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Facilitating Growth through Frustration: Using Genomics Research in a Course-Based Undergraduate Research Experience.

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Student research experiences, like those in genomics Course-Based Undergraduate Research Experiences (CUREs), often involve "formative frustration." This iterative process of struggle and problem-solving ultimately leads to success and a deeper understanding of science.

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Area of Science:

  • Genomics education
  • Bioinformatics research
  • Undergraduate science education

Background:

  • Successful scientific research requires overcoming challenges.
  • Replicating authentic research challenges in teaching settings is difficult.
  • The Genomics Education Partnership (GEP) uses genome annotation CUREs to engage students.

Purpose of the Study:

  • To investigate the role of "formative frustration" in student learning within a genomics CURE.
  • To understand the student and faculty experience of challenges and success in a research setting.

Main Methods:

  • Data collection via faculty surveys.
  • Student data collection through general surveys and focus groups.
  • Analysis of qualitative and quantitative data from faculty and students.

Main Results:

  • Frustration and struggle were commonly reported by both students and faculty.
  • Students reported learning and improved understanding of the scientific process.
  • Bioinformatics projects facilitate iterative refinement due to speed and low cost.

Conclusions:

  • A dynamic of "formative frustration" is a key component of successful CUREs.
  • Embracing challenges is crucial for developing scientific competence.
  • Genomics CUREs provide a valuable platform for cultivating research skills.