Education

Education and outreach are central to our iGEM project. Our goal is to make synthetic biology accessible to a wide range of audiences, from students to the general public, and to inspire curiosity about science and biotechnology
(Read more).

Our educational activities cover a broad spectrum:

• Public Events:
  from "Nacht, die Wissen schafft" to TV and magazine features, reaching diverse audiences.
• School visits:
  Inspiring the next generation through discussions, presentations, and interactive quizzes.
• Workshops:
  Teaching protein purification techniques directly connected to our project.
• Social Media & Collaborations:
  spreading knowledge globally and supporting other iGEM teams.
• Self-education:
  strengthening our own skills through summits, summer schools, and meetups.

Together, these initiatives reflect our commitment to education in all its forms, from classrooms and labs to local communities and international networks.

"Nacht, die Wissen schafft"

We made our first public appearance as a team at "Nacht, die Wissen schafft" in Kaiserslautern on May 9, 2025. This annual science fair attracts a diverse audience, providing the perfect opportunity to introduce synthetic biology to a non-academic crowd.

At our booth, we presented two posters: one explaining iGEM and its global collaborations and another focusing on our project. We also showcased Chlamydomonas reinhardtii cultures for visitors to observe under a microscope or in flasks. This hands-on element sparked curiosity and demonstrated how synthetic biology applies to real organisms.

Our goals were to raise awareness of synthetic biology, highlight the relevance of our project, and practice communicating science to a broad audience. The response exceeded our expectations. Visitors of all ages asked insightful questions and engaged enthusiastically. They were excited to see live algae in action. The event confirmed that complex topics can be made approachable through clear explanations and interactive demonstrations. This validates our outreach approach and shows the potential of synthetic biology to inspire people beyond the lab.

School Visits

Our team visited schools to introduce students to synthetic biology and the iGEM competition. We explained the purpose and collaborative nature of iGEM, as well as the competition's goals and key concepts in biotechnology and genetic engineering.

The visits were highly interactive. Students engaged in discussions about ethical questions related to genetic engineering, and we presented our project in an engaging and approachable way. We encouraged active participation using Kahoot quizzes and made complex concepts more memorable.

To give students a deeper insight into studying biology, we shared our personal experiences in the Molecular Biology program and showed them what university-level studies in the field entail. This combination of hands-on interaction, real-life examples, and stimulating discussion helped students see the scientific and educational pathways in biotechnology, inspiring their curiosity and interest in pursuing science beyond the classroom.

We also gained valuable insights into science communication. Presenting our project and sharing our experiences gave us the opportunity to translate complex scientific concepts into clear, understandable language. Feedback confirmed that interactive explanations, real-life examples, and visual aids make synthetic biology accessible and engaging. This reinforces the potential of effective outreach to inspire interest in the field beyond the classroom.

Workshops — MI(N)Tmachwelt

As part of our educational outreach, our team participated in a workshop organized by the ZukunftsRegion Westpfalz at the MI(N)Tmachwelt in Kaiserslautern. Together with students from ages 15 to 19, we explored the fascinating world of modern biology and gave them a first-hand look into how research in synthetic biology is carried out. To make the topic as engaging as possible, we brought an experiment that is usually part of university-level teaching: the purification of a fluorescent protein. Using green fluorescent protein (GFP) as an example, we showed how proteins can be isolated from cell lysates through immobilized metal affinity chromatography (IMAC). The students were able to follow each step of the process, from binding the histidine-tagged protein to the column, to the washing away impurities, and finally observing the bright green fluorescence of the purified GFP.

Alongside the practical experiment, we introduced the students the fundamentals of genetic engineering and synthetic biology, explaining how genes can be modified and used to create new functions. We also discussed what it is like to study biology today, what career paths are possible in biotechnology, and how young researchers can already gain experience through initiatives such as the iGEM competition. This naturally led to a presentation of our own project, where we shared our motivation, our goals, and why we believe synthetic biology can provide solutions to some pressing challenges of our time.

The workshop sparked many questions and lively discussions, ranging from the future of synthetic biology to the ethical considerations of engineering life. It was rewarding to see how quickly the students connected theoretical knowledge from school with practical applications in the lab. For us as a team, the experience highlighted the importance of communicating science in an accessible way, and we hope that our workshop inspired some of the participants to continue exploring biology in their future studies.

MINT 4 YOU

– Girls just wanna have Science

At the MINT 4 YOU – Girls just wanna have Science congress, organized by Hochschule Kaiserslautern, our team joined over a hundred students for a day dedicated entirely to showing young women the wide range of possibilities in science and technology. Unlike a typical classroom setting, the event was designed to give female students an open space to try out experiments, meet role models, and discover subjects that they might not otherwise encounter during school.

