ࡱ>  bjbj33 IQ_Q_{+8+T"$B#####':'' BBBBBBBFI\B'o'"'''B##B222'^##B2'B22:7,9808IchSI+7 BB0B7RIO,I9898 IE<H''2'''''BBk/'''B''''I''''''''' :  GAMZE OZOGUL, Ph.D. Instructional Systems and Technology Program Learning, Design, and Adult ϳԹ Department Indiana University | School of ϳԹ 201 N. Rose Avenue, Bloomington, IN 47405 (812) 856-8281 |  HYPERLINK "mailto:gozogul@indiana.edu" gozogul@indiana.edu  EDUCATION 2006 Ph.D. ϳԹal Technology, Arizona State University, Tempe, USA. 2002 M.S. Computer ϳԹ and Instructional Technology, Middle East Technical University, Ankara, Turkey. 2002 B.S. Curriculum and Instruction, Hacettepe University, Ankara, Turkey. EMPLOYMENT Indiana University 2023-current Department Chair. Learning, Design, and Adult ϳԹ Department, School of ϳԹ. 2019-current Associate Professor of Instructional Systems Technology. School of ϳԹ. 2013-2019 Assistant Professor of Instructional Systems Technology. School of ϳԹ. Arizona State University 2012- 2013 Associate Director of Measurement and Evaluation. Collaborative Research and Evaluation Office, Mary Lou Fulton College of ϳԹ, Phoenix, AZ. 2011-2012 Research Scientist. Department of Electrical, Computer and Energy Engineering, Tempe, AZ. 2007-2011 Postdoctoral Researcher. Department of Electrical, Computer and Energy Engineering, Tempe, AZ. 2003- 2006 Teaching Assistant. Teachers College, Tempe, AZ. Other Employment Experiences 2007 Evaluation Consultant. Microsoft, Redmond, WA. 2007 Research Manager. Office of Learning Assessment, University of Phoenix, Phoenix, AZ. REFREED PUBLICATIONS Ozogul, G., Zheng, X., Min, W., Lee, S., Esiason, J., Carpenter, D., & Lester, J. (2026). Student experiences with static versus adaptive AI feedback on self-explanations in computer science courses.European Journal of STEM ϳԹ,11(1). Article 40. Ocak, C., Kopcha, T. J., Hodges, C. B., Sadik, O., & Ozogul, G. (2026). How Artificial Intelligence Will Reshape ϳԹ: Conversations with the ϳԹal Technology Community.TechTrends, 70(2). 330-345. Abramenka-Lachheb, V., & Ozogul, G. (2025). Design in online higher education courses: The designers intent and role of human-technology interactions in supporting authentic learning tasks. Submitted to ϳԹal Technology Research and Development. 73. 34533478. Ozogul, G, Zheng, X., Min W., Seung L Carpenter, D., & Lester, J. (2025). Towards AI-Enhanced Classroom Response System Eliciting Self-Explanations in Computer Science Courses. Journal of Applied Instructional Design. 14(2), 335-341. Abramenka-Lachheb, V., Lachheb, A., & Ozogul, G., (2025). Value-sensitive design in the praxis of instructional/learning design: a view of designers in situ. British Journal of ϳԹal Technology. 56(4). 1311-1349. Carpenter, D., Seung L., Min W., Zheng, X., Ozogul, G. & Lester, J. (2024). Assessing student explanations with large language models. Proceedings of the 19th Workshop on Innovative Use of NLP for Building ϳԹal Applications (BEA). 403-413. Balac, V., & Ozogul, G. (2023). Design and implementation of a problem-based learning module in a clinical radiography course to foster image. Interdisciplinary Journal of Problem-Based Learning. 17(1). https://doi.org/10.14434/ijpbl.v17i1.35150 Garcia, K.L., & Ozogul, G. (2023). The evolution of the instructional system development model in the united states air force.TechTrends. 67, 792-802. Phillips, T., Saleh, A., & Ozogul, G. (2023) An AI toolkit to support teacher reflection. international journal of artificial intelligence in education. International Journal of Artificial Intelligence in ϳԹ.33. 635-658. Garcia, K.L., & Ozogul, G. (2023). U.S. air forces special warfare preservice instructors training: a systematic needs assessment approach.TechTrends. 67, 17-31. Ozogul, G., Zhu, M., & Phillips T. (2022). Student perceptions and actuals of cognitive presence: a case study of an intentionally designed asynchronous online course, Online Learning, 26(1), 38-57. Abramenka-Lachheb, V., & Ozogul, G. (2022). Faculty as designers of authentic learning projects in online courses. Online Learning, 26(4), 281-303. Phillips, T., & Ozogul, G. (2020). Learning analytics research in relation to educational technology: Capturing learning analytics contributions with bibliometric analysis.TechTrends,64, 878-886. Ismajli, H., Bytyqi-Damoni, A., Shatri, K., & Ozogul, G. (2020). Coaching teachers to integrate technology: The effects of technology integration on student performance and critical thinking.Elementary ϳԹ Online,19(3), 1306-1320. Loucks, S., & Ozogul, G. (2020). Preparing business students for a distributed workforce and global business environment: gaining virtual leadership skills in an authentic context.TechTrends,64, 655-665. Ozogul, G., Miller, C. F., & Reisslein, M. (2019). School fieldtrip to engineering workshop: pre-, post-, and delayed-post effects on student perceptions by age, gender, and ethnicity.European Journal of Engineering ϳԹ,44(5), 745-768. Wavle, S., & Ozogul, G. (2019). Investigating the impact of online classes on undergraduate degree completion.Online Learning,23(4), 281-295. Ozogul, G., Karlin, M., Ottenbreit-Leftwich, A., Ding, A. C. E., Liao, Y. C., & Guo, M. (2019). Instructional practices for addressing computer science standards: using computer kits in preservice teacher education.Research on ϳԹ and Media,11(1), 18-24. Wisneski, J. E., & Ozogul, G. (2019). Exploring the effects of learning environment on transfer, student perceptions, and instructor accommodations in an undergraduate course sequence.American Journal of Distance ϳԹ, 33(2), 88-107. Karlin, M., Ottenbreit-Leftwich, A., Ozogul, G., & Liao, Y.C. (2018). K-12 technology leaders: reported practices of technology professional development planning, implementation, and evaluation. Contemporary Issues in Technology and Teacher ϳԹ,18(4), 722-748. Ozogul, G., Karlin, M., & Ottenbreit-Leftwich, A. (2018). Preservice teacher computer science preparation: a case study of an undergraduate computer education licensure program. Journal of Technology and Teacher ϳԹ, 26(3), 375-409. Abramenka-Lachheb, V., Lachheb, A., & Ozogul, G. (2018). Supporting educational change in Tunisia: instructional design and technology training in Tunisian higher education context. AECT Convention Proceedings 1(1), 1-14. Karlin, M., & Ozogul, G. (2018). Design and implementation of a structured academic controversy for preservice teachers in a computer education licensure program. Journal of Applied Instructional Design, 7(1), 27-34. Wisneski, J. E., Ozogul, G., & Bichelmeyer, B. A. (2017). Investigating the impact of learning environments on undergraduate students' academic performance in a prerequisite and post- requisite course sequence. The Internet and Higher ϳԹ, 32, 1-10. Ozogul, G., Miller C.F., & Reisslein, M. (2017). Latinx and Caucasian elementary school childrens knowledge of and Interest in engineering activities. Journal of Pre-College Engineering ϳԹ Research, 7(2), 15-26. Karlin, M., Ozogul, G., Miles, S., & Heide, S. (2016). The practical application of e-portfolios in K-12 classrooms: An exploration of three Web 2.0 tools by three teachers. TechTrends, 60(4), 