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This tool by the Copyright Advisory Network of the American Library Association should help you understand and evaluate the "fairness" of a use under the U.S. Copyright Code. The tool will document your efforts to determine fairness of the use and create a time-stamped pdf document for your records. (NOTE: I have not actually officially used this tool, but I plan to do so.)

Other possible tags: Roy_Orbison and Nude_Models During a recent demonstration of software for creating video clips from DVDs the subject of copyright naturally arose. I shared some notes on copyright that I took while watching a webinar that highlighted the court decision in the Georgi State U. case in May. This article fits in nicelywith this thread of a conversation in that it illustrates the touchy/controversial nature of what exactly is meant by the term "transformative."

This 2008 blog post from a mathematician at Dickinson College is the best summary of my thoughts on curving grades that I have ever come across. Other than the fact that there is more math in here, this is what I think of whenever my students ask me "Do you curve your exams?" Moreover, his discussion on assigning grades includes formulas that can be pasted into either Google Docs or Excel that will generate letter grades based on splits that you can set to your liking. (Note: I have my own blog post about this where I explain these formulas in a bit more detail. Just copy and paste the following link into your browser: https://cip.kenyon.edu/hells-bells-not-question-again-and-formulas-assigning-grades.)

Midterm might be a good time to review your syllabi and make some notes for next time. Take some time for reflection, then check out the example syllabi at the end of this article for inspiration.

Interesting failure to replicate the 2014 study suggesting that longhand notetaking may be more effective than typing on a laptop. Perhaps we should expect our efficacy at using different writing tools to shift over time!

Nine takeaways from a course built around an intensive team project. One of note: students need to understand that they will not work in a group they way they do on their own, and they need to embrace it.

I like the idea of having students set goals for themselves, which could create a stronger sense of agency and lead to clearer feedback from instructors about what the student should be trying to accomplish in the course. But the authors note that this approach assumes a level of executive function on the part of the student that may be detrimental to some.