Episode 45 – Interview with STEM teacher Christian Williams

This week we had an absolute blast speaking with Christian Williams, who is an expert teacher in Melbourne, Australia. He has been recognised nationally and internationally for his expertise as a National Excellence in Teaching Award Winner, Finalist for the Global Teacher Prize and a Finalist for Young Australian of the Year. At Mentone Girls’ Grammar School, Christian manages the award-winning Enterprise Academy, a world leader in educating, inspiring and empowering young women for a better world. He is also the Co-Founder of one of Australia’s top education start-ups The STEM Circle.

You can follow Christian and learn more about his work here:


Jen (00:00:00)
Hello and welcome to Let’s Talk SciComm, a podcast by the University of Melbourne Science Communication Teaching Team.
I’m Associate Professor Jen Martin and my wonderful cohost is Dr Michael Wheeler and we believe that science isn’t finished until it’s communicated.

Jen (00:01:05)
Hello everybody, I am so thrilled to welcome you to another episode of Let’s Talk SciComm.
And of course I’m thrilled as always to be joined by my mate Michael. G’day Michael.

Michael (00:01:20)
Hey Jen, I really want to say g’day back but I haven’t, I don’t feel comfortable enough yet saying g’day.
Did I, did I pull it off?

Jen (00:01:29)
You just did it twice, quite accurately I think.

Michael (00:01:32)
I know. I know.
Okay, so that counts, right? Okay, I’m a real Australian now.

Jen (00:01:37)
Yep. That’s why I thought I’d test you this morning to see how you were going on your g’days.

Michael (00:01:42)
Oh thank you.

Jen (00:01:43)
And I’m equally thrilled to say g’day and to welcome to our podcast Christian Williams who I would have to say is one of the most passionate, dedicated, committed, enthusiastic, energetic and fun people I have had the pleasure of getting to know over the past few years. So g’day to you Christian.

Christian (00:02:03)
Oh g’day guys, it’s really, I’m really excited to be able to be having a chat with you this morning.
I really admire all the work that you’re doing at you know, Melbourne Uni. Your research is super cool. Kids get really pumped up every time we get to connect with you and I’m pumped.

Jen (00:02:16)
Well we are super pumped.
So for our listeners, Christian is the Enterprise Academy Manager at Mentone Girls Grammar School which is an excellent school here in Melbourne and we’re going to ask you in a little bit Christian what an Enterprise Academy Manager actually is because I’ve got no idea and I’m guessing our listeners don’t either.
But just to fill people in how I met you, Christian, in my memory and admittedly my memory is pretty much shot these days but I think it was back in 2020 and I remember getting an email from you during National Science Week or maybe a bit before National Science Week saying, “Hey, you know, this is what I do. I’m working with these amazing students. Is there any chance you could come online?”
Because we were all in lockdown at that time, it was pretty hard to do exciting things with students. And you said, “Could you come and jump on Zoom and have a chat with my students?” And that led to this wonderful collaboration where me and a number of my colleagues and friends have had the opportunity to come and talk with your students.
Some of your students have joined you know, one of our lectures. We’ve just had these wonderful experiences together. And Michael, I know that you’ve also given a talk for Christian’s students at some point. Is that right?

Michael (00:03:17)
I did, yeah. It was a great experience.
I’ve never been asked to come and speak to primary school kids before.
And yeah, it was wonderful. They had some really good questions actually.

Jen (00:03:27)
Yeah well, I always say school kids have the best questions by far.
Like if you ever get the chance to talk to a group of school kids, do it because they’ll ask you the most interesting questions you’ve ever been asked before.
Would you agree with that, Christian?

Christian (00:03:40)
100%. The relationships are the most important thing that we have as a tool in our toolbox as educators. And when you can introduce kids to interesting people to learn new things, you never know where that’s going to lead.
So I love doing it and I’m just stoked you both replied to my emails because you know, I write plenty of emails to you know, plenty of people and plenty of people would either just ignore it or like, “Thanks, but no.”

