research work in biochemistry

• Top Jobs for Biochemistry Majors

Not sure what to do with your biochemistry degree? Here are the most popular careers for graduates in your field.

Last updated: April 3, 2019

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10 Best Biochemistry Careers

Bringing together the best of biology and chemistry, biochemistry is one of the most unique undergraduate degrees available. In addition to providing formal training in laboratory science and research methods, students in the program gain valuable knowledge about the inner workings of diseases, genetics, evolution, and more—the very foundations of life on earth.

At the end of their degree, students of biochemistry graduate with more than just a diploma—entering the workforce with a deeper understanding of the world around them and a vast set of transferrable skills. They know how to conduct rigorous research, analyze complex data sets, work with numbers, manage their time, communicate complicated ideas in simple language, and collaborate with others.

Together, these skills set them up for success in a wide range of careers—within the health sciences and beyond. Let's take a look at a few of the most common ones.

This article will be covering the following careers:

Are these careers suited to you? Our comprehensive career test measures your personality traits and interests and matches you to over 800 careers.

1. Biochemist

It's the obvious choice, but it's worth mentioning. Biochemistry is a fast-growing industry, with job opportunities expected to increase by 11 percent by 2026. It's also a well-paid one, with an average salary that punches above $90,000 a year. Both of these factors make it an alluring option for many biochemistry majors. Biochemists play an essential role in maintaining and bettering human health. They conduct research on a range of biological processes and living things, extending our knowledge about heredity, disease, cell development, and more.

Biochemistry is a branch of science that focuses on the chemical reactions and processes that occur within living organisms.

2. Pathologist

Pathologists are scientists who have dedicated their careers to understanding the inner workings of disease. They work with physicians and other medical professionals to help diagnose, treat, and prevent various illnesses and chronic conditions. Using bodily fluids and human tissue, they conduct research and detailed analyses that allow doctors to make appropriate diagnoses and monitor their patients' health. A medical degree is required in order to pursue this career, but a solid foundation in biochemistry is an excellent first step.

Pathologist

A pathologist is a medical doctor who specializes in the study of disease.

3. Pharmacy Technician

A pharmacy technician is a pharmacist's right hand man (or woman). These hardworking professionals assist with everything from receiving written prescriptions to managing drug inventory. In some states, pharmacy technicians can even mix medications or process refill requests—duties otherwise left to a fully trained pharmacist. Combining knowledge of the life sciences, a high degree of scientific rigour, and strong people skills, this is the perfect entry level job for a biochemistry major.

Pharmacy Technician

A pharmacy technician works under the supervision of a licensed pharmacist to support the day-to-day operations of a pharmacy.

Of all the undergraduate science degrees you could choose to pursue, biochemistry may be one of the best foundations for a future in medicine. Students in the program gain both the skills and knowledge required to pursue a medical degree after they graduate, including a background in several essential sciences, a capacity for critical thinking, and an understanding of the complexity of life. They can truly thrive as doctors, using their training to help patients overcome a wide array of health challenges.

A doctor is a medical professional who has completed the necessary education and training to diagnose, treat, and prevent illnesses and injuries in individuals.

5. Journalist

For biochemistry majors who have a way with words, a career in science journalism can be a perfect fit. Science journalists report on the world's most cutting edge research, exploring the risks, benefits, and ethical questions that accompany each of science's latest discoveries. A large proportion of science journalism is devoted to covering health topics, which makes biochemistry graduates especially well-suited to the role.

A journalist investigates, gathers, and reports news and information to the public through various media outlets, including newspapers, magazines, television, radio, and online platforms.

6. Clinical Research Coordinator

Clinical research coordinators are the detail-oriented, responsible professionals who keep the world's top research teams on track. They work in laboratories of all kinds, ensuring that clinical trials are conducted as ethically and meticulously as possible. The great "organizers" of the lab, they can take on many duties, including managing records, selecting trial subjects, and writing up accurate reports. Biochemistry majors, with their laboratory training and their dedicated work ethic, are ideal candidates for the job.

Clinical Research Coordinator

A clinical research coordinator (CRC) plays an important role in the field of clinical research, ensuring the smooth and efficient conduct of clinical trials and studies.

7. Forensic Pathologist

Although it's a fascinating profession, forensic pathology is not a career for the feint of heart. These highly trained professionals spend their days examining corpses to determine the cause of death. They play an important role in many criminal cases by assessing whether someone has died naturally—from a disease or heart attack, for example—or whether they are a victim of homicide. On a daily basis, they interact with coroners, medical professionals, and members of the criminal justice system. Intellectually stimulating and financially rewarding, many biochemistry majors find their calling in this unique career.

Forensic Pathologist

Forensic pathologists are both medical professionals and scientists, applying scientific methodologies to the examination of deceased individuals in order to provide insights into the circumstances surrounding their deaths.

8. Accountant

It might seem like a big leap, but biochemistry majors can go on to become talented accountants. Armed with strong data analysis skills, a fluency with numbers, and a systematic work approach, they possess many of the qualities needed to succeed in this career. Although additional training and experience is required, it can be a perfect fit for a biochemistry graduate who loves to crunch numbers, organize information, and help others achieve their financial goals.

An accountant manages and analyzes financial records, prepares financial statements, and ensures compliance with regulatory requirements.

9. Event Planner

Over the course of a biochemistry degree, students learn to think logically and prioritize tasks. They also learn to manage their own time, work with teams, and communicate their ideas with clarity. For all of these reasons, they can make great event planners—especially in a science-oriented specialization such as academic conferences. Event planners are natural multitaskers who use their diverse skills to meet with co-organizers, manage marketing campaigns, edit the conference website, and more.

Event Planner

An event planner specializes in organizing and executing various types of events, ranging from small gatherings to large-scale conferences and weddings.

10. Video Game Producer

It may come as a surprise, but some biochemical graduates go on to become highly successful video game designers. With their rational mindset, creative problem solving approach, and ability to analyze complex systems, they already possess many of the foundational capabilities needed to thrive in this career. Of course, they'll need to build up their technical skills in order to transition into this dynamic industry. But once they've mastered the basics, they'll seize the joystick in no time!

Video Game Producer

A video game producer is a key figure in the development process of a video game, responsible for overseeing and coordinating various aspects of production from inception to completion.

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Found 21 jobs

Faculty positions – assistant, associate and full professor.

• Miami, Florida
• The University of Miami offers competitive salaries and a comprehensive benefits package.
• Miami Miller School of Medicine - Desai Sethi Urology and Sylvester Comprehensive Cancer Center

Seeking outstanding scientists for faculty positions at the assistant through full professor levels with experience in genitourinary cancers.

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Assistant/Associate Professor at the Bijvoet Centre for Biomolecular Research

• Utrecht (Stad), Randstad (NL)
• Commensurate with education and experience
• Universiteit Utrecht

The Bijvoet Centre for Biomolecular Research at Utrecht University invites applications for an Assistant Professor or Associate Professor position...

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“We are Recruiting Top-Tier Talents.”

• CNY 450,000 to CNY 1,950,000
• Yazhouwan National Laboratory

YNL is launching its headhunting for internationally recognized top-tier talents who are interested in basic science and/or technological innovation.

View details “We are Recruiting Top-Tier Talents.”

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Postdoc - Department of Pharmacology and Toxicology

• Dayton, Ohio
• Commensurate with experience
• Wright State University Boonshoft School of Medicine

A Postdoctoral Position is available in the Department of Pharmacology and Toxicology, Wright State University School

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Research scientist

• Brooklyn, New York (US)
• SUNY Downstate Health Sciences University

A research scientist position is available in the laboratory of Dr. Garcia-Arcos at SUNY Downstate Health Sciences University...

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Postdoctoral Fellow Positions in Mitochondrial Biology and Metabolism

• Atlanta, Georgia
• NIH pay scale commensurate with experience
• Emory University - School of Medicine

The Patgiri lab at Emory University is recruiting two postdoctoral fellows to study mitochondrial disease and cellular metabolism.

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Chair, Department of Biochemistry and Molecular Cell Biology

• Shreveport, Louisiana
• LSU Health Shreveport

We are seeking a dynamic and visionary leader to join us as the Department Chair to guide our faculty, researchers, and students

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Postdoctoral Research Fellow – HIV-1 Vaccine Immunology

• Boston, Massachusetts (US)
• Dana-Farber Cancer Institute

The Reinherz lab at Dana-Farber Cancer Institute and Harvard Medical School is recruiting a postdoctoral fellow to study HIV-1 vaccine immunology.

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Senior Biologics Manager

• Westbrook, Maine (US)
• $140,000 - 150,000 / year

The R&D Manufacturing Process Development team is looking for a Senior Biologics Development Manager.

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Postdoctoral Scientist in Molecular Cell Biology and Drug Discovery for Trypanosomatid Diseases

• Kennesaw, Georgia
• Kennesaw State University

Applicants should submit a curriculum vitae and research/career goals (less than 4 pages) by clicking on the apply now button (below).

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Senior Staff Associate I

• New York City, New York (US)
• $70,040 Annually - $75,000 Annually plus Benefits
• Columbia Univ

The Saleheen lab seeks a Senior Staff Associate I to carry out benchwork studies on genes and mutations identified through genome wide association ...

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Postdoc Research Associate

• Washington University School of Medicine in St. Louis
• Washington University in St. Louis

The Choudhury lab investigates the cellular, molecular and metabolic processes involved in the development of fibrotic disorders.

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Postdoctoral Associates, Research Assistants, or international Visiting Scholars

• Piscataway, New Jersey
• $55,000+ per year plus benefits, commensurate with merits and negotiable
• The Cao Lab at Rutgers University

The Cao Lab at Rutgers University is looking for Postdoc Associates, Research Assistants, or Visiting Scholar to work on neuroscience research

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Postdoc - Epigenetics and Molecular Pathogenesis

• Burlington, Vermont
• Competative
• University of Vermont

Postdoctoral fellowship starting immediately - chromatin biology, epigenetics, chromatin remodeling, gene transcription and disease pathogenesis

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RCSB Protein Data Bank Director and Tenured Professor

• New Jersey (US)
• Rutgers The State University of New Jersey

Rutgers invites applications for a distinguished scientist, focused on 3D structures of biological macromolecules, to be appointed with tenure

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Supervisory Biochemist

• Rockville, Maryland
• $163,964.00 - $191,900.00
• National Center for Advancing Translational Sciences

The National Center for Advancing Translational Sciences (NCATS) seeks to identify an outstanding Director for its Therapeutic Development Branch.

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Assistant Professor of Biochemistry, Department of Chemistry and Biochemistry, College of Sciences

• Las Vegas, Nevada
• Commensurate with qualifications and experience.
• University of Nevada, Las Vegas

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Biochemistry/ Genetics - Open Rank Faculty

• El Paso, Texas
• To be commensurate with the experience, skills, and qualifications.
• Texas Tech University HSC

TTUHSC - EP/ PLFSOM seeks a full-time biochemist and/or geneticist to join our interdisciplinary team of medical educator faculty.

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Postdoctoral positions in the study of spermatogonial stem cells and meiosis

• Philadelphia
• $65,000 per year plus benefits
• Wang Laboratory at University of Pennsylvania

Highly motivated candidates are sought as postdoctoral fellows at University of Pennsylvania to study spermatogonial stem cells and meiosis.

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Postdoc fellow Molecular Cell Biology

• San Antonio, Texas
• Salary commensurate with NIH Salary band
• Univ of Texas Health Science Center at San Antonio

Seeking a highly motivated and enthusiastic scientist with a strong interest in studies on chromosome segregation

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Postdoctoral Fellow or Associate Research Scientist in Valvular and Vascular Biology and Imaging

• New Haven, Connecticut (US)
• Salary commensurate with experience and qualifications.
• Yale University

Investigate molecular mechanisms of vascular remodeling and calcific aortic valve disease, and develop related therapies and imaging techniques

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Postdoctoral Position – Marians Lab, Molecular Biology at MSKCC

• $61,150 – $100,000
• MSKCC - Marians Lab

Studying the role of human DNA replication in maintaining genome stability using in vitro systems reconstituted with purified proteins.

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What is a Biochemist?

Biochemistry is the study of living things at the molecular level, focusing mainly on the processes that occur. For example, they may study cell development, how cell structure relates to function, how cells communicate with each other to fight disease or regulate an organism's development, and how they metabolize food and oxygen.

Many biochemists study how pharmaceutical drugs and foods affect an organism's biology. Some also study how environmental toxins are metabolized, and how they may disrupt biological processes.

Learn more about biochemistry degrees .

What Does a Biochemist Do?

Biochemists may study cellular and molecular processes to increase our general understanding about them, or work on solving specific problems. For example, they may try to figure out how a chemical like Bisphenol A (BPA), found in some plastics, affects the human body. Others may try to discover how certain genes or environmental factors cause disease, and how to suppress or "turn off" the errant mechanism. Those working in agriculture research ways to genetically modify crops for resilience to drought or pests. Some work on developing biofuels.

Regardless of the field of application, most biochemists perform many of the same duties. They plan and conduct experiments to isolate, quantify and analyze hormones, enzymes, and toxins, and to determine the effects of substances like drugs, food and toxins on biological processes. They may also develop new analytical techniques to detect pollutants and their metabolites, or to study biological processes. They may also use computer software to determine the three-dimensional structure of molecules, or use math to describe the chemical relationships between substances found in the environment and in the body. They also share research findings by writing reports, recommendations, or scientific articles, or by presenting at scientific conferences.

This field clearly plays an important role in public health. Biochemists helps determine the environmental causes of disease - information that can help policymakers eliminate or reduce risk, and potentially help doctors treat the conditions. But biochemistry is vital to many aspects of sustainability as well.

For example, these scientists may study the toxicological effects of industrial chemicals and other pollutants on wildlife. Some discover new ways to use the biological processes of plants and microbes to break down these pollutants. Some are working on solving the food crisis by developing inexpensive, high-yield, nutritious, and sustainable crops. Others study ways to turn the energy in waste products, crops, and algae into biofuels. Some biochemists are trying to develop artificial photosynthesis, a process intended to mimic the way plants derive energy from the sun, to develop solar fuel.

Where Does a Biochemist Work?

Biochemists work for a variety of industries and government agencies. For example, they may analyze the effects of air, water, and soil pollution on people, wildlife, plants, and crops for the U.S. Environmental Protection Agency or Department of Agriculture. They may also study the effects of drugs or food for the National Institutes of Health or the Food and Drug Administration. Many biochemists are employed by pharmaceutical firms and companies dealing with food-related chemicals such as animal feed, agricultural chemicals, and food for human consumption, where they conduct research to understand disease and develop new products. Some work in manufacturing, energy development, or environmental restoration firms. Others work in hospital laboratories. They may also work as faculty, research staff, or teachers at colleges, universities, and secondary schools. Some also work for law firms, where they deal with scientific cases.

Most biochemists work indoors in laboratories and offices. Some, especially those working for environmental restoration firms, may travel to outdoor work sites. Lab and field work may result in exposure to biological or chemical hazards. Following established safety procedures is important in these situations.

Most biochemists work full time, and many work more than 40 hours per week. Employers, industries, and work environments can vary by the type of biochemistry practiced.

Branches of Biochemistry

• Clinical Biochemistry - The practice of laboratory medicine in hospitals and clinics. Practitioners test lab samples for patients to diagnose disease, determine risk, and optimize treatment. Clinical biochemists may also conduct medical research and improve laboratory equipment and practices.
• Analytical Biochemistry - Uses sophisticated equipment to analyze biological samples. For example, analytical biochemists separate and test samples to determine the substances they contain, and the quantities of those substances. For example, they might test a blood sample to determine the presence and quantity of steroids or toxins.
• Medical Biochemistry - Deals with biochemistry in its medical context. Practitioners study how disease is generated, how cells react to disease, what mutations lead to cancer, how drugs interact with cells, and how nerve signals are affected by chemicals.
• Nutritional Biochemistry - Studies how the body derives energy and nutrients from food, and how different diets promote health or contribute to disease.
• Comparative Biochemistry - Compares how different species or classes of organisms perform similar functions, such as how they react to stress or regulate glucose levels. Such comparisons can help us better understand our own biochemistry and health.
• Plant Biochemistry - Largely deals with photosynthesis - how plants metabolize carbon dioxide and sunlight to create sugars and release oxygen. It also studies how they process pollutants from the air, soil and water. Some plants can filter out contaminants in the environment and break them down into harmless components. Plant biochemists study how these processes work, which can help restore contaminated sites.

