal St. Fresno2 S Oakland Ur2 Q Ball State s2 +Univ MINN-Duluth  2 jUNLV2 = Bowling Greenu2 dOhio U2 {A Old Dominion 2 i1Univ of Delaware'2 WNorthern Arizona Univ2 EK Univ of Ariz2 2T Ariz State--'-- --'-- --- ---'--- ---'--- - -    .2 Master's   .---'-- -  ---'-- -  - 333-   333  .2 Doctoral  .---'-- - ---'-- - -  -- ,-- &8 YYYZZZZZZYYYVZ^V- -', - -' ' ''NANI jCԋ6cH,PQ}ױ-Jt, f4C #t;av-hZmK]JO˔d97m-%ZqJbSJF. $.eS^i;VWȱKQm=jQ%Ug&+!zR3H/93t;TN?웭aaZZ:m1rW>첪& e뱞jGWڣ9k dx+Q2~{n\42|VPrL"G+5[tg;a&6/ɊzL{C)#׉lwԶ^S ZȬ[PXf*sh*ύymsvƕ~,4?'4f oz  /EO<J6 ߦ]ޥ4GḐU|ov os~NËx6>+5\dߜ֚9t=ۜ< 6')6H@<%ۉ3~Pg~Ч,Rd>E^ SwAnS䓐(ecuo'u"Jzl<긨<ŎQPLQ,5΀ 8Og eFx/)eK1}5U˷׺LƸ :c܏C5{lޛ1{/Fc?jл5glޓ1yv~c,4C? ϖ1Fq!_1.6Bi|~ ce͖1FNVcNY/ ^m?J=e:FMʒFsF-9}'Gwo-AAo^Wk-n9?佮NW85sAz: x~Wk1f: ~'@^A WkLi.[y x+yf8{UbAZkF}?Ug g//= R-kUnfѹ||#@^/@.M~P*1V{f29h:5b:{Fw~Wk5ERoΓDm1Z5Q5~5sƎlz]lecG|6.eFir!`6j=m4Vi؈F9b#-6γ 6ΧeFit!`6bWȭG8#8.>kħڻFbcS>6om-*kl툾|JqzLjr"|8珧yq>P |>+}LLxqQVDd 'b  c $A? ?3"`?"2TeOy3ť֫vl: @=2TeOy3ť֫_bլ@wx\ p D!&)K"$QBDPFA V`JTaNKՊ)u2H[R=?܆9{9{vᄡRjd6Fj+ԴJQ] ì~&UyCNW8/4$6vTW&E iZX9>c9B{ܒDFEjrZ־wc%%^ih!D|״ 3CVZ?}d{M% IaW QmCrrz;$vkkN~mN0o ˟>a;_l^lм"5"u ;),9!6'9nNbl';w=N>n-cZO򩩩ir@[O )$Oq1Xb...X1S՗[{j_WdizYyUMUgr[C5XMh}Yrho۷֖7b=ļ | YiȐ!I1H/|GBׅ^j1/_M!zՍ[v^1v`9`O;+Y]4}=5zu?pǭ"*`*4O'QYO^>a zu ACzߘC!z_Kr8&0~үǿt__Cu3ٛLDLxb"½`7(s~D)i͚^{X^#c^CJW@rT]sgK>8s~}V{i%&Mqn`X#B/=L%i կ_c>zAƼ|+]b×ϖ~ȯ.wӁ꺃~݉uL=`7;3+5:*OZH+h,Jg^ 'Ƽ|5蕮~}Xrh!,~1; ~4:NL֯`nի(ufE蕮~ Z5%Dt1vˁ49`_ۙx!U7.D~\xp?5m#-zidI/h?Ы ZfLbCw㇟-zޠ1A9jn6~&5Y$܃_jOB/-&+!tB>Sy~]r(|?lM|__/種3~&_p]pww&l1G=z^ ~5pB/hӘ/bCo㇟-d݈zSAu׿}3>Ni ?uU.~dH/h?k Z3 ~&u_1va㇟-AI\C{!p+Vg_o Qw;n7mT{z@F^ ~5pPlLr1va~ϖ~}_cϯF5P7멮?zYnq7F L֯qzzT4~ |{p76f_W[3}>~klzokWV[~};u{pl`϶~=G{z-z"Z Ow.Z,Vy~}P}?l7F\ok խF~lq`~e%[OzA3^w Zc^g_XrX0~Ys?ًjf&=K=Ȟ#k}­1uiO}B/}l/~>Wz՘//[{lT?{H!u馈wzг q~5BSfcx2繤UԅjbRg1 XP `cyI8w%!/P?4O%+U(8XɦDc#qĶXl \n1ccxO38iϳ$g_BǨq11x>^Vn&l;=z>4c Bׅ^j1/_3y Wr8'0~r 4 B09RNu]nL!w;pGl`϶c܈\"CzA3>.p Z2 ~&cD.9`8}M\\7sz9By<1[۹."ۉ㼡×z'^w;N4/˜2g~m=>wب+lL'9-kw6Mq2Z<o:F뷱TByb,4`,m7ưM0ډ188лH[ K|sy=sۉ1$dɶϲ$T'~ħ;J'^˜x{:'^ďg:w^'׉?