We contributed by hosting a workshop where participants from ages 16 to 19 could step into the role of researchers. Working together, the students learned how laboratory methods are used to investigate proteins, with green fluorescent protein (GFP) serving as their model. They were able to follow the principle of immobilized metal affinity chromatography (IMAC) and see how a protein can be separated from a complex mixture, a memorable moment when the purified GFP glowed under UV light. Rather than only focusing on technical details, we used the workshop as a platform to talk about how exciting and creative scientific work can be, and how synthetic biology opens doors to solving real problems in medicine, sustainability, and beyond.

We discussed what it is like to study biology and biotechnology, what opportunities lie in competitions like iGEM, and why diversity and new perspectives are essential in science. The atmosphere of curiosity and enthusiasm reminded us how important it is to create spaces where students, especially young women, can see themselves as future scientists.

Education Through Social Media

In addition to our public events, we used social media to make synthetic biology more accessible. On Instagram, for example, we created a series of posts that combined eye-catching graphics with clear explanations. The content covered general scientific topics, such as genetics and enzymes, as well as information directly related to our project (Read more) and the organisms involved, including Escherichia coli and Chlamydomonas reinhardtii.

These posts aimed to reach people who might not encounter synthetic biology in a lecture hall or at a science fair. By presenting complex topics in a simple and visually appealing way, we sparked curiosity and showed that anyone can understand biology.

The feedback was very positive, individual posts received up to 1,146 views. This experience highlighted how social media can serve as an effective educational platform when scientific content is communicated clearly and engagingly.

Through this approach, we also improved our ability to distill our project into concise, understandable messages. This strengthened our capacity to communicate synthetic biology in an approachable and responsible way for future outreach activities.

Features

in Newspapers and Magazines

Our project was featured in more than seven magazines and newspapers, making it accessible to a wide readership and ensuring long-term visibility.

One example is the June issue of the scientific journal Biospektrum, through which we reached an audience of 11,000 readers with a strong interest in science. In our self-authored article, we highlighted recent developments in cancer cases, which are expected to rise significantly in the coming years and discussed the risks associated with current cancer therapies. We also presented our own project in a factual and scientific manner. More details can be found on our Human practice page (Read more).

In addition, after the completion of our project, we will publish a retrospective article in collaboration with Carl Roth in their magazine Carl. This article will provide an opportunity to look back on our work, share our results and reflect on the lessons learned throughout the iGEM experience.

In contrast, the article about our project in the Süddeutsche Zeitung was designed to be easily understood by a broader audience without a scientific background. There, we explained the fundamentals of our project in simple language and focused on its core idea and societal relevance. This allowed us to engage readers who might otherwise have little exposure to synthetic biology.

Through the diversity of publications, we reached very different target groups and learned to communicate our project on the one hand, in a detailed, factual and scientific way and on the other in a clear and accessible manner.

Personal insights

in the RPTU Interview

In April 2025, an article about our iGEM team was published on the official website of RPTU, following an interview with a science journalist. The article not only provided a brief introduction to our project and its scientific background, but also gave readers insight into the human side of our journey. We shared our personal experiences with iGEM – what it means to actively participate in a research project during our studies, the unique challenges we faced in the lab, and the valuable lessons we took with us along the way.

The interview allowed us to highlight how iGEM goes far beyond pure science. We spoke about how much we had to learn in terms of time management, communication, and interdisciplinary collaboration. Many of us had never worked so closely in such a diverse team before, and it was both rewarding and demanding to bring together different academic perspectives and skills. By reflecting on these experiences, we realized how much the project had shaped us personally and academically.

The article gave us the opportunity not only to showcase the scientific aspects of the competition, but also to emphasize the importance of teamwork and personal growth. At the same time, we wanted to inspire other students to step out of their academic routine, get involved in extracurricular initiatives, and gain hands-on research experience. For us, iGEM was not just about advancing synthetic biology, but also about proving to ourselves what is possible when motivated students come together to work on a shared vision.

Collaboration — UTokyo

In addition to our local outreach, we also engaged in international exchange. We were invited by the UTokyo iGEM team to take part in an online session where they interviewed one of our team leaders about the process of founding a new iGEM team. The conversation focused on the typical challenges that arise during this stage, from recruiting motivated students and finding supervisors, to securing funding and organizing lab access and especially on strategies to overcome these hurdles. Drawing on our own experience, we shared obstacles we had faced and the solutions that proved effective for us.

UTokyo’s vision was to compile these insights into a comprehensive document that summarizes common challenges and solutions. This resource is intended to support future iGEM teams around the world and lower the entry barriers to participation.