What Is the Average Biochemist Salary?

The U.S. Bureau of Labor Statistics (BLS) reports a median salary of $94,270. The top 10% in the field earn about $169,860.*

What Is the Job Demand for Biochemists?

Employment in this field is expected to grow 5% between 2020 and 2030. The number of jobs in the field is projected to increase by 1,600 during this time.* Due to an aging population, much of the growth will be in medical research. However, increased pressure on food and energy resources will drive growth in agricultural and biofuels research. Concerns about pollution will also expand opportunities for biochemists who work on toxicological effects and bioremediation.

Much of the research in biochemistry and biophysics, particularly at colleges and universities, is dependent on funding from the federal government. Federal budgets and the availability of research funding may affect the job market from year to year.

Biochemistry Jobs & Job Description

As with many other types of science, biochemist research jobs are divided into two areas that span the fields of medicine, agriculture, fuels, nanotechnology, environmental concerns and management: work in basic research is conducted to expand human knowledge, whereas applied research is directed toward using findings to solve a stated problem. Biochemists may also choose to focus on teaching or business applications. Regardless of specialty, biochemistry jobs require the following types of skills:

• Efficiently use advanced technologies, such as electron microscopes, lasers, and computer modeling, chemical enzymes to isolate, analyze, and synthesize proteins, enzymes, DNA, and other molecules and research the effects of drugs, hormones, and food on these structures and their processes
• Prepare technical reports, research papers, and recommendations based on their research
• Present research findings to fellow scientists, engineers, and other colleagues and stakeholders
• Develop and conduct quality control procedures for materials, chemical compounds and final products
• Assist in grant proposal writing and applications
• Develop new chemical formulations and processes
• Devise new technical applications of industrial chemicals and compounds

Senior tier biochemist jobs may have the following elements in addition to tier-one responsibilities:

• Supervise other chemists , chemical technicians and technologists.
• Manage laboratory teams and monitor the quality of their work
• Manage laboratory workspace and materials procurement
• Participate in interdisciplinary research and development projects working with chemical engineers, biologists , microbiologists , agronomists , geologists or other professionals
• Act as consultant in their field of expertise
• Participate in the commercialization of new products

How Do I Get a Biochemistry Degree?

Some universities offer a one-year post-graduate training program in laboratory techniques, which is highly valued by many private companies. Some let you work towards a bachelor's degree and a microbiology-related certificate at the same time.

While those with bachelor's degrees may qualify for some entry-level positions, most biochemists earn advanced degrees. Graduate study usually involves a lot of laboratory work, and allows you to specialize in a particular area like molecular biology or bioinformatics. Graduate students earn degrees (M.S. or M.A.) in Biochemistry, Biochemistry and Molecular Biology, Biochemical Engineering, Biological Sciences, Biomedical Sciences, or other related areas.

Degrees Related to Biochemistry

• Environmental Toxicology Degree
• Environmental Chemistry Degree
• Genomics and Health Online Master's Info
• Biological Science Degree Options
• Geodesign Online Degree Info

What Kind of Societies and Professional Organizations Do Biochemists Have?

• The American Society for Biochemistry and Molecular Biology (ASBMB) advances the field by publishing multiple journals and organizing scientific meetings. It also offers grant writing and mentoring workshops for postdocs, offers career resources, and holds career symposia on college campuses.
• The American Chemical Society (ACS) represents professionals at all degree levels and in all fields of chemistry, as well as other sciences that involve chemistry. It holds annual and regional meetings, and posts presentations from past national meetings online. It organizes technical divisions, local sections and student chapters. It also offers workshops, short courses, and symposia related to the chemical sciences, and provides a portal to resources on green chemistry called the Green Chemistry Institute .

*2020 US Bureau of Labor Statistics salary figures and job growth projections for biochemists and biophysicists reflect national data not school-specific information. Conditions in your area may vary. Data accessed September 2021.

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The application deadline for Fall 2023 is November 30, 2023.  Please apply here . Please sign up to receive information about our biochemistry program and follow us on Twitter . 

  Study Among the Best

With 2 Nobel Laureates, research recognized by membership in the Howard Hughes Medical Institute and 6 faculty in the National Academy of Sciences, Duke’s  Department of Biochemistry  is one of the pre-eminent programs in the country. We offer a wide range of research options and close collaboration with our  faculty —training you to become a skilled scientist who’s ready for academia, industry, or government.

Biochemistry PhD graduate students learn the fundamental concepts in biochemistry and physical biochemistry and the critical analysis of published research through:

• Faculty mentored research
• Graduate coursework
• An environment that leverages knowledge from in and outside the university

You will work with primary and/or multi-disciplinary  faculty  to choose a thesis topic from a wide range of current research projects including:

• Analysis and design of protein and RNA structure
• Biogenesis of membrane proteins
• Cytoskeleton structure
• Drug design
• Enzyme mechanisms
• Glycoproteins
• Ion channel structure and function
• Membrane receptors and signal transduction
• Membrane vesicle production and function
• Mechanisms of DNA repair and DNA repair defects in tumor biology
• Mechanisms of microbial pathogenesis, drug resistance, and tolerance
• Metalloproteins
• Prokaryotic and eukaryotic transcription and gene regulation
• RNA modification
• X-ray crystallography and NMR studies on macromolecular structure and folding

Broaden Your Horizon. Focus Your Career Plan

We provide  resources  that start you on your career trajectory with leadership instruction, professional development, and teacher training workshops. In a testament to our career development, our graduates have taken positions in academia, industry, and government agencies.  See where they're working .

Our Location Fosters Collaboration

The  Department of Biochemistry  is an integral part of the world-renowned  Duke Medical Center  and sits adjacent to the Arts and Sciences Campus—placing our faculty and students in the center of a highly productive and collaborative scientific community

"Duke  is very committed to taking care of its students—there is always someone who is ready to help and support you. The biochemistry department especially feels like home! "  —Grace Hooks, 2019 Matriculant

We’re Here to Help   

You’ll have access to multiple  resources  that will help you transition to your PhD in Biochemistry and make your graduate experience just a little bit easier.

The Duke Graduate School The Graduate School  fulfills the academic, financial, social, personal, and cultural needs of all graduate students by promoting diversity, encouraging faculty/student communication, and advocating for your primary student role—immersion in your research.

The Department of Biochemistry Within the department, there are the Faculty Advisory Committee ,  Research Mentors ,  Curriculum Advisors ,  and the  Biochemistry Graduate Student Office  that works for your success and helps you plan for your future. 

The Biochemistry Graduate Student Council (BGSC) This  BGSC  is composed of five, annually elected members who represent the graduate student body. Three members serve as core BGSC representatives; the fourth member coordinates volunteer and outreach opportunities; while the fifth member is the department's Graduate and Professional Student Government (GPSG) representative. The BGSC helps identify and solve graduate student life issues by working with the department and the Graduate School.  And at monthly meetings, the council and interested students discuss upcoming BGSC hosted events.

Biochemistry Mission Statement

The mission of the Duke University Biochemistry Graduate program is to educate and mentor students from diverse backgrounds in the fundamentals of biochemical principles and practice through courses and research by (1) guiding students in their thesis research project, and (2) preparing them for a career in research, education, or other disciplines. The program promotes a commitment to excellence in research scholarship and fosters a spirit of creativity, service, and respect, within an environment that is ethical, inclusive, and diverse.

Graduates from our program will have the necessary knowledge, research skills, and career guidance in the field of biochemistry to succeed in a research and/or scientific career . Specific program aims are:

• Coursework: Graduates will be trained in a broad understanding of cellular structure and function at a molecular level; with deep knowledge in specific disciplines such as nucleic acid biochemistry, molecular genetics, biophysical methods, mechanistic enzymology, glycobiology, and membrane biogenesis, dynamics, transport, and receptor biology; and critical scientific thinking skills.
• Research: Develop student skills a) in the laboratory and/or with computational research in order to reveal new biological principles; b) to perform in-depth analysis, interpretation, and presentation of research results; and c) to conduct ethical and responsible research.
• Career Development: Prepare graduates for careers in interdisciplinary biochemical fields through training in scientific research, responsibility and ethics, teaching, and science communication.

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Biochemistry articles within Scientific Reports

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Potential therapeutic targets for COVID-19 complicated with pulmonary hypertension: a bioinformatics and early validation study

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Spectroscopic insight into breast cancer: profiling small extracellular vesicles lipids via infrared spectroscopy for diagnostic precision

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Exploring Career in Biochemistry: Opportunities and Paths

Are you looking for the best career in Biochemistry ? If yes, this article gives you basic information about it.

Biochemistry is a field of science that deals with the chemical processes that occur within living organisms. It is a broad discipline that covers various topics, such as studying proteins , enzymes, DNA, and other biological molecules .

The study of biochemistry provides a foundation for many fields, including medicine, pharmacy, and biotechnology. This article will explore the various opportunities and paths available for a career in biochemistry.

Table of Contents

Career in Biochemistry

A. research scientist.

Research scientists in biochemistry conduct experiments and analyze data to understand the structure and function of biological molecules.

They also develop new techniques and technologies to study biological systems. Research scientists typically work in academic research institutions, government agencies, or biotech companies.

b. Medical Scientist

Medical scientists in biochemistry study the causes and treatments of diseases. They often work in academic medical centers, government agencies, or pharmaceutical companies.

Medical scientists can also work in clinical trials, testing new drugs and treatments’ safety and effectiveness.

c. Biochemist

Biochemists work in various industries, including food science, agriculture, and environmental science.

They are responsible for understanding the chemical reactions within biological systems, developing new products, and improving existing ones. Biochemists also work in research and development in the pharmaceutical and biotechnology industries.

d. Forensic Scientist

Forensic scientists in biochemistry analyze biological samples, such as blood and DNA, to assist in criminal investigations. They often work in forensic laboratories, law enforcement agencies, or private companies.

e. Science Writer

Science writers in biochemistry communicate scientific concepts and research to the general public. They often work for newspapers, magazines, or online publications. Science writers can also work in public relations, communicating scientific information to the media and the public.

Educational Paths in Biochemistry

A. bachelor’s degree.

A bachelor’s degree in biochemistry is the first step toward a career in this field. Students in a bachelor’s program will study various topics, such as genetics, organic chemistry, and molecular biology.

A bachelor’s degree is required for entry-level positions in the field.

b. Master’s Degree

A master’s degree in biochemistry provides a more in-depth study of the field.

Students in a master’s program can specialize in areas such as biophysics, enzymology, and protein chemistry. A master’s degree is required for many positions in research and development.

A Ph.D. in biochemistry is required for most advanced research positions.

Students in a Ph.D. program conduct original research and develop new techniques and technologies. A Ph.D. is also required for teaching positions in academia.

d. Postdoctoral Fellowship

A postdoctoral fellowship is a research position that provides additional training and experience for Ph.D. graduates.

Postdoctoral fellows work in research institutions, government agencies, or pharmaceutical companies.

A postdoctoral fellowship is typically a requirement for many academic and industry research positions.

Biochemistry offers various career opportunities in research, medicine, industry, and communication.

To pursue a career in this field, students must complete a bachelor’s degree in biochemistry or a related field.

Advanced degrees, such as a master’s or Ph.D., are required for many research and development positions.

Students should also consider gaining practical experience through internships or postdoctoral fellowships.

With the proper education and training, a career in biochemistry can be rewarding and fulfilling.

Check your opportunities on Linkedin Jobs now

Frequently Answered Questions (FAQs)

What kind of degree do i need to pursue a career in biochemistry .

To pursue a career in biochemistry, you typically need a bachelor’s degree in biochemistry or a related field. A graduate degree in biochemistry, chemistry, or biology is often required for more advanced positions.

What skills do I need to succeed in a career in biochemistry?

Successful biochemists typically have a strong foundation in biology, chemistry, and mathematics. They should also have strong analytical skills, attention to detail, and problem-solving abilities.

What is the job outlook for biochemists? 

The job outlook for biochemists is strong, with the Bureau of Labor Statistics projecting a 4% growth rate between 2019 and 2029.

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MSc by Research in Biochemistry

• Entry requirements
• Funding and Costs

College preference

• How to Apply

About the course

This programme aims to train you in cutting-edge laboratory research applying techniques in bionanotechnology, biophysics, computational biology, microscopy, molecular biology, structural biology and systems biology to a broad range of fields including cell biology, chromosome biology, drug discovery, epigenetics, host-pathogen interactions, membrane proteins, ion channels and transporters, and RNA biology.

You will be admitted directly to a particular research area led by departmental members who will be appointed MSc by Research supervisors. Students who have been admitted to a particular research supervisor will not normally do laboratory rotations. You will be based in a research lab and undertake research on a subject agreed with your supervisor.

There are no taught courses examined by written papers, but you will have access to a wide range of lecture courses at foundation or preliminary level, as appropriate. If you have changed fields, this will enable you to fill in gaps in your background knowledge. There is also a wide range of courses and workshops which you can attend to acquire skills that will be necessary for the pursuance and presentation of your research, as well as your professional development as a research scientist.

The MSc by Research in Biochemistry is normally a two year course, though if you have an appropriate background in research, you may be able to complete it in one year.

Research at the Department of Biochemistry is divided into five main themes:

• cell biology, development and genetics
• chromosomal and RNA biology
• infection and disease processes
• microbiology and systems biology
• structural biology and molecular biophysics .

Supervision

For this course, the allocation of graduate supervision is the responsibility of the Department of Biochemistry and it is not always possible to accommodate the preferences of incoming graduate students to work with a particular member of staff. Under exceptional circumstances a supervisor may be found outside the Department of Biochemistry. Information about  supervisors connected with this course  can also be found at the Department of Biochemistry website.

You will typically meet with your supervisor on a weekly or fortnightly basis. In addition, your supervisor may appoint a senior member of the laboratory as your day-to-day supervisor. Most laboratories also have weekly meetings where members present and discuss their results with other members of the laboratory.

You will begin your course as a probationary research student and near the end of your first year you will apply to transfer to MSc by Research status. This involves writing a short report on your research progress and statement of future research plans and giving a presentation. This will be assessed by two independent experts, who interview you as part of the process. Continuation in the programme is subject to passing the Transfer of Status exam.

If you wish, you may attempt to transfer to DPhil status instead of MSc by Research status at the end of your first year. To transfer to DPhil status, you are required to follow the same procedure as probationary research students on the DPhil in Biochemistry and must have supporting statements from your supervisor(s) and college.

The length of the programme depends on the following factors as judged by your supervisor(s) and assessors:

• focus and rate of student researcher development and progress
• achievement of acceptable focus and scope of thesis
• publication quality research
• length of available funding.

The final stage of the research programme is submission of your MSc thesis, which needs to be done within three years.

Your thesis is assessed by two independent experts (one of which will be external to the University of Oxford), who conduct a viva examination with you.

Graduate destinations

Approximately 80% of the department’s alumni who completed in the years 2015 to 2019 have pursued a career within academic or industrial research. Other graduates hold positions within a variety of different sectors including Patent Law, Management Consultancy, scientific publishing and teaching.

Changes to this course and your supervision

The University will seek to deliver this course in accordance with the description set out in this course page. However, there may be situations in which it is desirable or necessary for the University to make changes in course provision, either before or after registration. The safety of students, staff and visitors is paramount and major changes to delivery or services may have to be made in circumstances of a pandemic, epidemic or local health emergency. In addition, in certain circumstances, for example due to visa difficulties or because the health needs of students cannot be met, it may be necessary to make adjustments to course requirements for international study.