ğuO8'V'ՉvW9yN|vN҉W:2'^ߧQ͜&F֙nc)~NVSȼ8Ts_~nkc.2{\B~ obiŎ|8Ϣk4uHz$[SD)Q#s"/85 %ݠXy esc*X7G׎y6V|ۿ11PMiڊS[[4vHƊp[* խ2Hۅrq 6sй_:t,~:1djFu8I|t>sX]S~Ŵ.!u:Q:~TrTmOMB%G4D]cLgcc]R?TѿTg+ sf0 s8qN>_WEv'kd 6j[T0ju%~r#rau%*5nKY mrpiw>Zb*7ϩQY6[X:t kBzcy1_/`Nuz իQnE$C5h+{_uƺ%*{ێUØSC9܀^%fkR>/4q,6\Hڣ N?`4dc) {G: 9g:C^x7yN{* oYȥ9X;۽w[5=߱;P{_pskwpjꕩڋ`dӴi QN9SN U;'p-/7i,kj8Ÿ>Jy׏n]c|^l~x4>Kr~FJLge.~WR" Qߘil^ZpԫTU[n}_b{Ta#~ My' ]T߹eyW3.rEy[3sbic6mO,K6\s[u-^k+&}z5];B?gҺfz& cZE<;Y\="]UĶIRROnsLۈ|>,ʵSۧyig}ܾv]ޅ]ޣj45 #mw9W9ǽ8ֿodMAKۈm'έ8 _c      !"#$%&'()*+,-./0123456789:;<=>?@ABCDEFGHIJKLPOQRSTUVWXYZì)=N`uyzŁځ7Naqɂ,AEF\sփكڃ);Mbef}̈́߄#)/28<=\sՅ؅م.@Simn҆3FVhz‡Շ,/0F]@@@ NormalCJ_HaJmH sH tH d@2d !^y Heading 3dd@&[$\$#5@ B* CJOJQJ\aJphf3DA@D Default Paragraph FontRi@R  Table Normal4 l4a (k(No ListRYR  Document Map-D M OJQJ^J4 @4 /Footer  !.)@. / Page Number4@"4 VHeader  !H2H S% Balloon TextCJOJQJ^JaJ>@B> k Footnote TextCJaJ@&@Q@ kFootnote ReferenceH*>Oa> !^y Hyperlink17>*S*Y(ph3L^@rL !^y Normal (Web)dd[$\$ B*ph3330a@0 !^y HTML Cite6]*W@* !^yStrong5\L)8     88 &}=nId}/Mk:89?n@67mlkjieopqrdh&}=nId}/Mk   b z z z z z z z z z z z z z z z z z z z z zR#%,7nCOfZ>]yPQRjk{|} bcd}~########## #6#7#8#9#:#;#<#=#>#?#@#A#B#C#D#E#F#G#H#I#J#K#L#h#i#%%%%%%%%&&&"&#&+&=&>&I&J&S&T&_&`&t&&&&&&&&&&&&&&&&&&&&&&''''''('1'5'6'>'?'@'\'`'d'|''''''''''''''''' (!(**,,,,,/////11@4A4777777777c;d;???-?.?AACCEEGGII4M5MOO>Q?Q@QPQQQRRST\U:WWXXX[[[[ [!["[-[.[/[a[b[[[[[\\?\@\x\y\\\\\?]q]1_``HamabqbccdhddQeeeffyPQRjk{|} NOPQRSTUVWXZ[\]^_`abcd}~########## #6#7#8#9#:#;#<#=#>#?#@#A#B#C#D#E#F#G#H#I#J#K#L#h#i#%%%%%%%%&&&"&#&+&=&>&I&J&S&T&_&`&t&&&&&&&&&&&&&&&&&&&&&&''''''('1'5'6'>'?'@'\'`'d'|''''''''''''''''' (!(**,,,,,/////11@4A4777777777c;d;???-?.?AACCEEGGII4M5MOO>Q?Q@QPQQQRRST\U:WWXXX[[[[ [!["[-[.[/[a[b[[[[[\\?\@\x\y\\\\\=]?]q]1_``HamabqbccdhddQeeeffILٛoiD$"$2TeOy3ť֫=@H 0(  & (   ~ s BA  azstate_mapC"?$H 6 # 6  \ 7 3 7"`  \ 8 3  8"`  \ 9 3  9"`  \ : 3 :"` NB ; S DHB < C DNB = S DNB > S D\ ? 3  ?"