374-380. Ozogul, G., Reisslein J., & Reisslein M. (2016). K-12 engineering outreach: Design decisions, rationales, and applications. International Journal of Designs for Learning, 7(2), 57-73. Wisneski, J., Ozogul, G., & Bichelmeyer, B.A. (2015). Does teaching presence transfer between MBA teaching environments? A comparative investigation of instructional design practices associated with teaching presence. The Internet and Higher ϳԹ, 25, 18-27. Johnson, A.M., Ozogul G., & Reisslein, M. (2015). Supporting multimedia learning with visual signaling and animated pedagogical agent: Moderating effects of prior knowledge. Journal of Computer Assisted Learning, 31(2), 97-115. Johnson, A.M.; Butcher, K.R.; Ozogul, G., & Reisslein, M. (2014). Introductory circuit analysis learning from abstract and contextualized circuit representations: Effects of diagram labels. IEEE Transactions on ϳԹ, 57(3), 160-168. Johnson, A. M., Butcher, K.R., Ozogul, G., & Reisslein, M. (2013). Learning from abstract and contextualized representations: The effect of verbal guidance. Computers in Human Behavior, 29(6), 2239-2247. Ozogul, G., Johnson, A.M., Atkinson, R.K., & Reisslein, M. (2013). Investigating the impact of pedagogical agent gender matching and learner choice on learning outcomes and perceptions. Computers & ϳԹ, 67, 36-50. Reisslein, J., Ozogul, G., Johnson, A.M., Bishop, K.L., Harvey, J., & Reisslein, M. (2013). Circuits kit K-12 outreach: Impact of circuit element representation and student gender. IEEE Transactions on ϳԹ, 56(3), 316-321. Johnson, A.M., Ozogul, G., DiDonato, M.D, & Reisslein M. (2013). Engineering perceptions of female and male K-12 students: Effects of a multimedia overview on elementary, middle-, and high-school students. European Journal of Engineering ϳԹ, 38(5), 519-531. Johnson, A.M., Ozogul, G., Moreno R., & Reisslein M. (2013). Pedagogical agent signaling of multiple visual engineering representations: The case of the young female agent. Journal of Engineering ϳԹ, 102(2), 319-337. Ozogul, G., Johnson, A.M., & Reisslein, M. (2012). Technological literacy learning with cumulative and stepwise integration of equations into electrical circuit diagrams. IEEE Transactions on ϳԹ, 55(4), 480-487. Moreno, R., Ozogul, G., & Reisslein, M. (2011). Teaching with concrete and abstract visual representations: Effects on students' problem solving, problem representations, and learning perceptions. Journal of ϳԹal Psychology, 103(1), 32-47. Moreno, R., Reisslein, M. & Ozogul, G. (2010). Using virtual peers to guide visual attention during learning. Journal of Media Psychology, 22(2), 52-60. Reisslein, M., Moreno, R. & Ozogul, G. (2010). Pre-college electrical engineering instruction: The impact of abstract vs. contextualized representation and practice on learning. Journal of Engineering ϳԹ, 99(3), 225-235. Ozogul, G., & Sullivan, H. (2009). Student performance and attitudes under formative evaluation by teacher, self, and peer evaluators. ϳԹal Technology Research and Development, 57(3), 393-410. Moreno, R., Reisslein, M., & Ozogul, G. (2009). Optimizing worked-example instruction in electrical engineering: The role of fading and feedback during problem-solving practice. Journal of Engineering ϳԹ, 98(1), 83-92. Moreno R., Reisslein, M., & Ozogul, G. (2009). Pre-college electrical engineering instruction: do abstract or contextualized representations promote better learning? In Proceedings of 39th IEEE/ASEE Frontier in ϳԹ Conference, 1-6. Ozogul, G., Olina, Z., & Sullivan, H. (2008). Teacher, self and peer evaluation of lesson plans written by preservice teachers. ϳԹal Technology Research and Development, 56(2), 181-201. BOOK REVIEW Ozogul, G. (2018). Best practices in engaging online learners through active and experiential learning strategies. Interdisciplinary Journal of Problem-Based Learning, 12(1), 11-14. BOOK CHAPTERS Kale, U., Kwon, K., Ozogul, G., & Park, J. (2026). An Inquiry-Based Computational Thinking Approach in Teacher ϳԹ. InEffective Coding Skill Development in ϳԹ (pp. 141-180). IGI Global Scientific Publishing. Hersey, PA. Ozogul, G. (2024). Marisol Valencia, Fiona Huang, and the team designing and conducting evaluation post-pandemic. In Ertmer, P. A., Glazewski, K. D., Stefaniak, J., & Koehler, A. The ID casebook: Case Studies in Instructional Design. (pp. 27-43). Routledge, NY. Abramenka-Lachheb, V., Lachheb, A., & Ozogul, G. (2021). Teaching design to public health majors: A design case of an undergraduate interdisciplinary course. InIntersections Across Disciplines(pp. 265-279). Springer, Cham. Ozogul, G. (2019). Chapter 6- Roger Allen, Ayla Gunes, and Grant Ellis. Designing and conducting late-stage project evaluation.In Ertmer, P. A., Quinn, J. A., & Glazewski, K. D. The ID casebook: Case studies in instructional design. (pp. 64-76) Routledge, NY. PUBLIC SCHOLARSHIP Ozogul, G., Burke, R. & Sather, T. (2025). Pre-synchronous learning in basic life support (BLS) for lay public learners. The American Red Cross Scientific Advisory Council Proceedings, USA, Advance online publication. Ozogul, G., Sather, T. & Pellegrino, J. (2021). Pre-synchronous learning in basic life support (BLS) for lay public learners. The American Red Cross Scientific Advisory Council Proceedings, USA, 9(1), 30-31. ISBN/ISSN: 2470-7260 Ozogul, G., Thyagaturu A., Reisslein M., & Scaglione A. (2020). Physical education and English language arts-based K-12 engineering outreach in software defined networking, arXiv:2006.05545 Ozogul, G., Pellegrino, J., & Miller, B. (2019). How does first aid education increase willingness to help in emergencies. The American Red Cross Scientific Advisory Council Proceedings, USA, 7(2), 22-24. ISBN/ISSN: 2470-7236 REFREED CONFERENCE PRESENTATIONS Zheng, X., Ozogul, G., Min, W., Lee, S., Easion J. & Lester, J. (2026, April). Rethinking feedback: student perceptions of instructor-created and ai-generated instant feedback in higher education courses. [Roundtable]. American ϳԹal Research Association, Los Angelas, LA. Zheng, X., Ozogul, G., Min, W., Lee, S., Carpenter, D. & Lester, J. (2025, October). AI-based feedback on student self-exp.lanations in a higher education stem course: student performances and experiences. [Concurrent session]. Association for ϳԹal Communications and Technology International Convention. Las Vegas, NV. Ozogul, G., Zheng, X., Min, W., Lee, S., Carpenter, D. & Lester, J. (2024, October). Towards AI-Enhanced Classroom Response System Eliciting Self-Explanations in Computer Science Courses [Concurrent session]. Association for ϳԹal Communications and Technology International Convention. Kansas City, MO. Kadirova, D., & Brown, M., Ozogul, G., & Ottenbreit-Leftwich A. (2024, April). In-Service Teachers Online Lesson Design: What Instructional Methods Are Included In K6 Asynchronous Online Lessons? [Round Table] American ϳԹal Research Association Conference. Philadelphia, PA. Ozogul, G., Zheng, X., Min, W., Lee, S., Ringstaff C., & Lester, J. (2023, October). Using Emerging AI Technologies to Enhance Student-Instructor Interaction in STEM Higher ϳԹ [Concurrent session]. Association for ϳԹal Communications