Facilitating Growth through Frustration: Using Genomics Research in a Course-Based Undergraduate Research Experience
Authors: Lopatto David , Rosenwald Anne G. , DiAngelo Justin R. , Hark Amy T. , Skerritt Matthew , Wawersik Matthew , Allen Anna K. , Alvarez Consuelo , Anderson Sara , Arrigo Cindy , Arsham Andrew , Barnard Daron , Bazinet Christopher , Bedard James E. J. , Bose Indrani , Braverman John M. , Burg Martin G. , Burgess Rebecca C. , Croonquist Paula , Du Chunguang , Dubowsky Sondra , Eisler Heather , Escobar Matthew A. , Foulk Michael , Furbee Emily , Giarla Thomas , Glaser Rivka L. , Goodman Anya L. , Gosser Yuying , Haberman Adam , Hauser Charles , Hays Shan , Howell Carina E. , Jemc Jennifer , Johnson M. Logan , Jones Christopher J. , Kadlec Lisa , Kagey Jacob D. , Keller Kimberly L. , Kennell Jennifer , Key S. Catherine Silver , Kleinschmit Adam J. , Kleinschmit Melissa , Kokan Nighat P. , Kopp Olga Ruiz , Laakso Meg M. , Leatherman Judith , Long Lindsey J. , Manier Mollie , Martinez-Cruzado Juan C. , Matos Luis F. , McClellan Amie Jo , McNeil Gerard , Merkhofer Evan , Mingo Vida , Mistry Hemlata , Mitchell Elizabeth , Mortimer Nathan T. , Mukhopadhyay Debaditya , Myka Jennifer Leigh , Nagengast Alexis , Overvoorde Paul , Paetkau Don , Paliulis Leocadia , Parrish Susan , Preuss Mary Lai , Price James V. , Pullen Nicholas A. , Reinke Catherine , Revie Dennis , Robic Srebrenka , Roecklein-Canfield Jennifer A. , Rubin Michael R. , Sadikot Takrima , Sanford Jamie Siders , Santisteban Maria , Saville Kenneth , Schroeder Stephanie , Shaffer Christopher D. , Sharif Karim A. , Sklensky Diane E. , Small Chiyedza , Smith Mary , Smith Sheryl , Spokony Rebecca , Sreenivasan Aparna , Stamm Joyce , Sterne-Marr Rachel , Teeter Katherine C. , Thackeray Justin , Thompson Jeffrey S. , Peters Stephanie Toering , Van Stry Melanie , Velazquez-Ulloa Norma , Wolfe Cindy , Youngblom James , Yowler Brian , Zhou Leming , Brennan Janie , Buhler Jeremy , Leung Wilson , Reed Laura K. , Elgin Sarah C. R. 
Published: March 2020

A hallmark of the research experience is encountering difficulty and working through those challenges to achieve success. This ability is essential to being a successful scientist, but replicating such challenges in a teaching setting can be difficult. The Genomics Education Partnership (GEP) is a consortium of faculty who engage their students in a genomics Course-Based Undergraduate Research Experience (CURE). Students participate in genome annotation, generating gene models using multiple lines of experimental evidence. Our observations suggested that the students’ learning experience is continuous and recursive, frequently beginning with frustration but eventually leading to success as they come up with defendable gene models. In order to explore our “formative frustration” hypothesis, we gathered data from faculty via a survey, and from students via both a general survey and a set of student focus groups. Upon analyzing these data, we found that all three datasets mentioned frustration and struggle, as well as learning and better understanding of the scientific process. Bioinformatics projects are particularly well suited to the process of iteration and refinement because iterations can be performed quickly and are inexpensive in both time and money. Based on these findings, we suggest that a dynamic of “formative frustration” is an important aspect for a successful CURE.