Jen (00:04:02)
Well, that’s one of the things that really strikes me about you Christian, is just you have this unbelievable can-do attitude. It’s absolutely obvious that you have no qualms in asking people to do things. And you know, if they don’t respond, who cares? It’s no loss, but often people say yes.
And some of the things that I know you’ve done with your students in addition to organising all of these fabulous career talks. I remember once you got in touch with me to ask if I knew anyone who could help with making baby baths out of recycled plastics. I’m like, “No idea, but awesome idea.”
And then most recently, you’ve been looking into helping your students be making artificial reefs to help endangered fish in Port Phillip Bay. Just all of these incredible STEM-related opportunities that you look for for your students and I just absolutely love it.
So we really want to delve into where this creativity comes from and your passion for STEM. And look, Christian, I know that you had an incredible career in sport before moving into this world of education and we are going to go back to that soon. We do want to speak with you about your sporting career.
But I’m really interested to hear about where your passion in STEM came from. Is your love of science a more recent thing or [has] it always been part of you?

Christian (00:05:09)
I don’t know if it’s a love of science. It just so happens that so many of the coolest things in the world happen to be categorised under that subject. I just, I’m fascinated by how things work. And as a kid, I loved blowing things up, trying to make rockets and just building stuff in my hands. But I wasn’t really good at science because the way it was presented to me didn’t really make sense for my brain.
But as I got older, I got into the classroom and I realised so many of the things that I actually love doing, whether it’s you know, protecting the environment, whether it’s learning more about how to make really hot chilies in the garden and all these types of random things that people get interested in about, they’re part of science.
And I think that’s something that I try to communicate to kids that it’s like science is not what’s in your textbook. Science is the world around us and just figuring out how it works. And that’s fun and building stuff’s fun.

Michael (00:06:01)
Yeah, Making hot chilies in the garden. How do you do that?
And just asking for a friend. And also, do you then eat those hot chilies?

Christian (00:06:12)
I love growing my own food and always have competitions with my family about how we can make the best stuff. And it’s whether you know, trying to find the best seeds and propagate them and then having the best growing conditions.
And I mean, we’ve got a massive garden and my Mum’s got a garden. We’re always competing and measuring who has the you know, has the biggest spinach leaves or whatever.
I’m pretty competitive, so I just compete in any way I possibly can. So it’s probably why you know, my kids don’t play sport with me and we don’t play ping pong or tennis or anything, ’cause it just ends badly.

Michael (00:06:44)
Oh, that’s funny. I guess it brings a bit of fun and games to the table when you can compete on, in lots of different areas. And I know you’ve had an incredible career in sport as well that I actually didn’t fully realise when I met you the first time. And it’s pretty amazing.
I’ll refer the listeners over to your TED talk, which really covers that incredible career and your heart condition that meant you had to retire from elite sport. But just the variety there you know, lacrosse, hammer throwing, luge, archery, very very impressive.
And what I’m really curious about is you know, going through that experience of being an elite athlete in those sports. I’m curious to ask, what did you learn about yourself during those years? A big question I know.

Christian (00:07:34)
Yeah, that’s a massive question. I think as a kid growing up, I didn’t really have many friends. And for me, I didn’t play sport till I was 14 or 15 years old probably ’cause I didn’t have much confidence and self belief. So I didn’t do it. I was more interested in reading books and you know, playing video games.
But then I saw, you know, watched a couple of movies and saw how kids that play sport in America are really popular and had lots of friends. And I was like, Okay, sweet. I watched this movie called American Pie, where they played lacrosse. And I’m like sweet, lacrosse players are popular. They get the girls. It looks like fun. I’m going to play lacrosse just so I can get to go to school in America.
So that was my main goal in life. And I was lucky to get an academic and sports scholarship to play lacrosse in America. And it was absolutely amazing experience that I decided to actually love this sport. I want to be pretty good at it and I wanted to play for Australia. So that became my next goal.
And I worked pretty hard and I was captain of the Under 19 Australian team and I was on a couple of other international squads, which was an amazing experience. And then long story short, figured out my heart was failing and I was going to die if I kept playing sport. Had some surgeries and kind of fixed it, and wasn’t allowed to really run again.
So I really wanted to go to the Olympics because I thought, Ah well, I’ve got a heart problem now. Something that millions of kids around the world have got too. It’s a pretty good chance to prove that if you work hard and you keep going, anything’s possible.
And so I tried to get to the Olympics. Did some Googling, figured out hammer throw is probably my easiest way there because the Olympic champion was the same height and weight as me. And we had the same length of arms, which is a pretty important scientific fact if you’re looking at the rotation of a hammer on the axis.

Jen (00:09:14)
I love, I love this scientific approach.

Unknown (00:09:15)
Make sense.

Christian (00:09:18)
I mean, it just, to me it made sense.
So it’s kind of like this guy’s Japanese. I’ll teach myself how to speak Japanese.

Michael (00:09:23)
No problem.