and Technology International Convention. Orlando, FL. Kadirova, D., Ozogul, G., & Brown, M. (2023, October). K-6 Teachers Designing Online Lessons: Instructional Methods and Considerations [Concurrent session]. Association for ϳԹal Communications and Technology International Convention. Orlando, FL. Phillips, T. & Ozogul G. (2022, October). Kirkpatrick versus the computer: Exploring the use of AI in evaluating instructional design [Round Table]. Association for ϳԹal Communications and Technology International Convention. Las Vegas, NV. Kadirova, D., Ozogul G., Bonk C., & Li Z. (2022, October). Scaffolding Strategies for Self-Directed Learning: A Case Study of Nepali Adolescents Success in MOOC Completion [Concurrent session]. Association for ϳԹal Communications and Technology International Convention. Las Vegas, NV. Ozogul, G., Abramenka-Lachheb, V., Loucks, S., Bhattacharya, P., & Kadirova, D. (2020, April).Use of Zoom as an Instructional Platform for Teaching Virtual Teams and Leadership: Instructors' Experiences and Challenges [Concurrent session]. American ϳԹal Research Association Conference. San Francisco, CA. Phillips, T. & Ozogul G. (2020, November). Creating a scalable predictive learning analytics model in line with instructional design practices [Concurrent session]. Association for ϳԹal Communications and Technology International Convention. Jacksonville Florida, Virtual conference. Zhu, M., Loucks, S., & Ozogul, G. (2019, November). Adult learning principles-driven instructional design for an online graduate class: graduate students perceptions of course design captured using the community of inquiry framework [Concurrent session]. Association for ϳԹal Communications and Technology International Convention. Las Vegas. NV. Ozogul, G., Loucks, S., Lachheb, A., Sari A.R., Zhu M., Abramenka, V., Lachheb-Abramenka, V., & Chaudhuri, P. (2018, November). Large online undergraduate business course: a study on cascading communicationas an instructional strategy [Concurrent session]. Association for ϳԹal Communications and Technology International Convention. Kansas City, MO. Abramenka, V., Lachheb, A., & Ozogul, G. (2018, November). instructional design and technology training in a Tunisian higher education context: faculty satisfaction, learning and behavior [Concurrent session]. Association for ϳԹal Communications and Technology International Convention. Kansas City, MO. Loucks, S., & Ozogul G. (2017, November). Comparative investigation of student self- reflections: Video and text-based reflections in a business communication course [Round table]. Association for ϳԹal Communications and Technology International Convention. Jacksonville, FL. Karlin, M., & Ozogul G. (2017, November). Preservice teachers perceptions and beliefs about controversial technology-related issues in a computer education licensure program [Concurrent session]. Association for ϳԹal Communications and Technology International Convention. Jacksonville, FL. Ozogul, G., & Savenye, W. (2016, October). How to form a research question [Concurrent session]. Association for ϳԹal Communications and Technology International Convention. Las Vegas, NV. Karlin M., Ozogul G., & Leftwich A. (2016, October). In search of a computer science education teacher: Expectations of todays job market [Concurrent session]. Association for ϳԹal Communications and Technology International Convention. Las Vegas, NV. Karlin M., Ozogul G., Howard, G., Hughes, C. & Chung C.H. (2016, April). Computer science education certification: Preservice, alumni and faculty experiences in a licensure program [Concurrent session]. American ϳԹal Research Association Conference, Washington, DC. Wisneski, J., Ozogul G., & Bichelmeyer, B.A. (2015, November). A research study on the transfer of instructional design practices with Teaching Presence [Concurrent session]. Association for ϳԹal Communications and Technology International Convention, Indianapolis, IN. Wisneski, J., Ozogul G., & Bichelmeyer, B.A. (2015, April). Does teaching presence vary in MBA teaching environments? A comparative investigation of instructional design practices [Concurrent session]. American ϳԹal Research Association Conference, Chicago. IL. Johnson, A.M., Ozogul, G., Reisslein, J., & Reisslein M. (2013, June). Evaluating an engineering overview brochure for educational outreach to elementary schools [Concurrent session]. Hawaii University International Conference-ϳԹ and Technology. Waikiki, HI. Ozogul, G., Borden, R., & Clark, B. (2013, March). Preservice teacher professionalism game: How to evaluate effectiveness and transfer [Concurrent session]. Society for Information Technology & Teacher ϳԹ International Conference. New Orleans, LA. Ozogul, G., Clark, B., Borden, R., & Sprouls, K. (2013, March). Teacher leader: Pursuit of professionalism. A study on effects of a professionalism game on preservice teachers knowledge and attitudes [Round table]. Society for Information Technology & Teacher ϳԹ International Conference. New Orleans, LA. Ozogul, G., Johnson, A.M., & Reisslein M. (2012, October). Animated engineering tutors: Middle school students' preferences and rationales on multiple dimensions [Concurrent session]. IEEE/ASEE Frontiers in ϳԹ Conference, Seattle, WA. Johnson, A.M., Ozogul, G., Reisslein M., & Moreno, R. (2012, August). Student perceptions of technological literacy learning with cumulative and stepwise integration of equations into engineering diagrams [Concurrent session]. Hawaii University International Conference, Waikiki, HI. Ozogul, G., Johnson, A.M., Reisslein M., & Butcher, K.R. (2012, June). Representation guidance with abstract and contextualized representation: Effects on engineering learning performance in technological literacy education [Concurrent session]. American Society for Engineering ϳԹ Annual Conference, San Antonio, TX. Ozogul, G., Reisslein, M., & Johnson, A. (2011, June). Effects of visual signaling on pre- college students engineering learning performance and attitudes: Peer versus adult pedagogical agents versus arrow signaling [Concurrent session]. American Society of Engineering ϳԹ Annual Conference. Vancouver, B.C., Canada. Moreno, R., Reisslein, M., & Ozogul, G. (2010, May). Using animation to promote learning with multiple representations: The case for guiding visual attention with virtual peers [Concurrent session]. American ϳԹal Research Association Conference. San Diego, CA. Moreno, R., Reisslein, M., & Ozogul, G. (2009, May). Learning from contextualized versus abstract representations of worked-out problems: Implications for engineering education [Concurrent session]. International Conference in ϳԹ, Athens, Greece. Ozogul, G., & Sullivan, H. (2008, April). Effects of teacher, self, and peer evaluation on students performance and attitude [Concurrent session]. American ϳԹal Research Association, New York, NY. Kopcha, T., & Ozogul, G. (2008, March). Using video cases with preservice teachers learning to integrate technology [Concurrent session]. Society for Information Technology and Teacher ϳԹ, Las Vegas, NV. Ozogul, G., & Stromfors, C. (2006, October). Electronic