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Statement of Assurance
Carnegie Mellon University does not discriminate and Carnegie Mellon University is required not to discriminate in admission,
employment, or administration of its programs or activities on the basis of race, color, national origin, sex or handicap in vio-
lation of Title VI of the Civil Rights Act of 1964, Title IX of the Educational Amendments of 1972 and Section 504 of the Reha-
bilitation Act of 1973 or other federal, state, or local laws or executive orders.
In addition, Carnegie Mellon University does not discriminate in admission, employment or administration of its programs on
the basis of religion, creed, ancestry, belief, age, veteran status, sexual orientation or in violation of federal, state, or local laws or
executive orders. However, in the judgment of the Carnegie Mellon Human Relations Commission, the Department of Defense
policy of, "Don't ask, don't tell, don't pursue," excludes openly gay, lesbian and bisexual students from receiving ROTC scholar-
ships or serving in the military. Nevertheless, all ROTC classes at Carnegie Mellon University are available to all students.
Inquiries concerning application of these statements should be directed to the Provost, Carnegie Mellon University, 5000 Forbes
Avenue, Pittsburgh, PA 15213, telephone 412-268-6684 or the Vice President for Enrollment, Carnegie Mellon University, 5000
Forbes Avenue, Pittsburgh, PA 15213, telephone 412-268-2056.
Carnegie Mellon University publishes an annual campus security report describing the university's security, alcohol and drug,
and sexual assault policies and containing statistics about the number and type of crimes committed on the campus during the
preceding three years. You can obtain a copy by contacting the Carnegie Mellon Police Department at 412-268-2323. The security
report is available through the World Wide Web at http://www.cmu.edu/police/statistics.htm
Carnegie Mellon University makes every effort to provide accessible facilities and programs for individuals with disabilities. For
accommodations/services please contact the Equal Opportunity Services Office at 412-268-2012.
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Software Engineering@Carnegie Mellon
Contents
Overview
Distance Education 5
Getting Started
Course Materials 7
Companion Guide 7
Homework Submission 7
Lectures 8
Computer Accounts 9
Andrew User ID & Password 9
Forwarding Your Andrew Account 9
Blackboard Website 9
Discussion Board 10
Virtual Classroom 10
Communication Conventions 10
Chat Abbreviations 13
Learning Support
Your Instructor 15
The HelpDesk 15
Program Support 15
University Libraries 16
If the Unexpected Happens... 16
Life-long Learning
Your Colleagues 17
Your Learning Style 18
Your Control and Focus 18
Learning in Your Life 19
The Plan 19
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Software Engineering@Carnegie Mellon
Overview
Distance Education
In the Fall of 1996, the School of Computer Science offered its first software
engineering course—Managing Software Development—at a distance. Today,
professionals can select from an expanding menu of courses. We offer our
software engineering courses at a distance as either continuing education or
graduate education courses. As the program continues to grow and mature,
new classes will be developed and the current curriculum will be updated to
reflect the current trends in software engineering.
For the working professional, taking a course at a distance offers many ad-
vantages over taking a course on the Carnegie Mellon University campus.
Continuing your education is critical in a field in which changes occur daily.
A Distance Education course allows you to acquire in-depth knowledge of
emerging technologies in a way that fits into your schedule and budget.
A quick look at where some of our former students are located reveals an-
other added advantage: students participating from locations like Alaska,
India, Ecuador, California, and Brazil bring with them a breadth of experience
to your course discussions. Our courses invite discussion, opinion-sharing,
and debate on the Discussion Board and in the Virtual Classroom.
This guidebook will orient you, the new Carnegie Mellon student, to distance
education as it applies to software engineering practices and methods edu-
cation. In this guidebook, you will find information about course materials
and resources, various forms of support available to you, and tips on life
management. As you continue your education at Carnegie Mellon, you may
need to refer back to this guide from time to time.
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Software Engineering@Carnegie Mellon
Getting Started
Course Materials
Completing the course readings and watching the lectures is just one part of
your learning. A successful learning experience also includes participating
in class discussions, interacting with the course instructor, teaching assistant,
and your fellow students, and completing homework assignments.
Each course is organized in sections which build upon key concepts. You are
required to master these concepts in order to progress to the next section.
