I had the opportunity and the pleasure to speak with Dr. Blair Strang at Harvard Medical School, a virology researcher who had recently taken the time to speak to 7th graders about viruses and working in science. Dr. Strang gave a 10-15 minute talk and opened the floor to the middle schoolers to answer questions they may have about viruses, immunity, and what it’s like to be a scientist. Below is an informal interview I conducted with Dr. Strang about his experiences in a classroom, and why he, as an academic researcher, bravely (and gamely) ventured into a science classroom full of 14 year-olds.

Please describe for me how you became involved with teaching the class and the purpose of your involvement.

I became involved through a friend, who is currently a 7th grade teacher at a middle school and she teaches maths and sciences. They have had classes with themes in infection and immunity, with a module entitled “Viruses”. Rather than having a very structured textbook-led session, they were looking for someone to come in and not only try and give the students an insight to what we [scientists] do on a day to day basis as a career, but also answer one on one questions they have from the base of knowledge they already had and things they simply hadn’t thought of yet.

How did you design your talk? What considerations went into how you designed the talk.

Not having an insight to their knowledge base made it difficult to know which issues to address, but I quickly realized that I would have to keep the points in my presentation as general as possible. I started with the very basics of how viruses are DNA or RNA genomes encased in protein and made some points about replication of viral genomes. I them moved on to talk about more “practical” topics such as vaccination and how viruses are now being used in gene therapy. We then used the rest of the time for Q and A. [Blair started Q and A by throwing out some questions to the students.] “What viruses have you heard of? Why are viruses important? Who has had a vaccination? Who has heard of viruses in the news and what were they discussing?”

In different classes people brought up different viruses, different things they had heard. Based on their answers we could direct the rest of the discussion.

How did you find the students’ responses, the level of their background knowledge?

There was very much a level of interest and a level of response, not only because the structure of the class is a departure from what they usually have, but also because I think I was able to make it clear to the students that viruses directly affect them.

I was impressed by their level of understanding of broad biological principles and doubly impressed by the thought that had been put into the questions posed to me. I think I should mention, however, I think I encountered the challenge that is faced not only in that school or particular age group, but a problem that is found everywhere; How do you outline the principles of biological system when a detailed knowledge base is required? For example, I felt that the students grasped that viruses are composed of nucleic acids and protein but while they were familiar with the concept of DNA they were not familiar with RNA and while they were familiar with the concept protein they were not familiar with the concept of where protein comes from. Its a real issue and a real challenge in teaching biology.

Why did you agree to do this, and what was your driving force?

When you have worked in an academic setting for a period of time you come to understand that your role is not only the research you do on a day to day basis, but also try to instruct and to try to make a contribution where you can. In a way it becomes incumbent upon you to do so because you were taught by someone who was taught by someone else. It’s what we do.

How would other researchers interested in this sort of outreach go about connecting with school and teachers?

My understanding is All teachers try to have outside speakers and. it’s very much down to the initiative of the individual teachers to contact people and ask them to come in. In Boston, where you have top flight institutions and academics, teachers may think that researchers are simply too busy or uninterested, where I think the reverse is true It is possibly incumbent upon the schools themselves to contact universities and say “we are interested in what you do, could you come talk to us about it?” I think the schools have to make the first step.

Would you do it again?

Yes.