growth portfolios for preservice teachers: format and structure [Concurrent session]. Association for ϳԹal Communications and Technology International Convention, Dallas, TX. Ozogul, G., Olina, Z., & Sullivan, H. (2006, April). Effects of formative teacher, self, and peer evaluation [Concurrent session]. American ϳԹal Research Association, San Francisco, CA. Ozogul, G., & Sullivan, H. (2005, October). Training preservice teachers for peer and self- Evaluation [Concurrent session]. Association for ϳԹal Communications and Technology International Convention, Orlando, FL. Ozogul, G., Sullivan, H., & Olina, Z. (2004, October). Teacher, self and peer evaluation of lesson plans written by preservice teachers [Concurrent session]. Association for ϳԹal Communications and Technology International Convention, Chicago, IL. Kopcha, T., Ozogul, G., Stromfors, C., & Barrett, L. (2004, October). Designing for the unknown: applying instructional design in an uncharted territory [Concurrent session]. Association for ϳԹal Communications and Technology International Convention, Chicago, IL. Igoe, A., Ozogul, G., Bevill, L., Martin, F., Su, Y., Zhang, Q., & Reiser, R. (2003, October). New technologies, new ideas, new media selection models [Concurrent session]. Association for ϳԹal Communications and Technology International Convention, Anaheim, CA. Kopcha, TJ., Ozogul, G., Bevill, L., & Biltgen, R. (2003, October). Authentic learning in schools: teacher practices, attitudes, and challenges [Concurrent session]. Association for ϳԹal Communications and Technology International Convention, Anaheim, CA. Glazewski, K., Brush, T., Ozogul, G., & Sutton, J. (2003, October). The impact of integrated field based technology courses on preservice teachers beliefs and practice [Concurrent session]. Association for ϳԹal Communications and Technology International Convention, Anaheim, CA. Ozogul, G., & Yildirim, S. (2003, October). Improving preservice technology training for preservice teachers [Concurrent session]. Association for ϳԹal Communications and Technology International Convention, Anaheim, CA. Ozogul, G., Smith, P., & Igoe, A. (2003, March). Presenting preservice teachers with a model of technology integration [Concurrent session]. Proceedings of SITE. Association for the Advancement of Computing in ϳԹ, Albuquerque, NM. Ozogul, G., Stromfors, C., Igoe, A., & Brush, T. (2003, March). Beyond teaching isolated computer skills: modeling technology integration [Concurrent session]. Proceedings of SITE. Association for the Advancement of Computing in ϳԹ, Albuquerque, NM. Ozogul, G. (2002, April). ϳԹal organizations as learning organizations [Concurrent session]. Arizona ϳԹal Research Organization Annual Conference, Tempe, AZ. AWARDS RECEIVED 2026 Award for Outstanding International Engagement, Indiana University, School of ϳԹ 2025 Award for Outstanding Partnership and Collaboration, Indiana University, School of ϳԹ 2024 Trustees Teaching Award, Indiana University, School of ϳԹ 2024 Outstanding Service Award, The American Red Cross 2022 Excellence in Mentoring Award, Indiana University, School of ϳԹ 2019 Outstanding Faculty Mentor Award, Indiana University Center for Excellence and Women in Technology (CEW&T) 2018 Faculty Mentor of the Year Award, Indiana University Graduate School and IU Graduate and Professional Student Government (IUGPSG) 2017 Outstanding Quantitative Manuscript Award, 2nd place. Association for ϳԹal Communications and Technology, DDL Division 2006 Outstanding service to the Division of Psychology in ϳԹ Award, Arizona State University 2000 Ihsan Dogramaci Outstanding Achievement Award, Class rank 1/87 Hacettepe University, Ankara FELLOWSHIPS 2026- BTAA Big Ten, Department Executive Officers Fellowship, Big Ten Alliance 2026- GenAI Fellow, Indiana University 2024-2025 Mosaic Fellow, Indiana University TEACHING Indiana University, Faculty Member, August 2013- current R795- Dissertation Proposal Preparation (online and face-to-face) R626- Instructional Strategies and Tactics (online) R521- Instructional Design and Development (face-to-face) R561- Evaluation and ϳԹal Change Management (online and face-to face) R690- Applied Research Methods to IST (online) R695- Doctoral Research Seminar face-to-face) W200- Computers in ϳԹ (face-to-face) DIRECTED DISSERTATION RESEARCH 2026Yichuan YanTransition From Time-Based ϳԹ to Competency-Based ϳԹ in Surgical Training: A Descriptive Case Study Indiana University.2026Tyler BarthAn Evaluation Study Of Annotated Visual Displays In Elearning For Turf Equipment Technicians Indiana University.2025Jamilyn BertschAn Evaluation Study of a Carwash Operation Teams Learning and Development ProgramIndiana University.2025Amie BensonCITI Program Training: Perceptions Of Learners Engaged In Human Subjects ResearchIndiana University.2024 Carla D. HarperA Case Study of the Perceptions of Faculty Champions in the Diffusion of a Technological Innovation in Higher ϳԹ.Indiana University.2023Tanner PhillipsInvestigating Design Affordances of Artificial Intelligence for Teacher Reflection.Indiana University. 2023 Carrie Ann Hansel  Examining Instructional Designers and Faculty Members Relationship Building and Perception of Co-Design Higher ϳԹ Partnerships.  Indiana University.2022Yaniv OdedInhibiting and Enabling Factors in Teacher Facilitation of Self-Directed Learning in the Context of Adult Foreign Language ϳԹ.Indiana University. 2022Victoria Abremenka-LachhebDesigning Interactions to Support Authentic Learning In Online CoursesIndiana University. 2021Sharon WavleAn Exploratory Mixed Methods Study of Persistence Patterns in Online Undergraduate Programs and Perspectives of Returning Online Undergraduate Students.Indiana University. 2019Vesna BalacEffectiveness of Problem-Based Learning on Image Critique Skills in A Second-Year Clinical Radiography Course: A Case Study.Indiana University. 2015John WisneskiVariance in Post-Requisite Student Academic Performance Based on Prerequisite Course Learning Environment.Indiana University. National Invited Talks and Presentations 2024 Presidential Session Speaker: How Artificial Intelligence Will Reshape ϳԹ: Projected Roles, Trends, and Emerging Issues. Association for ϳԹal Communications and Technology. Kansas City, MO. 2022 Presidential Session Speaker: Cognitive Presence in Online Courses: Design and Facilitation of Collaborative Learning. Association for ϳԹal Communications and Technology. Las Vegas, NV. 2018 Invited Speaker, Graduate Student Assembly Panel Session: How to Form a Research Question. Association for ϳԹal Communications and Technology Convention. Kansas City, MO. 2015 Invited Speaker, Graduate Student Assembly Panel Session: What is a Research Agenda. Association for ϳԹal Communications and Technology Convention. Las Vegas, NV. International Invited Talks and Presentations 2025 September, Opening Keynote, 8th National Congress on Research in Normal ϳԹ (CONISEN), Title: AI in Higher ϳԹ: Leveraging AI to Empower Educators and Students. Chihuahua, Mexico 2025 August, Invited Workshops/Seminars, Empowered Womens Voices (EVEs). Universitas Indonesia and IU. Title(s): Active Learning, Online Pedagogy, Publishing_ Jakarta, Indonesia. 