Your best approach to successfully complete your course is to follow three
simple steps
1. Do the assigned readings.
2. Watch the lecture.
3. Complete the activities.
Companion Guide
Homework Submission
7
No matter how you submit your homework assignments, it is essential
that you include your name and the title of the assignment on the actual
assignment. If you submit your assignments electronically, via an e-mail
attachment or an upload on the web, you should submit one assignment at a
time.
Lectures
Course lectures are available on DVD. You will need to have access to a
computer with a DVD drive. Please note that these DVDs will not work in
your home entertainment unit.
Most courses are captured using Tegrity, which combines video with slides
that are indexed for quick navigation of the lecture session.
You may find it easier to install the necessary software on your machine
prior to viewing a lecture for the first time. The following components are
necessary in order view Tegrity sessions on a Macintosh:
• Tegrity Viewer
• Windows Media Player for Mac
• MRJ 2.2
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Computer Accounts
Anytime anyone sends e-mail from Blackboard, the e-mail will go to your
Andrew account. You are all certainly welcome to access your Andrew
account directly (see <http://www.cmu.edu/computing/documentation/
index_mail.html> for details), however, if you’d prefer not to have to check
different accounts, there are two ways to forward your e-mail.
IMPORTANT—Please set this up immediately as mail forwarding will
only forward email sent to you after you’ve set it up. It will not send prior
messages and you could lose any email your instructor sent to you before
hand. DO NOT wait until after the course has started to set this up.
1. Telnet to unix.andrew.cmu.edu. Use your Andrew userid and password to
login. Then, type “forward name@account” where name@account is the
userid you want to have the mail sent to.
Blackboard Website
Each course has its own Blackboard website which includes a general
overview of the course, the course syllabus, the course Companion Guide,
class roster, readings, assignments, Virtual Classroom, and Discussion Board.
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The Virtual Classroom and Discussion Board provide the means for
establishing and facilitating dialogue among you, other students, and
your teaching instructor. You can get questions about the course material
answered, debate the virtues of, and flaws in, current software engineering
practices, and exchange information with other students about current
practices in their own companies.
Select the “CMU User” button. Login using your Andrew ID and password.
Once you’ve logged in, you can begin to personalize your area with a
calendar, tasks, etc. In addition, if you select the “Courses” tab, it will pull up
any courses you are registered for that are available on Blackboard.
Discussion Board
Like many names given to new technology, using the name “bulletin board”
to describe your class communications fails to adequately capture its full
capability—much like the “horseless carriage” failed to adequately describe
the automobile. An electronic bulletin board system embodies the concept
of asynchronous communication. For distance learning, it allows students to
carry on a dialogue without being constrained by time and space. Learning
takes place through discussions and debates that can be carried on anytime,
anyplace, and continued indefinitely.
Only one element limits the discussion board: your decision to use it. The
system can be under utilized by students much like the exercise bike that
sits off in the corner of the bedroom. Its value is only as good as a person’s
decision to use it. When you and your colleagues maximize the system, your
learning experience deepens as a result of greater intellectual exchange,
probing questions, and problem-solving strategies. The discussion board
replaces those informal conversations before, after, and in-between classes
that would take place if taking this course on campus. Make the most of the
board—it has the potential for your richest moments of learning.
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Virtual Classroom
In distance education, the chat replaces your professor’s office hours, that
time before and after class when you clarify a point or ask a question about a
class lecture. Additionally, your instructor will facilitate discussions on topics
requiring your analysis and synthesis of key concepts found in your readings
and the lectures.
At the start of the course, you and other participating students will receive
an e-mail message from your instructor to arrange a time and day for your
weekly chat sessions. Although your attendance at these chat sessions is not
required, most students have found it extremely helpful. If you miss a chat
session, you can review a transcript of the class chat, posted in the Archives.
In the event that too many students have trouble with the virtual classroom,
your instructor may direct you to use ParaChat instead. You will find links
and user guides to the ParaChat classrooms in the “External Links” section of
your course site.
Communication Conventions
If you have never used a chatroom before, you may find following the format
somewhat disconcerting at first. In a classroom, you know by observing a
raised hand, or a facial expression—visual cues—who will be speaking next,
or when someone is finished completing a thought. Because the chatroom
lacks these visual cues, discussion is often facilitated using communication
conventions. Listed below are several chatroom conventions commonly used.
Read them over and use them during your chatroom sessions to make your
experience more profitable.
Since the sessions are threaded conversations, it will help if you begin each
entry with the subject in parenthesis.
