11/09/2025
Her student discovered telomerase on Christmas Day.
But the teacher who made it possible had already rewritten the rules of biology—and almost been fired for it.
In 1984, Elizabeth Blackburn was doing something radical at UC Berkeley: she was letting a 23-year-old graduate student chase what most senior scientists called impossible.
Find an enzyme no one had ever seen. Prove it exists. Change biology.
Most advisors would have steered Carol Greider toward safer research—something publishable, something that wouldn't waste a year of her PhD on a theory that might be wrong.
Elizabeth said: "Go for it."
Because Elizabeth Blackburn knew something about impossible theories.
She was born in 1948 in Hobart, Tasmania—an island at the edge of the world, about as far from the centers of scientific power as you could get.
Her parents weren't scientists. They were family doctors in a small Australian town. But they encouraged curiosity. They let young Elizabeth collect ants, dissect flowers, ask endless questions.
At 16, Elizabeth knew she wanted to study biochemistry—the chemistry of life itself.
She earned her undergraduate degree from the University of Melbourne, then her PhD from Cambridge University in England in 1975. She did postdoctoral work at Yale.
And everywhere she went, she asked questions others weren't asking.
In the late 1970s, while working at Yale, Elizabeth started studying Tetrahymena thermophila—a single-celled freshwater organism, essentially pond scum.
Most molecular biologists studied bacteria or yeast. Tetrahymena seemed like an odd choice.
But Tetrahymena had something unusual: tens of thousands of tiny chromosomes, each with protective caps on their ends.
Elizabeth wanted to understand those caps—the telomeres.
In 1978, she discovered that telomeres in Tetrahymena consisted of a repeated DNA sequence: TTGGGG, over and over again.
Simple. Repetitive. Boring, some said.
Elizabeth thought it was beautiful.
She moved to UC Berkeley in 1978 and continued studying telomeres. She teamed up with Jack Szostak from Harvard Medical School, and together they showed that telomeres weren't unique to pond scum—they existed in yeast, and likely in all organisms.
More importantly, they discovered that telomeres protected chromosomes from degradation. Without telomeres, chromosomes would fray and fall apart, like shoelaces without plastic tips.
But there was a problem: every time a cell divided, its telomeres got a little shorter. Eventually, they'd be too short. The cell would stop dividing. It would age. It would die.
This explained cellular aging—why our cells don't divide forever, why we grow old.
But it raised a new question: if telomeres shorten with every division, why don't they disappear completely? What maintains them?
Elizabeth and Jack hypothesized that some enzyme must be adding DNA back to the telomeres, maintaining their length.
It was just a theory. No one had ever found such an enzyme.
In 1984, a first-year graduate student named Carol Greider joined Elizabeth's lab.
Elizabeth gave her the project: find that enzyme.
Most advisors wouldn't have done this. Give a crucial, career-defining project to a first-year student? Risk years of work on an unproven hypothesis?
But Elizabeth saw something in Carol—curiosity, persistence, independence.
The same qualities Elizabeth had relied on throughout her own career.
"If you were easily intimidated, you wouldn't take on that kind of project," Elizabeth later said. "We had to be both rigorous and enterprising, and those are exactly the characteristics that Carol has."
For nine months, Carol ran experiments. Nothing worked.
Many advisors would have pulled the plug. Redirected the student to something safer.
Elizabeth didn't.
She and Carol worked together, hashing out problems, debating possibilities. Elizabeth would often argue the opposite side of whatever position she actually held—forcing both of them to think harder, test assumptions, consider alternatives.
"We enjoyed hashing out the problems," Carol later said. "We would often end up arguing opposite sides of a debate until each had convinced the other of her side."
Then, on Christmas Day 1984, Carol went to the lab to check an experiment.
And found it: telomerase.
The enzyme that maintains telomeres. The missing piece of the puzzle.
Elizabeth and Carol spent another six months verifying, testing, ruling out alternative explanations. In December 1985, they published in Cell.
Most scientists ignored it. Pond scum, they said. Not relevant to real organisms.
They were spectacularly wrong.
Within a few years, researchers showed that telomerase existed in yeast, mice, humans—everywhere. It was fundamental to how life works.
Elizabeth and Carol had discovered one of biology's most important enzymes.