Where possible your academic supervisor will not change for the duration of your course. However, it may be necessary to assign a new academic supervisor during the course of study or before registration for reasons which might include illness, sabbatical leave, parental leave or change in employment.

For further information please see our page on changes to courses and the provisions of the student contract regarding changes to courses.

Entry requirements for entry in 2024-25

Proven and potential academic excellence.

The requirements described below are specific to this course and apply only in the year of entry that is shown. You can use our interactive tool to help you  evaluate whether your application is likely to be competitive .

Please be aware that any studentships that are linked to this course may have different or additional requirements and you should read any studentship information carefully before applying. 

Degree-level qualifications

As a minimum, applicants should hold or be predicted to achieve the following UK qualifications or their equivalent:

• a first-class or strong upper second-class undergraduate degree with honours.

The qualification above should be achieved in one of the following subject areas or disciplines:

• biochemistry
• cell biology
• molecular biology
• mathematics
• computation.

Please note that entrance is very competitive and most successful applicants have a first-class degree.

A previous master's degree is   not required in order to be considered for the programme.

For applicants with a degree from the USA, the minimum GPA sought is 3.5 out of 4.0. 

If your degree is not from the UK or another country specified above, visit our International Qualifications page for guidance on the qualifications and grades that would usually be considered to meet the University’s minimum entry requirements.

GRE General Test scores

No Graduate Record Examination (GRE) or GMAT scores are sought.

Other qualifications, evidence of excellence and relevant experience

• You are expected to have a good understanding of your proposed area of research and be familiar with the recent published work of your proposed supervisor(s)
• Research or work experience in an area related to your proposed MSc by Research project would be an advantage
• A track record demonstrating an interest in research, including the ability to master technical/computational skills, and plan and execute experiments effectively, is likely to advantage your application
• Publications are not required, but it may strengthen your application if you have already published your work in a scientific journal

English language proficiency

This course requires proficiency in English at the University's  standard level . If your first language is not English, you may need to provide evidence that you meet this requirement. The minimum scores required to meet the University's standard level are detailed in the table below.

*Previously known as the Cambridge Certificate of Advanced English or Cambridge English: Advanced (CAE) † Previously known as the Cambridge Certificate of Proficiency in English or Cambridge English: Proficiency (CPE)

Your test must have been taken no more than two years before the start date of your course. Our Application Guide provides further information about the English language test requirement .

Declaring extenuating circumstances

If your ability to meet the entry requirements has been affected by the COVID-19 pandemic (eg you were awarded an unclassified/ungraded degree) or any other exceptional personal circumstance (eg other illness or bereavement), please refer to the guidance on extenuating circumstances in the Application Guide for information about how to declare this so that your application can be considered appropriately.

You will need to register three referees who can give an informed view of your academic ability and suitability for the course. The  How to apply  section of this page provides details of the types of reference that are required in support of your application for this course and how these will be assessed.

Supporting documents

You will be required to supply supporting documents with your application. The  How to apply  section of this page provides details of the supporting documents that are required as part of your application for this course and how these will be assessed.

Performance at interview

Interviews are normally held as part of the admissions process.  

The main round of interviews is held in January and in early February. Additional interviews may be held at later dates subject to the availability of places.

Applications are reviewed by a panel of academics associated with the course. A short-list of applicants is confirmed, based on assessment of achieved or predicted undergraduate degree grade, academic references, personal statement and CV.

Interviews are in person or by video link, take approximately 30 minutes, and are conducted by a panel of two or more interviewers. Applicants are asked to talk about any research project(s) that they may have pursued and questioned on aspects of their research training to date, understanding of the proposed area of study and motivation for undertaking a research degree.

How your application is assessed

Your application will be assessed purely on your proven and potential academic excellence and other entry requirements described under that heading.

References  and  supporting documents  submitted as part of your application, and your performance at interview (if interviews are held) will be considered as part of the assessment process. Whether or not you have secured funding will not be taken into consideration when your application is assessed.

An overview of the shortlisting and selection process is provided below. Our ' After you apply ' pages provide  more information about how applications are assessed . 

Shortlisting and selection

Students are considered for shortlisting and selected for admission without regard to age, disability, gender reassignment, marital or civil partnership status, pregnancy and maternity, race (including colour, nationality and ethnic or national origins), religion or belief (including lack of belief), sex, sexual orientation, as well as other relevant circumstances including parental or caring responsibilities or social background. However, please note the following:

• socio-economic information may be taken into account in the selection of applicants and award of scholarships for courses that are part of  the University’s pilot selection procedure  and for  scholarships aimed at under-represented groups ;
• country of ordinary residence may be taken into account in the awarding of certain scholarships; and
• protected characteristics may be taken into account during shortlisting for interview or the award of scholarships where the University has approved a positive action case under the Equality Act 2010.

Initiatives to improve access to graduate study

This course is taking part in a continuing pilot programme to improve the selection procedure for graduate applications, in order to ensure that all candidates are evaluated fairly.

For this course, socio-economic data (where it has been provided in the application form) will be used to contextualise applications at the different stages of the selection process.  Further information about how we use your socio-economic data  can be found in our page about initiatives to improve access to graduate study.

Processing your data for shortlisting and selection

Information about  processing special category data for the purposes of positive action  and  using your data to assess your eligibility for funding , can be found in our Postgraduate Applicant Privacy Policy.

Admissions panels and assessors

All recommendations to admit a student involve the judgement of at least two members of the academic staff with relevant experience and expertise, and must also be approved by the Director of Graduate Studies or Admissions Committee (or equivalent within the department).

Admissions panels or committees will always include at least one member of academic staff who has undertaken appropriate training.

Other factors governing whether places can be offered

The following factors will also govern whether candidates can be offered places:

• the ability of the University to provide the appropriate supervision for your studies, as outlined under the 'Supervision' heading in the  About  section of this page;
• the ability of the University to provide appropriate support for your studies (eg through the provision of facilities, resources, teaching and/or research opportunities); and
• minimum and maximum limits to the numbers of students who may be admitted to the University's taught and research programmes.

Offer conditions for successful applications

If you receive an offer of a place at Oxford, your offer will outline any conditions that you need to satisfy and any actions you need to take, together with any associated deadlines. These may include academic conditions, such as achieving a specific final grade in your current degree course. These conditions will usually depend on your individual academic circumstances and may vary between applicants. Our ' After you apply ' pages provide more information about offers and conditions . 

In addition to any academic conditions which are set, you will also be required to meet the following requirements:

Financial Declaration

If you are offered a place, you will be required to complete a  Financial Declaration  in order to meet your financial condition of admission.

Disclosure of criminal convictions

In accordance with the University’s obligations towards students and staff, we will ask you to declare any  relevant, unspent criminal convictions  before you can take up a place at Oxford.

Academic Technology Approval Scheme (ATAS)

Some postgraduate research students in science, engineering and technology subjects will need an Academic Technology Approval Scheme (ATAS) certificate prior to applying for a  Student visa (under the Student Route) . For some courses, the requirement to apply for an ATAS certificate may depend on your research area.

You will have access to:

• experimental facilities, as appropriate to your research
• IT support from both the Department of Biochemistry and University IT Services
• library services such as the Radcliffe Science Library and the  Cairns Library .

The provision of project-specific resources will be agreed with the relevant supervisor during the planning stages of the research project.

The Department of Biochemistry has in-house research facilities, including  advanced fluorescence microscopy ,  advanced proteomic s,  NMR spectroscopy ,  molecular biophysics , and  crystallography .

There is the possibility to use facilities in other departments across the division and to access remote facilities at the Rutherford Appleton Laboratory,  DIAMOND Light Source  and Harwell Science and Innovation Campus.

Departmental seminars and colloquia bring students together with academic and other research staff in the department to hear about on-going research, and provide an opportunity for networking and socialising.

Biochemistry

The Department of Biochemistry comprises over 45 research groups and around 400 researchers and support staff, including more than 100 graduate students.

Oxford's Department of Biochemistry is a vibrant research and teaching department and benefits from state-of-the-art research facilities in its stunning purpose-built building occupied since 2008.

Research in the department is very broad and encompasses all aspects of modern molecular and cellular biochemistry, from atomic resolution biophysics to cell biology and imaging. The quality of research is outstanding, as demonstrated by an impressive publications output and the international standing of many of the department's researchers.

Research students reading for their DPhil or MSc by Research in the Department of Biochemistry are admitted to one of several programmes, either by the department or one of Oxford’s Doctoral Training Centres (DTCs).

View all courses   View taught courses View research courses

The University expects to be able to offer over 1,000 full or partial graduate scholarships across the collegiate University in 2024-25. You will be automatically considered for the majority of Oxford scholarships , if you fulfil the eligibility criteria and submit your graduate application by the relevant December or January deadline. Most scholarships are awarded on the basis of academic merit and/or potential. 

For further details about searching for funding as a graduate student visit our dedicated Funding pages, which contain information about how to apply for Oxford scholarships requiring an additional application, details of external funding, loan schemes and other funding sources.

Please ensure that you visit individual college websites for details of any college-specific funding opportunities using the links provided on our college pages or below:

Please note that not all the colleges listed above may accept students on this course. For details of those which do, please refer to the College preference section of this page.

Further information about funding opportunities for this course can be found on the department's website.

Annual fees for entry in 2022-23

Further details about fee status eligibility can be found on the fee status webpage.

Information about course fees

Course fees are payable each year, for the duration of your fee liability (your fee liability is the length of time for which you are required to pay course fees). For courses lasting longer than one year, please be aware that fees will usually increase annually. For details, please see our guidance on changes to fees and charges .

Course fees cover your teaching as well as other academic services and facilities provided to support your studies. Unless specified in the additional information section below, course fees do not cover your accommodation, residential costs or other living costs. They also don’t cover any additional costs and charges that are outlined in the additional information below.

Continuation charges

Following the period of fee liability , you may also be required to pay a University continuation charge and a college continuation charge. The University and college continuation charges are shown on the Continuation charges page.

Where can I find further information about fees?

The Fees and Funding  section of this website provides further information about course fees , including information about fee status and eligibility  and your length of fee liability .

Additional information

There are no compulsory elements of this course that entail additional costs beyond fees (or, after fee liability ends, continuation charges) and living costs. However, please note that, depending on your choice of research topic and the research required to complete it, you may incur additional expenses, such as travel expenses, research expenses, and field trips. You will need to meet these additional costs, although you may be able to apply for small grants from your department and/or college to help you cover some of these expenses.

Living costs

In addition to your course fees, you will need to ensure that you have adequate funds to support your living costs for the duration of your course.

For the 2024-25 academic year, the range of likely living costs for full-time study is between c. £1,345 and £1,955 for each month spent in Oxford. Full information, including a breakdown of likely living costs in Oxford for items such as food, accommodation and study costs, is available on our living costs page. The current economic climate and high national rate of inflation make it very hard to estimate potential changes to the cost of living over the next few years. When planning your finances for any future years of study in Oxford beyond 2024-25, it is suggested that you allow for potential increases in living expenses of around 5% each year – although this rate may vary depending on the national economic situation. UK inflationary increases will be kept under review and this page updated.

Students enrolled on this course will belong to both a department/faculty and a college. Please note that ‘college’ and ‘colleges’ refers to all 43 of the University’s colleges, including those designated as societies and permanent private halls (PPHs). 

If you apply for a place on this course you will have the option to express a preference for one of the colleges listed below, or you can ask us to find a college for you. Before deciding, we suggest that you read our brief  introduction to the college system at Oxford  and our  advice about expressing a college preference . For some courses, the department may have provided some additional advice below to help you decide.

The following colleges accept students on the MSc by Research in Biochemistry:

• Balliol College
• Corpus Christi College
• Exeter College
• Green Templeton College
• Hertford College
• Jesus College
• Lady Margaret Hall
• Linacre College
• Lincoln College
• Magdalen College
• Merton College
• New College
• Oriel College
• Pembroke College
• The Queen's College
• Reuben College
• St Anne's College
• St Catherine's College
• St Cross College
• St Edmund Hall
• St Hilda's College
• St Hugh's College
• St John's College
• St Peter's College
• Somerville College
• University College
• Wadham College
• Wolfson College
• Worcester College
• Wycliffe Hall

Before you apply

We strongly recommend you consult the Medical Sciences Graduate School's research themes to identify the most suitable course and supervisor .

Our  guide to getting started  provides general advice on how to prepare for and start your application.  You can use our interactive tool to help you evaluate whether your application is likely to be competitive .

If it's important for you to have your application considered under a particular deadline – eg under a December or January deadline in order to be considered for Oxford scholarships – we recommend that you aim to complete and submit your application at least two weeks in advance . Check the deadlines on this page and the  information about deadlines  in our Application Guide.

Application fee waivers

An application fee of £75 is payable per course application. Application fee waivers are available for the following applicants who meet the eligibility criteria:

• applicants from low-income countries;
• refugees and displaced persons; 
• UK applicants from low-income backgrounds; and 
• applicants who applied for our Graduate Access Programmes in the past two years and met the eligibility criteria.

You are encouraged to  check whether you're eligible for an application fee waiver  before you apply.

Readmission for current Oxford graduate taught students

If you're currently studying for an Oxford graduate taught course and apply to this course with no break in your studies, you may be eligible to apply to this course as a readmission applicant. The application fee will be waived for an eligible application of this type. Check whether you're eligible to apply for readmission .

Do I need to contact anyone before I apply?

Please refer to the  list of supervisors and projects  to identify areas of research that interest you as well as the contact details of potential supervisors. You are strongly encouraged to make contact with your proposed supervisor(s) in advance of applying. If you need help getting in touch with any of the research group leaders, please contact the department using the contact details provided on this page. 

Completing your application

You should refer to the information below when completing the application form, paying attention to the specific requirements for the supporting documents .

For this course, the application form will include questions that collect information that would usually be included in a CV/résumé. You should not upload a separate document. If a separate CV/résumé is uploaded, it will be removed from your application .

If any document does not meet the specification, including the stipulated word count, your application may be considered incomplete and not assessed by the academic department. Expand each section to show further details.

Proposed field and title of research project

Under 'Proposed field and title of research project' enter the  advertised research project codes  of at least one, and up to three chosen supervisors. You should list them in order of preference or indicate equal preference. The project code is shown when you expand the section beneath each supervisor's name on the department's webpage. You should not use this field to provide your own research proposal.

Proposed supervisor

Under 'Proposed supervisor name' enter the names of at least one, and up to three, academics who you would like to supervise your research. You should list them in order of preference or indicate equal preference. The supervisors that you choose should correspond with the projects that you indicated in the previous section.

Referees Three overall, academic preferred

Whilst you must register three referees, the department may start the assessment of your application if two of the three references are submitted by the course deadline and your application is otherwise complete. Please note that you may still be required to ensure your third referee supplies a reference for consideration.

References should generally be academic though a maximum of one professional reference is acceptable where you have completed an industrial placement or worked in a full-time position. Your references will support intellectual ability, academic achievement, motivation, and your ability to work in a group. 

Official transcript(s)

Your transcripts should give detailed information of the individual grades received in your university-level qualifications to date. You should only upload official documents issued by your institution and any transcript not in English should be accompanied by a certified translation.

More information about the transcript requirement is available in the Application Guide.

Statement of purpose/personal statement: A maximum of 500 words

You should provide a statement of your research interests, in English, describing how your background and research interests relate to the programme. If possible, please ensure that the word count is clearly displayed on the document.

The statement should focus on academic or research-related achievements and interests rather than personal achievements and interests.

This will be assessed for:

• your reasons for applying;
• evidence of motivation for and understanding of the proposed area of study;
• the ability to present a reasoned case in English;
• capacity for sustained and focused work; and
• understanding of problems in the area and ability to construct and defend an argument.

It will be normal for students’ ideas and goals to change in some ways as they undertake their studies, but your personal statement will enable you to demonstrate your current interests and aspirations.

Start or continue your application

You can start or return to an application using the relevant link below. As you complete the form, please  refer to the requirements above  and  consult our Application Guide for advice . You'll find the answers to most common queries in our FAQs.