Christian (00:09:25)
Really lucky, he came out to give a talk at the AIS in Canberra and had a local coach at the moment at the time that told me about it. So I kind of flew up there and gate crashed.
And when this guy gave his presentation, I kind of followed into a local cafe and kind of… When he finished his chicken salad, just kind of walk up to him and said, you know, Japanese. You know, “You’re my hero. Can you train me? I’ll come to Japan.” And he said, “you’re nuts if you come to Japan okay?”
So I did. We went to Japan, became a hammer thrower. Came back and you know, I think it was just after [Commonwealth] Games trials that my heart gave out again because your heart failure and lifting weights don’t really mix very well.
And my doctor’s like, “Man, you got to stop. You can’t be lifting weights. You can’t be running or throwing”. So I was like, “Alright, fair enough. I reckon the sport I can probably do is luge because that way I’m lying down.”
So got in touch with the Australian luge team at the AIS and did some research and figuring out how I can hack the training process to make it as easy as possible on my heart and made it onto the winter Olympic development squad for Luge and got to race overseas.
And that was amazing, but turns out not really good for my heart either. So I got pretty sick after that. And then I was like, Ah, I should probably quit. But I reckon I could give archery a crack because you’re standing still.
So I got online, found the coach of the Australian team. Begged them for a tryout, prove that I could you know, do whatever it takes and got a scholarship to the AIS to do archery. And then it was alright at archery, but then my heart just completely gave out when I was trying to make the London Olympics. And they’re like, “No dude, you definitely have to retire or you’re going to die.”
And so I retired and haven’t been able to compete, but I’m healthy. So yeah, I got heart failure, but whatever. Everyone’s got issues that they just deal with. My job is to do everything I possibly can to stay healthy. And it was an absolutely amazing experience to try and chase my dreams.
And I thought, You know what, I don’t know how much time I got left here. I can’t think of anything better than giving kids [the] chance and the skills and the networks to be able to chase their dreams.
‘Cause that’s all life should be about, not getting a job. And should be about chasing your dreams and doing the things that you love.
And I was pretty lucky that I got a degree along the way. And that’s what I do now. So I don’t really worry about what my title is. I just think, I work with kids. I want to make them love coming to school because I hated it as a kid and I know how hard that is.
And I’m just lucky that I got through it because I had a great family. So I want to make sure kids love coming to school and they can believe in themselves. And yeah, give them some tools to chase their dreams.

Jen (00:11:53)
Christian, I just love that you sort of said earlier that science wasn’t necessarily your thing yet your approach to your sporting career was scientific through and through.
You know, identifying which sport might be the appropriate one for you given your limitations and what you might be best suited to.
And I just think that that’s such a scientific approach to chasing this absolute passion of yours — that you’d had since you were a child to be a professional athlete.

Christian (00:12:17)
Yeah, like I wish you know, I wish I’d had science teachers like you when I was a kid. Because I was kind of taught that science was just following a formula and doing stuff with a fancy calculator to figure out like a frequency of whatever.
And I’m just going to like, didn’t make any sense. But so many things that I understand now is science is all about asking great questions and inquiring and learning how to find answers and how to prove if something’s true or if something’s a good idea or something’s a bad idea. And so many of those skills that I get to teach now, I just never realised was science as a kid.
So I kind of try and show kids that science isn’t a subject. It’s just… it’s like a way of life. But it’s also just a way of thinking that makes, makes everything better. Like life’s more fun if you get a bit of science.

Michael (00:13:00)
Yeah. Well, you’ve really got a really incredible outlook on life, Christian. I’m just trying to put myself in in your shoes. You know, if I was told I had a heart failure in your position. You know, I don’t know how I’d respond. But you’ve responded by basically going out there and saying, I’m going to try and make the most out of life. And I’m, I’m going to give these sports a crack at an Olympic level, which is an incredible message I think to bring into the classroom as well.
Yeah, I’m just curious to hear a little bit more about your teaching and how do kids respond to that message in the classroom? I mean, do you tell them a little bit about your story? And I know you’re also teaching kids at different ages.
Yeah, so just curious to hear a little bit more about, about that.