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When your instructor asks a question, you can let him know immediately that
you are typing a response by typing in the # symbol. This quick response
allows you to type your message and lets everyone know that the question is
not being ignored or left unanswered.
[irene]: (CMM eval) Does anyone have any experience with a CMM
evlautation in their company?
[jay]: #
[jay]: (CMM eval) I got a chance to visit a company which got Level 5
certified. In India
[irene]: (CMM eval) Jay, tell us your experience!!
If your response to a question or your comment on a topic is going to be
especially lengthy, you can send a partial response with a + symbol at the
end of the first part. This symbol will let others know that you have more to
say.
[irene]: (CMM) Was it Motorola?
[jay]: They had applying for level 4 , but apparently (No, it is wipro) were
found to +
[jay]: be good enough for level 5
[alan]: (CMM) What about Digital (India?)
If you have completed your response, indicate so by including a / symbol
at the end of it. Typing this symbol will allow the discussion to continue
without anyone hesitating or misconstruing your communication.
[irene]: (level 5) There is a very nice article about the space shuttle, the
first level 5 company... I can give you the reference if you want... /
[jay]: They had had a measurement process in place for the past
three years. +
[chris]: (level 5) post it on the sda?
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Chat Abbreviations
Since chatrooms require students to type their responses, we offer some abbreviations to help you cut
down on the amount of typing you need to do. The list below covers abbreviations used most frequently
by the general public.
DYJHIW Don’t You Just Hate It When PDQ Pretty Darn Quick
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Software Engineering@Carnegie Mellon
Learning Support
Effective life planning requires built-in “what-if” plans. While taking a course,
you may have many questions about the course material, the course website,
or simply require more information about your assignments. Several options
are available to you to get your questions answered.
Instructor
The HelpDesk
When writing, please include your reason for writing in the subject of your
e-mail message. In your message, describe, in as much detail as possible, the
nature of the problem. For example, instead of writing, “I can’t access the
chatroom,” please write, “I clicked on the chatroom link and a box popped
up asking for my userid and password, when I typed them in, I got this error
message: ‘invalid user id’.” The more details you provide, the faster our turn-
around can be in resolving your problems. We endeavor to answer your ques-
tions within two or three days except under unusual circumstances.
Program Support
If you have a question and are not sure who to contact, our Program Admin-
istrator will be able to help you or put you in touch with someone who can.
Please write to:
Program Administrator
Carnegie Mellon University
5000 Forbes Ave, Wean 4613
Pittsburgh, PA 15213
412-268-5067
jtlsmith@cs.cmu.edu
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University Libraries
Remote User Access to the Carnegie Mellon libraries is now available. For
instructions on configuring your computer and using the services, go to:
http://www.library.cmu.edu/Services/remote.html
If you are taking a course for credit you may either ask for a Leave of Absence
or Withdrawal from the University. Please see the Policies & Procedures sec-
tion, beginning on page 21, for more information on Leave of Absence and
Withdrawal from the University.
Students taking a course for non-credit may defer for one semester or drop
the course if they have no intention of completing the course. Please see the
Policies & Procedures section for more information on deferring a course.
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Software Engineering@Carnegie Mellon
Life-Long Learning
People involved in software engineering hold the future in their hands. Dur-
ing job interviews, professionals were once asked, and probably still are
asked, “Where do you see yourself in five years?” The rapid advances in
technology—technology created by students like yourself—have made that
an unanswerable question. Five years from now, your work may, and prob-
ably will, involve technologies not yet in existence. When working in a field
where change is so rapid, planning your career seems, at times, an impossible
task. Taking time to reflect on your interests, the direction of your career is es-
sential—can you have greater control?
You will find that students participating in distance education courses often
approach their lives with the mind set of a life-long learner. They periodically
set time aside to question where they are in their personal and professional
lives. Do I still enjoy my work? Am I enjoying time with friends and family?
Are the expectations I hold for myself realistic? They closely consider the
quality of how they live their lives.
Your Colleagues
Although becoming familiar with other students in your course helps ready
you for self-directed education, studying at a distance requires considerable
self awareness, self discipline, and the ability to manage your time well.
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Your Learning Style
Each student in your course prefers to learn in different ways. Gaining insight
into your own learning preference will help you to stay focused and moti-
vated to continue your studies. Our students have found the book, Please
Understand Me1, by David Keirsey helpful because it includes a brief survey
to help you identify your temperament and character type. Easy to read, the
book offers you insight into how you learn best. Understanding the way you
learn will help you solicit specific learning strategies throughout your course.