Application Guide   Apply

ADMISSION STATUS

Closed to applications for entry in 2024-25

Register to be notified via email when the next application cycle opens (for entry in 2025-26)

12:00 midday UK time on:

Friday 1 December 2023 Latest deadline for most Oxford scholarships

A later deadline shown under 'Admission status' If places are still available,  applications may be accepted after 1 December . The 'Admissions status' (above) will provide notice of any later deadline.

^Included in 2024/25 places for the DPhil in Biochemistry *Three-year average (applications for entry in 2021-22 to 2023-24)

Further information and enquiries

This course is offered by the Department of Biochemistry

• Course page on the department's website
• Funding information from the department
• Academic and research staff
• Departmental research
• Medical Sciences Graduate School
• Residence requirements for full-time courses
• Postgraduate applicant privacy policy

Course-related enquiries

Advice about contacting the department can be found in the How to apply section of this page

✉ [email protected] ☎ +44 (0)1865 613210

Application-process enquiries

See the application guide

Other courses to consider

You may also wish to consider applying to other courses that are similar or related to this course:

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• v.295(31); 2020 Jul 31

A revolution in biochemistry and molecular biology education informed by basic research to meet the demands of 21st century career paths

Paul n. black.

Department of Biochemistry, University of Nebraska-Lincoln, Lincoln, Nebraska, USA

The National Science Foundation estimates that 80% of the jobs available during the next decade will require math and science skills, dictating that programs in biochemistry and molecular biology must be transformative and use new pedagogical approaches and experiential learning for careers in industry, research, education, engineering, health-care professions, and other interdisciplinary fields. These efforts require an environment that values the individual student and integrates recent advances from the primary literature in the discipline, experimentally directed research, data collection and analysis, and scientific writing. Current trends shaping these efforts must include critical thinking, experimental testing, computational modeling, and inferential logic. In essence, modern biochemistry and molecular biology education must be informed by, and integrated with, cutting-edge research. This environment relies on sustained research support, commitment to providing the requisite mentoring, access to instrumentation, and state-of-the-art facilities. The academic environment must establish a culture of excellence and faculty engagement, leading to innovation in the classroom and laboratory. These efforts must not lose sight of the importance of multidimensional programs that enrich science literacy in all facets of the population, students and teachers in K-12 schools, nonbiochemistry and molecular biology students, and other stakeholders. As biochemistry and molecular biology educators, we have an obligation to provide students with the skills that allow them to be innovative and self-reliant. The next generation of biochemistry and molecular biology students must be taught proficiencies in scientific and technological literacy, the importance of the scientific discourse, and skills required for problem solvers of the 21st century.

Establishing the foundation

For many biochemists and molecular cell biologists, the foundations driving interests in biology were immediately experiential. Most young children watch seeds sprout, plant a small garden, or conduct the celery experiment with colored water; some may make a pH indicator from purple cabbage or help deliver a calf or a litter of puppies. With such experiences, I always had questions about natural things—mostly biology, many not immediately answered—and thus required a visit to the local library or taking a dusty college book off the shelf in the living room. By middle school, interests grew, and learning about and drawing atomic orbitals was nothing short of fantastic. The subsequent foundations in math, chemistry, physics, and biology in high school were routine and lacked the excitement from earlier instructors with one exception. As a senior and taking now what would be called AP Biology or AP Chemistry, there was immersion with hands-on activities that included everything from pH curves and enzyme assays to animal dissections coupled with active discussions by teams of students of how and why. This was the foundation that established interests, thus setting the stage for my decisions and programs of study in college.

As an undergraduate student in the mid-1970s, I immediately realized that basic research was fundamental in driving education in biochemistry and cell and molecular biology. The journal Cell had been established in 1974 and, along with more established journals including the Journal of Biological Chemistry , Journal of Cell Biology , and Biochemistry , served as a platform linking cutting-edge research with teaching a sophomore-level cell biology course and extending to biochemistry and biophysical chemistry in subsequent years. The use of primary literature, while tough, provided real-time information that was being integrated into foundational concepts. As so, following my sophomore year, it was time to join a research laboratory, which was initially daunting, yet in time, an independent research project was developed that along with a rigorous course of study in biology and chemistry was foundational for advanced studies.

Graduate school offered the opportunity to deploy many of the same strategies using primary literature while teaching cell and molecular biology laboratory and learning the value of teamwork. There was an immediate realization that one's passion for cutting-edge science was not universal, and thus it was essential to develop strategies demonstrating how the use of a research article in a laboratory setting was approachable. It became important to ask: How do you teach a sophomore to read a primary research paper? Where does data come from, and how can it be interpreted? How can a team be more effective that a single individual in addressing a specific question? And how does that data yield new information to drive the field forward? What came from this two-year period was a basic understanding of balancing the need to understand a concept and coupling that information with cutting-edge research to further advance that concept.

One of the highlights of being a postdoctoral research fellow in the early 1980s was working with undergraduate students with a keen interest in biochemistry and molecular biology. My research was addressing the mechanistic basis of fatty acid transport and linkages to fatty acid activation and oxidation in Escherichia coli . It was during this period that the real importance of teamwork in science at the bench became apparent and that undergraduate students were effective members of a team given the proper mentoring. The undergraduate students were involved in key aspects of the work that included cloning the gene required for fatty acid transport ( fadL ), defining both patterns of complementation and expression, and culminating with purifying the protein FadL and showing that it was localized to the outer membrane. Three of the five papers published as a postdoc included undergraduate authors ( 1 , – 3 ).

These foundations are not unique, as most scientists have comparable experiences. They did however, guide my passion to link research with teaching and learning with the firm belief that biochemistry and molecular biology education is informed by basic research. These linkages are coincident with science (and, more broadly, STEM) education research addressing the importance of asking questions, designing and conducting experiments, collecting data, drawing conclusions, participating in scientific discourse, developing novel pedagogical tools, and communicating findings to advance the field. This experiential learning, as informed by science education research, also requires creating rubrics to establish goals and outcomes and to assess learning ( 4 , – 6 ).

Setting the stage to create the right balance in biochemistry and molecular biology education and cutting-edge research

The Morrill Act of 1862 establishing land grant universities, including the University of Nebraska–Lincoln (UNL), was profound by promoting “without excluding other scientific and classical studies…the liberal and practical education of the industrial classes in the several pursuits and professions in life” ( 7 ). The training in biochemistry at UNL embraces the importance of broader practical instruction and the training of scientifically literate graduates, which is consistent with the view that higher education is the major engine for socio-economic development. The transformation of our programs of study in biochemistry began in earnest in 2010, beginning with the recommendations from the American Association for the Advancement of Science, the National Science Foundation, and the National Education Council found in seminal documents, including Vision and Change in Undergraduate Biology Education: A Call to Action ( 8 ) and Rising Above the Gathering Storm: Energizing and Employing America for a Brighter Economic Future ( 9 ). This transformation was also informed by pioneering faculty at the university, in particular that of the botanist Charles Bessey. Bessey was known for innovative teaching methods that followed his belief that education was to be informed by research ( 10 ). His teaching and research were experiential and included establishing the classification system for flowering plants that has become standard. The impact of his efforts continues to resonate in the Nebraska National Forest, the first artificial forest that began with his tree-planting experiments with his students and in the establishment of federal programs that funded modern agricultural experiment stations.

The efforts to fully integrate the undergraduate and graduate education and research missions in the Department of Biochemistry began with the development of guiding principles, which were founded with the understanding that what we do in research and teaching is to improve the human condition.

• Commit to an uncompromising pursuit of excellence . Commitment to excellence is the firm ethos in teaching and research and is reflected by excellence in undergraduate and graduate education, cutting-edge research, and the generation of knowledge that is world class.
• Stimulate research and creative work that fosters discovery, pushes frontiers, and advances society . The highest standards for advancing research must be sustained through extramural funds and publications in the highest-quality journals in biochemistry and the molecular life sciences.
• Establish research and creative work as the foundation for teaching and learning . Students pursing a biochemistry and molecular biology degree must be afforded every opportunity to conduct high-impact research in faculty laboratories with funding from individual grants and institutional programs that support such research efforts.
• Prepare students for life through learner-centered education . Students must be guided and challenged in classrooms and laboratories to become independent in seeking the knowledge and skills required to become successful professionals in biochemistry, molecular biology, biomedicine, and related fields.
• Engage with academic, business, and civic communities throughout the state and the world . Interactions and collaborations in biochemistry extend beyond the walls of the university to colleges and universities within the state and around the world, and through engagement with the private sector it is essential to bring the products of research and teaching to consumers as a benefit to society.
• Create an academic environment that values diversity of ideas and people. The faculty and staff of the Department of Biochemistry at UNL embrace diversity and inclusive excellence as a fundamental core value.

Establishing a scholarly environment where research informs teaching and teaching informs research

The Department of Biochemistry at the University of Nebraska-Lincoln was formally established in its current structure in 1995. The major immediately became popular, especially for students wanting to pursue medical school. By 2006, the department had a number of high-impact and established research programs, yet as a small research-intensive unit, teaching was seen as secondary. I joined the department as Chair in 2008 with a highly productive and externally supported research program, continuing our efforts to understand the mechanistic basis of fatty acid transport. Our work had progressed from a bacterial model and over a 23-year period had progressed to yeast, mammalian cell culture, and animal models ( e.g. see Refs. 11 , – 15 ). The attraction of leading biochemistry at UNL was that all fundamentals were in place; the challenge was to move the department into the 21st century by linking research and teaching in proactive ways through engagement and new faculty recruitment. At the time, the department had a robust graduate program with high-caliber students conducting cutting-edge research.

Three members of the biochemistry faculty were working in the biochemistry education research space at that time, but their efforts were not integrated with the traditionally research-intensive faculty ( 16 , 17 ). This situation was not unique to UNL, as there are comparable challenges in the STEM fields throughout the country, many of which have resulted into two-tiered departments. To this end, there was a significant uphill battle that had to occur in moving faculty from the “talking head” in course delivery to active learning with full integration of teaching and learning with research. I had seen this in play out as an undergraduate student and knew the value of this linkage and how basic research informed teaching. Further, during the 22 years prior to assuming the leadership of biochemistry at UNL, my teaching was in both medical and graduate education, where integrating foundational research into teaching, including medical biochemistry, was an essential part of my approach. A number of issues at UNL began to coalesce, including the opportunity to hire a significant number of faculty and build a modern, high-impact Department of Biochemistry with strong research programs linked to teaching and learning and meeting the demands of 21st century career paths. This included hiring 19 new faculty members (2 joint) since 2010 to advance the biochemistry research and teaching missions. The challenges were to hire both strategically and deliberately to strengthen research and teaching and to establish a faculty with demographics that were shared by the student population. A central tenant in all of these efforts was one of inclusive excellence.

The initial challenge was to convince the “traditionalists” that teaching 21st century biochemistry and molecular biology the way they were taught was inconsistent with training a modern workforce with a biochemistry education at the core. Part of this first challenge was eliminated with retirements. The second challenge was to identify strategic needs within the unit that worked collectively to advance both research and teaching. I likened this challenge to being the conductor of an orchestra, where all parts are essential and where the whole was greater than the sum of the parts. If the violins were not in synchrony with the brass, the result would be catastrophic. If there were weaknesses in the percussion or woodwinds that needed to be addressed, this became the priority. As a department chair, I did not need to tell the faculty what to do but, like a conductor, had to establish the environment to achieve optimal collaboration and integration among the existing and newly recruited faculty, professional and technical staff, and students. This challenge was also mindful of linking research areas and programs both within biochemistry and with other programs for added strength and impact. It was also mindful of the changing face of modern biochemistry and molecular biology to be more quantitative, especially with the emergence of high-throughout data and systems biology. A final and important challenge was to make biochemistry a true academic home for nearly 400 undergraduate majors. This necessitated a careful review of the curriculum and the establishment of practices where students were engaged and mentored in their progression through the program over four years. This also required building a faculty that valued basic research in biochemistry and molecular biology that extended to teaching and learning. The result was a broad appreciation of the interplay between research that advanced teaching and learning and the development of novel pedagogical tools and basic research that generated new knowledge.

The environment that was established over a 10-year period was one of inclusive excellence and one that allowed the best ideas to come forward and be discussed and refined with many being implemented. During this same period, the research programs with highly talented graduate students and postdoctoral research fellows flourished, advancing programs in plant biochemistry, metabolic biochemistry, biomedical biochemistry, biophysical chemistry, and biochemical informatics. One key outcome of this excellence was the development of a graduate training program, supported by the National Institutes of Health, in the Molecular Mechanisms of Disease. The breadth of research in combination with changes in the teaching culture established a landscape required to advance the training of students for existing and emerging career paths.

Leadership, innovation, and team building

Leadership in any academic department requires a long-term vision, not simply maintaining the status quo and steering the unit. Like a conductor and their orchestra, academic leadership requires a clear understanding of the team, the measures of success, and how that fuels the vision. In biochemistry, the excitement of basic research and the generation of new knowledge is foundational. The hum of active research programs is contagious and spills into the hallways and seminar rooms where there is experimental planning, the sharing of data, and active discussions. As members of a biochemistry department not associated with a medical school, the graduate and undergraduate students in the laboratories and classrooms become part of the fabric and through a fully engaged learning environment, gain the requisite foundations for their chosen career paths.

A central component of leadership in biochemistry, especially in a research-intensive institution, is to lead by example and embrace the missions of the department. At UNL, this was the clear expectation of the faculty—in essence, leadership that understood the details of the interrelated academic missions by being in and coming from the trenches. Academic leadership in a research-intensive department cannot be equated with just being a unit administrator. Leading by example was crucial in building biochemistry and required maintaining a robust research program with undergraduate and graduate students ( e.g. see Refs. 18 and 19 ), contributing to the teaching mission and team building. It also required continual engagement with the faculty, staff, and students and proactive discussions with the deans and upper university administration. The balancing required was much like walking on a floor of marbles and meeting the needs and vision of the faculty using the resources available through the university.

In 2010-11 and again in 2016-17, the Department of Biochemistry had to complete formal academic program reviews. As is the case for most academic departments, both were initiated with a self-study, which culminated with guiding principles and strategic visions. My resolve was that these reviews be faculty-driven, and indeed this was the case. Both occurred at the right time in moving the department forward. The first was significant as it identified the challenges and gaps required to advance the research and teaching missions into the 21st century. The second built on the outcomes of the first and included a number of new faculty hires that were crucial in developing the Vision of Excellence 2017–2022 document that, while dynamic, has proven highly successful in meeting the challenges of a 21st century Department of Biochemistry. Following the first academic program review, key faculty hires were made that were largely directed to strengthening the research programs in redox biochemistry, biophysical chemistry, metabolic biochemistry, plant biochemistry, and systems biology and biochemical informatics. It became important at the time that a significant effort be made to advance biochemistry in teaching and learning. During this period and as noted above, the interplay between research that advanced teaching and the development of novel pedagogical tools and basic research that generated new knowledge became part of the departmental culture.

The 2016-17 academic program review was able to highlight the successes of the previous years and set the stage for the continued growth of the department with the understanding that research and teaching are interdependent and that strength in one provides strength to the other. During this period, the four-year curriculum had been modified to include biochemistry courses in each academic year, thus creating an academic home for the undergraduate students. There were expanded efforts to engage as many students as possible in basic research laboratory work in biochemistry and across campus in the larger molecular life sciences. In concert with these efforts, internal and external grants were awarded to members of the faculty to strengthen biochemistry teaching and learning—these grants were given the same high level of recognition as those supporting basic research. These efforts were coincident with strengthening a strong graduate program to include increased emphasis on the diversity of career paths. All of this was occurring in an environment that was driven by the faculty and from team building that was coming from within. The outcomes have been remarkable, with a level of faculty interaction in both research and teaching and, more specifically, a level of excitement linking the two. In addition to grants being awarded to support teaching and learning, four members of the faculty were awarded National Science Foundation CAREER grants in 2018 and 2019. These grants require outreach and education as central pillars of a cutting-edge research program. I remain convinced that these awards were successful in large part because of the environment established in the department that values research and teaching at the same level—this is an environment of inclusive excellence.