Christian (00:13:44)
Yeah well, I was gonna… I don’t tell the kids anything. You know, it’s not relevant to me. So you know, kids end up googling their teachers eventually. They might figure out you know, I used to play sport or whatever. But to be honest, that’s… it’s not a part of my teaching.
When I’m in the classroom, you know, my job is to, I’m there for them and to make them feel safe and comfortable and happy at school. And then teaching some stuff along the way.
So at the end of the day, like your story is great. But it’s more important about who you are in the moment right now and who’s in front of you.
So if kids ask a question, I’ll tell them for sure. But when I’m in the classroom, it’s got nothing to do about me. It’s all about them.
As a teacher or as a leader, wherever you are, your story doesn’t really matter. It matters about the next chapter that you’re writing in the moment and what comes next.
That sounds so cheesy. I wish I had like a better way to say it.

Michael (00:14:48)
No, no. It doesn’t sound cheesy.
I mean, you’ve, I guess you have an incredible story and maybe it’s not relevant to repeat that in the classroom. But I guess that story has given you a great outlook on life.
And I’m imagining you probably have lots of opportunities to deliver some good umm you know, life advice to your students at different ages.
I don’t know, is that the case? I mean, and how do you do that?
I mean, how do you tailor that advice depending on what age your students are?

Christian (00:15:18)
I just like to… I always think about my grandma, she’s probably my biggest *Baka*, which is Croatian for grandma. She was my absolute hero, my best friend and someone that I love to death. And her advice made absolutely no sense. Just made me laugh.
She’s like, I ask her a really important question. But she’s like, she’d be like, “Who knows, knows?” I’m like, “What does that even mean?” And she’s like, “Who knows, knows? We’ll figure it out.” She, she had, her advice was, was ridiculous. But knowing that it was said with a smile on her face and love in her heart made the world of difference.
So I really, I don’t really try to give advice. I just try to be there. And I think as, as a parent, as a brother, as a cousin, as a teacher or whatever, half the battle’s just being there in the moment and listening.
And you don’t… and I like to do this, you know, whether it’s teaching or whether it’s, you know, helping the kids find a problem or if they’ve got friendship issues, just being someone that’s there to help them find their own solution is the best advice that you can give.
So of course, like I’m always like whipping out dumb analogies and dad jokes and whatever, like we all do. But I think at the end of the day, I think I’m very blessed that I’ve got a good ability to read people and kind of focus on the bigger picture.
And to me, that’s always way more powerful to help someone help themselves and to give them the tools or the ability or the brain space to figure out their own solution, not just tell them what you think you should do.

Michael (00:16:39)

Jen (00:16:40)
Absolutely Christian. I think everything you’ve just said highlights why you’re such a fabulous teacher. It’s all about being there and thinking about your audience really, which is golden advice for anyone thinking about how to communicate.
And I think you know that our goal with this podcast is to support scientists and science students to be really fantastic communicators. And one thing that we come across a lot is that scientists get a lot of invitations to give talks to school. As you know, it’s great to be able to expose kids to people doing interesting jobs and doing interesting things.
But a lot of scientists get really nervous about being invited to talk to schools because like, ‘I don’t know how to talk to kids’. I haven’t been a kid myself for a long time. And maybe you know, if they’re a PhD student or an early career researcher, they don’t have their own kids yet.
So we’d really love to hear your advice on how scientists can give fantastic talks to school students. And you obviously have this breadth of experience across both primary and secondary.
So if someone said to you, “Christian, I’ve been invited to give a talk to a school next week. How should I do it?” What would you, what would you say to them?

Christian (00:17:38)
What advice would I give?
Well, step 1, go look at season one of your podcast and listen to “Don’t be Boring”.
That’s a great little episode that gives you a good starting point.

Jen (00:17:48)
We didn’t even pay you to say that. I love it.

Michael (00:17:51)
Here you go Christian, just passing you a brown envelope there.

Christian (00:17:54)
Just under the table. Thank you.

Michael (00:17:56)
Thank you.

Christian (00:17:57)
But it’s true. You guys have a great podcast. And I think you really got to the… I think… I’m not a scientist, so I can’t really give you know, great advice along how to condense a message or you know, to come up with an abstract or anything.
But you both said it really well and clearly that having a great hook is crucial. And getting really clear on your message and what you’re trying to communicate is also really, really crucial.
And that if you’ve never been asked to talk to a school, this is a great chance for you to do that thinking, to have that brainstorm with your colleagues, with your partner, whatever, to get really clear and concise.
And sometimes that can also help you know, reignite the passion about why you got into your field in the first place. So having that clarity of purpose is crucial.
And then I’d say okay, go to season two and How to give a better science talk. That’s another great episode. And I think you should have an analogy Michael, where you talked about, you went to, you went to a, hear a rocket scientist speak. And this rocket scientist started his presentation like out in the lobby and then kind of like zoomed in as a rocket into the hall.
And that kind of, to me, illustrated the point that when you’re looking at your message and what you want the people in the audience to walk away with, I think the most important thing is what emotional state do you want the people to walk away with? So do you want them, at the end of your talk, do you want the kids to have a lot of knowledge about you know, whatever? Or do you want them to be excited to go home?

