Julio A. Seijas: «We are going a little overboard in some areas with so much scientific dissemination»
With more than four decades of academic and research experience, Julio A. Seijas Vázquez is an indispensable resource for Organic Chemistry at USC's Campus Terra. With a PhD from the University of Santiago de Compostela and solid postdoctoral training at Oxford, Montreal, and Southampton, his lines of research, focused on the synthesis of compounds of pharmacological interest, the use of microwaves in chemical processes, and the development of ionic liquids, have established him as an authoritative voice in sustainable chemistry.
In this interview, Seijas reviews his career, the challenges of the Campus, the evolution of the student body, and his vision of scientific dissemination with clarity and critical thinking, without renouncing a certain irony. From his pioneering contribution to virtual conferences to his work as coordinator of the GIEQ Educational Innovation Group, his answers offer a lucid view of the balance between research, teaching, and commitment to the development of the Campus.
-One of the highlights of your work as a researcher is the use of microwaves to promote chemical reactions. What are the advantages of this technique over conventional methods?
-In principle, the use of microwaves allows for shorter times and generally saves energy. Although energy savings can only be quantified in processes on a pilot plant scale, the reduction in reaction times is a fundamental aspect at any scale. We have managed to reduce reaction times from 9 days to just two hours. Some people even argue that they could have a specific effect on molecules, leading to new reactions.
The problem with discussing microwave radiation is that people often lack a clear understanding of what it is. The word “microwave” sounds like radiation (radioactivity), but in reality, it merely orients the molecules in whatever matrix they are in, and by generating friction, it produces heat. Microwaves heat from within, meaning that instead of heating the flask, the interaction with a solvent or the substance itself generates heat and promotes reactions. This is how reaction times are often optimized.
-And what are its industrial applications?
-Microwaves are used industrially to take advantage of the time and energy savings we mentioned. For example, they are used for drying wood, processing food, and sealing materials.
Microwaves are a highly developed tool at the industrial level. For example, the energy savings are significantly greater than those achieved with conventional infrared heating, which is another type of electromagnetic radiation.
-What do you consider to be your most innovative contribution to the synthesis of compounds of pharmacological or industrial interest?
-I'm going to give you the classic answer. They are all children, and we love them all equally. Especially in my case, since the two permanent members of the research group are married, and Pilar has always been a very important support to me. The microwave part is great, but I must confess that I am very fond of a little organic chemistry project that Pilar and I (also a professor in the department, María Del Pilar Vázquez Tato) did when we returned from Oxford in the mid-1980s.
When you do work like ours, which is so demanding because it involves a lot of experimental work, but you also have to rack your brains, you feel very satisfied when things go well.
-You have worked with both hydrophilic and lipophilic bile salt derivatives. What potential do these compounds have in biomedical or pharmaceutical applications?
-We did this part in collaboration with a physical chemistry group, in which we were responsible for the synthesis of derivatives. These compounds have great potential both pharmacologically and as surfactants. A surfactant is a substance that reduces the surface tension of a liquid, facilitating the mixing of substances that would not normally mix.
-You have also participated in research on ionic liquids with cations such as BMIM, which exhibit unconventional transport properties. What real-world applications can be derived from the anomalous behavior of these systems?
-Ionic liquids are, on the one hand, a reagent and, on the other, a solvent. These are two fundamental facets. They are called ionic liquids to make them sound more appealing (nowadays, we have to find names that sound good), but they are still salts.
Not a conventional one, like the kind we use for cooking, but with other properties. Conventional salt has two inorganic parts, but ionic salt has an organic part that significantly reduces its melting point. We inform students that typical ionic compounds are characterized by having a very high melting point; however, in this case, that is not true.
In some cases, such as BMIM and others, which are liquids at room temperature (50-60 degrees), they can be used as solvents. Formally, as solvents, they are organic solvents in a highly ionic environment, therefore very different from traditional organic solvents, most of which are polar or non-polar covalent.