For example, if you learn that you are more impulsive, action-oriented in
your learning, you may find the chatroom discussion too slow paced, prefer-
ring instead the lively interaction of a classroom. With this self knowledge,
rather than becoming frustrated with your learning, you may wish to set up a
telephone conference call with several of your classmates to supplement your
chatroom discussions.
The teaching strategies developed and used in our courses target a range of
learning preferences. So, while you may find one strategy difficult to embrace,
another strategy should help you understand the course content and success-
fully complete the course.
As a working professional, your life may seem like a continuous series of in-
terruptions. No sooner do you settle down to that pressing project, then a co-
worker stops by with a long list of questions about next week’s project. How
do you get any work done? In his book, How to Get Control of Your Time and
Your Life2, Alan Lakein asks, “What is the best use of my time right now?”
This question gets to the heart of time management. Planning is the most ef-
fective way to gain control of your time and life. And although plans may not
always unfold as expected, they do serve as a starting and ending point. If
you don’t plan, your time becomes open and accessible to anything and any-
one. If you know at the start of your day what you must complete by the end
of that day, it becomes easier to ignore distractions, to say “no” to additional
work assignments, and to focus on the task at hand.
Students who have completed our courses state that effective time man-
agement is essential for academic success. Like any skill, time management
can be learned. As an assist to you, we have included the following time man-
agement practices.
1
Keirsey, David. Please Understand Me. November 1984, Prometheus Nemesis Book Co.
2
Lakein, Alan. How to Get Control Over Your Life. New American Library, 1996.
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Learning in Your Life
It can be difficult to find the time in your life to read the required materials,
watch the lectures, and complete course activities and assignments. We asked
students enrolled in our courses how they found that time and we pass along
their suggestions to you.
Learn at Work
Your company may have a video player that you can use during your lunch
hour during the week. Or you may have a CD drive on your office computer.
Building that time into your schedule once a week ensures that you view the
lectures. You may want to coordinate your viewing day with your class cha-
troom day. Watching the lecture one or two days before the class discussion
will help keep the information fresh in your memory. Any questions or is-
sues that arise as you watch it will also be readily at hand. Have copies of the
slides with you so that you can take notes while you watch.
Scheduling one lunch hour a week to complete assigned readings can also
maximize the best use of your time. Try to find a quiet place away from your
office where telephones or co-workers cannot disturb you. Consider spending
that time at the nearby branch of your local library.
The Plan
Ideally, it is best to set up two planning cycles: one for the entire course cycle
and another for each lecture. Your course planning cycle includes all the read-
ings, lectures, chatroom sessions, debates, and assignments to be completed
for the course. The Course Syllabus provides this overview for you. You may
feel overwhelmed when you first look at this overview—especially when you
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think of everything else going on in your life right now. But when you divide
these requirements by lectures, you begin to see how manageable the courses
really can be.
First, look at the dates of the major assignments. Mark off dates at least three
weeks ahead of the assignment due date. Now look at each lecture individu-
ally. Mark the number of readings and activities required for each lecture.
Gauge your reading time for each lecture and plan time to follow-up on the
questions prior to your next chatroom session. If you map out an estimate
for each lecture, you can create plans. Each course also provides a grading
criteria so you can get a better idea of the amount of effort required for each
assignment.
Remember, you will want to read some of the articles several times, thinking
through their content. As one former student aptly stated, “...the readings are
the heart of the course...they had so much relevance to the work I did every
day. If someone skims over them quickly or doesn’t read them at all...well,
they’re only cheating themselves.”
Keep in mind that plans are just that—plans. And even carefully crafted plans
can go awry. As you continue through the course, try to spend 30 minutes
each Sunday to map out a weekly plan that will help you to manage the week
ahead. When you ask yourself, “What readings do I need to complete this
week to be ready for the Virtual Classroom discussion?” “What questions
would I like to post on the Discussion Board?” “Do I need to clarify points
from last week’s reading?” you develop a disciplined and productive ap-
proach to your studies.
So, good luck, good learning, and know that even though we are at a dis-
tance, we’re only a telephone call, an e-mail message, or fax away!
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Software Engineering@Carngie Mellon
Registration
A list of courses offered and the deadlines for registration are listed on the
Software Engineering@Carnegie Mellon website:
http://www.distance.cmu.edu/admissions/schedule.html
Course Changes
Course Completion
If you are unable to complete a course, please contact the Program Adminis-
trator or your instructor as soon as possible.
