Facilitating Growth through Frustration: Using Genomics Research in a Course-Based Undergraduate Research Experience
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 c...
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American Society for Microbiology
2020
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oai:doaj.org-article:d4e6338f5b1242aeb012e0c94311b0d72021-11-15T15:04:42ZFacilitating Growth through Frustration: Using Genomics Research in a Course-Based Undergraduate Research Experience10.1128/jmbe.v21i1.20051935-78851935-7877https://doaj.org/article/d4e6338f5b1242aeb012e0c94311b0d72020-01-01T00:00:00Zhttps://journals.asm.org/doi/10.1128/jmbe.v21i1.2005https://doaj.org/toc/1935-7877https://doaj.org/toc/1935-7885A 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.David LopattoAnne G. RosenwaldJustin R. DiAngeloAmy T. HarkMatthew SkerrittMatthew WawersikAnna K. AllenConsuelo AlvarezSara AndersonCindy ArrigoAndrew ArshamDaron BarnardChristopher BazinetJames E. J. BedardIndrani BoseJohn M. BravermanMartin G. BurgRebecca C. BurgessPaula CroonquistChunguang DuSondra DubowskyHeather EislerMatthew A. EscobarMichael FoulkEmily FurbeeThomas GiarlaRivka L. GlaserAnya L. GoodmanYuying GosserAdam HabermanCharles HauserShan HaysCarina E. HowellJennifer JemcM. Logan JohnsonChristopher J. JonesLisa KadlecJacob D. KageyKimberly L. KellerJennifer KennellS. Catherine Silver KeyAdam J. KleinschmitMelissa KleinschmitNighat P. KokanOlga Ruiz KoppMeg M. LaaksoJudith LeathermanLindsey J. LongMollie ManierJuan C. Martinez-CruzadoLuis F. MatosAmie Jo McClellanGerard McNeilEvan MerkhoferVida MingoHemlata MistryElizabeth MitchellNathan T. MortimerDebaditya MukhopadhyayJennifer Leigh MykaAlexis NagengastPaul OvervoordeDon PaetkauLeocadia PaliulisSusan ParrishMary Lai PreussJames V. PriceNicholas A. PullenCatherine ReinkeDennis RevieSrebrenka RobicJennifer A. Roecklein-CanfieldMichael R. RubinTakrima SadikotJamie Siders SanfordMaria SantistebanKenneth SavilleStephanie SchroederChristopher D. ShafferKarim A. SharifDiane E. SklenskyChiyedza SmallMary SmithSheryl SmithRebecca SpokonyAparna SreenivasanJoyce StammRachel Sterne-MarrKatherine C. TeeterJustin ThackerayJeffrey S. ThompsonStephanie Toering PetersMelanie Van StryNorma Velazquez-UlloaCindy WolfeJames YoungblomBrian YowlerLeming ZhouJanie BrennanJeremy BuhlerWilson LeungLaura K. ReedSarah C. R. ElginAmerican Society for MicrobiologyarticleSpecial aspects of educationLC8-6691Biology (General)QH301-705.5ENJournal of Microbiology & Biology Education, Vol 21, Iss 1 (2020) |
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DOAJ |
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DOAJ |
| language |
EN |
| topic |
Special aspects of education LC8-6691 Biology (General) QH301-705.5 |
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Special aspects of education LC8-6691 Biology (General) QH301-705.5 David Lopatto Anne G. Rosenwald Justin R. DiAngelo Amy T. Hark Matthew Skerritt Matthew Wawersik Anna K. Allen Consuelo Alvarez Sara Anderson Cindy Arrigo Andrew Arsham Daron Barnard Christopher Bazinet James E. J. Bedard Indrani Bose John M. Braverman Martin G. Burg Rebecca C. Burgess Paula Croonquist Chunguang Du Sondra Dubowsky Heather Eisler Matthew A. Escobar Michael Foulk Emily Furbee Thomas Giarla Rivka L. Glaser Anya L. Goodman Yuying Gosser Adam Haberman Charles Hauser Shan Hays Carina E. Howell Jennifer Jemc M. Logan Johnson Christopher J. Jones Lisa Kadlec Jacob D. Kagey Kimberly L. Keller Jennifer Kennell S. Catherine Silver Key Adam J. Kleinschmit Melissa Kleinschmit Nighat P. Kokan Olga Ruiz Kopp Meg M. Laakso Judith Leatherman Lindsey J. Long Mollie Manier Juan C. Martinez-Cruzado Luis F. Matos Amie Jo McClellan Gerard McNeil Evan Merkhofer Vida Mingo Hemlata Mistry Elizabeth Mitchell Nathan T. Mortimer Debaditya Mukhopadhyay Jennifer Leigh Myka Alexis Nagengast Paul Overvoorde Don Paetkau Leocadia Paliulis Susan Parrish Mary Lai Preuss James V. Price Nicholas A. Pullen Catherine Reinke Dennis Revie Srebrenka Robic Jennifer A. Roecklein-Canfield Michael R. Rubin Takrima Sadikot Jamie Siders Sanford Maria Santisteban Kenneth Saville Stephanie Schroeder Christopher D. Shaffer Karim A. Sharif Diane E. Sklensky Chiyedza Small Mary Smith Sheryl Smith Rebecca Spokony Aparna Sreenivasan Joyce Stamm Rachel Sterne-Marr Katherine C. Teeter Justin Thackeray Jeffrey S. Thompson Stephanie Toering Peters Melanie Van Stry Norma Velazquez-Ulloa Cindy Wolfe James Youngblom Brian Yowler Leming Zhou Janie Brennan Jeremy Buhler Wilson Leung Laura K. Reed Sarah C. R. Elgin Facilitating Growth through Frustration: Using Genomics Research in a Course-Based Undergraduate Research Experience |