`  \ @ 3 @"` H d # d  H e # e 6R f  6R g  ZV h # "`  H i # i H j # j b k C k"` H l # l b m C m"`  b n C  n"`!  b o C o"` b p C p"` b q C q"` b r C r"` NB s@ S DNB t S DNB u@ S DNB v S DNB w@ S DNB x S DNB y S DZB z s *DjJ l  <A  ? }"f  6A ? }#B S  ?## #!#"###$#%#&#'#(#)#*#+#,#-#.#/#0#1#2#3#4#r{{Q> t= t;@  t@4T?T<  t9 %@ t8l@ t:A t6 t7|T@ thh<t@d Tt@z$ t @ `t@r4` t@q`t@p `t@oT`@ t@yPlt@xPdlt@wPlt@vP4lt@u Plt@tPlt@spPlt@f0 $D t@g0l$t@e< t@i<p t@j$ < t@k< t@ld<P t@m< t@n<$ t@|d\$ttD#@t~t-Criteriafn1retll콍 #W]X]L#mDY] Z]̺ [] |\]<]]|^]<_]|`]<a]Bb]EBc]]@L] B]DL] F]] I]LK ]LLMODMPMQMSDN]NTNUNWDO]OXOZP]O[DP]P]P^Q_DQaQbRdR]QfSgDShSjT]RlT]DTmTnUpU]DUqUrVtV]DVuVwDW]WxWzX]W{DX}X]X~YDYYZ]YDZZ]Z[[[D\]D[\]\]]]D]]D^]^^_]^D__``]_a]`Da]ab]aDbb]bcc]Dcd]cDdde]de]DeD]k]jE]DkF]kH]l]kI]DlJ]lL]m]lM]DmO]m]mQ]Dn]nS]n]nT]oV]o]Do00F H H   B B YYvv  # #' , ,,,0022;3;3 7 777778899FHFH+J+JKK$O$O|RRRRRRRRRRRR SSYS^SSSSTT Y YcYcY[[[[ ]ooAtAtItSt<{D{K{\{\{`{e{m}m}u}KKaz#00FFKQڃڃ߃fft ==EKQمم߅nnv00>ĈĈ҈\\j CCJr͗͗ؗۘۘffVV^džžʞО""*rrww&&      !"#$%&'()+*,-./0123456789:;<=>?@ABCDEFGHIJKLMNOPQRSTUVWXY\Z[]^_`cabdfegihjmklnopqrstuvwzxy{~|}77V%% O O   I I ``}}  ##',,,,0022B3B37777788899MHMH2J2JKK+O+ORRRRRRRRRRRSSS]SoSSSSTTYYjYjY[[[[]ooHtRtYtYtC{J{W{_{d{q{q{t}}}`hh"-66ȂȂJP[[ރp|| DJP[[ޅu :EEΈވވfqqIRRԗܗܗjj""]cnnɞϞڞڞ)44yy~~--  !"#$%&'()+*,-./0123456789:;<=>?@ABCDEFGHIJKLMNOPQRSTUVWXY[\Z]^_`bcadfegihjlmknopqrstuvwyzx{}~|9*urn:schemas-microsoft-com:office:smarttagsState=*urn:schemas-microsoft-com:office:smarttags PlaceType=*urn:schemas-microsoft-com:office:smarttags PlaceNameB*urn:schemas-microsoft-com:office:smarttagscountry-region8*urn:schemas-microsoft-com:office:smarttagsCity9K*urn:schemas-microsoft-com:office:smarttagsplace O KKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKK  emp"w" qxŘ͘ .5 |q (~F-N-aPiP?]J]mm.n:nnn oooooo.x6x|؝/0oq@I:::::::::::::::wRk%d''',,=]{|qgpΟןٟ )*CEuwڠ$9BDdfɡˡ#&>|pqqtuwxz{ ( g 2n X\{/ԕR7fY|St)Y)6.JY1w<`.N +h(Rj[2&w#z>888^8`5OJQJo(hH8^`5OJQJo(hHh  ^ `5OJQJ^Jo(hHoh  ^ `5OJQJo(hHhxx^x`5OJQJo(hHh^`5OJQJ^Jo(hHoh  ^ `5OJQJo(hH^`5OJQJ^Jo(hHohll^l`5OJQJo(hH88^8`o(. ^`hH.  