Credit
A “Leave of Absence” is a temporary leave from the University, with the firm
and stated intention to return. A “Withdrawal” is permanent and should only
be requested if you have no intention to ever return.
Withdrawals or Leaves taken at any time will not result in any academic
penalties for the student—i.e., no permanent grades are recorded for courses
taken during that semester. If you Withdraw from the University, a “W” will
appear on your transcript. See the Evaluation & Grading section for an expla-
nation of grades.
Non-credit
If you cannot complete a course, you will need to contact the Program Ad-
ministrator to discuss deferring to the next session of that course.
Official Records
Student records, both academic and personal, are confidential records and are
only released to the appropriate faculty or administrative officers. Release of
these records to other persons, such as other colleges, employers, prospective
employers, and government and legal agencies, shall occur only upon ap-
proval of the student or graduate, or upon subpoena.
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Grade Reports
The Carnegie Mellon Registrar mails grade reports to the permanent ad-
dresses of all students at the end of each semester. Grade reports are mailed
directly to your current address.
Transcripts
Official transcripts are issued only by the Carnegie Mellon Registrar. For more
information on obtaining an official transcript, please visit:
http://www.cmu.edu/hub/transcript.html
http://www.cmu.edu/hub/docs.html
Likewise, if your postal or electronic mail addresses change, please notify the
Program Administrator as soon as possible. It is very important that the Uni-
versity and the Software Engineering@Carnegie Mellon program have your
current postal and electronic mailing addresses.
Credit
Students who take courses for credit are assigned a letter grade upon com-
pletion of the course. Grading is as follows:
Grade Meaning
A+ Outstanding
A Excellent
A- Very Good
B+ Above Average
B Average
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B- Below Average
C+ Poor
C Very Poor
D or R Failure
Grades which do not affect the Grade Point Average are as follows:
I Incomplete
W Withdrawal
P Pass
F Failure
For a more detailed explanation of grading, units, and quality points, visit:
http://www.cmu.edu/hub/grading
Consult your course Companion Guide for details on the grading factors that
will be used to evaluate your work for your course.
Non-credit
Students who take courses for non-credit are evaluated on a pass/fail basis.
No letter grades will be awarded for non-credit course work. Consult your
course Companion Guide for details on the grading factors that will be used
to evaluate your work for your course.
Program Expectations
Students taking courses for graduate credit must earn a minimum grade of
“B” in all courses. Students taking courses for non-credit must earn an as-
sessment of “pass” or better in all courses.
Incompletes
All students must complete the requirements for the course they are regis-
tered for by the end of the semester. The course instructor will determine any
exceptions and notify the Program Administrator in writing with the reason
for lack of completion and a deadline by which the grade will be submitted.
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Tuition Payment & Refunds
Credit
Enrollment Services assumes that students will take courses each semester
until graduation, but this is not the case with distance education and part
time students. If you receive an invoice and are not taking a course that se-
mester, please make a notation on the invoice that you are a distance educa-
tion student and are not taking a course this semester. Return the invoice to
Enrollment Services. If you have any problems with billing, please contact
Enrollment Services at 412-268-8186.
Tuition for the coming academic year is announced by the end of February
each year and may change from year to year. Tuition payments for Fall are
due by the second Friday of August. Spring tuition payments are due by the
first Friday in December. Summer tuition is due the last Friday in April.
http://www.cmu.edu/hub/grad.html
Non-credit
The Distance Education Program office will handle billing for non-credit
courses. Checks or credit card information should accompany your appli-
cation. If you need an invoice, please contact the Program Administrator. A
receipt will be sent as soon as possible after you have registered. Course ma-
terials will not be sent until you have paid the course fee.
In order to receive a tuition refund you must notify the Program Adminis-
trator within the first two weeks of the course. The full tuition charged will be
refunded with the exception of $100. You must return all course materials to
receive a tuition refund.
Note: If you defer to the next session, you will not receive a refund. The tu-
ition will be credited towards the next session.
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Student ID Cards
At the present time, Carnegie Mellon identification cards are not available to
students taking courses at a distance. We do, however, offer student status let-
ters which may be used to receive an educational discount on the purchase of
software you may need for your course.