| description |
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. |
| format |
article |
| author |
David Lopatto Anne G. Rosenwald Justin R. DiAngelo Amy T. Hark Matthew Skerritt Matthew Wawersik Anna K. Allen Consuelo Alvarez Sara Anderson Cindy Arrigo Andrew Arsham Daron Barnard Christopher Bazinet James E. J. Bedard Indrani Bose John M. Braverman Martin G. Burg Rebecca C. Burgess Paula Croonquist Chunguang Du Sondra Dubowsky Heather Eisler Matthew A. Escobar Michael Foulk Emily Furbee Thomas Giarla Rivka L. Glaser Anya L. Goodman Yuying Gosser Adam Haberman Charles Hauser Shan Hays Carina E. Howell Jennifer Jemc M. Logan Johnson Christopher J. Jones Lisa Kadlec Jacob D. Kagey Kimberly L. Keller Jennifer Kennell S. Catherine Silver Key Adam J. Kleinschmit Melissa Kleinschmit Nighat P. Kokan Olga Ruiz Kopp Meg M. Laakso Judith Leatherman Lindsey J. Long Mollie Manier Juan C. Martinez-Cruzado Luis F. Matos Amie Jo McClellan Gerard McNeil Evan Merkhofer Vida Mingo Hemlata Mistry Elizabeth Mitchell Nathan T. Mortimer Debaditya Mukhopadhyay Jennifer Leigh Myka Alexis Nagengast Paul Overvoorde Don Paetkau Leocadia Paliulis Susan Parrish Mary Lai Preuss James V. Price Nicholas A. Pullen Catherine Reinke Dennis Revie Srebrenka Robic Jennifer A. Roecklein-Canfield Michael R. Rubin Takrima Sadikot Jamie Siders Sanford Maria Santisteban Kenneth Saville Stephanie Schroeder Christopher D. Shaffer Karim A. Sharif Diane E. Sklensky Chiyedza Small Mary Smith Sheryl Smith Rebecca Spokony Aparna Sreenivasan Joyce Stamm Rachel Sterne-Marr Katherine C. Teeter Justin Thackeray Jeffrey S. Thompson Stephanie Toering Peters Melanie Van Stry Norma Velazquez-Ulloa Cindy Wolfe James Youngblom Brian Yowler Leming Zhou Janie Brennan Jeremy Buhler Wilson Leung Laura K. Reed Sarah C. R. Elgin |
| author_facet |
David Lopatto Anne G. Rosenwald Justin R. DiAngelo Amy T. Hark Matthew Skerritt Matthew Wawersik Anna K. Allen Consuelo Alvarez Sara Anderson Cindy Arrigo Andrew Arsham Daron Barnard Christopher Bazinet James E. J. Bedard Indrani Bose John M. Braverman Martin G. Burg Rebecca C. Burgess Paula Croonquist Chunguang Du Sondra Dubowsky Heather Eisler Matthew A. Escobar Michael Foulk Emily Furbee Thomas Giarla Rivka L. Glaser Anya L. Goodman Yuying Gosser Adam Haberman Charles Hauser Shan Hays Carina E. Howell Jennifer Jemc M. Logan Johnson Christopher J. Jones Lisa Kadlec Jacob D. Kagey Kimberly L. Keller Jennifer Kennell S. Catherine Silver Key Adam J. Kleinschmit Melissa Kleinschmit Nighat P. Kokan Olga Ruiz Kopp Meg M. Laakso Judith Leatherman Lindsey J. Long Mollie Manier Juan C. Martinez-Cruzado Luis F. Matos Amie Jo McClellan Gerard McNeil Evan Merkhofer Vida Mingo Hemlata Mistry Elizabeth Mitchell Nathan T. Mortimer Debaditya Mukhopadhyay Jennifer Leigh Myka Alexis Nagengast Paul Overvoorde Don Paetkau Leocadia Paliulis Susan Parrish Mary Lai Preuss James V. Price Nicholas A. Pullen Catherine Reinke Dennis Revie Srebrenka Robic Jennifer A. Roecklein-Canfield Michael R. Rubin Takrima Sadikot Jamie Siders Sanford Maria Santisteban Kenneth Saville Stephanie Schroeder Christopher D. Shaffer Karim A. Sharif Diane E. Sklensky Chiyedza Small Mary Smith Sheryl Smith Rebecca Spokony Aparna Sreenivasan Joyce Stamm Rachel Sterne-Marr Katherine C. Teeter Justin Thackeray Jeffrey S. Thompson Stephanie Toering Peters Melanie Van Stry Norma Velazquez-Ulloa Cindy Wolfe James Youngblom Brian Yowler Leming Zhou Janie Brennan Jeremy Buhler Wilson Leung Laura K. Reed Sarah C. R. Elgin |
| author_sort |
David Lopatto |
| title |
Facilitating Growth through Frustration: Using Genomics Research in a Course-Based Undergraduate Research Experience |
| title_short |
Facilitating Growth through Frustration: Using Genomics Research in a Course-Based Undergraduate Research Experience |
| title_full |
Facilitating Growth through Frustration: Using Genomics Research in a Course-Based Undergraduate Research Experience |
| title_fullStr |
Facilitating Growth through Frustration: Using Genomics Research in a Course-Based Undergraduate Research Experience |
| title_full_unstemmed |
Facilitating Growth through Frustration: Using Genomics Research in a Course-Based Undergraduate Research Experience |
| title_sort |
facilitating growth through frustration: using genomics research in a course-based undergraduate research experience |
| publisher |
American Society for Microbiology |
| publishDate |
2020 |
| url |
https://doaj.org/article/d4e6338f5b1242aeb012e0c94311b0d7 |
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