As the University of Nebraska celebrated the 150th year since its founding and the Department of Biochemistry its 25th year, the department was awarded the 2019 University-wide Departmental Teaching Award as one of the President's Faculty Excellence Awards. The University of Nebraska system specifically recognized the tradition of pedagogical excellence through faculty engagement and innovation. There was praise for the department's innovative educational programs that emphasize critical thinking, experimental testing, and molecular and computational modeling that are directly linked to excellence in basic research in redox biochemistry, biophysical chemistry, metabolic biochemistry, plant biochemistry, and systems biology and biochemical informatics. The department was recognized for transforming biochemistry education and developing life-long learners, leading to a number of high-impact career paths. The linkage between research that advanced teaching and the development of novel pedagogical tools and basic research that generated new knowledge was the common thread creating synergy leading to strength.

Program of study, critical thinking, and importance of scientific discourse

With the modernization of the biochemistry undergraduate curriculum to meet 21st century career paths, as is the case in many programs throughout the country, student engagement in their learning through critical thinking has become an expectation. It is now the tradition of biochemistry at UNL to present a body of information in concert with asking where it came from and how it advanced the field. As noted above, the biochemistry program has been modified to cover all four years. These changes in the undergraduate biochemistry curriculum have been driven by the faculty and supported by grants from the National Science Foundation, the National Institutes of Health, and the Kelly Fund, which is an internal philanthropic fund that supports advances in teaching and learning. The fundamentals are taught, but with a high level of student engagement in current trends in research, thereby providing an important backdrop to add interest and applicability to the learning process.

Beginning as freshman, students are introduced to fundamental concepts stemming from the ASBMB accreditation core concepts (energy is required by and transformed in biological systems; macromolecular structure determines function and regulation; information storage and flow are dynamic and interactive; and discovery requires objective measurement, quantitative analysis, and clear communication) at the same time they are taking initial sequences in biology, math, and chemistry. Student learning is assessed through on-line concept inventories. Students write a position abstract using the tools of scientific discourse to argue for or against statements made on a product that claims to be scientifically or clinically proven. Finally, they write a short scientific paper based on suggested topics within the core concepts that requires mastery of PubMed, learning to write in their own words, and citations of at least three primary works using the Journal of Biological Chemistry format. These efforts are integrated with college planning and skills, goal setting, discussions of working in a research laboratory and understanding the importance of teamwork in learning, and discussions of career paths.

As the biochemistry students progress through the curriculum as sophomores, they are introduced to the critical nature of biochemical data and in particular how is it generated, interpreted, and presented in a scientific publication. These efforts are completed in concert with more writing and the integration of the data analyzed with other related works. Students work individually and in groups of four, with the class size limited to 24. This approach, while demanding, generates much discussion and a clear appreciation of scientific teamwork. Our experience shows that students taking this course prior to taking the year-long biochemistry sequence have enhanced performance.

The third year of study includes a two-semester comprehensive biochemistry sequence that has evolved from being presented in a typical lecture style to one blending experiential learning and standard lectures. The challenge has been the delivery of such a biochemistry sequence with 300-350 students, including 70-80 biochemistry majors. Faculty that teach in this sequence have led efforts developing interactive learning modules using dynamic 3D printed models to allow students to visualize biomolecular structures. At present, three targeted learning objectives related to DNA and RNA structure, transcription factor-DNA interactions, and DNA supercoiling dynamics have been developed and accompanied by assessment tools to gauge student learning in a large classroom setting. Students had normalized learning gains of 49% with respect to their ability to understand and relate molecular structures to biochemical functions ( 20 ). The technologies developed are significant and allow students to understand macromolecular structure-function relationships and observe molecular dynamics and interactions ( 21 ). I am quite certain that additional innovative teaching technologies along these lines will be developed to enhance learning in this biochemistry sequence. An additional and highly innovative platform developed by biochemistry faculty, the Cell Collective, uses computational modules allowing students to gain first-hand experience in areas as diverse as cellular respiration and the molecular dynamics of the lac operon ( 22 ). These efforts break down the barriers common in a large classroom setting, allowing students to work in small groups to understand complex biochemical processes. The junior/senior laboratory sequence in biochemistry has been modernized and directly linked to ongoing basic research in faculty members' laboratories. As students gain broad understanding of basic biochemical concepts, they become well-prepared for advanced training in biophysical chemistry and structural biology that includes hands-on experience using programs such as PyMOL. These later efforts are coordinated with literature reviews, problem solving, and group presentations.

As seniors, biochemistry students complete a capstone course in Advanced Topics in Biochemistry with different topics that range from Plant Metabolic Engineering and Trace Metals in Redox Homeostasis to Metabolons and Metabolic Flux and the Biochemistry of Starvation and Obesity. These classes are limited to 24 students with group discussions that culminate in writing an advanced scientific paper and presentations. A central aspect of this course centers on scientific discourse with active discussions addressing potential discordance of data stemming from different experimental approaches. One instructor uses peer review of the student manuscripts, which culminates with a compendium of papers in the student journal, Advances in Biochemistry , that is shared with the class and archived by the department. Although the topical areas differ by instructor, this course is assessed using rubrics that are common among all sections.

For the majority of UNL biochemistry majors, their participation in laboratory-based research is woven throughout the program of study. In addition, and importantly, each student is individually mentored throughout the program of study.

Primary research and creative works and the balance to maintain excellence in the biochemistry curriculum

The Department of Biochemistry at UNL has top-tier research programs with research expenditures of $9-10 million/year, the majority of which are externally supported by grants from the National Institutes of Health, National Science Foundation, USDA, Department of Energy, and private foundations including the American Heart Association and Michael J. Fox Foundation. Coupled with this strength in research is a university-wide and highly impactful undergraduate research program, Undergraduate Creative Activities and Research Experiences (UCARE), that supports students over two semesters or a summer. UCARE is funded in part by gifts from the Pepsi Quasi Endowment and Union Bank and Trust. The office of the Agriculture Research Division (ARD) also supports academic and summer research experiences for undergraduate students. UCARE and ARD students must identify a research mentor and write a research proposal that is peer-reviewed. In biochemistry, additional undergraduate research students are supported during the academic year and summer by funds from individual research grants. These students are guided through standard operating procedures in research, biosafety, codes of conduct, expectations for ethical research, finding the right graduate program, and assistance through the graduate school application process.

At any given time, there are upwards of 50 undergraduate research students in the Department of Biochemistry laboratory. In addition, an additional 80–90 biochemistry undergraduate students are in the molecular life science laboratory, ranging from those in the Departments of Chemical and Biomolecular Engineering and Chemistry to those in Psychology and Food Science and Technology. It is important to point out that many of these students begin working in a research laboratory in their freshman and sophomore years and continue through graduation. All of the undergraduate research students participate in two university-wide research fairs, which involve juried poster presentations. Many of these students present their work in national forums including the ASBMB Annual Undergraduate Research Symposium. In addition to these undergraduate research programs, the university hosts numerous Research Experience for Undergraduate (REU) programs that are directed to students outside the university for research-intensive experiences in the summer. For those with interests in biochemistry, there are programs in Redox Biology, Biomedical Engineering, Molecular Plant-Microbe Interactions, and Virology.

Embedded within these high-impact research programs are graduate students and postdoctoral research fellows. At any given time, there are 30–35 Ph.D. students and an additional 30–35 postdoctoral research fellows. These laboratories provide cutting-edge research environments where undergraduate research students become members of research teams, much in the same way I did as an undergraduate student.

These research experiences for undergraduate students occur because all members of the biochemistry faculty (and others in the molecular life sciences) see this as part of their scholarly activities and as members of the academy. Whereas maintaining a high research profile is essential for our institution, the proactive engagement of undergraduate students is also part of the fabric of the department.

This brings me back to the orchestra. The conductor generally does not play an instrument, yet he or she occupies a unique space between the orchestra and the audience. The conductor must understand the dynamics that occur in that setting and set the stage to benefit both the audience and the orchestra. Orchestrating a research-intensive biochemistry department, like that at UNL, with nearly 400 undergraduate students has many of the same elements. The cutting-edge research in biophysical chemistry or metabolism is part of the foundation. Initially, the students see such activities as the audience, many as freshmen as they are introduced to the discipline and asking the question of why study biochemistry with its demands. They see the latest papers published from the department faculty on electronic boards highlighting novel cutting-edge research. Like a student of the orchestra, they are introduced to a small part of what we call biochemistry, but with the clear understanding that this is only a part of the total. Many students may not be able to work in in a research laboratory due to a variety of circumstances. In these situations, they gain experience in a teaching laboratory that is designed to emulate basic research. In both situations, these students learn and grow, in both the laboratory and a classroom that is increasingly experiential. Through the integration of basic research and modern teaching, these students become members of the orchestra we call biochemistry. The leadership of modern programs in biochemistry and molecular biology must facilitate this process. Like the conductor, departmental leadership must understand all aspects of the orchestra and the audience, in essence research and teaching and learning. They must establish an environment where students are trained in the discipline to advance their chosen career paths. This is the balance of teaching and research that maintains excellence in the biochemistry curriculum.

The richness of this type of training environment cannot be understated. The biochemistry students at UNL have been highly successful as evidenced by co-authorship on research papers, presentations, and awards. Over the past five years, biochemistry students have presented their research at the ASBMB annual meeting, where they have had opportunities to talk with the leaders in the field. Several of our students received outreach grants from the ASBMB, including one to support the Science Olympiad. Locally, biochemistry undergraduate research students continue to receive top awards at the university-wide research fairs. A number of these students have extended their efforts through participation in activities outside the traditional mainstream of basic research. One example are biochemistry students who have participated in the International Genetically Engineered Machine (IGEM) program. Others have coupled study abroad programs with experiential learning in biochemistry and biomedicine. Prior to graduation, students meet with the department chair, individually or in small groups, to provide their assessment of the program—over the past five years, the feedback has been uniformly positive. Finally, and importantly, the majority of biochemistry students enter postbaccalaureate programs with a high level of success, ranging from graduate programs in biochemistry and molecular biology to medical school, law school, and allied health programs. Others enter the local biotechnology sector, and in several cases, these individuals have risen to leadership roles in a short time.

Biochemistry and the nonmajor, engagement in K-12 education, and outreach

Biochemistry interfaces with many life science and engineering programs, and through course offerings for nonmajors, the department continues to occupy an important niche in teaching these students. These efforts are essential to the vitality of the department and are essential parts of the orchestra. In many cases, the challenges are greater, as many of these students do not have the vested interest in the discipline and are taking biochemistry courses as part of their degree requirements. Nonetheless, members of the biochemistry faculty have been highly innovative in this space and are now using course‐based undergraduate research experiences (CUREs) as part of these activities, both in large classroom and laboratory settings. In addition, full on-line versions for summer and continuing education students and blended learning approaches are also being fully deployed.

There are now significant efforts coming from the biochemistry faculty to engage students in K-12 education. Current efforts include discipline-based education research and science literacy programs leading to the development of novel pedagogical strategies with a specific focus on developing educational programs in the molecular life sciences for K-12 schools and nonformal learning environments. These efforts are advancing the department's national leadership in youth education in the molecular life sciences, affording increased awareness of and interest in careers related to science. One area of particular interest is instruction in core biochemistry courses that serve the broader life sciences community, including delivery to nontraditional learners ( e.g. on-line courses for continuing education).

As part of the culture of inclusive excellence and linking research to teaching and learning, the department continues to be active in science outreach efforts. These efforts may be more minor at the outset, but consider how elements within an orchestral program come together—the tympani or piccolo at just the right time and with the right amount of emphasis and impact results in an outcome far greater than the sum of the parts. These efforts are driven by the faculty that become involved in university-wide efforts to provide broad exposure of students, especially those from underserved communities, to the importance and impact of modern science. Two programs hosted by UNL that are of special note, Upward Bound and Women in Science, include efforts led by biochemistry research–intensive faculty with a commitment to teaching and learning outside the traditional boundaries of the academy.

Importance of ASBMB accreditation and maintaining high standards of excellence for 21st century career paths

Undergraduate education is a fundamental priority of the University of Nebraska. The biochemistry faculty have developed an undergraduate academic program that is directed at providing the foundation required for careers in industry, research, education, engineering, health professions, or other interdisciplinary fields. The B.S. degree is reflective of the discipline as a whole and includes current advances from medicine to biotechnology. The philosophy underpinning the undergraduate biochemistry program is a curriculum that includes coursework in each of the four years of study, individual mentoring, and the requisite electives for modern career specializations. Central to this philosophy are pedagogical strategies that include discussions of current research trends in biochemistry in the classroom at all undergraduate levels. Finally, and as detailed above, the biochemistry program works to provide primary research opportunities for all undergraduate majors, beginning as early as first semester freshman, as part of their experiential learning.

The Department of Biochemistry's undergraduate program was accredited by the ASBMB in 2016 for a full seven-year term. The move to have a fully accredited program was driven by the high standards expected in the program of study, ongoing program assessment through concept inventories, and increased national recognition ( 23 , – 25 ). The assessment exam given each year has allowed faculty to identify areas of strength and weakness in the program of study. One outcome of this assessment was to develop a senior level course in Biophysical Chemistry and Structural Biology, which integrates core concepts of physical chemistry with a focus on basic biochemical mechanisms. Since the biochemistry major was accredited, the number of undergraduate majors has increased by nearly 20%. More recently, the department has deployed a second biochemistry track with increased emphasis on biochemical informatics, statistics, and computational modeling. Coincident with these changes, the department has recently built a Biochemistry Resource Center that provides a visible home for the biochemistry undergraduate and graduate programs and a facility with full audio-visual capabilities for individualized study, tutoring, and small group discussions that include course-based and research-based efforts.

The finale of a symphonic work comes when all of the parts are visible—and heard—and this collective has lasting impact. This is not the result of one individual but of the many and, as noted, requires leadership that allows the best in each part to come forward. This finale is played in the UNL Department of Biochemistry just prior graduation in May and December, where members of the faculty host a Graduation Celebration to honor individual undergraduate and graduate students and their accomplishments. This finale extends to the recognition of biochemistry juniors and seniors as ASBMB Honor Society (Chi Omega Lambda) members. From 2016 to 2020, 28 of our students were inducted into Chi Omega Lambda and received their cords as part of the Graduation Celebration in May in recognition of their scholarly achievements, research accomplishments, and outreach activities. A final highlight to this finale is the department's ASBMB-affiliated Student Chapter, which interfaces with the basic biochemistry research programs through active discussions with graduate students and postdoctoral research fellows, contributes to new student recruitment, is involved in community outreach and philanthropy, and hosts programs in career planning. These types of efforts led to the UNL Biochemistry Club being recognized in 2017 as the ASBMB Outstanding Student Chapter.

Can these successes be replicated at other types of institutions including larger state universities with large enrollments but fewer research-active faculty, those with less funding, or smaller colleges and universities with fewer students and faculty? The answer is a resounding yes. There are several key points leading to this success. The first is that the leader of a biochemistry and molecular biology undergraduate program must have the ability to assemble a highly dedicated team. She or he must recognize individual strengths within the team, facilitate discussion, and work within to advance the best ideas directed toward the success of the program. As I have indicated above, the leader is like a conductor, allowing members of the orchestra to be their best while assembling a final product that is greater than the sum of the parts. The second point is that members of the team must be dedicated to the breadth of a 21st century program of study in biochemistry and molecular biology. They must contribute their individual scholarship through novel ideas and approaches and be willing to take risks in the development and deployment of new pedagogy. And third, the leader of such a program must listen to all members of the team and be mindful that such efforts are not about them, but rather the greater good.