Their use eliminates the need for volatile organic solvents. Ionic liquids used as solvents are very low in volatility, which mitigates significant problems at the industrial level. They are also recyclable, which means they fall into a category in which we also specialize, namely sustainable chemistry, formerly known as green chemistry.
We work with microwaves and ionic liquids within this category of sustainable chemistry.
-These seem like very interesting properties...
-Indeed. They are recyclable, non-polluting, and safer than most organic solvents... We also work with ionic liquids, per se, as part of a collaboration with a physics group that studies the optical properties of these compounds.
We prepare ionic liquids with transition metals and have already published several papers, as they indeed exhibit interesting optical properties.
-You coordinate the GIEQ educational innovation group. What role do you think scientific dissemination plays in the education of pre-university students and in promoting scientific vocations?
-We are going a little overboard in some areas with so much scientific dissemination. Scientific dissemination must be conducted seriously. We must motivate people without creating false expectations.
There was a time when we used to conduct demonstrations with experiments, similar to those on the TV show El Hormiguero, although more serious and with much less funding. But we stopped doing them. We used to do them in the auditorium, and since there is no such thing as zero risk, we stopped for reasons of responsibility. They were very successful, though.
Currently, between TikTok and YouTube, numerous irresponsible individuals are engaging in “dissemination.” We need to take a different approach to this because not everyone is qualified to disseminate information.
Of course, it is essential to increase young people's interest in scientific careers; otherwise, we are on the wrong track as a society.
-From your beginnings as an FPI intern in the 1980s to today, how has your teaching approach evolved, and what changes have you noticed in the students at Campus Terra?
-Students have changed because society has changed. I have been teaching since I joined as an FPI intern in 1983, which means I have been doing so for more than 40 years.
Now, we provide our students with all the material in digital format; however, the truth is that organic chemistry cannot be learned solely by studying PowerPoint presentations and PDFs. Organic chemistry requires both written and visual representations. It's not enough to just read about it; you need to experience it.
Let me give you an example. It's not enough for them to see a benzene molecule. They have to draw it because otherwise, when they have to pull it in an exam, they will forget one of the three “little lines” inside the hexagon, and it will no longer be benzene. If you're not used to drawing it in detail, it doesn't work, and the same goes for reaction mechanisms and other aspects of the subject.
Sometimes I feel that there is too much technology and too many audiovisual aids involved.
But students are still similar. We have adapted to the times, but the dynamics remain very similar, and I am generally satisfied with my students. They could work harder, but I think that's something we would always say, regardless of how hard they worked.
Maybe they are a little more distracted with all the TikTok and social media stuff [laughs]...
-What role has international collaboration, especially with universities in Algeria and other countries, played in the recent development of your research activity?
-That falls within the current philosophy of organic chemistry at the Lugo Campus. Organic chemistry at the Lugo campus went from having nine professors to two. For reasons related to the department's organization, they all left for Santiago at the time.
At one point, there was a chemistry degree in Lugo that allowed young people to pursue a doctoral thesis; however, it was discontinued. Currently, it is very challenging to attract postgraduate students in organic chemistry here in Lugo.
This collaboration, especially with Algeria, stems from that. We attract students who are interested in collaborating because they don't have the same resources as we do. They can obtain funding for a stay of a few months, and in our research group, we provide them with a complementary perspective, and together we strive to advance these collaborations.
The biggest problem is that we lack specific funding for this research, and we must scrounge for resources. In my opinion, the Xunta's research funding policy is not the right one. Before, at least there were research projects that small groups could apply for. Still, for some time now, resources have only been given to large, established groups (what is known as the Matthew effect), and to be one of these groups, you have to meet requirements that are very difficult to fulfill if you don't have a large group.
-Based on your experience as a member of the governing council and social council of the USC, what measures do you think are essential to strengthen research at non-central campuses such as Lugo?
-The view from Santiago is changing a little, but there is still a lingering perception that we are competitors. This is not the case; we are an extension.