Jen (00:19:22)
I guess?

Christian (00:19:25)
Like, it doesn’t matter what you, what you say. I like to think about as a comedian, right? If you pay money to go listen to a comedian, you’re paying to listen to someone give a presentation. And at the end of the day, it doesn’t matter if you remember what the jokes were. You remember if it was funny.
So if you walk away from a comedian after an hour and you’re in a great mood, you had a great laugh with your friends or your partner. You’re going to tell people, you know, “This comedian was awesome. They were hilarious.” And youmight not remember one single joke.
And I think too much of presenting is thinking about having really memorable facts or one-liner’s. When in essence, it’s the emotional state that the audience walks away with. It’s going to have the biggest impact.
So if you want to communicate effectively, I like to think about what do I want the people to feel when they walk out? Do I want them to be excited and pumped like they just watched a Rocky movie?

Like yeah, I love science man.
I’m going home. I’m going to get in the shed.
I’m opening my toolbox and I’m going to build something, man.
Like yeah, I’m going to fix that blender. Like mom’s chucking it out. Like not today. I’m fixing that blender. I’m making smoothies, man.

So like, or it could just be you want the kids to walk away you know, in a really introspective mood to think, Hey, you know what? It’s actually okay to not know what I want to do at the end of the year with my subjects.
Maybe I will put down health sciences because I like helping people. I didn’t realize there’s so many different ways that I could help. You know, not being a doctor. I could still use my love and fascination with these types of things. And maybe I’ll just put that as an extra subject down there.

Michael (00:20:52)
Yeah. And I mean, to our listeners who are probably thinking it sounds like a great experience to go and talk with kids. It absolutely is because it really gets you to deeply connect with the curiosity behind your science and to really think about what are the most interesting and exciting elements of that. Because that’s really what you want to convey to kids, to get them to connect with that emotion and excitement or you know, whatever the feeling is that you want to generate.
So yeah just, just curious Chris. You know, on that kind of idea of making science exciting, and we talked before about how there’s a lot of different types of science that you’ve covered. Is there anything that particularly stands out as something that the kids you know, really got excited about?

Christian (00:21:42)
To be honest, kids get excited about excitement. And doesn’t matter what the subject is. If you have a great teacher, and they’re really excited about fractions. And they can find kids are going to love fractions because of the person and the way they shared their love and passion.
So kids get, particularly when it comes to science. Like, you can’t hide enthusiasm, you can’t hide passion, and it’s infectious. So kids love that. And so do adults too.
And so I’ve seen the most random topics that kids get so excited about. Like literally, like looking at like one specific species of bugs that I think are totally gross. But some kids absolutely love that. Or it’s like… So it’s a really broad answer.
But I think again, I’ve taught thousands of kids. And every day I work with a couple of hundred kids. And they all have completely random interests, loves and passions. And there’s no way that I could possibly cover that.
So I like to think that no matter what your field of study is, no matter what you’re into, no matter how random or archaic or you know, Indiana Jones it is, there’s going to be a couple of kids who are going to absolutely love it, and they’re going to totally connect with it.
Kids can see through fake. Kids are awesome at like detecting when someone is not authentic. And kids can see BS, right? That’s what they do. And they’re amazing at it.
And I think, you asked me a question before about do I talk about my background and what I did. That’s… I don’t because kids aren’t impressed by what you’ve done. Kids aren’t impressed by your research or your PhDs or how famous you think they are.
All they care about is if you’re right in front of them. And if they think you’re a nice person, they think you’re nice. And they think you actually care about them and they’re connecting with you, they will listen.
And they’ve got a chance to really inspire them or help them or support them or give them an idea that can change their life.

Michael (00:23:35)
Such great advice. It’s not necessarily about the subject, but it’s about the personality that you bring to that topic and it’s about being genuine. It doesn’t matter what it is, kids can get excited about it. So I think that’s fantastic advice.
And speaking of excitement, Christian, the time has come to ask you some exciting questions. This is the really fun part of the interview. Oh no, don’t get your hopes up. We’ve come to the time of the podcast where we’d like to ask you some lighthearted rapid fire questions.

