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.

中文翻译：

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通过挫折促进增长：在基于课程的本科研究经验中使用基因组学研究†

研究经验的标志是遇到困难并克服这些挑战以取得成功。这种能力对于成为一名成功的科学家至关重要，但是要在教学环境中复制此类挑战可能会很困难。基因组学教育合作伙伴关系（GEP）是由教师组成的财团，使学生参与基于基因组学课程的本科研究经验（CURE）。学生参加基因组注释，使用多行实验证据生成基因模型。我们的观察表明，学生的学习经历是连续的和递归的，通常是从沮丧开始，但随着他们提出可辩护的基因模型而最终成功。为了探究“形式挫折”假说，我们通过调查收集了教师的数据，并通过一般调查和一组学生焦点小组从学生那里获得。通过分析这些数据，我们发现所有三个数据集都提到了挫折和挣扎，以及对科学过程的学习和更好的理解。生物信息学项目特别适合于迭代和完善的过程，因为迭代可以快速执行，并且在时间和金钱上都很便宜。基于这些发现，我们认为动态的“形式挫败感”是成功CURE的重要方面。生物信息学项目特别适合于迭代和完善的过程，因为迭代可以快速执行，并且在时间和金钱上都很便宜。基于这些发现，我们认为动态的“形式挫败感”是成功CURE的重要方面。生物信息学项目特别适合于迭代和完善的过程，因为迭代可以快速执行，并且在时间和金钱上都很便宜。基于这些发现，我们认为动态的“形式挫败感”是成功CURE的重要方面。