L ^ `LhH.   ^ `hH. xx^x`hH. HLH^H`LhH. ^`hH. ^`hH. L^`LhH.hhh^h`OJQJo(hHh88^8`OJQJ^Jo(hHoh^`OJQJo(hHh  ^ `OJQJo(hHh  ^ `OJQJ^Jo(hHohxx^x`OJQJo(hHhHH^H`OJQJo(hHh^`OJQJ^Jo(hHoh^`OJQJo(hH ^`hH. ^`hH. pLp^p`LhH. @ @ ^@ `hH. ^`hH. L^`LhH. ^`hH. ^`hH. PLP^P`LhH.^`CJOJQJo(^`CJOJQJo(opp^p`CJOJQJo(@ @ ^@ `CJOJQJo(^`CJOJQJo(^`CJOJQJo(^`CJOJQJo(^`CJOJQJo(PP^P`CJOJQJo(^`CJOJQJo(^`CJOJQJo(opp^p`CJOJQJo(@ @ ^@ `CJOJQJo(^`CJOJQJo(^`CJOJQJo(^`CJOJQJo(^`CJOJQJo(PP^P`CJOJQJo(@^`@o(. ^`hH.  L ^ `LhH.   ^ `hH. xx^x`hH. HLH^H`LhH. ^`hH. ^`hH. L^`LhH.808^8`05o(.8^`5OJQJo(hHh$ $ ^$ `5OJQJ^Jo(hHoh@ @ ^@ `5OJQJo(hHh^`5OJQJo(hHh^`5OJQJ^Jo(hHoh@ @ ^@ `5OJQJo(hH^`5OJQJ^Jo(hHoh^`5OJQJo(hH8hh^h`5OJQJo(hH888^8`5OJQJo(hHh^`5OJQJ^Jo(hHoh  ^ `5OJQJo(hHh  ^ `5OJQJo(hHh,,^,`5OJQJ^Jo(hHoh  ^ `5OJQJo(hH^`5OJQJ^Jo(hHoh^`5OJQJo(hH ^`OJQJo(n ^`OJQJo(n pp^p`OJQJo(n @ @ ^@ `OJQJo(n ^`OJQJo(n ^`OJQJo(n ^`OJQJo(n ^`OJQJo(n PP^P`OJQJo(n88^8`o(. ^`hH.  L ^ `LhH.   ^ `hH. xx^x`hH. HLH^H`LhH. ^`hH. ^`hH. L^`LhH. 2&w<`JYg +hR7XRjfY)Y{/ ~?޴~?޴68/ ->&b6 >欯                          j        I~?޴68/ ->&b6 ~?޴~?޴68/ ->&b6 К،ɂ@ UDN`z[!՜.+,D՜.+,X hp|   O- -A Plan for Arizonas Higher Education Future Title4 8@ _PID_HLINKSAPXDocumentSummaryInformation8ACompObjLqShttp://www.carnegiefoundation.org/Classification/CIHE2000/defNotes/Definitions.htmfn1#fn1  FMicrosoft Office Word Document MSWordDocWord.Document.89qOM̸.        DD9G790x90[k90'Z90Rj%90%90_M.90z/DD9?G/f^90^Rw590:)590A790f^'tc90Fd90^j90,!4_\-z#tg>?!#&t - gF%/YPHT;hHF= fp~*_`p^D2=[iTz":c 5m=mSOeB4\/fQ8Ib|/gDz&"&+&=&I&S&_&`&t&&&&&&&&&&&&&&&&&&&&&&''''''('1'5'6'>'?'@'\'`'d''''''''''''prqr }-}d}}}}}}}}}}}~ ~3~4~[~~~~~!"3J  #(08@JKì)=N`uyzŁځ7Naqɂ,AEF\sփكڃ);Mbef}̈́߄#)/28<=\sՅ؅م.@Simn҆3FVhz‡Շ,/0F]qÈĈ߈ 0BX[\rĉ։)=M_qĊŊƊNJȊɊʊˊ̊#$%&'()*+@`\  4kk @`@`(`T@`@UnknownGz Times New Roman5Symbol3& z ArialA& Arial Narrow7&  Verdana5& zaTahoma?5 : Courier New;Wingdings"1h[[;f[!O[!O!24d-- 3qHX ?=2,A Plan for Arizona s Higher Education Future Christine Arazan8