Assignment 7: Reading Response and Secondary Source Worksheet
Read and review the assigned readings on research ethics. (a) Using the concepts from the MacFarlane reading and the assigned CITI Program module, discuss how the three guiding principles of the Belmont Report were operationalized in the experiment described in The Atlantic article. (b) Would this experiment require Institutional Review Board (IRB) approval at a university? In a company? Why? (c) This experiment was presented in 2014. Do you believe the opinions expressed in The Atlantic article apply today? (All reading responses should be approximately 500 words)
Part 2: Lab - Searching for secondary sources on your topic
Based upon your developing interest in a course topic, you will do a secondary source search for your topic in the library databases we have looked at, and one you have not (JSTOR):
UIUC Easy Search www.library.illinois.edu
Using JSTOR - How-to guides: https://guides.jstor.org/how-to-use-jstor.
You should find three secondary sources related to your topic and produce a brief annotated bibliography that will include the following for each source you identify. The beginning portion of a sample annotated bibliography is also provided below.
- Identify the source and provide complete information, i.e., its title, author(s), date of publication, where published (if journal, provide name of journal, volume number and/or issue number
- In 1 paragraph, address why you think this source is relevant to your topic (which is)? Can you briefly summarize the author(s) argument? (in two or three sentences)
- For help for a book, you might look at (1) the Subject index and (2) Description (if given). These can be found in the library ‘digital card’ for each source (as we reviewed in class).
- For a journal article, you can read the abstract or intro.
Annotated Bibliography Sample (in Chicago Manual Style):
Williamson, Joy Ann. Black Power on Campus: the University of Illinois, 1965-75. Urbana: University of Illinois Press, 2003.
Williamson’s book looks at the evolution of the black student movement at the University of Illinois, a predominantly white campus, between the mid 1960s and 1970s. The U of I’s experience provides a good example of what was happening on other college campuses across the country. It includes a chapter on the U of I’s Black Student Association, one of the parties involved in the development of Project 500.
Post your Reading Response and Worksheet to your Scalar page and send us (MACS265TeachingTeam@gmail.com) the link by 12pm (noon) Monday, October 9.