Lee Bishop, the Biotech and Design Lead at the Lawrence Hall of Science, has built a career bridging the worlds of science, education, and communication. Ahead of his Professional in Residence on March 20th, he shares insights into his role, the challenges of designing educational experiences, and advice for those considering a similar career path. Trainees can register for Bishop’s Professional in Residence at QB3-Berkeley here.
Sophia Tomatz: Could you introduce yourself and your position as Biotech Lead at the Lawrence Hall of Science?
Lee Bishop: I’m Lee Bishop, the Biotech and Design Lead at the Lawrence Hall of Science. I was trained as a scientist but transitioned into science communication and education, so I really empathize with those considering a similar shift—people who love science but feel that traditional research isn’t quite the right fit for them.
ST: Could you describe your role at the Lawrence Hall of Science? What does your position entail, and what kind of programming do you design?
LB: The Lawrence Hall of Science develops nationally distributed K-12 curricula, provides teacher professional development, and offers direct programs at our science center. I started on a curriculum team, moved into curriculum development and app specialization, and eventually arrived at my current role.
Now, I work in the Center for Transforming Science and Society, where we develop innovative approaches to teaching emerging scientific topics. We focus on societal conversations and design learning experiences around them, placing these programs in classrooms, school districts, or the science center itself. I collaborate with scientists at UC Berkeley to bring cutting-edge research to life. For example, I oversee a Hands-on Biotech exhibit space, where kids use pipettes and centrifuges while exploring biotech’s applications in agriculture and climate change. I also partner with local teachers to provide professional development and lesson materials to help them activate their students toward biotech through contexts outside the traditional medical ones.
Additionally, I contribute to project management and exhibit design. Currently, I’m working on the Future of Food exhibition, launching in March.
ST: You work across different age groups, from children to teachers. How do you approach designing educational tools for various audiences?
LB: Whether designing a curriculum or a museum exhibit, the key is to test ideas early and iterate based on audience feedback. In curricula, I pilot-test units to see what resonates with students. In museum settings, the challenge is engagement—if an exhibition is uninteresting, visitors move on. Exhibits must have an intuitive, hands-on component that immediately draws people in while being feasible to build.
ST: Can you share some examples?
LB: One of my partnerships is with the Innovative Genomics Institute (IGI), where we developed a hands-on CRISPR unit for high school students. We partnered with scientists to develop a lab experiment we were confident would work even in a chaotic classroom setting. Of course, we also designed lessons to help facilitation discussions about CRISPR’s ethical implications. Observing students’ reactions and testing the lab protocol in the classroom was invaluable in refining this unit.
In another IGI collaboration, we explored how engineering the cow gut microbiome could reduce methane emissions. Initially, we wanted to avoid creating a “cow feeding” exhibit and emphasize adding CRISPR to adjust the gut microbiome. Initial visitor testing showed us how much they really wanted to feed the model cow. That just felt natural for them, so we had some more conversations with scientists to emphasize how CRISPR as well as food additives can change microbial communities. As a result, we redesigned the exhibit to let visitors “feed” the cow different ingredients, such as hay and mushroom waste, to see how diet impacts methane emissions. We’re even working on making the cow burp to simulate climate effects!
For the Future of Food exhibit, we consulted scientists and created a soil tunnel where kids can explore soil microbes, manipulate carbon and nutrients, and even experience the smell of soil. They’ll use microscopes to observe the living ecosystem underground. Across all projects, we emphasize experiential learning—people don’t want to read signs; they want to make discoveries themselves.
ST: How did you transition from graduate school to your current position?
LB: I earned my PhD from UC Berkeley in 2010 and joined the Lawrence Hall of Science in 2014. After my qualifying exams, I reflected on my career path and realized that while I enjoyed problem-solving, I felt isolated in research. Engaging with popular science media helped me connect my lab work to broader concepts, leading me to start a blog called Science Minus Details, where I wrote about relatable topics like the chemistry of urine.
I also participated in the BASIS program, which introduced me to classroom teaching. Later, I pursued a postdoc in nanotechnology at the University of Wisconsin, Madison, but found that changing fields didn’t resolve my underlying dissatisfaction. Simultaneously, I continued blogging, gained teaching experience at a community college, and launched a science lecture series at a bar. When I discovered the Lawrence Hall of Science position, I initially thought it was a long shot—but I was underestimating myself.
ST: What advice do you have for trainees interested in teaching or science communication?
LB: Conduct informational interviews to understand the rapidly evolving job landscape. Academic and private-sector work cultures are vastly different. At Lawrence, I discovered a collaborative environment where everyone was invested in shared goals, unlike the individualistic nature of academia. While I’m happy with my career path, I sometimes wonder how I would have thrived in a team-oriented private-sector role.
Don’t hesitate to reach out to alumni in diverse fields, attend networking events, and explore new opportunities. Seek mentors who can introduce you to different career paths. Having tangible accomplishments—like a blog, teaching experience, or science outreach projects—helps demonstrate your skills when transitioning careers.
ST: Any final wisdom for trainees?
LB: It’s easy to undervalue your skills in academia. Beyond technical expertise, a PhD hones problem-solving, critical thinking, and adaptability—skills that are invaluable across industries. Recognizing these transferable abilities will not only help in job applications but also in identifying fulfilling career paths. My main advice? Don’t sell yourself short.
Lee Bishop serves as the Biotechnology Lead and Design Strand Lead at the Lawrence Hall of Science, leading the Hands-on Biotech exhibit space and the design of other cross-organizational initiatives. He is particularly interested in broadening science access, how science can address social challenges, and creating innovative learning experiences for all ages. Lee earned his B.S. in Chemistry from Case Western Reserve University and his Ph.D. in Chemistry from UC Berkeley.
Sophia Tomatz is a PhD candidate in the Department of Plant and Microbial Biology at UC Berkeley and a member of the Landry Lab.