We are pleased to include the final version of this document as a downloadable PDF in this section of our Wiki, making it accessible to anyone who is interested in starting their own iGEM journey. For us, the exchange was a valuable reminder of the collaborative spirit of iGEM, sharing experiences across continents not only helps individual teams but strengthens the global community as a whole.

Collaboration — Islamabad

Another important part of our educational efforts was our exchange with the iGEM team from Islamabad, a group of enthusiastic high school students preparing to take part in the competition. From the very beginning, they reached out to us with many questions about how iGEM works, what to expect during the season, and how to manage the many challenges that come with organizing a team. One of their main concerns was fundraising, since securing financial support is essential for any team but can be particularly difficult for new or smaller groups.

To support them, we arranged several online meetings in which we shared our own experience with fundraising and sponsorship. We explained how we approach potential sponsors, how we present our project, and how to build lasting partnerships with local organizations and companies. Based on these conversations, we prepared a guide in PDF format that summarizes our strategy and provides practical tips for acquiring financial support. This document was written with the Islamabad team in mind but is equally useful for any team facing similar challenges.

Sadly, due to the uncertain political situation in their country, the Islamabad team was unable to participate in this year’s iGEM competition. Nevertheless, we deeply valued the collaboration, as it underlined the importance of supporting one another across borders. By sharing knowledge and resources, we hope to make it easier for teams everywhere to realize their ideas and become part of the iGEM community.

The fundraising guide we created can be found below as a downloadable PDF.

Self-Education

and Personal Development

In addition to public outreach, our team emphasized self-education to expand our skills and knowledge. We participated in events such as the iGEM Summer School, the Rheinland-Pfalz Founder Summit, the BFH European Meetup, and a Heidelberg panel discussion titled "The State of Cell and Gene Therapy: Ethics & Regulation.”

The Summer School offered workshops and discussions on entrepreneurship, start-ups, and innovation in the biotech field. These sessions provided the tools necessary to transform ideas into feasible projects. The Gründerinnen-Summit focused on supporting women entrepreneurs through networking, mentorship, and insights into business planning and scaling start-ups. The BFH European Meetup provided an opportunity to improve our scientific communication skills by delivering presentations, participating in poster sessions, and attending workshops, all while exchanging ideas with teams from across Europe. During the panel discussion, experts spoke about the ethical and regulatory challenges in cell and gene therapies.

These experiences allowed us to reflect on the long-term potential of our project. By learning from experts and engaging with peers in science and entrepreneurship, we developed practical strategies for planning, managing, and scaling our project beyond the laboratory. These experiences strengthened our understanding of the intersection of scientific innovation and entrepreneurship, preparing us to shape the future of our work responsibly and sustainably.

Public Education & Engagement

Most of our outreach activities were organized as fundraising events to support our iGEM project. While the main goal was to collect donations, we also used these opportunities to briefly introduce our work to the public and raise awareness for sustainable biotechnology and the potential of our approach in cancer research and therapy.

Waffle Sale

At local events, we baked and sold waffles. The donations contributed directly to our project budget. While selling, we explained in simple terms why antibody therapies are often expensive and how our sustainable production platform could help make future cancer treatments more accessible.

Participation in Scientific and Industry Events

In addition to our public fundraising activities, we also took part in professional events to present our project idea and connect with potential supporters. We visited the Lab Supply fair and attended the Boehringer Ingelheim “Post-Transforming Science Day.”

During these events, we practiced cold outreach to companies and institutions, explained the vision of our project, and discussed its potential impact. While the main motivation was to seek sponsorship and collaboration opportunities, these activities also served as an important form of science communication, as we shared our sustainable biotechnology approach with experts from industry and research. We also had the chance to meet other iGEM teams, exchange ideas, and present our project to them in person.

Educational Legacy

— Card Game

As part of our Education efforts, we designed a scientific card game that can be used in classrooms and by future iGEM teams. The deck features laboratory equipment and model organisms, each card containing a short description and five scoring categories: Sustainability, Relevance, Safety, Cost, and Vibes.

The game can be played in multiple formats:

• Quartet/Top-Trumps style:
  Players compare scores across categories and try to win cards from their opponents.
• Memory style:
  Cards can also be laid out face down and matched in pairs to train recall of scientific terms.

By using playful mechanics, the card game turns laboratory basics into an accessible and fun learning experience. It helps students familiarize themselves with different tools and organisms, while also encouraging discussions about how they compare in practice.

We also brought the card game to our school outreach sessions. Students played the Quartet version, where they competed by comparing the scores of laboratory devices and organisms. This playful competition sparked curiosity, led to questions about laboratory work, and created an interactive way to talk about biotechnology.