But Elizabeth's career was about to take a controversial turn.
In 2001, President George W. Bush appointed Elizabeth to the President's Council on Bioethics—a prestigious position advising the government on ethical issues in medicine and research.
Elizabeth took the role seriously. She believed in evidence-based policy. She believed scientists had a responsibility to speak truth, even when it was politically inconvenient.
In 2004, the council was debating stem cell research. The Bush administration opposed it on religious and moral grounds.
Elizabeth looked at the science. She looked at the potential medical benefits. She believed the research should continue, with appropriate ethical safeguards.
She said so. Publicly.
In 2004, she was dismissed from the council—one of only two members removed before their terms ended.
The message was clear: disagree with the administration, and you're out.
Elizabeth could have stayed quiet. Could have kept her prestigious position. Could have avoided controversy.
She chose science over politics. Evidence over expediency.
"I was disappointed," she later said. But she never regretted speaking up.
Because Elizabeth Blackburn had never been good at staying quiet when science was at stake.
In 2009, Elizabeth Blackburn, Carol Greider, and Jack Szostak received the Nobel Prize in Physiology or Medicine for their discovery of telomeres and telomerase.
Elizabeth was 61 years old. She'd spent over three decades studying the ends of chromosomes—work that many initially dismissed as niche, irrelevant, unimportant.
She was the first Australian woman to win a Nobel Prize.
At the Nobel ceremony, she thanked her collaborators, her students, her family.
She especially thanked Carol Greider—the student who'd taken on an impossible project and succeeded.
Because that's what great advisors do: they see potential in others, give them challenging problems, support them through failures, and celebrate their successes.
Today, Elizabeth is in her mid-70s and still active in science. She's a professor at UC San Francisco, where she moved in 1990.
She continues to study telomeres and their role in aging, cancer, and stress.
She's published over 300 papers. She's mentored dozens of students and postdocs, many of whom have gone on to brilliant careers.
She's received countless awards beyond the Nobel: the Albert Lasker Award, the L'Oréal-UNESCO Award for Women in Science, election to the National Academy of Sciences.
But perhaps her most important legacy isn't the awards or the discoveries.
It's the students.
Carol Greider, who discovered telomerase and went on to win her own Nobel Prize.
And dozens of others who learned from Elizabeth not just how to do science, but how to think about science:
Be curious about things others dismiss.
Ask fundamental questions.
Don't be afraid of difficult projects.
Support your students' independence.
Stand up for scientific integrity, even when it's politically costly.
Science isn't just about discoveries—it's about the people who make them possible.
In interviews, people often ask Carol Greider about the Christmas Day discovery.
She always mentions Elizabeth.
"Liz's excitement about telomeres was very contagious," Carol has said. "That's why I went to Berkeley and ended up in her lab."
Elizabeth gave Carol the freedom to work independently. The support to persist through nine months of failed experiments. The intellectual partnership to think through problems together.
And when Carol succeeded, Elizabeth made sure she got credit—not as "Blackburn's student," but as a scientist in her own right.
That's mentorship at its finest.
There's a pattern in science: great discoveries often come from great advisor-student relationships.
Not advisors who micromanage. Not advisors who take credit for their students' work. Not advisors who play it safe.
But advisors who see potential, give challenging projects, provide support without controlling, and celebrate students' independence.
Elizabeth Blackburn exemplifies this.
She could have given Carol a safe, incremental project. She gave her a shot at something transformative.
She could have pulled the plug after nine months of nothing. She kept the faith.
She could have been the senior author who got all the credit. She shared it equally.
She could have stayed quiet about stem cell research. She spoke up and paid the price.
Because for Elizabeth Blackburn, science has always been about more than personal advancement.
It's about curiosity. About understanding. About integrity.
And about empowering the next generation to ask even bigger questions.
Her student discovered telomerase on Christmas Day. But the teacher who made it possible had already rewritten the rules of biology—and almost been fired for it.
Sometimes the greatest discoveries aren't made by lone geniuses—they're made by brilliant partnerships between teachers who dare to give impossible projects and students brave enough to try them.
Elizabeth Blackburn proved that great science requires great mentorship. And that standing up for scientific integrity matters more than keeping prestigious positions.