Colleges or universities with fewer research faculty should not see such successes as unobtainable. The nature of experimental inquiry is part of who we are—picking up the latest Science or Nature provides an immediate snapshot of highly impactful science. For those of us in biochemistry and molecular biology, time well-spent each week is with the Journal of Biological Chemistry, Biochemistry , and Journal of Cell Biology , to name only a few. We can take what is at the cutting edge of modern biochemistry and molecular biology and, with our team, integrate this information into the classroom. For me back in the mid-1970s, it was the integration of research into teaching that contributed to the key decisions driving my early career. Our collective efforts in advancing biochemistry and molecular biology education can be bolstered by concerted efforts to acquire external funds, especially through the National Science Foundation. Finally, it is important for leadership to partner with upper administration in the college or university and let them know the power of our discipline in training students for the 21st century career paths. It has been this type of partnership at the University of Nebraska-Lincoln that has provided financial support to students along with faculty for their research and in the development of novel pedagogical approaches to advance biochemistry and molecular biology education.

Perspective

Twenty-first century programs in biochemistry and molecular biology must have a continuing commitment and dedication to the education of students resulting in their chosen career paths with high impact. These shared efforts require the firm ethos of the faculty to maintain an uncompromising pursuit of excellence, which is reflected in their commitment to teaching and learning that is directly linked to cutting-edge research and the generation of world-class knowledge. The biochemistry and molecular biology students must be well-prepared for life through learner-centered education. It is essential that they are guided and challenged in classrooms and laboratories to become more independent in seeking the knowledge and skills required to become successful professionals in biochemistry, molecular biology, biomedicine, and related fields. All members of a biochemistry and molecular biology faculty must embrace established research and creative works as the foundation for teaching and learning. In concert, it is essential that biochemistry students contribute to independent basic re-search projects, many of which result in national presentations and publications—in essence, learning by doing. The educational and research programs in biochemistry and molecular biology must be holistic and highly integrated in such a manner to advance modern research to inform the academic program development, which includes the deployment of novel pedagogical strategies. These collective activities are the orchestra of biochemistry and molecular biology with many interrelated and essential parts. This is the esprit de corps underpinning the interrelated academic missions of the Department of Biochemistry at the University of Nebraska–Lincoln, one of inclusive excellence reflecting the diversity and ideas and people as a fundamental core value.

Acknowledgments

I thank the American Society for Biochemistry and Molecular Biology for the 2020 ASBMB Award for Exemplary Contributions to Education.

Conflict of interest — The author declares that he has no conflicts of interest with the contents of this article .

Abbreviations —The abbreviations used are:

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The Molecular Pathways to Success: Exploring Career Opportunities With a Biochemistry Degree

Overview of Biochemistry Opportunities

Stepping Stones to Biochem Careers

Research and Development

Professions in Diverse Industries

Entrepreneurship and Innovation

Are you contemplating whether to major in biochemistry, or already knee-deep in your biochemistry program, wondering what awaits you beyond graduation? Well, you've come to the right place because we're diving into the exciting world of biochemistry careers.

There are many solid reasons why biochemistry is a good major, but we’ll help you discover just how many different professional pathways you can consider and why biochemists have promising and rewarding career prospects!

Overview of Opportunities in Biochemistry

Before we delve into the specific career paths, let's recognize the significance of biochemistry in modern science.

Biochemistry involves applying concepts and methods from both biology and chemistry, so it is also referred to as biological chemistry.

Biochemistry is the science that explores the intricate chemical processes that occur within living organisms. It's the bridge between biology and chemistry, unlocking the secrets of life itself.

Origins of Biochemistry

Some experts suggest that biochemistry was born in the year 1833, when a scientist named Anselme Payen discovered the enzyme now known as amylase . This discovery proved that chemical reactions happen in living organisms.

Since then, biochemists have determined that the human body consists almost entirely of just six elements: hydrogen, carbon, calcium, nitrogen, oxygen, and phosphorus.

More recently, biochemistry discovery and innovation have been truly explosive — which is why demand for qualified biochemists is forecast to grow dramatically as well.

Job Growth for Biochemists

Source: Bureau of Labor Statistics

Biochemistry has shined light onto our understanding of cellular reproduction, heredity, and genetics. So biochemists are now playing a central role in amazing new discoveries in pharmacology and gene therapy.

Biochemists also apply genetic analysis in a range of forensic roles.

And, since biochemists focus on elements of chemistry linked to the life sciences, they should also be able to land meaningful and lucrative jobs in environmental science roles.

So, biochemistry is a vibrant sector of scientific research today, and the right biochemistry degrees and qualifications should open doors to meaningful, well-paid jobs, in medicine, biology, forensics, environmental work, education, and several other sectors as well.

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The Stepping Stones to Career Opportunities in Biochemistry

Applications to STEM programs have increased dramatically in recent years, in response to the increased demand for these skills in the workforce.

However, getting into the STEM workforce not only requires navigating a crowded space at top schools, but most people would consider biochem to be a pretty hard major . You’re going to need a strong foundation academically — before college — in subjects such as biology, physics, chemistry, and math.

Starting early is key in STEM fields — for getting into better colleges and for navigating the academic challenges that come with studying biochemistry or other STEM subjects as an undergraduate.

Degree Tracks in Biochemistry

With an associate degree (AA) in biochemistry you can qualify for entry-level jobs, such as a lab technician for example. Some students might use an AA degree and a good entry-level job as a stepping stone to further professional learning and career advancement over time.

However, you’re likely to find that getting a bachelor degree (BS/BA) or even a postgraduate degree , will help you find better opportunities, given the complex concepts you need to master to work as a biochemist.

The bright part of it all? While a college degree in biochemistry isn’t easy for most people, the return on investment for STEM degrees in general is expected to be far better than average.

The average STEM salary is almost $87,000, almost double the non-STEM salary.

- edscoop, "stem education gets $320 million boost from pwc".

In a bachelor degree program , you can pursue a BS (bachelor of science) vs BA (bachelor of arts) .

Most students interested in a biochem major will go for a bachelor of science degree to be most qualified for jobs requiring technical skills.

But a bachelor of arts track in biochemistry may be a good fit if you’re thinking about an interdisciplinary approach, with study in areas such as law, communications, science education, or public policy.

For more advanced roles in research and development, in academia, or consulting, you may want to pursue graduate school , and aim for a higher degree , such as a master’s degree , or a doctoral degree .

If you’re a woman aiming to pursue a biochem degree in college, keep in mind that you may find programs out there to help you succeed.

From Harvard’s women in STEM mentoring program to initiatives of the US Office of Economic Security, to numerous professional associations and nonprofits organizations, there are many programs put in place to support the success of women in STEM learning and STEM professions.

Finally, before pursuing a biochemistry degree think ahead: what kinds of coursework and degree programs best align with your career interests and passions?…

• Are there areas of technical specialization you want emphasized in your college courses?
• Which secondary disciplines most interest you: medicine and medical sciences? environmental studies? business majors or law? data science or engineering?... 
• Do you want a college that offers a suitable interdisciplinary path aligned with your career interests?

Thinking ahead and fine tuning what kinds of specialized and complementary courses you squeeze into your academic program is important… Because, as you’re about to see, there is a stunning variety of biochemistry pathways and occupations out there requiring a wide range of varied skill sets…

I. Research and Development Pathways in Biochemistry

Biomedical research scientist.

Ever dreamt of making groundbreaking discoveries?

As a biomedical research scientist, you'll be at the forefront of scientific exploration. You'll delve into diseases, genetics, and cellular processes, contributing to scientific breakthroughs and medical advancements that can change the world.

If you’re wondering how central a role biochemists can play in modern medicine, take the case of Tony Hunter, a student in natural sciences and biochemistry who attended Cambridge during the 1960s.

Around 1980, Dr. Hunter discovered phosphotyrosine and today this discovery continues to have important implications for research in cellular reproduction and efforts to identify promising cancer therapies .

Here is where all the hours I had spent memorizing the structures of the amino acids as a student became important, because I knew that there was a third hydroxy amino acid, tyrosine, although no one had ever reported tyrosine to be phosphorylated in proteins… Early experiments gave us the initial clues that tyrosine phosphorylation might play a role in cancer…

- tony hunter, "my biochemical journey from a cambridge undergraduate to the discovery of phosphotyrosine..

Women biochemists are pioneers of biochemistry research too!

Take the example of Dr. Jennifer Doudna…

Dr. Doudna is a rockstar woman biochemist of the 21st century! She earned a bachelor degree from Pomona College (one of the Claremont Colleges) and her doctoral degree from Harvard Medical School.

In 2020 she and another woman chemist, Emmanuelle Charpentier, won a Nobel Prize in Chemistry for discovering how to do genome editing. (And, it all started when her high school French teacher encouraged her to stick with science!)

Today Dr. Doudna is a Professor of Chemistry and Molecular Cell Biology at UC Berkeley and President and Chair of the Innovative Genomics Institute.

With biotech emerging as a primary terrain of innovation in the 21st century, biochemists pursuing specializations in medical research are likely to have abundant career prospects before them!

A Day in the Life: Pomona College

How I Got Into UC Berkeley

The Hidden Gem of STEM: Harvey Mudd

Pharmaceutical Scientist

Pharmaceutical sciences offer another great professional pathway for biochemistry majors.

Pharmaceutical scientists are responsible for developing drugs and therapeutic treatments. And, with this kind of expertise, you could work in many roles, including not only research and development, but post-development too: ensuring product safety, efficacy, and regulatory compliance, for example.

It might seem hard to believe at first, but by working in pharmaceutical science you could find yourself using what you learn as a biochemistry major to improve or save countless lives.

Related Salary Data

II. Biochemistry Professions in Diverse Industries

1. clinical and healthcare professions.

Biochemists with the right qualifications can also pursue opportunities working in hospitals, doctors’ offices, or medical diagnostic labs. These job settings offer many entry-level technician roles related to patient care and diagnostic testing, as well as more advanced analysis, diagnosis, and research roles.

Clinical Biochemist

For those who want to make a tangible impact on patient care, becoming a clinical biochemist is an excellent choice. You'll analyze patient samples to diagnose diseases, working closely with medical teams to provide accurate diagnoses and treatment recommendations.

Medical Laboratory Scientist

In hospital laboratories, medical laboratory scientists perform crucial tests and analyses, playing a vital role in patient care and treatment decisions. It's a career that combines your love for science with a genuine desire to help people.

2. Industrial Occupations for Biochemists

Biotechnologist.

If you have a passion for biochemistry with a strong penchant for technology , then working as a biotechnologist could be a perfect niche.

As a biotechnologist, you'll apply molecular techniques to develop new products and processes. You might even find yourself collaborating on the design and development of technology tools that others can use to automate or optimize biochemistry research and applications.

Many emerging innovations and technologies — spanning genetic engineering, food and agricultural research, and biofuel production  — should create steady demand for biotechnicians for years to come.

Quality Control Analyst

Quality control analysts ensure the safety and quality of products in biotech and pharmaceutical industries. Your attention to detail will help maintain industry standards, ensuring products meet the highest quality benchmarks.

As a quality control specialist, you’ll do testing and record keeping to monitor product quality or safety. You might also help organizations improve efficiencies, or optimize materials or processes used for production.

Most quality control analysts work in laboratories, manufacturing facilities, or offices. You may need a postgraduate degree to qualify for more advanced research roles.

3. Academia and Education

Because so much is riding on scientific research and innovation in today’s modern economies, opportunities in STEM fields are growing quickly, creating demand for educators as well.

As the demand for trained biochemists continues to grow, you should find increasing opportunities to work in education and academia.

College Professor

Passionate about teaching and mentoring the next generation of scientists? Becoming a college professor is a fulfilling path. You'll teach biochemistry courses at universities and colleges, all while contributing to academic research in your field.

In fact, it could be a tremendous time to pursue a path in higher education if you have the right science degrees, because of intense demand for educating a more robust STEM workforce.

If you do pursue this path, keep in mind that colleges and universities — and their various STEM departments — come with many different kinds of needs, students, departmental structures, and specializations.

This means the roles and responsibilities of a college professor can vary considerably, especially in terms of teaching in vocational programs vs. more academic programs, or taking on more extensive research.

To work in postsecondary education teaching or doing research, you’ll typically need a postgraduate degree in biochemistry. For more advanced teaching and research roles at the top STEM universities , you’ll typically need a doctoral degree.

Science Educator

Since many biochemists see themselves as scientists as they pursue their college education, they may not think about working as a science educator. But if you love biochemistry and have a passion for sharing that knowledge with others, you may find a career in science education is very rewarding.

And, with the need to prepare more students to succeed in college STEM programs, there’s a strong demand for talented science educators in K12 settings.

The study of STEM subjects… teaches critical-thinking skills, and instills a mindset that will help students find success across numerous areas and disciplines. [But] too often the opportunity to learn and to be inspired by STEM is not available…Only 20 percent of high school graduates are prepared for college-level coursework in STEM majors…

- bridget long, dean of the harvard graduate school of education.

If you have a penchant for teaching and are enthusiastic about helping young people and promoting educational excellence, this path offers you a lifetime of opportunities to inspire, mentor, and educate the next generation in the company of other passionate education professionals.

4. Regulatory and Compliance

Regulatory affairs specialist.

Regulatory affairs specialists ensure that biochemistry products comply with government guidelines. Given the fact that many biochemistry products are highly regulated, biochemists play a pivotal role in helping important new products, drugs, and technologies get regulatory approval and stay in compliance in the midst of shifting regulatory landscapes.

As a regulatory affairs specialist or a biochemist supporting others in these roles, you’ll be working at the intersection of science, law, technology, and public affairs. If you’re inclined to combine your interest in biochemistry or biotechnology with a penchant for law or public policy, this specialized pathway is one where you might thrive.

Patent Examiner

If you're intrigued by the legal aspects of science, becoming a patent examiner is another less traditional path to consider.

As a patent examiner, you can work in private industry or for government regulators. You’ll get to use a mix of science expertise and legal analysis skills to evaluate patent applications for intellectual property rights in the biochemistry field.

Patent examiners are skilled engineers and scientists who work closely with entrepreneurs to process their patent applications and determine whether a patent can be granted. This work… helps businesses quickly move their innovations to market, creating new jobs and expanding commerce.

- us patent and trademark office.

According to the US Patent Office, US patent examiners earn salaries ranging from $61,325 to $93,052.

With additional experience and exceptional educational qualifications , this pathway might also lead to more advanced consulting roles or job opportunities with law firms.

5. Environmental and Sustainability

Environmental analyst.

Passionate about our planet's health? Environmental analysts study the impact of pollutants and toxins on ecosystems, contributing to environmental protection and conservation efforts.

Let’s face it, lots of environmentalists think about careers in public policy, law, or engineering. But, underneath it all are the life forces of natural environments impacted by man-made chemicals, pollutants, and toxins. In other words, biochemistry is a foundational science at the center of environmental investigation, monitoring, and testing.

In addition to biochemistry and environmental analysis, related academic and career pathways include: microbiology, environmental engineering, conservation science, and forestry.

Agricultural Scientist

Did you know that there are more microbes in a teaspoon of soil than there are people on earth?

Well, if you’re interested in agricultural science you may already know that’s true, and if not, well maybe you’re realizing just how fascinating it might be to work in this field…

And, as a chemist, you may already know that chemistry — in the form of carbon transmission that fuels soil life, or in terms of chemicals involved in photosynthesis — is foundational to soil and plant systems, and therefore, to agriculture.

As an agricultural scientist you’ll play an important role in developing sustainable agricultural practices and bio-based products. Your work can enhance crop yields, nutrition, and environmental resilience.

In an ag science career, you can make a positive impact on food production, help drive solutions for environmentally friendly farming practices, and contribute to solutions that support the livelihood of farmers.

6. Bioinformatics and Data Analysis

There’s little doubt that the revolution in biotechnologies unfolding today will require contributions from the fields of bioinformatics and data analysis.

Bioinformatics Specialist

In the age of genomics, the role of bioinformatics specialists has become increasingly vital. These professionals are the data wizards of the biological world…

In fact, as gene-sequencing technologies advance, the volume of genomic data has exploded.