2024 October, Invited Webinar , Universitas Indonesia and IU. Title: Active Learning_ Empowered Womens Voices. Indonesia. 2023 December, Invited Seminar. Beijing Normal University. Title: Artificial Intelligence in Higher ϳԹ: Instructional Design Practices to Meet the Needs of Students and Instructors. Beijing, China. 2023 December, Invited Seminar. Beijing Normal University. Title: Design and Implementation of EffectiveFeedbackin Instruction. Beijing, China. 2023 November, Invited Seminar. Beijing Normal University. Title: Instructional Design for Supporting STEM Outcomes for Novice Learners via Multimedia Learning Principles. Beijing, China. 2023 October, Invited Seminar. Beijing Normal University. Title: Paradigm Shift in Online Instructional Design Questions in Higher ϳԹ: Pre and Post Pandemic. Beijing, China. 2022 October, Invited Keynote. International Conferenceon ϳԹ and Technology (ICET). Title: Systematic Design of Instruction for Supporting STEM Outcomes with Digital Technologies. Indonesia. 2021 January, Invited Seminar. TED University. Title: Online Instruction in Higher ϳԹ: Pre-Pandemic Observations and Post-Pandemic Reflections. Ankara, Turkey. 2021 January, Virtual course visit and lecture on research methods in IST. Middle East Technical University, Ankara, Turkey. 2017- 2020, Invited to Deliver Multiple Workshops. USAID Transformational Leadership Program & CIEDR- Delivered in person writing retreats on various topics such as building a research agenda, responding reviewer comments, and worked with two faculty clusters for furthering University of Pristina Faculty Members research projects. Pristina, Kosovo. 2017 December, Invited Seminar. Middle East Technical University. Title: Building a Research Agenda in IST: Systematic Implications to the field. Ankara, Turkey. 2016 April, Invited Lecture. Research trends and issues in ϳԹal Technology Karadeniz Teknik University. Trabzon, Turkey. Professional Association Membership American ϳԹal Communications Technology (AECT) American ϳԹal Research Association (AERA)     CV Updated: October 2026 <Du       DZmPmmBjhviAUmHnHu8jho4hY*pB*CJOJQJRHiUaJph2jho4hMB*CJOJQJRHiUaJph)ho4h1B*CJOJQJRHiaJph)ho4hMB*CJOJQJRHiaJph+hdHDhM5B*CJOJQJ\aJph+hdHDhM5B*CJOJQJ\aJph%hG5B*CJOJQJ\aJphhdHDhMB*CJ aJ phDu  ' ( 3$5$Ze3$5$^`ZgdG3$5$$< ? d3$5$]< ^? a$$bh d3$5$]b^h a$gdo4$ph d3$5$]p^h a$gd1$g h \3$5$]g ^h a$3$5$   ' ( . / m q s x y - . 0 1 ŰtbP#h]B*CJOJQJRHiaJph#h]B*CJOJQJRHnaJph)h_hT7B*CJOJQJRHnaJph)h_hMB*CJOJQJRHnaJph#h1B*CJOJQJRHnaJph)h_h_B*CJOJQJRHnaJph+h_hM5B*CJOJQJ\aJph)h_hMB*CJOJQJRHiaJphhdHDhMB*CJaJph( s 0 1 < = Q R zz `d3$5$]^``gd_gd'+Egd_ 3$5$^gd_Dd3$5$]^D`gd1 d 3$5$]^`gd1 *Xd 3$5$]^X`gdC 1 ; < = Q R ` p q r ʴq\qG2G)h1hyzB*CJOJQJRHnaJph)h1h_B*CJOJQJRHnaJph)h15B*CJOJQJRHn\aJph/h_h_5B*CJOJQJRHn\aJph)h_h_B*CJOJQJRHnaJph+h_h_5B*CJOJQJ\aJph+h_h'+E5B*CJOJQJ\aJphh_h_CJaJ)h_hMB*CJOJQJRHiaJph)h_h dB*CJOJQJRHiaJph    lTB--)h_hpbB*CJOJQJRHnaJph#h1B*CJOJQJRHnaJph/h_hpb5B*CJOJQJRHn\aJph/h_h_5B*CJOJQJRHn\aJph)h_h'+EB*CJOJQJRHnaJph#hB*CJOJQJRHnaJph)h_h_B*CJOJQJRHnaJph)h15B*CJOJQJRHn\aJph)h1h1B*CJOJQJRHnaJph)h1h'+EB*CJOJQJRHnaJph   q r , - zmhgd v>^v`>gd:>X `^``gd_`d3$5$]^``gd `^``gdgd 3$5$gd_B`d3$5$]B^``gdv>3$5$^v`>gd:>X `d3$5$]^``gd_   ! " Y Z n o q r Լ}k}XB/ hh_CJOJQJaJ%h'+E5B*CJOJQJ\aJph+h_h'+E5B*CJOJQJ\aJph%h_5B*CJOJQJ\aJph#hB*CJOJQJRHnaJph)h_hMB*CJOJQJRHnaJph#h1B*CJOJQJRHnaJph/h_hM5B*CJOJQJRHn\aJph/h_h_5B*CJOJQJRHn\aJph)h_h_B*CJOJQJRHnaJph+h_hM5B*CJOJQJ\aJph  + , - 6 8 J K L W zdQ>+>%hdHDhnB*CJOJQJaJph%hdHDhMB*CJOJQJaJph%h15B*CJOJQJ\aJph+hdHDhM5B*CJOJQJ\aJph%h_5B*CJOJQJ\aJph%h_h_B*CJOJQJaJph)hdHDh:>XB*CJOJQJRHnaJphhCJOJQJaJhhMCJOJQJaJh15CJOJQJ\aJ"hhM5CJOJQJ\aJhh_CJOJQJaJ ƳwdQdA1d1whB*CJOJQJaJphh{B*CJOJQJaJph%hdHDhnB*CJOJQJaJph%hdHDhyZB*CJOJQJaJph%hdHDhMB*CJOJQJaJph%h15B*CJOJQJ\aJph+hdHDhM5B*CJOJQJ\aJph%h5B*CJOJQJ\aJph%hhB*CJOJQJaJph%hdHDhhFB*CJOJQJaJph%hdHDhB*CJOJQJaJph 9 : X Y  *^*`gdZSgd e3$5$^gd>h3$5$gdo4 ^`gdo4v3$5$^v`gdo4v3$5$^v`gd 3$5$gdo4gd^gd'+E ^`gd     . 8 9 : W X Y ưzgQ>(+hh5B*CJOJQJ\aJph%hM5B*CJOJQJ\aJph+hh'+E5B*CJOJQJ\aJph%hq05B*CJOJQJ\aJphh'+EB*CJOJQJaJph%hdHDhB*CJOJQJaJph%h15B*CJOJQJ\aJph+hdHDh'+E5B*CJOJQJ\aJph%h5B*CJOJQJ\aJph%hhB*CJOJQJaJph%hdHDh'+EB*CJOJQJaJph Y ] _ t u v ؄q^H5q%h15B*CJOJQJ\aJph+hdHDhM5B*CJOJQJ\aJph%hhB*CJOJQJaJph%hdHDhMB*CJOJQJaJph#hB*CJOJQJRHnaJph)hdHDhMB*CJOJQJRHnaJph)h15B*CJOJQJRHn\aJph/hdHDhM5B*CJOJQJRHn\aJph#hB*CJOJQJRHnaJph)hhB*CJOJQJRHnaJph  ̽}\>>hAhZS0JB*CJOJQJ^JaJfHph"""q :hAhZSB*CJOJQJ^JaJfHph"""q @hAhZS5B*CJOJQJ\^JaJfHph"""q h #h3B*CJOJQJRHiaJph)hhMB*CJOJQJRHiaJph)hha+B*CJOJQJRHiaJphhdHDhMB*CJ aJ ph%hdHDh dB*CJOJQJaJphhB*CJOJQJaJphhB*CJOJQJaJph 5?DEɩɎ{]<]!4h B*CJOJQJ^JaJfHph"""q @hTh 5B*CJOJQJ\^JaJfHph"""q :hTh B*CJOJQJ^JaJfHph"""q hZShAhZSCJOJQJaJ4hZSB*CJOJQJ^JaJfHph"""q >hAhZS0JB*CJOJQJ^JaJfHph"""q :hAhZSB*CJOJQJ^JaJfHph"""q /hAhZS6B*CJOJQJ]^JaJph""" Eªn___M_<(<&hTh 6CJOJQJ]^JaJ hTh CJOJQJ^JaJ"hTh 5CJOJQJ\aJhTh CJOJQJaJ@hTh 6B*CJOJQJ]^JaJfHph"""q 4h B*CJOJQJ^JaJfHph"""q /hTh 6B*CJOJQJ]^JaJph""">hTh 0JB*CJOJQJ^JaJfHph"""q :hTh B*CJOJQJ^JaJfHph"""q >/0 *^*`gd7x/ *^*`gd66 v^v`gd+.>gd66gd *-DM ^*gd -DM ^gd  gd *^*`gd &')=ѽeIeIeeIeIeIe1/h>hh 5B*CJOJQJ\^JaJph!%)7h>hh 5CJOJQJ\^JaJfHq @h>hh 5B*CJOJQJ\^JaJfHphq 1h>hh CJOJQJ^JaJfHq :h>hh B*CJOJQJ^JaJfHphq &hTh 5CJOJQJ\^JaJ hTh CJOJQJ^JaJ:hTh B*CJOJQJ^JaJfHph"""q =>giҷ갡~jV>V~V/hTh 6B*CJOJQJ]^JaJph333&hTh 6CJOJQJ]^JaJ&hTh 5CJOJQJ\^JaJ hTh CJOJQJ^JaJ"hTh 5CJOJQJ\aJhTh CJOJQJaJ h h 5h>hh 56B*CJOJQJ\]^JaJph!%)/h>hh 5B*CJOJQJ\^JaJph!%))h 5B*CJOJQJ\^JaJph!%)/ŧkkU?,%h>hh-B*CJOJQJaJph!!!+h>hh-6B*CJOJQJ]aJph+h h-6B*CJOJQJ]aJph:h h-B*CJOJQJ^JaJfHphq :hGoh-B*CJOJQJ^JaJfHphq :h-5B*CJOJQJ\^JaJfHphq 4h-B*CJOJQJ^JaJfHphq h66B*CJaJph&h h>h6CJOJQJ]^JaJ .cd¯sYB(3hh~0J6B*CJOJQJ]^JaJph-hh660JB*CJOJQJ^JaJph3hh660J6B*CJOJQJ]^JaJph%hh7x/B*CJOJQJaJph%hh~B*CJOJQJaJph+hh665B*CJOJQJ\aJph%hh66B*CJOJQJaJphhh-B*CJaJph4h-B*CJOJQJ^JaJfHphq %h>hh>hB*CJOJQJaJph!!! dfjλlKl-l:hh-B*CJOJQJ^JaJfHphq @hh#5B*CJOJQJ\^JaJfHphq :hh#B*CJOJQJ^JaJfHphq -hh#0JB*CJOJQJ^JaJph3hh660J6B*CJOJQJ]^JaJph%hh~B*CJOJQJaJph3hh~0J6B*CJOJQJ]^JaJph-hh~0JB*CJOJQJ^JaJph  !"