Christian (00:24:08)
Bring it. Bring it.

Michael (00:24:18)
Alrighty, so first question Christian, you’ve already had two incredible careers, elite athlete and teacher.
Is there another career that you could imagine you would love as much as those two?

Christian (00:24:30)
Oh man, I always wanted to be an astronaut and I figured out I didn’t get the grades that I needed so I just need a lot of money.
So hopefully the price comes down and I’m you know, if I can make enough money over the next couple of years by the time I’m 60, I can you know, pay for a ticket up to space.

Jen (00:24:53)
I think we all need to save to make that happen.
Christian, what is your proudest professional moment?

Christian (00:25:02)
Proudest professional moment would probably be when I got married. We got married in a cinema and I got, all the kids at my school wanted to come to the wedding, which was really cool.
And then you know, well kids in my class, they wanted to say like a little reading at the weddings. They all did preparation ’cause they wanted to be part of it.
And yeah, I don’t know. For me that was, that was pretty amazing. I think, I don’t think I’d be able to top that. That the kids that you know, I work with cared so much, that the whole school came to my wedding.

Michael (00:25:25)
Wow. That’s incredible.

Jen (00:25:27)
That’s unreal.

Michael (00:25:28)
Yeah. Wow. That is really incredible.
It really just shows how much of a caring person you are that the kids reciprocated that and wanted to do a reading at your wedding. That’s very touching.
So for the next question, I would like to know Twitter or Instagram, what’s your favourite and why?

Christian (00:25:46)
Oh, Instagram, because I like the pictures more than the words.
That’s probably the dumbest answer you’ve ever heard.

Jen (00:25:53)
No, I was about to say that’s the answer we get most commonly is it comes down to yeah, people like images.
And so they go with Insta, which yeah no, totally makes sense, definitely not a dumb answer.
Christian, your next question, what is your favourite science related movie or book or joke?

Christian (00:26:09)
Science movies. That, that is the trickiest question ever.
Top Gun, 100%, because it’s like aviation is a science.

Jen (00:26:19)
100%. And look, we’re a very broad church here when it comes to science. We think most things are science really, as you said earlier.
So yep, Top Gun, very happy to add that to our list. Thank you.

Michael (00:26:30)
So I’ve heard podcasting is all about segues, right? So I’m really trying to work hard on my segues here.
So from Top Gun to Top Tip. Christian, what is your very top tip for effective science communication?

Jen (00:26:41)
Oh Michael, that was so slick.

Michael (00:26:44)
Thank you.

Christian (00:26:45)
Yeah, way to go Maverick, I love it.
I would just say get clear about, just understand why you do what you do. [If] you get clear on why you’re, you’re investing your life in your research or your science. If you get really clear on that and you can communicate that, then that’s a great thing.

Jen (00:27:01)
Brilliant advice, Christian. I totally agree and we often encourage our students to yeah, reconnect with that why. Why are you doing this? Why is this what you’re choosing to spend your time on of all the billions of things you could do?
Because particularly, if you can communicate that really deep-felt passion, it makes such a difference in terms of what you were saying before. The gift you give to your audience, the emotional state that you leave your audience in.
So Christian, thank you. You’ve left me in an emotional state of just feeling super grateful to know you and to have had the opportunity to work with you. I really hope you’ll keep inviting us to share our passion with your students.
And I’m sure if any scientists are listening who would love to have the opportunity to work with you, I’m guessing that you’d say “Yes please”. Would that be right?

Christian (00:27:48)
100%. Please, I would love to connect with anyone out there. And a big thank you to everyone in the science field, because so much of the work you do makes the world a better place for us all.
So I’m really grateful to be able to you know, have a chat with you today and hopefully you know, give a little bit back to people you know, in the science world that are giving so much to us.

Michael (00:28:02)
Well, Christian, it’s been fantastic chatting to you and getting to know you a little bit better.
So thank you so much for sharing your time today.

Christian (00:28:09)
Absolute pleasure, guys. Thank you so much.

Michael (00:28:30)
Thanks for listening and thanks also to our wonderful production team, Stephanie Wong and Steven Tang for making these episodes happen behind the scenes. And thanks also to you, our listeners, for your support.
If you are enjoying these episodes, you can help spread the word by telling a friend about Let’s Talk SciComm or even sharing one of our episodes. But that’s all for this week. We’ll be back in your feed next Tuesday. See you then.