So, as a bioinformatician, you’ll likely play a pivotal role in deciphering these sequences, identifying genes, regulatory elements, and potential disease-causing mutations.

Bioinformaticians also contribute to discoveries related to diseases — both the mechanisms of diseases and promising treatments.

Data Scientist in Health Sciences

Combining biology with data-driven methodologies, data scientists in health sciences are at the forefront of a healthcare revolution. They use data to transform the way we diagnose, treat, and prevent diseases.

Data scientists in health sciences also use machine learning to anticipate disease outbreaks and trends.

For example, during the COVID-19 pandemic, data scientists analyzed vast amounts of data to predict the spread of the virus to inform public health measures.

These professionals also work on diagnostic algorithms that can assist in interpreting medical images like X-rays and MRIs.

Today, data-driven drug discovery is another fast-growing area where data scientists are front and center — saving lives and reducing the costs of R&D.

III. Entrepreneurship and Innovation

1. start-up founder.

For the ambitious and entrepreneurial, starting your biotech company is a thrilling option. You can translate research into marketable products or solutions, driving innovation in the field. 

Entrepreneurs and investors are likely to be on the look out for scientists interested in supporting an entrepreneurial culture with both scientific knowledge and managerial skills, as a consultant or marketing manager, for example.

If you want to combine a biochemistry degree with a degree in business administration , you should find that biotechnology proves to be a field ripe for entrepreneurial adventures for years to come.

The economic activity derived from biotechnology and biomanufacturing is referred to as “the bioeconomy”... Although the power of these technologies is most vivid at the moment in the context of human health, biotechnology and biomanufacturing can also be used to achieve our climate and energy goals, improve food security and sustainability, secure our supply chains, and grow the economy across all of America.

- president biden, executive order, september 2022, 2. science communication.

If you have a gift for translating complex ideas into relatable language, consider a career in science communication. Becoming a science writer, blogger, or content creator is a path that can allow for lots of independence. It also allows you to bridge the gap between scientific research and public understanding.

Think about it, with biochemistry at the center of so many modern challenges and innovations, our society is going to see growing demand for technical writers in this field. In this role you’ll help all the non-scientists in the world make sense of new discoveries, insights, and technologies.

Technical writers and science writers will be needed for more than just supporting innovations in health sciences too… The world will also need writers with backgrounds in biochemistry to help with science education initiatives, and for accurate communications related to environmental issues.

So, if you’ve got an interest in developing professional communication skills as a biochemist, be sure to consider if technical writing and media communications might be the pathway you’re looking for!

Final Thoughts

In conclusion, a biochemistry degree opens up a world of possibilities.

So, is biochemistry a good major? Absolutely — it's the field driving today’s greatest social and scientific challenges and innovations!

And we've explored just some of the diverse career paths available…

No matter which path you choose, remember that biochemistry is more than just a major — it's a journey of discovery, innovation, and making a positive impact on the world. Even more, as a biochemist you’re also going to be riding a huge wave of revolutionary innovation in the decades to come!

There’s good reason to be confident a biochemistry degree will deliver a solid return on your educational investment. So why not position yourself with the strongest academic accomplishments possible?

If you’re wondering what that could look like, book a free consultation . Together let’s explore your interests and kickstart your journey to an outstanding biochemistry career. We doubt you’ll ever look back…

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Biochemistry

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What You Need to Know About Becoming a Biochemistry Major

Biochemistry majors combine elements of biology and chemistry to thoroughly understand living things.

Becoming a Biochemistry Major

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Biochemistry majors get a solid education in both biology and chemistry.

What Is a Biochemistry Major?

Biology looks at the bigger picture of life, focusing on anatomy and physiology. Chemistry takes the microscopic view by narrowing in on cells and molecular interactions. Biochemistry combines some of each to investigate the workings of life at its most basic, molecular level.

Undergraduate biochemistry majors earn an interdisciplinary education and considerable training in research. Upon graduating, students may wish to pursue graduate studies, apply for medical school or seek work in biomedicine, environmental science, clinical research or other fields.

Biochemistry major vs. biology major: What’s the difference?

Biology majors are more broadly concerned with living things – their anatomy and physiology, functions and roles in ecosystems, and evolution. They may later focus on specific disciplines such as zoology, ecology, botany or marine biology. Pursuing a bachelor’s in biology can open the door to a wide variety of research and career opportunities, given its broad applicability.

Biochemistry is typically considered a subdiscipline of biology and chemistry. Largely laboratory-based, the science focuses on the structure and composition of living systems, as well as the chemical reactions that develop in these systems and ways to control them. These biochemical interactions are what biochemists study to develop medications or evaluate the toxicological effects of pesticides on the environment.

Both majors are among the most popular degrees that premedical students attain.

Common Coursework Biochemistry Majors Can Expect  

Core coursework.

As the name implies, biochemistry involves a great deal of biology and chemistry, but it also requires considerable mathematics and physics. Students can expect plenty of lab work and often have their choice of relevant elective courses, such as pharmacology and toxicology, cellular neurobiology, virology and plant biochemistry. What might be an elective in one school’s program, however, might be a requirement in another.

Courses may include:

• Calculus (i.e., integral, differential, multivariable).
• General chemistry.
• Cell and molecular biology.
• Genetics and DNA.
• Microbiology.
• Organic chemistry. 
• Various laboratories (Examples include protein biochemistry, analytical biochemistry, organic chemistry and physics).

Concentrations

Biochemistry is a more specific and detailed science compared to the overarching sciences, such as biology or chemistry. For this reason, biochemistry is a concentration frequently offered at universities in biology, chemistry and even physics programs.

However, there are many fields a biochemistry major can specialize in. The variety of biochemistry electives universities offer reflects this, permitting students to customize their studies to their preferences.

Some areas of specialization can apply biochemistry to:

• Medical disciplines, such as neurochemistry, endocrinology and pharmacology.
• Technological and cutting-edge fields, such as biotechnology, synthetic biology and gene editing.
• Agriculture, food science and nutrition.
• Environmental and conservation science. 
• Cosmetic science.

Universities might also offer concentrations in:

• Business. 
• Pre-health.
• Medicinal chemistry.
• Options for teaching certification.

Is Biochemistry a Good Major For Me?

A science concerned with the processes and workings of life at the molecular level is well suited for detail-oriented individuals with a keen mind for math, data analysis and creative research innovation. Prospective students should have a strong interest in biology and chemical processes to persevere through the rigorous coursework.

Since biochemistry students will be substantially involved in lab work, interested individuals should be ready to work independently as well as collaboratively. Research in this field widely impacts all manner of living things, so ethical conduct, precision and accuracy, and an emphasis on lab safety and safe handling are crucial. Cutting corners isn’t an option, so students should be prepared to take great care in their work.

For students with a deep commitment to advancing research in biology, chemistry and any of the many fields they encompass, majoring in biochemistry is an ideal steppingstone to making an impact. For those who are scientifically inclined but less certain of their final career, the major opens the door to a vast array of careers.

What Can I Do With a Biochemistry Major?

Biochemistry is a common pre-med school degree. Students may find the challenging curriculum to be good preparation for the rigors of medical school. After all, plenty of their courses’ curriculum material translates directly to the Medical College Admission Test (MCAT). Biochemistry is specifically involved in two of the MCAT’s four sections. Biochemistry students looking to get into dentistry may also be at an advantage in dental school.

A growing demand for research in medicine also means a growing demand for biochemists. The aging population and changing trends in disease outbreaks are driving the need for new drugs and treatments. Genetics – one area of focus in biology – plays a prominent role in various disorders and diseases, such as cancer, sickle cell disease, diabetes and Parkinson’s disease, as well as autoimmune conditions, like lupus, rheumatoid arthritis and celiac disease. The prevalence of diseases and disorders translates to a need for biochemists.

Beyond medicine, biochemistry majors might work in agriculture, engineering crops to resist disease. Or they might work in environmental science, investigating biofuels from plants as energy alternatives or developing more ways to protect the environment.

In practice, the availability of jobs will depend on a graduate’s level of study and areas of specialization and experience.

Fresh out of school, graduates might work as laboratory technicians for chemical, pharmaceutical or cosmeceutical manufacturers. They can become forensic scientists working with law enforcement or food scientists working in a laboratory. Graduates might also want to enter education, teaching in primary and secondary schools. Even science writing and communications work may be appealing.

Plenty of graduates continue their studies, aspiring toward master’s degrees , doctorates and postdoctoral research opportunities. They might become professors, pharmacists, leading researchers or specialists like epidemiologists, endocrinologists or pharmacologists. Pursuing graduate study is a must for those seeking advanced positions in biochemistry-related careers.

Data is sourced from the U.S. Bureau of Labor Statistics .

Certifications, credentials and skills: 

Depending on the path taken, certifications can be useful for graduates to earn. In the area of chemistry and toxicology, students can gain certificates from organizations such as the National Registry of Certified Chemists and the American Board of Clinical Chemistry . Students interested in applying biochemistry toward environmental science may pursue certification from the National Registry of Environmental Professionals or the Board for Global EHS Credentialing .

More broadly, the American Society for Biochemistry and Molecular Biology offers certification in biochemistry and molecular biology. Premed students may want to consider certification in lab work from the American Society for Clinical Pathology . Given the prevalence of lab work in biochemistry, students will certainly benefit from certifications in lab safety, which can be earned from the Occupational Safety and Health Administration Education Center .

What Biochemistry Majors Say

“I find that pursuing a degree in Biochemistry can really give students a wide appreciation and array of skills that are present in every field of scientific research and health care fields as it's often hard to find answers to why people are afflicted by certain diseases or why a certain biological process malfunctions without understanding the fundamentals of biochemical study.” – Romele Robe Marcial A. Rivera, Arizona State University

“For me, biochemistry opened a window into a world that I didn’t realize existed. We all know that we exist, obviously. We know that science exists. Having a deep understanding of all the little mechanisms working symbiotically to keep us alive, though? That’s a whole different ballgame.” – Nicola Osgood, University of California San Diego

“Given that biochemistry is an inherently interdisciplinary subject, a student will likely be taking many seemingly unrelated courses in their first couple years and finding direction or purpose in studying biochemistry may not be easy in the beginning. THIS IS NORMAL. Biochemistry in its nature is a subject that requires at least a few semesters of college-level background to begin grasping. Knowing this fact before beginning a biochemistry degree can ease the confusion and lack of motivation students may have when they’re four semesters in and pondering why they’ve made the decision to study the hardest major (slightly biased take).

“ … Biochemistry has provided me with an entirely new lens to peer into my surroundings, and to think deeply and purposefully about the problems that face all humans; diseases, energy resources, climate, nutrition, consciousness, etc. For those looking to make a lasting impact on the advancement of the human condition, I believe biochemistry serves as an excellent medium to do so.

“Furthermore, I believe that premed students wishing to pursue medical school will be best off by studying biochemistry during their undergraduate experience. Not only will the rigor of biochemistry prepare them best for the rigor of medical school, but many of the courses in a biochemistry curriculum translate directly to MCAT preparation and future medical school classes. – Cameron Snyder, Georgia Institute of Technology

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Restoring sight is possible now with optogenetics

People suffering from macular degeneration, along with other diseases that impair sight, may soon benefit from gene therapy

As a child, Max Hodak learned to develop film in a darkroom with his late grandfather who was almost blind.

Hodak’s grandfather had retinitis pigmentosa, a congenital disease that affects one out of every 5,000 people — more than 2 million worldwide. Most people with the condition are born with their sight intact. Over time they lose peripheral vision first, then central vision, and finally, their sight, sometimes as early as middle age.

“He clearly had this career and was a photographer, and I saw that,” Hodak said of his grandfather, who became an aerospace engineer and briefly worked on heat shields for spacecraft. “But most of my memories as a kid was that he was pretty profoundly blind.”

Possible solutions, though, are within reach. Science, a start-up company in Alameda, Calif., has designed a visual prosthesis called the Science Eye which could restore vision, albeit in a limited form, in people with retinitis pigmentosa. Hodak, its CEO, co-founded the startup after a stint at Elon Musk’s company Neuralink. Other companies such as Paris-based biotechnology company GenSight Biologics and Bionic Sight in New York are also experimenting with methods to restore sight.

All are basing their work on a research tool in neuroscience called optogenetics, a form of gene therapy that delivers proteins called opsins via injection into the eye to boost the light sensitivity of cells in the retina, the layer of tissue at the rear of the eyeball.

Therapeutic optogenetic therapy for vision restoration certainly has promise, according to Anand Swaroop, a senior investigator at the National Eye Institute in Bethesda, Md., who has worked on inherited retinal degeneration for close to four decades. But there’s still room for improvement.

“At least at this stage, it seems to be very good in cases where someone is completely blind,” Swaroop said. “You should be able to find your way around. You’re not going to bump into things, which is great. But you’re not going to be distinguishing many different features.”

How optogenetics work

In normal vision, light enters the eye through the lens and forms an image on the retina. The retina itself is composed of several different types of cells, mainly photoreceptors. Photoreceptors are light-sensing cells shaped like rods and cones that contain opsins. Normally, photoreceptors convert light into electrical signals that travel to the retina’s ganglion cells, which in turn transmit those electrical signals via the optic nerve into the brain. That’s how you’re reading the words on this page right now.

In retinitis pigmentosa, the rods and cones in the photoreceptors break down and ultimately die. First the peripheral vision goes, and people develop tunnel vision: They have to turn their whole head just to view the world around them. Many people with tunnel vision require a cane to assist in navigating the world (and to avoid bumping into things, like furniture.) Blindness follows not long after. The breakdown of the photoreceptors, however, doesn’t diminish the brain’s ability to process electrical signals — and, critically, the ganglion cells remain intact.

Optogenetics seeks to circumvent the usual choreography by delivering opsin proteins directly to the ganglion cells, meaning they can be stimulated by light in order to send signals to the brain.

The Science Eye contains two elements. The first is an implant composed of a wireless power coil and an ultrathin, flexible micro-LED array that’s applied directly over the retina — surgery that’s more extensive compared to other eye procedures like repairing cataracts. According to Hodak, the array — prototypes of which are being tested in rabbits — provides eight times the resolution of an iPhone screen.

The second element is a pair of frameless glasses, similar in size and shape to regular prescription glasses, that contain miniature infrared cameras and inductive power coils.

Put it all together and the process looks like this:

Inject opsins into the ganglion cells of the eye.

Install the implant.

The glasses activate the modified ganglion cells by wirelessly communicating information from the visual world; in turn, the new light-sensitive ganglion cells transmit that information through the optic nerve to the brain.

The eye isn’t receiving an image anymore, but rather digital information. And the results?

“You should be able to walk across town to buy a sandwich without being hit by a car,” Hodak said.

More research into retinitis pigmentosa

Other companies are already helping to bring back vision in people with retinitis pigmentosa.

GenSight Biologics uses an optogenetics-plus-glasses approach to amplify light that genetically edited ganglion cells can decode. According to clinical trial results published in 2021 in the journal Nature Medicine, GenSight’s method was able to help in locating objects on a table. That patient, a 58-year-old man, was diagnosed with retinitis pigmentosa at age 18.

Innovations

Bionic Sight has firsthand experience with patients beginning to make distinctions between features. Its method involves a gene-therapy vector that transfers an opsin called Chronos via injection into the eyes of their patients to boost the light sensitivity of intact ganglion cells. For those with tunnel vision, the injection of the opsin seems to be enough.

For patients with more impaired vision, Bionic Sight pairs the optogenetic therapy with a pair of goggles containing a camera and a neurocoding device: The camera takes in images and converts them to code, which is then sent out as light pulses to activate the opsin in the genetically modified ganglion cells. So far Bionic Sight has treated 13 people, ranging from the very blind to patients with tunnel vision.

“It’s really significantly helping,” said Sheila Nirenberg, founder of Bionic Sight as well as a professor of computational neuroscience at Weill Cornell Medical College.