$ĩkSk5:hh-B*CJOJQJ^JaJfHphq /hh#6B*CJOJQJ]^JaJph>hh#0JB*CJOJQJ^JaJfHphq :hh97B*CJOJQJ^JaJfHphq 4h97B*CJOJQJ^JaJfHphq :hh#B*CJOJQJ^JaJfHphq :hh/oB*CJOJQJ^JaJfHphq $)./0KVĭn[E[0)hh7x/0JB*CJOJQJaJph+hh7x/6B*CJOJQJ]aJph%hh7x/B*CJOJQJaJph@hh7x/5B*CJOJQJ\^JaJfHphq :hh7x/B*CJOJQJ^JaJfHphq -hh#0JB*CJOJQJ^JaJph:hh-0JB*CJOJQJaJfHph"""q :hh-0JB*CJOJQJaJfHph"""q   &0>ϺdF./hh#6B*CJOJQJ]^JaJph:hh97B*CJOJQJ^JaJfHphq @hh#5B*CJOJQJ\^JaJfHphq :hh#B*CJOJQJ^JaJfHphq -hh#0JB*CJOJQJ^JaJph)hh7x/0JB*CJOJQJaJph/hh-0J6B*CJOJQJ]aJph/hh7x/0J6B*CJOJQJ]aJph exıuYY:Y+hh66CJOJQJaJ<hh666B*CJOJQJ]aJfHphq 6hh66B*CJOJQJaJfHphq %hh-B*CJOJQJaJph%hh66B*CJOJQJaJph+hh665B*CJOJQJ\aJph%hh,OB*CJOJQJaJph:hh#B*CJOJQJ^JaJfHphq :hh-B*CJOJQJ^JaJfHphq || 0^`0gd-0]^`0gdXVr ^`gdnG 0^`0gdnG 0^`0gd-gd_ *^*`gd,O gd66 0^`0gd66 *^*`gd66 0^`0gd#  +7GtuèiK0K4h97B*CJOJQJ^JaJfHphq :hhhFB*CJOJQJ^JaJfHphq @hhnG5B*CJOJQJ\^JaJfHphq :hhnGB*CJOJQJ^JaJfHphq 4hq0B*CJOJQJ^JaJfHphq %hh'uB*CJOJQJaJph%hh66B*CJOJQJaJph+hh666B*CJOJQJ]aJph ɮɍzzzdzQz;z+hhnG6B*CJOJQJ]aJph%hhhFB*CJOJQJaJph+hhnG5B*CJOJQJ\aJph%hhnGB*CJOJQJaJph@hhnG5B*CJOJQJ\^JaJfHphq 4h_B*CJOJQJ^JaJfHphq :hhnGB*CJOJQJ^JaJfHphq /hhnG6B*CJOJQJ]^JaJphYZָyyYAyYAy#:hhdB*CJOJQJ^JaJfHphq /hhu66B*CJOJQJ]^JaJph>hhu60JB*CJOJQJ^JaJfHphq :hhu6B*CJOJQJ^JaJfHphq @hhu65B*CJOJQJ\^JaJfHphq :h5B*CJOJQJ\^JaJfHphq %hhnGB*CJOJQJaJph+hhnG6B*CJOJQJ]aJph %&'2έΏoWoW9:hh-B*CJOJQJ^JaJfHphq /hhu66B*CJOJQJ]^JaJph>hhu60JB*CJOJQJ^JaJfHphq :hhj/B*CJOJQJ^JaJfHphq @hhu65B*CJOJQJ\^JaJfHphq :hhu6B*CJOJQJ^JaJfHphq %hhu6B*CJOJQJaJph&'./ +,  !!vd3$5$^v`gdQ v^v`gd!dgdQ v^v`gd-gd- v^v`gd)'gd/o v^v`gdr 0^`0gddgdu6 0^`0gdu6 "-./BĤĤy[=:hhrB*CJOJQJ^JaJfHphq :hh/oB*CJOJQJ^JaJfHphq %hh/oB*CJOJQJaJph/hhu66B*CJOJQJ]^JaJph>hhu60JB*CJOJQJ^JaJfHphq :hhu6B*CJOJQJ^JaJfHphq :hh+L'B*CJOJQJ^JaJfHphq BKc¤„lK-:hhB*CJOJQJ^JaJfHphq @hh6B*CJOJQJ]^JaJfHphq /hhr6B*CJOJQJ]^JaJph>hhr0JB*CJOJQJ^JaJfHphq :hh+L'B*CJOJQJ^JaJfHphq :hhrB*CJOJQJ^JaJfHphq =hhr5B*CJOJQJ^JaJfHphq  +,EQ^f*+,8Fįđ|]]B-(hhr5B*CJOJQJaJph4h)'B*CJOJQJ^JaJfHphq =hh)'6B*CJOJQJ^JaJfHphq )hh)'B*CJOJQJ^JaJph:hh)'B*CJOJQJ^JaJfHphq (hh)'5B*CJOJQJaJph%hh)'B*CJOJQJaJph(hh665B*CJOJQJaJph%hhrB*CJOJQJaJphFfq    B H ͸͙~cE&=hh-5B*CJOJQJ^JaJfHphq :hh-B*CJOJQJ^JaJfHphq 4h-B*CJOJQJ^JaJfHphq 4hrB*CJOJQJ^JaJfHphq =hhr6B*CJOJQJ^JaJfHphq )hh =B*CJOJQJ^JaJph)hhrB*CJOJQJ^JaJph:hhrB*CJOJQJ^JaJfHphq H I L ! !!!!ĦlYYYDY/)hhlB*CJOJQJ^JaJph(hhQ5B*CJOJQJaJph%hhQB*CJOJQJaJph4h-B*CJOJQJ^JaJfHphq =hh-6B*CJOJQJ^JaJfHphq :hh-B*CJOJQJ^JaJfHphq =hh-5B*CJOJQJ^JaJfHphq 7h-5B*CJOJQJ^JaJfHphq !!!!!!!"""""¤ycyMy:$+hhM5B*CJOJQJ\aJph%h_5B*CJOJQJ\aJph+hhq06B*CJOJQJ]aJph+hhq05B*CJOJQJ\aJph%hhq0B*CJOJQJaJph/hhu65B*CJOJQJRHi\aJph:hhu6B*CJOJQJ^JaJfHphq :hhQB*CJOJQJ^JaJfHphq =hhQ6B*CJOJQJ^JaJfHphq !""##~$$7%8%@&A&%'&'( *^*`gd- *^*`gdfp*03$5$^*`0gd!d 0^`0gdfp 0^`0gd 0^`0gd)' d3$5$gdq0 0^`0gd!dgdix 0^`0gdq0 "#o######b$m$n$p$}$~$$$$%(%*%+%7%8%F%O%&3&5&7&쾫oYJYhdHDhMB*OJQJph+hhM5B*CJOJQJ\aJphhB*CJOJQJaJph+hh6B*CJOJQJ]aJph+hh5B*CJOJQJ\aJph%hhB*CJOJQJaJph/hhk45B*CJOJQJRHi\aJph+hhM6B*CJOJQJ]aJph%hhMB*CJOJQJaJph7&@&A&P&Z&&''$'%'&'D'O''''((((4(=((쭭taKa+hhz5B*CJOJQJ\aJph%hhzB*CJOJQJaJph%hh-B*CJOJQJaJph%hh]B*CJOJQJaJph%hhkB*CJOJQJaJph%hhdB*CJOJQJaJph+hhM6B*CJOJQJ]aJph+hhM5B*CJOJQJ\aJph%hhMB*CJOJQJaJph(((())**++,,k-l-c.d... *^*`gd/Ogdix* 3$5$^*`gdfp *^*`gd9{ 3$5$gdz *^*`gdfpgdd *^*`gd- *^*`gdz((((((()))))))))**(***s*t*****+s+++++++++nn[[[%hh!dB*CJOJQJaJph%hhB*CJOJQJaJph+hhM6B*CJOJQJ]aJph%hhMB*CJOJQJaJph+hhM5B*CJOJQJ\aJph+hhz5B*CJOJQJ\aJph%hhzB*CJOJQJaJph+hhz6B*CJOJQJ]aJph#+ , ,\,,,,,,-;-]-j-k-l-x--1.W.c.d.......//$//////찝wgWhB*CJOJQJaJphh/OB*CJOJQJaJphhq0B*CJOJQJaJph+hhM5B*CJOJQJ\aJph%h/O5B*CJOJQJ\aJph%hhaB*CJOJQJaJph+hhM6B*CJOJQJ]aJph%hhrB*CJOJQJaJph%hhMB*CJOJQJaJph".//0011}2~2?3@3L3M3y* 3$5$^*`gd *3$5$^*`gd 3$5$^gd- 0^`0gd2gd- 0^`0gd- 03$5$`0gd!d 0^`0gd!d 0^`0gd!d *^*`gdfp /O0T0j0000001\1111111112찰tdUCU"h\Vh-5CJOJQJ\aJh\Vh-CJOJQJaJh-B*CJOJQJaJphhMB*CJOJQJaJph+hs ?hM6B*CJOJQJ]aJph+hs ?hM5B*CJOJQJ\aJph%hs ?hMB*CJOJQJaJph+hhM6B*CJOJQJ]aJph%hhYB*CJOJQJaJph%hhMB*CJOJQJaJph252I2K2w2|2}2~2223.3/323>3?3@3L3M3־쯜ppp]H3)hs ?hMB*CJOJQJRHiaJph)hs ?hwwB*CJOJQJRHiaJph%hs ?h-B*CJOJQJaJph+hs ?hM6B*CJOJQJ]aJph+hs ?hM5B*CJOJQJ\aJph%hs ?hMB*CJOJQJaJphh\Vh-CJOJQJaJ.h h-6B*CJH*OJQJ]aJph+h h-6B*CJOJQJ]aJph%h h-B*CJOJQJaJphM3W33344444444(4we^@:h4hB*CJOJQJ^JaJfHph"""q hh#hk4B*CJOJQJRHiaJph)hs ?hk4B*CJOJQJRHiaJph)hs ?hveB*CJOJQJRHiaJph!hdHDh66B*OJQJRHiphh2h66CJOJQJaJh2hhCJOJQJaJh2hrCJOJQJaJh2hMCJOJQJaJ"h2hM5CJOJQJ\aJ M34444o44556 666p$d3$5$]a$gdpb 0^`0gdpb$d3$5$]a$gd# 0^`0gdPS$d3$5$]a$gd 8"^8`"gdgd 3$5$^gd9{ 3$5$^gdve 0^`0gd2 (434n4o4p444444444555zgXC0%h5B*CJOJQJ\aJph)hs ?h_v4B*CJOJQJRHiaJphh4hCJOJQJaJ$hB*^JfHph"""q 'h4h6B*OJQJ]^Jph"""/h4h6B*CJOJQJ]^JaJph"""4hB*CJOJQJ^JaJfHph"""q :h4hB*CJOJQJ^JaJfHph"""q @h4h5B*CJOJQJ\^JaJfHph"""q 5 5555t5w555555ֱ֓{cN0:hs ?hsB*CJOJQJ^JaJfHphq )hs6B*CJOJQJ]^JaJph/hs ?h d6B*CJOJQJ]^JaJph/hs ?h#6B*CJOJQJ]^JaJph:hs ?h#B*CJOJQJ^JaJfHphq )hs ?h#B*CJOJPJQJaJphh-B*CJOJQJaJph%hs ?h#B*CJOJQJaJph+hs ?h#5B*CJOJQJ\aJph 55555566 6/6:6K6L6U6V6\6]6c6d6m6n6t6v66ǯ|[|=|=|=|=|=|=|:hs ?hKB*CJOJQJ^JaJfHphq @hs ?hpb5B*CJOJQJ\^JaJfHphq :hs ?hpbB*CJOJQJ^JaJfHphq )hs ?h#B*CJOJQJRHiaJph/hsh#5B*CJOJPJQJ\aJph:hs ?hsB*CJOJQJ^JaJfHphq 4hsB*CJOJQJ^JaJfHphq 6666666666666777 717ĬęcEEE:hs ?hu6B*CJOJQJ^JaJfHphq @hs ?hu65B*CJOJQJ\^JaJfHphq )hs ?hpbB*CJOJQJRHiaJph%hs ?hpbB*CJOJQJaJph/hs ?hpb6B*CJOJQJ]^JaJph:hs ?hpbB*CJOJQJ^JaJfHphq :hs ?hKB*CJOJQJ^JaJfHphq 1727L7V7j7k7n77777ǩljvX@X%4h[VB*CJOJQJ^JaJfHphq /hs ?hu66B*CJOJQJ]^JaJph:hs ?hu6B*CJOJQJ^JaJfHphq %hs ?hu6B*CJOJQJaJph>hs ?hu60JB*CJOJQJ^JaJfHphq :hs ?hxT6B*CJOJQJ^JaJfHphq :hs ?hpbB*CJOJQJ^JaJfHphq 4hxT6B*CJOJQJ^JaJfHphq 67788i88899&:t:::h;i; v^v`gdpb *^*`gdZS Z^Z`gdZS v^v`gdZS-v^vgdZS-gdZSgdZS v^v`gdbi v^v`gd v^v`gd-778888i8~888888888 9^9tii[i[i[iE22%hSLhZSB*CJOJQJaJph+hSLhZS5B*CJOJQJ\aJphhSLhZS6CJ]aJhSLhZSCJaJhSLhZS5CJ\aJ@hSLhZS5B*CJOJQJ\^JaJfHphq :hW5B*CJOJQJ\^JaJfHphq @hs ?h`~;5B*CJOJQJ\^JaJfHphq :ho45B*CJOJQJ\^JaJfHphq ^9a9b9999999999:&:t::::;;; ;@;D;G;h;i;q;;鷷օr]H)hEcnhMB*CJOJQJRHiaJph)hEcnhB*CJOJQJRHiaJph%hs ?hpbB*CJOJQJaJph+hSLhZS5B*CJOJQJ\aJph6hSLhZSB*CJOJQJaJfHphq <hSLhZS5B*CJOJQJ\aJfHphq %hSLhZSB*CJOJQJaJph+hSLhZS6B*CJOJQJ]aJph;;;;;;;;;V<W<X<Y<c<f<<<<<<<ԼԪԚkMԪԪԪ>7 hSLhehIqheCJOJQJaJ:hIqheB*CJOJQJ^JaJfHph)7q 6hIqheB*CJOJQJaJfHph)7q %hIqheB*CJOJQJaJph!!!heB*CJOJQJaJph!!!#heB*CJOJQJ^JaJph/hIqhe5B*CJOJQJ\^JaJph)hIqheB*CJOJQJ^JaJphhe#hMB*CJOJQJRHiaJphi;;;<<==!?"?>@?@mAnAlBmBfCv^v`gds ?gd d v^v`gd&0^`0gdgd9{ 0^`0gdz)gd] 0^`0gdegde 3$5$^gdLF<<<<<<q========>">0>{lT?-?#hz)B*CJOJQJ^JaJph)hz)h9{B*CJOJQJ^JaJph/hz)h9{5B*CJOJQJ\^JaJphhEcnh]B*CJaJphheheCJOJQJaJ/hSLhe6B*CJOJQJ]^JaJph:hSLheB*CJOJQJ^JaJfHph)7q #heB*CJOJQJ^JaJph/hSLhe5B*CJOJQJ\^JaJph)hSLheB*CJOJQJ^JaJph0>4>=>@>>>>>?? ?!?"?@?@J@j@k@@ A AAҺr]]H])hKhKB*CJOJQJ^JaJph)hEcnh&B*CJOJQJ^JaJph/hEcnh&5B*CJOJQJ\^JaJph5hEcnhP6w56B*CJOJQJ\]^JaJph)hK5B*CJOJQJ\^JaJph/hEcnhP6w5B*CJOJQJ\^JaJph/hEcnhq 5B*CJOJQJ\^JaJph)hEcnhq B*CJOJQJ^JaJphAEAFAWA^AmAnA{AAAAA BBEBVB]B_BkBlB纥{fN;%hEcnh&B*CJOJQJaJph/hEcnhp6B*CJOJQJ]^JaJph)hKhKB*CJOJQJ^JaJph#hKB*CJOJQJ^JaJph/hEcnh&5B*CJOJQJ\^JaJph)hEcnh&B*CJOJQJ^JaJph)hp6B*CJOJQJ]^JaJph/hEcnhs ?6B*CJOJQJ]^JaJph/hEcnh&6B*CJOJQJ]^JaJphlBmB|BBBBCC:C;Cv^v`gd+.>v^v`gd H *DcDdD|D~DDDDDDDDDDDɮ䖁zdQ>Q+>Q%hEcnhsB*CJOJQJaJph%hEcnhpbB*CJOJQJaJph%hEcnhu6B*CJOJQJaJph+hEcnhu65B*CJOJQJ\aJph h+.>h+.