HomeOur ScientistsScott A. Strobel

Our Scientists

Scott A. Strobel, PhD
HHMI Professor / 2006–Present

Scientific Discipline

Biochemistry, Structural Biology

Host Institution

Yale University

Current Position

Dr. Strobel is Henry Ford II Professor of Molecular Biophysics and Biochemistry at Yale University and is Vice Provost for Teaching and Learning.

Current Research

Rainforest Expedition and Laboratory (REAL): Engaging Undergraduates in Science Through the Discovery of Biological and Chemical Diversity

Scott Strobel’s Rainforest Expedition and Laboratory course introduces undergraduates to research by giving them an opportunity to discover novel microorganisms in the Amazonian rainforest and screen them for natural products with applications for human health and the environment. The students learn about biodiversity, the process of scientific inquiry, and the open-ended possibilities available for scientific investigation.


Students may spend years deciding whether to pursue a career in science. But Yale University biophysics and biochemistry professor Scott Strobel says he can determine with pinpoint accuracy what they’ll decide to do by listening for a…

Students may spend years deciding whether to pursue a career in science. But Yale University biophysics and biochemistry professor Scott Strobel says he can determine with pinpoint accuracy what they’ll decide to do by listening for a single word during their research presentations. “Students who use the word ‘I’ or ‘we’ to describe their research are typically more engaged than those who distance themselves from the research by talking about what the postdoc or PI wanted them to do,” he explains. “It’s as though the work is anyone’s but theirs.” Students who own their projects tend to stick with science; the rest can’t seem to find the exit door fast enough. Strobel—who nearly abandoned biology himself after an unimaginative high school teacher forced him and his classmates to memorize the scientific names of tapeworms—believes the best way to retain good students in science is to give them control of their research and make it relevant.

The idea of project ownership drove Strobel to develop the Rainforest Expedition and Laboratory (REAL), which first received HHMI funding in 2006. Through REAL, 16 students each year do research on endophytes, fungi that live on plants and have the potential to serve as everything from medicines to biofuels. Because endophytes remain relatively unexplored by the scientific community, students know that their work has a real chance of breaking new ground, says Strobel. “It’s not beyond the scope of possibilities that every student will discover a new genus of fungi.”

By taking students to one of the most biodiverse rainforests in the world, Strobel provides them with almost endless opportunities to unearth something new. The program, which starts during the spring semester and lasts through the summer, takes students from New Haven to the jungles of Coca, Ecuador, and back. Students work their way through a series of increasingly challenging objectives. They begin by creating a plant collection list for their travels; then they identify and collect samples during a two-week trip to Ecuador’s Yasuni National Forest. After returning to Yale, they isolate and characterize the organisms through DNA sequencing, phylogenetics, and bioinformatics techniques.

During the first four years of the project, some 70 students have isolated several hundred microbes, about 10 percent of which are novel at the genus level. Strobel and his students have given scientific names to some of the organisms and have published work in a number of journals. But Strobel says that publishing is just one measure of success. “One student has gone on to isolate endophytes in Borneo with the help of a fellowship and others have decided to pursue PhD and MD/PhD degrees in related fields. One entrepreneurial student wants to start a company based on his work,” he says. More important, such diverse and promising outcomes suggest that students see science as more than a body of facts to memorize, says Strobel. “Students develop confidence in their abilities. They realize that science is a way of thinking and approaching problems.”

When he’s not working to grow the REAL program, Strobel does research that explores the links between chemical and structural biology. His work focuses on RNA splicing and ribosome-catalyzed peptide bond formation as well as biofuel production from some of the organisms isolated by the students. “With REAL, each student starts at the beginning,” he says. “They literally pull out things from the field that nobody has ever seen before—new organisms, new species, new genera. Everything is theirs to observe for the first time, and they’re the ones making discoveries. It’s great to see students get excited about what they're learning.”

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  • BA, biochemistry, Brigham Young University
  • PhD, biology, California Institute of Technology


  • HHMI Predoctoral Fellowship in Biological Sciences
  • Dylan Hixon Prize for Teaching Excellence in the Natural Sciences, Yale University
  • Graduate Mentoring Award in the Sciences, Yale University
  • ASBMB/Schering-Plough Research Institute Award
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  • RNA Society
  • American Association for Advancement of Science