Consider the large letter “E” on the eye chart you might examine during a visit to the doctor’s office. The visual acuity of a person who is nearly blind is 20/200: What someone with 20/20 vision is able to see at 200 feet away is only visible at 20 feet away to someone who is nearly blind.

Many of her patients with retinitis pigmentosa, Nirenberg said, can’t see a letter like the big “E” from just two feet away. But one patient whose visual acuity was 20/150 — he had to stand 20 feet away from the chart in order to see the letters, whereas a normally-sighted person could stand 150 feet away and see the same letters — is now down to 20/40. Another patient was unable to distinguish the suits on playing cards. After receiving the opsin, the patient was not only able to tell the difference between clubs and diamonds, for instance, but he was also able to notice the differences in color.

Another challenge had him trying to spot differences between plastic fruits arranged in front of him. He was able to spot the stem of the apple to tell it apart from oranges and peaches. Finally, he was asked to walk a maze with black squares on the bottom — and made it through successfully.

“I can’t explain to you how thrilling it is,” Nirenberg said. “It’s very hopeful.”

One form of gene therapy for treating blindness has been available for over five years. Luxturna, a prescription approved by the Food and Drug Administration in 2017, is for children and adults with a rare genetic mutation that impacts the retinal pigment epithelium, the membrane at the back of the retina on which the photoreceptors sit. The prescription adds in a functional version of the gene to create an epithelium more favorable to the photoreceptors.

“It might slow the progression of the disease,” Hodak said. “But it does not regenerate any loss.”

That, ultimately, is the goal of Science Eye. Clinical trials should begin, Hodak said, sometime in the next 18 months. The company is also looking at ways to use Science Eye to help people with dry age-related macular degeneration, which unfolds slightly differently compared with retinitis pigmentosa: Patients lose central, high-resolution vision first, and then their peripheral vision.

There are milestones to cross for every company using optogenetics to help people improve their eyesight. More patients enrolled in clinical trials should help refine both opsin delivery and the ability to improve light sensitivity in retinal cells. But Hodak predicts that over the next five years, there will be products on the market for people like his grandfather.

“You always have to be really careful with what you say to patients because they’re holding on for any piece of hope,” Hodak said. “But there’s a lot of things on the horizon that are converging. It’s not at a point where any one thing will fail and derail the whole field. Real progress is coming.”

About this story

Bionic Eye illustrations by Washington Post; Science. Editing by Bronwen Latimer. Copy editing by Paola Ruano. Design and development by Audrey Valbuena. Design editing by Betty Chavarria. Photo editing by Haley Hamblin. Project development by Evan Bretos and Hope Corrigan. Project editing by Marian Chia-Ming Liu.

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Researcher Receives Young Investigator Program Award for Astrodynamics Research

April 20, 2024 By Felysha Walker

• Aerospace Engineering

Dr. Robyn Woollands ’16, a former student from the Department of Aerospace Engineering at Texas A&M University, recently received a Young Investigator Program (YIP) award from the Air Force Office of Scientific Research (AFOSR). She is among only 48 scientists and engineers awarded this year.

The AFOSR is awarding approximately $21.5 million in grants this year for YIP, and each recipient will receive a three-year grant of up to $450,000. To be eligible for the award, individuals must have received a Ph.D. or equivalent degree in the last seven years and show exceptional ability and promise for conducting basic research relevant to the Department of the Air Force.

"Receiving the YIP award is a great honor. The funding it provides will allow my research group at the University of Illinois Urbana-Champaign to engage in challenging and exciting research to solve important problems for future cislunar space missions,” said Woollands.

Woollands’ YIP award will support her proposal titled “Picard-Chebyshev Methods for Long Duration Propagation in Chaotic Dynamical Systems,” which she submitted under the astrodynamics research discipline. This was the first year AFOSR offered astrodynamics as a selection for the YIP funding opportunity.

The adaptive Picard-Chebyshev mathematical methods we will develop during this research effort will allow for accurate and efficient prediction of spacecraft positions between the Earth and the Moon decades into the future.

“The adaptive Picard-Chebyshev mathematical methods we will develop during this research effort will allow for accurate and efficient prediction of spacecraft positions between the Earth and the Moon decades into the future,” she explained.

As commercial interest in the region between the Earth and the moon, known as cislunar space, continues to increase, so will the number of orbiting spacecraft. 

“One of the challenges of space operations in cislunar space is that the volume of space is two to three orders of magnitude larger than that of the lower Earth orbit,” Woollands said. "This makes tracking and identification of objects challenging."

In addition to developing Picard-Chebyshev methods for long-term propagation of spacecraft trajectories for AFOSR, Woollands and her students are also working on novel techniques for generating optimal spacecraft trajectories for agents undertaking On-orbit Spacecraft Assembly and Manufacturing (OSAM) activities.

Receiving the YIP award is a great honor. The funding it provides will allow my research group at the University of Illinois Urbana-Champaign to engage in challenging and exciting research to solve important problems for future cislunar space missions,

“OSAM activities will not only extend the operational lifetime of space assets, but they will also enable the construction of the next generation of space observatories that are too large to be put in a spacecraft fairing,” said Woollands.

Woollands received her bachelor’s degree in physics and master’s degree in astronomy from the University of Canterbury in New Zealand. She also received a master’s degree in aerospace engineering from the University of Minnesota. Woollands then completed her Ph.D. in aerospace engineering at Texas A&M, where she was advised by Dr. John Junkins, distinguished professor of aerospace engineering and regents professor. She is now an assistant professor at the University of Illinois Urbana-Champaign, where she leads the Space Situational Awareness and Space Sustainability research group. 

Before her university position, Woollands was a mission design engineer at NASA’s Jet Propulsion Laboratory (JPL) for nearly four years, where she was part of the navigation team for the Mars Reconnaissance Orbiter and JAXA’s Hyabusa2 mission’s return phase. While at JPL, Woollands was also the principal investigator on a research project focused on the development of low-thrust trajectory optimization tools. Her expertise extended to trajectory design for the Europa Lander mission concept, and she was involved in studies pertaining to a Mars-oriented cubesat constellation mission.

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The highest-paying in-demand jobs that don't require a degree, according to new research

By morgan smith,cnbc • published april 22, 2024 • updated on april 22, 2024 at 8:14 am.

If you're looking for a career that pays well, doesn't require a college degree and offers strong job security, you might want to consider a trade job. 

The U.S. skilled labor market is facing "record-high pressure," according to new research from McKinsey & Co. , as more workers age out and fewer young people train to fill their jobs as construction workers, plumbers, welders and more. 

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Labor shortages — amplified by disruptions to in-person work and material shortages during the Covid-19 pandemic — have created more competition for talent, and, as a result, wages for skilled trade jobs have risen by more than 20% since the first quarter of 2020, McKinsey & Co. reports.

Demand for skilled tradespeople is expected to increase over the next decade and remain high in the U.S. due to infrastructure needs, a surge in real estate redevelopment and investments in renewable energy.

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The most in-demand jobs companies are hiring for right now — that don't require a degree — are in construction, manufacturing and plumbing, according to data from Payscale and ZipRecruiter exclusively shared with CNBC Make It : 

1. Construction superintendent

Median salary: $84,600

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2. manufacturing production manager.

Median salary: $71,800

3. Journeyman plumber

Median salary: $61,500

It's important to note that there are different levels of certification for some trade jobs including plumbers and electricians. For plumbers, there are three levels : Apprentice, journeyman and master. 

If you want to work as a journeyman plumber, you'll need to work as an apprentice under a licensed master plumber for at least 2 years, depending on your state's requirements, according to Indeed.

To compile the list, Payscale analyzed 85,715 salary profiles from U.S. workers with no education higher than a high school diploma. The salary data was collected between April 2022 and April 2024. From that sample, Payscale identified a list of jobs and ranked them by median pay for workers without degrees.

Then, to determine which high-paying jobs are seeing the most demand, ZipRecruiter looked at hiring trends for these roles over the last six months to see which jobs saw the biggest increase in openings. 

All of these jobs saw at least a 16% increase in openings on ZipRecruiter between October 2023 and March 2024. Construction superintendents have seen the largest uptick in demand, with openings surging more than 128%.

Other high-paying trade jobs that have seen slightly less demand, but are still hiring at a good clip, include fleet managers, who oversee drivers and vehicles, like delivery trucks, owned or leased by their companies, and journeyman electricians. The median pay for fleet managers without degrees is $64,600 while journeyman electricians make $62,600 on average, according to Payscale. 

Careers in construction, manufacturing and home services, which have historically prioritized skills over degrees in hiring, still present some of the best opportunities for people to earn up to six figures without going to college, says Ruth Thomas, a pay equity strategist with Payscale. 

Although more companies are dropping degree requirements for jobs, skills-based hiring is still a newer trend that "hasn't become common practice" across all industries just yet, Thomas adds. 

Want to land your dream job in 2024?  Take  CNBC's new online course How to Ace Your Job Interview  to learn what hiring managers are really looking for, body language techniques, what to say and not to say, and the best way to talk about pay.

Plus, sign up for   CNBC Make It's newsletter  to get tips and tricks for success at work, with money and in life.

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Research: More People Use Mental Health Benefits When They Hear That Colleagues Use Them Too

• Laura M. Giurge,
• Lauren C. Howe,
• Zsofia Belovai,
• Guusje Lindemann,
• Sharon O’Connor

A study of 2,400 Novartis employees around the world found that simply hearing about others’ struggles can normalize accessing support at work.

Novartis has trained more than 1,000 employees as Mental Health First Aiders to offer peer-to-peer support for their colleagues. While employees were eager for the training, uptake of the program remains low. To understand why, a team of researchers conducted a randomized controlled trial with 2,400 Novartis employees who worked in the UK, Ireland, India, and Malaysia. Employees were shown one of six framings that were designed to overcome two key barriers: privacy concerns and usage concerns. They found that employees who read a story about their colleague using the service were more likely to sign up to learn more about the program, and that emphasizing the anonymity of the program did not seem to have an impact. Their findings suggest that one way to encourage employees to make use of existing mental health resources is by creating a supportive culture that embraces sharing about mental health challenges at work.

“I almost scheduled an appointment about a dozen times. But no, in the end I never went. I just wasn’t sure if my problems were big enough to warrant help and I didn’t want to take up someone else’s time unnecessarily.”

• Laura M. Giurge is an assistant professor at the London School of Economics, and a faculty affiliate at London Business School. Her research focuses on time and boundaries in organizations, workplace well-being, and the future of work. She is also passionate about translating research to the broader public through interactive and creative keynote talks, workshops, and coaching. Follow her on LinkedIn  here .
• Lauren C. Howe is an assistant professor in management at the University of Zurich. As head of research at the Center for Leadership in the Future of Work , she focuses on how human aspects, such as mindsets, socioemotional skills, and leadership, play a role in the changing world of work.
• Zsofia Belovai is a behavioral science lead for the organizational performance research practice at MoreThanNow, focusing on exploring how employee welfare can drive KPIs.
• Guusje Lindemann is a senior behavioral scientist at MoreThanNow, in the social impact and organizational performance practices, working on making the workplace better for all.
• Sharon O’Connor is the global employee wellbeing lead at Novartis. She is a founding member of the Wellbeing Executives Council of The Conference Board, and a guest lecturer on the Workplace Wellness postgraduate certificate at Trinity College Dublin.

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2023 saw some of the biggest, hardest-fought labor disputes in recent decades

The nearly four-month actors’ strike against major Hollywood production studios in 2023 was the second-largest labor dispute in the United States in at least three decades, according to a Pew Research Center analysis of federal data through Nov. 30.

By the time the strike by the Screen Actors Guild-American Federation of Television and Radio Artists (SAG-AFTRA) ended on Nov. 8, it had idled 160,000 workers for 82 workdays. That resulted in 13,120,000 “days idle,” a metric that the federal Bureau of Labor Statistics (BLS) uses to describe the impact of work stoppages.

Given the spate of high-profile labor disputes in 2023 and what’s been reported as unions’ greater willingness to confront management , we wanted to take a closer look at the history of labor actions in the United States.

Our source for this analysis was the federal Bureau of Labor Statistics’ database of “major work stoppages,” which has summary figures starting in 1947 and detailed monthly information about individual stoppages since 1993. The agency defines as “major” any work stoppage that involves at least 1,000 workers and lasts at least one full shift during the work week. (The term “work stoppage” encompasses both strikes by workers and lockouts by management. The workers involved may or may not be unionized.)

Unless the context indicates otherwise, all of the analyses in this post are based on stoppages beginning in a given calendar year, rather than all stoppages in effect during a calendar year.

When calculating total days idled, the BLS counts only days that employees are normally scheduled to work (Monday through Friday, excluding federal holidays) but don’t work due to a stoppage. The agency adjusts its calculations if the number of workers involved changes during a stoppage.

Since 1993, when the BLS began keeping detailed monthly statistics on major work stoppages, the only labor dispute to have a greater impact was a strike over actors’ pay for appearing in commercials by the then-separate SAG and AFTRA in 2000. (The two unions merged in 2012.) That strike, against the American Association of Advertising Agencies and the Association of National Advertisers, lasted nearly six months, resulting in 17.3 million days idle and, reportedly, considerable bitterness and division among union members .

Beyond the SAG-AFTRA strike, 2023 was the most active year overall for major labor disputes in more than two decades, according to our analysis of BLS data on major work stoppages. The BLS defines major stoppages as those involving 1,000 or more workers and lasting at least one full shift during the Monday-Friday work week.

Through the end of November, 30 major stoppages had begun in 2023 – the most of any year since 2000. The 2023 stoppages involved a total of 464,410 workers, the second-most since 1986. And several of last year’s stoppages lasted long enough to generate 16.7 million total days idle, more than any year since 2000.

Besides the SAG-AFTRA strike, other significant stoppages last year included:

• The Writers Guild strike against the same group of production companies (11,500 workers idled for 102 workdays; 1,173,000 days idle)
• The United Auto Workers strike against Ford, General Motors, Mack Trucks and Stellantis (53,700 workers, 43 workdays, 925,900 days idle)
• A strike by a coalition of unions against health care company Kaiser Permanente (75,600 workers, three workdays, 226,800 days idle)

While 2023 stands out against the past few decades for its labor strife, it appears less turbulent if one goes back further in U.S. history.

From 1947, the earliest year for which the BLS provides comparable annual data on major work stoppages, through the 1970s, the U.S. routinely experienced hundreds of stoppages a year. Hundreds of thousands or even millions of workers were involved.

The peak was arguably in 1952, when there were 470 major work stoppages involving more than 2.7 million workers. Those stoppages created 48.8 million days idle, the third-most on record. (The top year for days idle was 1959, with 60.9 million, but there were fewer major stoppages that year and fewer workers were involved.)

Whether measured by raw numbers, workers involved or days idle, major work stoppages generally became less common after about 1980 – though not without occasional upsurges. The U.S. economy grew away from its heavily unionized manufacturing sectors , and the federal government under then-President Ronald Reagan turned hostile to organized labor . In 2009, for instance, only five major work stoppages took place, involving a total of just 12,500 workers.

In more recent years, relatively few major stoppages have occurred in traditional manufacturing sectors. From January 2018 through November 2023, just 13 out of 122 major stoppages (11%) involved manufacturing. That compares with 77 out of 176 (44%) between 1993 and 1997.

Instead, major work stoppages in recent years have tended to occurr in two service sectors: education and health care. Nearly two-thirds (65%, or 79 out of 122) of all major stoppages that began between January 2018 and November 2023 were in those two sectors.

The information sector has also seen notable labor actions in recent years. For instance, before the SAG-AFTRA strikes, there was a six-week strike against Verizon in 2016 (36,500 workers involved, 1.2 million days idle) and a strike by 1,800 electrical workers against cable-television giant Charter Communications that started in 2017 and lasted over five years .

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A look at small businesses in the U.S.

Majorities of adults see decline of union membership as bad for the u.s. and working people, a look at black-owned businesses in the u.s., from businesses and banks to colleges and churches: americans’ views of u.s. institutions, older workers are growing in number and earning higher wages, most popular.

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