>)h-5B*CJOJQJRHi\aJph/hEcnh H5B*CJOJQJRHi\aJph5hphp56B*CJOJQJ\]^JaJph5hEcnhEcn56B*CJOJQJRHi\]aJph5hEcnh H56B*CJOJQJRHi\]aJphDDDiEjE~EEEEEEEEE׿}eM:%::)hEcnha0JB*CJOJQJaJph%hEcnhu6B*CJOJQJaJph/hEcnhs ?6B*CJOJQJ]^JaJph/hKhpb0J6B*CJOJQJ]aJph/hKhu60J6B*CJOJQJ]aJph)hKhKB*CJOJQJ^JaJph)hK0J6B*CJOJQJ]aJph/hEcnhu60J6B*CJOJQJ]aJph)hEcnhu60JB*CJOJQJaJph%hEcnh]B*CJOJQJaJph EEEEEXFYFmFnFoFFFFFFֳsX@+s)hp6B*CJOJQJ]^JaJph/hEcnhEcn6B*CJOJQJ]^JaJph5hEcnhEcn56B*CJOJQJ\]^JaJph/hEcnhu66B*CJOJQJRHi]aJph%hKhu6B*CJOJQJaJph)hKhKB*CJOJQJ^JaJphhKB*CJOJQJaJph%hEcnhpbB*CJOJQJaJph%hEcnhu6B*CJOJQJaJph+hEcnhu65B*CJOJQJ\aJphFFFFGGGGG!G"GGGGGҿzcP@++)hKhKB*CJOJQJ^JaJphhKB*CJOJQJaJph%hEcnhu6B*CJOJQJaJph,hEcnhpbB*CJOJQJ\^JaJph,hEcnhsB*CJOJQJ\^JaJph,hEcnhu65B*CJOJQJ^JaJph,hEcnhu6B*CJOJQJ\^JaJph%hEcnh3B*CJOJQJaJph/hEcnhu66B*CJOJQJRHi]aJph)hEcnhu6B*CJOJQJRHiaJphGGG'H(H9H@HAHPHQHRHUHVHè{eO8!,hEcnh]5B*CJOJQJ^JaJph,hEcnh]5B*CJOJQJ^JaJph+hEcnh{5B*CJOJQJ\aJph+hEcnhu65B*CJOJQJ\aJph)hp6B*CJOJQJ]^JaJph/hEcnhp6B*CJOJQJ]^JaJph5hEcnhEcn56B*CJOJQJ\]^JaJph+hEcnhu66B*CJOJQJ]aJph%hEcnhu6B*CJOJQJaJph%hKhu6B*CJOJQJaJph VH\HHHHH=I>ISITIIIԭq\D,/hEcnhEcn6B*CJOJQJRHi]aJph/hEcnh]6B*CJOJQJRHi]aJph)hK5B*CJOJQJ\^JaJph)hKhKB*CJOJQJ^JaJph"hKB*CJOJQJ\aJph(hEcnhu6B*CJOJQJ\aJph(hEcnh]B*CJOJQJ\aJph#h{B*CJOJQJ^JaJph)hEcnh]B*CJOJQJ^JaJph,hEcnh]5B*CJOJQJ^JaJph IIIIIIIIIIIIIҺxcN9cNc)hEcnh faB*CJOJQJ^JaJph)hEcnhSB*CJOJQJ^JaJph)hEcnh]B*CJOJQJ^JaJph/hh6B*CJOJQJRHi]aJph)h6B*CJOJQJRHi]aJph)hEcnh]B*CJOJQJRHiaJph/hEcnh]6B*CJOJQJRHi]aJph)hp6B*CJOJQJ]^JaJph/hEcnhp6B*CJOJQJ]^JaJph IIIII'J(JuJvJJJJJJ齨lT<$/hEcnhp6B*CJOJQJ]^JaJph/hEcnhEcn6B*CJOJQJRHi]aJph/hEcnh]6B*CJOJQJRHi]aJph)hKhKB*CJOJQJ^JaJph#hKB*CJOJQJ^JaJph)hEcnhpbB*CJOJQJ^JaJph)hEcnhu6B*CJOJQJ^JaJph)hEcnh]B*CJOJQJ^JaJph,hEcnh]5B*CJOJQJ^JaJph,hEcnh]5B*CJOJQJ^JaJph JJJJJJJJKKEKFKKKKҽҨvdvUvI4)hKh[VB*CJOJQJ^JaJphh[VCJOJQJaJh\Vh]CJOJQJaJ"h\VhM5CJOJQJ\aJh\VhMCJOJQJaJ!hdHDhQB*OJQJRHiph#h]B*CJOJQJRHiaJph)hph]B*CJOJQJRHiaJph)hEcnh]B*CJOJQJRHiaJph/hEcnh]6B*CJOJQJRHi]aJph)hp6B*CJOJQJ]^JaJphKKKKKKKKKKKKLLL&LDLô~fQB0"h\VhM5CJOJQJ\aJh\VhEcnCJOJQJaJ)ht16B*CJOJQJ]^JaJph/hEcnht16B*CJOJQJ]^JaJph"h\VhEcn6CJOJQJ]aJ"h\VhM6CJOJQJ]aJ"h\Vh]6CJOJQJ]aJh\VhMCJOJQJaJ)h[V5B*CJOJQJ\^JaJph)hKh[VB*CJOJQJ^JaJph#h[VB*CJOJQJ^JaJphJLLCJOJQJaJ)hKh][>B*CJOJQJ^JaJph#h][>B*CJOJQJRHnaJph)h/Oh][>B*CJOJQJRHnaJphh/Oh][>CJOJQJaJ"h/Oh][>5CJOJQJ\aJh\Vh\VCJOJQJaJ)h\Vh\VB*CJOJQJRHnaJph)h\VhMB*CJOJQJRHnaJphh\VhMCJOJQJaJ"h\VhM6CJOJQJ]aJ)h[V5B*CJOJQJ\^JaJph ,[*\+\\\]]^^}_~__\`]`\a]amb 0^`0gdF2 *^*`gdF2gd5^gdt1gd\V 0^`0gdC,gd][> 0^`0gd\V 0^`0gd][>gdbi50d3$5$]5^`0gd\V\\\\\\]]l]m]]]]]]]]m[OC1"hhM5CJOJQJ\aJh/OCJOJQJaJhq CJOJQJaJ"h\VhM6CJOJQJ]aJ)hKhB*CJOJQJ^JaJphhCJOJQJaJ"h@5hM5CJOJQJ\aJh\VhMCJOJQJaJ#h][>B*CJOJQJRHnaJph)h/Oh][>B*CJOJQJRHnaJph/h/Oh][>6B*CJOJQJRHn]aJph"hndh][>6CJOJQJ]aJ]]D^E^Y^Z^[^^^^^^^^^(_)_=_?_i_{_vaUF4"hhM5CJOJQJ\aJhC,hC,CJOJQJaJhC,CJOJQJaJ)ht16B*CJOJQJ]^JaJph/hEcnht16B*CJOJQJ]^JaJphht16CJOJQJ]aJ"hC,hM6CJOJQJ]aJ"hndh6CJOJQJ]aJhndhCJOJQJaJ)hKhB*CJOJQJ^JaJphhCJOJQJaJhC,hMCJOJQJaJ{_}_~_________4`5`F`M`[`paI4)ht16B*CJOJQJ]^JaJph/hEcnht16B*CJOJQJ]^JaJphht16CJOJQJ]aJ"h\VhM6CJOJQJ]aJ)hKhB*CJOJQJ^JaJphhCJOJQJaJh\VhCJOJQJaJh\Vh\VCJOJQJaJh\VhMCJOJQJaJ"h\VhM5CJOJQJ\aJh55CJOJQJ\aJhC,hu6CJOJQJaJ[`\`]`h`````4a5aFaMa[a\a]aiaraaaa b bbgRCChF2hF2CJOJQJaJ)ht16B*CJOJQJ]^JaJph/hEcnht16B*CJOJQJ]^JaJphht16CJOJQJ]aJ"hF2hM6CJOJQJ]aJ)hKhMXB*CJOJQJ^JaJphhMXCJOJQJaJhF2hMCJOJQJaJ"hF2hM5CJOJQJ\aJhF25CJOJQJ\aJh\VhWCJOJQJaJbbEbFbWb^b_blbmbnbxbbbbccccTcUcfcmcnc|c͵ܑpaU@͵ܑ)hKhMXB*CJOJQJ^JaJphhMXCJOJQJaJhF2hpbCJOJQJaJ"hF2hM5CJOJQJ\aJhF2hF2CJOJQJaJhF2hMCJOJQJaJ)ht16B*CJOJQJ]^JaJph/hEcnht16B*CJOJQJ]^JaJphht16CJOJQJ]aJ"hF2hM6CJOJQJ]aJ"hF2hr6CJOJQJ]aJmbnb|c}cddeeffxgyg{hj0d3$5$]^`0gdd3$5$]gdF2 0^`0gd5 0^`0gd-03$5$^`0gd0d 3$5$]^`0gd 0^`0gd/Ogd/O 0^`0gd\V 0^`0gdF2 |c}cccccc d d!d#d\d]dndudddd꽨ꖇoZE6hF2hMCJOJQJaJ)hF2hF2B*CJOJQJRHnaJph)ht16B*CJOJQJ]^JaJph/hEcnht16B*CJOJQJ]^JaJphht16CJOJQJ]aJ"h/OhM6CJOJQJ]aJ)hKhMXB*CJOJQJ^JaJphhMXCJOJQJaJh/OhFqCJOJQJaJ"h/OhM5CJOJQJ\aJh/OhMCJOJQJaJ h/OhMdd,e-eAeCe|e}eeeeeeeff&fafӾ߬p]Q<)hKhZxB*CJOJQJ^JaJphhZxCJOJQJaJ%hF2hMB*CJOJQJaJph)ht16B*CJOJQJ]^JaJph/hEcnht16B*CJOJQJ]^JaJphht16CJOJQJ]aJ"hF2hM6CJOJQJ]aJ)hKhMXB*CJOJQJ^JaJphhMXCJOJQJaJhF2hMCJOJQJaJ"hF2hM5CJOJQJ\aJafbfsfzfffffggg,gegxgϺ{l`Kl9l"h5hM6CJOJQJ]aJ)hKhZxB*CJOJQJ^JaJphhZxCJOJQJaJh5hMCJOJQJaJ"h5hM5CJOJQJ\aJhZx5CJOJQJ\aJh-hZxCJOJQJaJhF2hMCJOJQJaJ)ht16B*CJOJQJ]^JaJph/hEcnht16B*CJOJQJ]^JaJph/ht1ht16B*CJOJQJ]^JaJph xgyggghhhhh/hhhyh{h|hhhhhhhhƺr]E9ƺh_CJOJQJaJ/hF2hn 5B*CJOJQJRHn\aJph)hF2hB*CJOJQJRHnaJph"h5hM6CJOJQJ]aJ"hndhZx6CJOJQJ]aJhndhZxCJOJQJaJ)hKhZxB*CJOJQJ^JaJphhZxCJOJQJaJh5hMCJOJQJaJ"h5hM5CJOJQJ\aJ/hF2hq 5B*CJOJQJRHn\aJph{h|h(i)i9i:iii@jxjj7ku0d3$5$7$8$H$]^`0gd"d3$5$7$8$H$]gdq d3$5$7$8$H$]gdbid3$5$7$8$H$]gdZSAd3$5$]AgdD 0^`0gdZx03$5$^`0gd hhhhi'i(i)i8i9i:i=iоs^F,3hSLhZS6B*CJOJQJRHi]^JaJph/hF2hZS5B*CJOJQJRHn\aJph)hD5B*CJOJQJRHn\aJph/hF2hD5B*CJOJQJRHn\aJph)hn 5B*CJOJQJRHn\aJphh5hCJOJQJaJh5hMCJOJQJaJ"h5hM6CJOJQJ]aJhZxCJOJQJaJ"h/Oh/O6CJOJQJ]aJ"h/OhM6CJOJQJ]aJ =i>i?iQiUimioiiiiiiiiθΎw]]J]3-h4"h4"B*CJOJQJRHi^JaJph%h4"h4"B*CJOJQJaJph!!!3h4"h4"6B*CJOJQJRHi]^JaJph-hZShbiB*CJOJQJRHi^JaJph-hSLhZSB*CJOJQJRHi^JaJph%hZS6B*CJOJQJ]aJph!!!+hSLhZS6B*CJOJQJ]aJph!!!3hSLhZS6B*CJOJQJRHi]^JaJph-hZS6B*CJOJQJRHi]^JaJph iiiijj8j?j@jwjxj}jjjjjjj!k巷z`F`/`F`/-hF2hDB*CJOJQJRHi^JaJph3hF2hD6B*CJOJQJRHi]^JaJph3hF2hq 6B*CJOJQJRHi]^JaJph-h4"h4"B*CJOJQJRHi^JaJph"h4"h4"6CJOJQJ]aJ'hq B*CJOJQJRHi^JaJph-hF2hbiB*CJOJQJRHi^JaJph-hbi6B*CJOJQJRHi]^JaJph3hF2hbi6B*CJOJQJRHi]^JaJph!k$k3k4k7ke)hShZSB*CJOJQJRHnaJph#h' B*CJOJQJRHnaJph#hZSB*CJOJQJRHnaJph)hZS5B*CJOJQJRHn\aJph'hZSB*CJOJQJRHi^JaJph'hDB*CJOJQJRHi^JaJph3hF2hD6B*CJOJQJRHi]^JaJph-hF2hDB*CJOJQJRHi^JaJph3hF2hq 6B*CJOJQJRHi]^JaJphmmmmmm"n/n;nn?nqnӾq\qG2G)hF2hG/B*CJOJQJRHnaJph)hF2hu6B*CJOJQJRHnaJph)hF2hSB*CJOJQJRHnaJph)hF2h|jB*CJOJQJRHnaJph)hF2h( B*CJOJQJRHnaJph/hF2hM5B*CJOJQJRHn\aJphhF2hq CJaJ)hF2hMB*CJOJQJRHnaJph-h"h0B*CJOJQJRHi^JaJph)hvhZSB*CJOJQJRHnaJph mmmmm=nqnnn(oWosbAd3$5$]Agd H $ d3$5$] gdF2 (#d3$5$]gdF2Xd3$5$]Xgd HJd3$5$]Jgd|jZ3$5$^Z`gd{gdq  3$5$`gd H0d3$5$7$8$H$]^`0gd" qnnnnnnnnnnnnnnnn(oHoToVoWouo쳞tbtMt8)hF2hu6B*CJOJQJRHnaJph)hF2h2fB*CJOJQJRHnaJph#hF2B*CJOJQJRHnaJph)hF2hSB*CJOJQJRHnaJph)hF2h( B*CJOJQJRHnaJph)hF2hMB*CJOJQJRHnaJph%hF2h3B*CJOJQJaJph%hF2hSB*CJOJQJaJph%hF2hQB*CJOJQJaJph%hF2hMB*CJOJQJaJphuooooooooooo(p)p*p>p?pp`pTE>/pphE/hZSCJOJQJaJ h$?hZSh$?hZSCJOJQJaJhZSCJOJQJaJhZSB*CJOJQJaJph%hE/hZSB*CJOJQJaJph+hF2hA5B*CJOJQJ\aJph+hF2h_5B*CJOJQJ\aJph!hdHDhB*OJQJRHnph)h5hq B*CJOJQJRHnaJph)hF2hMB*CJOJQJRHnaJph)hF2hSB*CJOJQJRHnaJphWoooooo)p*p>p?pOzkd$$Ifl\zU % t &644 layt $Ifgddd$If[$\$gd dd[$\$gd6 Ad3$5$]AgdD ?pDpPpQppppppppppp-q/qCqDqIqUqVqZqqqqqqq쾮||p|]G+hF2h4"5B*CJOJQJ\aJph%hF2h4"B*CJOJQJaJphh4"CJOJQJaJh4"h4"CJOJQJaJh4"B*CJOJQJaJph%h4"h4"B*CJOJQJaJphhkpB*CJOJQJaJph%hSLhkpB*CJOJQJaJphhE/hkpCJOJQJaJhkpCJOJQJaJ%hE/hkpB*CJOJQJaJph?pDpPppppppp/qCquwkd+$$Ifl\zU % t &644 la$If dd$If[$\$ CqDqIqUqqqxxmx $Ifgd4"dd$If[$\$gd#Swkd$$Ifl\zU % t &644 laqqqqOrcruuuudd$If[$\$gd#Szkd$$Ifl\zU % t &644 layt#SqqqqqqNrOrbrcrdrhrirxryrrrrrrrrrrrrrssssssssððððà}j%hF2hZSB*CJOJQJaJphh)B*CJOJQJaJph%hF2h)B*CJOJQJaJphhZSB*CJOJQJaJph%hF2huB*CJOJQJaJph+hF2hA5B*CJOJQJ\aJph%hF2hF2B*CJOJQJaJph%hF2hAB*CJOJQJaJph"crdriryrrruuuudd$If[$\$gd#Szkdc$$Ifl\zU % t &644 layt#Srrrrrrrrssssssuuuuuuuuuuuudd$If[$\$gd#Szkd$$Ifl\zU % t &644 layt#S sssss=tQtRtuzkd;$$Ifl\zU % t &644 layt#Sdd$If[$\$gd#Sssss=tQtRtStXtrtsttt~tttttttttttuuuu֣jWD%hF2h0B*CJOJQJaJph%h4"h)B*CJOJQJaJph4hZSB*CJOJQJ^JaJfHphq :hF2hZSB*CJOJQJ^JaJfHphq :hF2h)B*CJOJQJ^JaJfHphq )hF2h)B*CJOJQJRHnaJph%hF2h)B*CJOJQJaJph+hF2h)5B*CJOJQJ\aJphRtStXtsttttuuuuudd$If[$\$gd#Szkd$$Ifl\zU % t &644 layt#Sttttuuuuuuuudd$If[$\$gd#Szkd$$Ifl\zU % t &644 layt#Suuuu%v9v:v;v@vNvvvvvvvvvww鿥t]I'h4"B*CJOJQJRHi^JaJph-h8h8B*CJOJQJRHi^JaJph-h~Z5B*CJOJQJRHi\^JaJph3h/lhS5B*CJOJQJRHi\^JaJph3h/lh|65B*CJOJQJRHi\^JaJph-h05B*CJOJQJRHi\^JaJph%hF2h)B*CJOJQJaJph+hF2h)5B*CJOJQJ\aJphuuuu%v9v:vuuuuudd$If[$\$gd#Szkd$$Ifl\zU % t &644 layt#S:v;v@vNvvvuuuudd$If[$\$gd#Szkd$$Ifl\zU % t &644 layt#SvvvvwxMyvv_HH0d3$5$7$8$H$^`0gdg0d3$5$7$8$H$^`0gd8d3$5$7$8$H$gd:zkdW$$Ifl\zU % t &644 layt#Sww wwwwwwwwwwĮmV?)+h/lh|66B*CJOJQJ]aJph-h/lhgB*CJOJQJRHi^JaJph-h/lh|6B*CJOJQJRHi^JaJph-h8h8B*CJOJQJRHi^JaJph#h8B*CJOJQJRHiaJph/h/lh86B*CJOJQJRHi]aJph+h/lh85B*CJOJQJ\aJph%h8h8B*CJOJQJaJph#h8h86B*OJ QJ ]ph!!!