While the university has a very precise policy on academic integrity, the
School of Computer Science (SCS) has a long history of honoring the principle
of academic integrity, rather than enforcing the rules to the letter. The “rea-
sonable person principle” encourages all members of the SCS community, on
and off campus, to approach problems as a reasonable, responsible person. In
addition, it is advisable to avoid actions that hinder the welfare of others.
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8. Collaboration in the preparation of an assignment. Unless specifically per-
mitted or required by the instructions, collaboration will usually be viewed
by the university as cheating. Each student, therefore, is responsible for
understanding the policies of the course as they refer to the amount of help
and collaboration permitted in preparation of course assignments.
9. Submission of the same work for credit in two courses without obtaining
the permission of the instructors beforehand.
Plagiarism includes, but is not limited to, failure to indicate the source with
quotation marks or footnotes where appropriate if any of the following are
reproduced in the work submitted by a student
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To facilitate legitimate copying by university faculty and staff within the pur-
view of the Copyright Act while carrying out educational, research, creative
and scholarly pursuits, the university is publishing this copyright policy
statement.
1) It is the policy of Carnegie Mellon University that all members of the uni-
versity community must comply with U.S. Copyright Law.
3) Faculty and staff are permitted to use and duplicate copyrighted materials
of other parties for educational and classroom uses, provided such activities
are within the fair use standard, 17 U. S. C. sect. 107.
A. The purpose and character of the use, including whether the use is of a
commercial nature or is for nonprofit educational purposes.
If the portion of the work copied or used in relation to the entire work
is quantitatively and qualitatively insignificant that supports a finding
of fair use. No specific number of words or percentage copied of the
27
work is set as being permissible. However, see the “safe harbor” guide-
lines discussed below. Copying of a minor portion of a work may be
found to be other than a fair use if the portion constitutes the essence or
critical part of the copied or used work.
D. The effect of the use upon the potential market for or value of the copy-
righted work.
F. The faculty member has obtained the right to use the materials in writ-
ing from the copyright holder who has explicitly released purposes.
4) The following duplication activity generally will not per se constitute fair
use and should not be engaged in by university faculty or staff without per-
mission from the copyright owner
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“Safe Harbor” Guidelines
5) Fair use analysis is, in many circumstances, a complex and difficult analy-
sis. As an alternative, private organizations representing educational institu-
tions, authors and publishers have developed an Agreement On Guidelines
For Classroom Copying In Not-For-Profit Educational Institutions With Respect To
Books And Periodicals; representatives of music publishers and music teachers
have developed Guidelines For The Educational Uses Of Music; and represen-
tatives of educational institutions, copyright proprietor and creative guilds
have developed Guidelines For Off-Air Recording of Broadcast Programming For
Educational Purposes. These three guidelines provide a “safe harbor” with re-
gard to fair use, in that any copying or use within these guidelines should be
well within the limits of fair use, although other broader activities may also
be within the fair use doctrine. These three established guidelines are avail-
able in the Libraries and at University Printing and Publications.
Contact
Case I
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Case II
Several months in advance of the term a faculty member has gathered ten
articles, from various journals and two book chapters, which are to be as-
signed as supplementary reading to a class. The faculty member may place
two copies of the materials on reserve in the library and ask that classes read
them during the term. If students make copies of said materials, such copying
must be limited by fair use standards. The faculty member may not, without
the publisher’s permission, ask departmental staff to make multiple copies
(anthologies) of the materials for circulation to the class members, even on a
cost recovery basis only.
Case III
A faculty member has found material out of copyright and/or in the public
domain (e.g., U.S. Government Publications). There are no limitations on
copying for classroom use.
Case IV
A faculty member has found three articles (each less than 2500 words) from
different issues of the same periodical and an essay of less than 2500 words
from a collected work useful to a class currently being taught. It is within
fair use practice to copy these for members of the class so long as it is for a
single term, and copying of the same materials is not repeated in a later term.
Further, the faculty member should not engage in more than nine instances of
such copying during the term.
Case V
Case VI
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Case VII
Case VIII
A faculty member who authored a text now out of print has decided to assign
several core chapters for class reading. The chapters are copied and distrib-
uted by the faculty member to each member of the class. This is a violation of
copyright. The faculty member assigned the copyright to the publisher and
was remunerated with royalties. Authorship conveys no right to copy this
material and the copyright is still in effect. Permission must be granted by the
publisher for this copying to be legal since it is outside the fair use standard.
31