+h/lh86B*CJOJQJ]aJph wJxKxxxxxxxxxxxx־gO:(#h1B*CJOJQJRHiaJph)h/lhB*CJOJQJRHiaJph/h/lh:6B*CJOJQJRHi]aJph/h/lh:#6B*CJOJQJRHi]aJph)h/lhgB*CJOJQJRHiaJph)h/lh:#B*CJOJQJRHiaJph)h/lh|6B*CJOJQJRHiaJph/h/lh|66B*CJOJQJRHi]aJph+h/lh|65B*CJOJQJ\aJph%h/lh|6B*CJOJQJaJph x/y:y)G*䴳ϴᾱ//(6B*䴳ϴᾱa)/g*䴳ϴᾱ)/{*䴳ϴᾱ)/:#*䴳ϴᾱ)/(*䴳ϴᾱ#1*䴳ϴᾱ/116B*䴳ϴᾱa+116B*䴳ϴaѲyy,z{!|İ<~}}bbvd3$5$7$8$H$]^v`gd/lvd3$5$7$8$H$]^v`gd~Zvd3$5$7$8$H$]^v`gdcvvd3$5$7$8$H$^v`gdcvd3$5$7$8$H$gdGd3$5$7$8$H$gd:0d3$5$7$8$H$^`0gdG yy zz+z,zNzzzzzzzz{{{δ蝊u`uF/-hcvhcvB*CJOJQJRHi^JaJph3hSLhcv5B*CJOJQJRHi\^JaJph)hshcvB*CJOJQJ^JaJph""")hSLhcvB*CJOJQJ^JaJph"""%hSLhcvB*CJOJQJaJph-hSLhcvB*CJOJQJRHi^JaJph3h/lhS5B*CJOJQJRHi\^JaJph3h/lh|65B*CJOJQJRHi\^JaJph-hc5B*CJOJQJRHi\^JaJph{{{||!|0|@|A|Z|[|d|||| }}'}(}0}V}W}뽣xcxcL-h/lhUu0JB*CJOJQJ^JaJph)h/lhUuB*CJOJQJ^JaJph'h/lB*CJOJQJRHi^JaJph-h/lh/lB*CJOJQJRHi^JaJph3h/lh/l6B*CJOJQJRHi]^JaJph-h/lhUuB*CJOJQJRHi^JaJph-hchcB*CJOJQJRHi^JaJph'hcB*CJOJQJRHi^JaJphW}_}`}p}}}}}}}}}}}Ѽww]F/-h/lhlB*CJOJQJRHi^JaJph-h/lh/lB*CJOJQJRHi^JaJph3h/lh/l6B*CJOJQJRHi]^JaJph-h/lh$^B*CJOJQJRHi^JaJph-h/lh B*CJOJQJRHi^JaJph-h/lhUuB*CJOJQJRHi^JaJph)h/lhUuB*CJOJQJ^JaJph-h/lhUu0JB*CJOJQJ^JaJph-h/lhUu0J"B*CJOJQJ^JaJph }}},~.~/~<~J~Z~[~]~^~~~~~~ԿԨԕlYYF3l%h/3h|6B*CJOJQJaJph%h/lh|6B*CJOJQJaJph%h/lhlB*CJOJQJaJph%h/lh/lB*CJOJQJaJph+h/lh/l6B*CJOJQJ]aJph%h/lh B*CJOJQJaJph-h/lhlB*CJOJQJRHi^JaJph)h/lh B*CJOJQJ^JaJph-h/lh B*CJOJQJRHi^JaJph'h/lB*CJOJQJRHi^JaJph<~~_܀<ނ3brT Lv%3$5$7$8$H$]L^v`gd/l v%3$5$7$8$H$]^v`gd/l!$ v/3$5$7$8$H$]^v`a$gd/l v3$5$7$8$H$]^v`gd/l!$ Zv/3$5$7$8$H$]^v`a$gd/lv]^v`gd/l()LMŧyyfS>)>)h/lh B*CJOJQJ^JaJph)h/lhG/B*CJOJQJ^JaJph%h/lh2fB*CJOJQJaJph%h/lhOIB*CJOJQJaJph%h/lh|6B*CJOJQJaJph4h/lB*CJOJQJ^JaJfHphMQVq :h/3h/lB*CJOJQJ^JaJfHphq >h/3h/l0JB*CJOJQJ^JaJfHphq 3h/3h/l0J6B*CJOJQJ]^JaJph M^ս~fQ<~)h/lh;5B*CJOJQJ^JaJph)h/lhB*CJOJQJ^JaJph/h/lhOI6B*CJOJQJ]^JaJph)h/lhOIB*CJOJQJ^JaJph)h/lh/lB*CJOJQJ^JaJph)h/l6B*CJOJQJ]^JaJph/h/lh/l6B*CJOJQJ]^JaJph)h/lhG/B*CJOJQJ^JaJph)h/lhB*CJOJQJ^JaJph^_cdklmˀۀ܀߀իՓlWBBB)h/lhpbB*CJOJQJ^JaJph)h/lh(ZB*CJOJQJ^JaJph)h/lhOIB*CJOJQJ^JaJph#h/lB*CJOJQJ^JaJph/h/lh/l6B*CJOJQJ]^JaJph)h/lha+B*CJOJQJ^JaJph)h/lh+V"B*CJOJQJ^JaJph)h/lhtB*CJOJQJ^JaJph)h/lh2fB*CJOJQJ^JaJphBCLe(;<IJK[\|~~~iiT~?~)h/lha+B*CJOJQJ^JaJph)h/lhUuB*CJOJQJ^JaJph)h/lh/lB*CJOJQJ^JaJph)h/lhpbB*CJOJQJ^JaJph)h/lhOIB*CJOJQJ^JaJph/h/lhpb6B*CJOJQJ]^JaJph#h/lB*CJOJQJ^JaJph/h/lh/l6B*CJOJQJ]^JaJph)h/l6B*CJOJQJ]^JaJph~݂̂ނ234abjS<(S'h/lB*CJOJQJRHi^JaJph-h/lh~ZB*CJOJQJRHi^JaJph-h/lh]B*CJOJQJRHi^JaJph3h/lh]6B*CJOJQJRHi]^JaJph#h/lB*CJOJQJ^JaJph)h/lh]B*CJOJQJ^JaJph)h/lhB*CJOJQJ^JaJph)h/lhOIB*CJOJQJ^JaJph)h/lhOB*CJOJQJ^JaJph)h/lhB*CJOJQJ^JaJph bcҺ{sosososogcXXXXXTTPhY*ph1"hQKh1"CJaJhMhMCJaJhviAjhviAU)h/lhxB*CJOJQJRHnaJph)h/lhSB*CJOJQJRHnaJph)h/lh:B*CJOJQJRHnaJph/h/lh:5B*CJOJQJRHn\aJph/h/lhS5B*CJOJQJRHn\aJph)h55B*CJOJQJRHn\aJphbcgd1"d3$5$@d3$5$]@gdpb)h/lhxB*CJOJQJRHnaJphG0P1F:p / =!"#$%0 $DpDyK yK Nmailto:gozogul@indiana.eduyX;H,]ą'cj$$If!vh#v#v#v#v:V l t &65555ytd$$If!vh#v#v#v#v:V l t &65555d$$If!vh#v#v#v#v:V l t &65555j$$If!vh#v#v#v#v:V l t &65555yt#Sj$$If!vh#v#v#v#v:V l t &65555yt#Sj$$If!vh#v#v#v#v:V l t &65555yt#Sj$$If!vh#v#v#v#v:V l t &65555yt#Sj$$If!vh#v#v#v#v:V l t &65555yt#Sj$$If!vh#v#v#v#v:V l t &65555yt#Sj$$If!vh#v#v#v#v:V l t &65555yt#Sj$$If!vh#v#v#v#v:V l t &65555yt#Sj$$If!vh#v#v#v#v:V l t &65555yt#S/x666666666vvvvvvvvv666666>666666666666666666666666666666666666666666666666hH66666666666666666666666666666666666666666666666666666666666666666p62&6FVfv2&6FVfv&6FVfv&6FVfv&6FVfv&6FVfv&6FVfv8XV~ 0@ 0@ 0@ 0@ 0@ 0@ 0@ 0@ 0@ 0@ 0@ 0@ 0@ 0@66666OJQJ_HmH nH sH tH H`H 3Normal CJOJQJ_HaJmH sH tH H@H  Heading 1 n@&^n5CJ\aJZ@Z ] Heading 3$<@&5CJOJ PJQJ \^JaJDA`D Default Paragraph FontRi@R 0 Table Normal4 l4a (k ( 0No List 6B@6  Body TextCJaJ@/@ 0Body Text Char OJQJ^JV/V Heading 1 Char"5CJ KH OJ PJQJ \^JaJ D"D List Paragraph OJQJ^JF2F Table Paragraph OJQJ^J4U A4 U0 Hyperlink >*phBoQB rapple-converted-space4@b4 r0Header  H$>/q> r0 Header CharOJPJQJ^J4 @4 r0Footer  H$>/> r0 Footer CharOJPJQJ^J.X`. nG@Emphasis6]B^@B u60 Normal (Web)dd[$\$<< pb0 Balloon TextCJaJJ/J pb0Balloon Text CharCJOJQJaJRv!R !d0Unresolved MentionB*ph`^\q R/R ]Heading 3 Char5CJOJ PJQJ \^JaJ^o^ 66Default 7$8$H$)B*CJOJQJ_HaJmH phsH tH / #Normal1Z!$d%d&d'd(d1$NOPQR)B*CJOJQJ_HaJmH phsH tH HO!H %outlook-search-highlightj3j Ap Table Grid7:V#0#B' AB '+E0Comment ReferenceCJaJ<R< &'+E0 Comment Text%CJaJB/aB %'+E0Comment Text CharOJQJ@jQR@ ('+E0Comment Subject'5\N/N ''+E0Comment Subject Char5OJQJ\L L'+E0Revision) CJOJQJ_HaJmH sH tH *W * ea`Strong5\./. 4" Hyperlink.1:/: 4" Hyperlink.3 @mH sH :o: ZSp1-B*CJOJQJaJphX X 1" No Spacing.(CJOJ PJ QJ _HaJmH nHsH tHPK![Content_Types].xmlN0EH-J@%ǎǢ|ș$زULTB l,3;rØJB+$G]7O٭Vzt7.??Źڨd/L+[梃 _¯UjyA_/֖j-A %4\/%ި+K|h(Kmgk):b| H$Y 9DZ.6)A2&`RV!*_[`dI+^DL-)>qfoΟ~_'ҨrQrW_ƿw!pƦ7/_zqԵbp@m ?ItDl,(CjLQc׎O9!N@Iw{Xe3b|`:2˭A9Tn$ءy@Q&Q3,;sg8v%= CN4I ~> zHzw0u $J}*;(wL|$C޳q-!1,hEX>ZN yݾKt l&;HPm%6sq !&}] ~@Lw?%q d98@7C̜mia_Y㩓b8F vB{cNQqsu;6~@VƾzXU+f:OllD,E|=mVePاcGxe_+gj=HSԳ;{yи½|mHmA`0D_cU\+w/ 9MOJK:WnǯIUsffn`<"K*2:&w4]3۸cB/br;}̸uF̘G}ҙ3>-=k&ڂE%睸 |Te6pp1GZ&L~AdNPjĢP gFFz٫[ euRTVxC'c*ibQTz:"dC%1!4ZŲR?rՔ)Zf\5GμMO20V4'|:xt&Ԯiv +nD?TWq]_7.u)S 4?⦾@3;S,8;^K=7>̌cC ^$77&%Bn"cy@I K?L'CWc%WSc#^w}ܓ߭ei)$ Z`%v]:Blqwae&De*2JǐYG4OPQRlnຠtSi832IQ QrZ.afٽ\HYʚU6iaT&ly*o]M̹Qh2/woQoPSJŪ[lDY&`Riڊ0z۶ܫ/PK! ѐ'theme/theme/_rels/themeManager.xml.relsM 0wooӺ&݈Э5 6?$Q ,.aic21h:qm@RN;d`o7gK(M&$R(.1r'JЊT8V"AȻHu}|$b{P8g/]QAsم(#L[PK-![Content_Types].xmlPK-!֧6 0_rels/.relsPK-!kytheme/theme/themeManager.xmlPK-!wG theme/theme/theme1.xmlPK-! ѐ'Q theme/theme/_rels/themeManager.xml.relsPK]L | ***- 1  Y E=d$BFH !"7&(+/2M3(4556177^9;<0>s4'FPN+q,->, >, MS FPN =~>M  `TjzF  de-z_'FPNYdEU#8),$1X&:3)[),$8)YD*khu+FPNH+X,%J- |^p-q2.M/%J-E8G4FPN( 5$B8e8Z\a:FPN^Z&; ;<2W>aJ^BYD^Z&;;GKK"L Mc~MKKkoPoiUsomYFPNT]^-"dsAet9g~hFPN`TjKKylrHrvxO~=~bxkk[)9)q !J`ZjZBh:$HY( [G 6\ Z { 5 iD ' = 0+HIGT[k]L%MQ](7n,RR18pgy  mxo/!1"+V" $0g$[&6|&)'+L'#(I+ L+a+C,-A-:/7x/{/o>0lQ0q01L1t1 2D3I3s3o4_v4I5;5@5(666)6GK6xT6|697T7x7`~;$=a>+.>n/>][>s ?7@AAviAdHD`D~D'+EZF HIOIKQKM{N,Ox$PPS#SZS'T]T|NU{U\V[V:>XMXUY{ZyZ~Z[j1]$^__,_`#`ea fapb1cckc d!d%eve2fQfXjfrNh}hi^Vi|jkl$lEcn.o/oGoY*pq&rXVrWvst3;ttt u'uUu~ducv,vP6wwwZx1y,vzyz/{9{mCkV14"-S#^0 Cc GaD(l%,L'u6CppE z)s#biofppv!"AW"z5[]zc =K ^or!gayz{~IknGUmt";16-&)wu3JQ|6 !hFO2*4d~l)3@5Kquix,n1EPa j/ndn Xs9ahZ5I/lF2F;YJskpQ:#:-W(./QcjhUNS/OtG/kO`iw:ick4erQCgn[],Kwdx8 J@LFFqs/3Me 3?h][{Biu$_]{{@|,@UnknownG.[x Times New Roman5^Symbol3. .[x Arial5gOptimaO.  k9Lucida Sans Unicode9. . Segoe UI;. [ @(Open Sans7..{$ Calibri7$BCambria3.  AptosC.,*{$ Calibri Light? |8DengXianI{~C.  Aptos Display?= .Cx Courier New;^MWingdingsA$BCambria Math" 'hǴǰk :tk :tzz CqP $PY*p2!xx v/  Gamze Ozogul Ozogul, Gamze  Oh+'0   @ L X dpx'Gamze Ozogul Normal.dotmOzogul, Gamze4Microsoft Office Word@G@gS@!hS@ȓEhS k՜.+,D՜.+,, hp|  't:z  Title 8@ _PID_HLINKS'Ap\imailto:gozogul@indiana.edu  !"#$%&'()*+,-./0123456789:;<=>?@ABCDEFGHIJKLMNOPQRSTUVWXYZ[\]^_`abcdefghijklmnopqrstuvwxyz{|}~     Root Entry F08IchSData 1TableJWordDocumentISummaryInformation(DocumentSummaryInformation8CompObjr  F Microsoft Word 97-2003 Document MSWordDocWord.Document.89q