An Introduction: Meeting the Moment in STEM Education

As a STEM educator, you're on the front lines of shaping our future leaders, scientists, and community members. You're also facing unprecedented challenges like student disengagement, dwindling resources, and the lasting impact of the pandemic. 

You’re not alone. STEM educators today face growing pressure to deliver effective, hands-on learning experiences, even as budgets, time, and resources dwindle. The pressure is immense, and the path forward isn't always clear.

This guide explores actionable, evidence-based strategies to re-ignite student passion for discovery in STEM, drawing from research and peer insights to support the next generation of scientists.

Understanding the Engagement Gap

The "disengaged student" isn't a new phenomenon, but the scope of the challenge has shifted. In the wake of the pandemic, educators report a noticeable dip in student engagement, and the data reflects these concerns. A 2022 National Survey of Student Engagement (NSSE) report, for example, noted a drop in key indicators like Collaborative Learning among first-year students compared to pre-pandemic cohorts (National Survey of Student Engagement, 2022).

This isn't about blaming students or technology, but acknowledging a new reality. Today's Gen Z students are digital natives who process information differently. They value authenticity, purpose-driven work, and flexibility. When they disengage, it's often a sign of a deeper disconnect, not a failure on their part, but a signal that our approaches might be missing the mark.

The "Leaky Pipeline" in STEM

This challenge is especially critical in STEM, where we've long talked about a "leaky pipeline": the steady loss of students, particularly from underrepresented groups, as they move through their education. This loss of talent is a threat to our collective future. When students check out of STEM, they are often unprepared for a tech-driven world, and we risk shortages in critical professions.

Research shows that negative interactions with faculty or an exclusionary classroom climate can be particularly damaging for students from marginalized groups, making them feel they can't succeed (Park et al., 2019). But here's what matters: these barriers aren't insurmountable. They're problems we can solve.

Data Snapshot: The Engagement Divide

• 1.5x Higher Fail Rate
  • Students in traditional, lecture-based STEM courses are 1.5 times more likely to fail than their peers in active learning classrooms (Freeman et al., 2014).
    

• The Environment Matters
  • Black STEM students at Historically Black Colleges and Universities (HBCUs) report significantly higher engagement in areas like "Academic Challenge" and "Learning with Peers" than their counterparts at Predominantly White Institutions (PWIs), highlighting the profound impact of a supportive and inclusive campus environment (Njenga, 2023).
• The Post-COVID Classroom
  • The gap between online and in-person performance has narrowed, but for a concerning reason: a drop in in-person outcomes, particularly for students with lower GPAs.

A Practical Framework for Engagement: 3 Practices You Can Use Today

So, how do we bridge this gap? The research points to a clear, actionable framework. Here are three of the most effective, evidence-based practices for fostering deep and lasting engagement in STEM. These practices don't require you to reinvent your entire curriculum, but can transform how your students experience learning.

1. Make Learning Active, Not Passive

You already know that simply listening to a lecture isn't enough. Active learning is about moving students from passive recipients to active participants in their own education. But what does that actually look like in practice?

Insight: The evidence is overwhelming. Active learning improves exam scores and long-term retention. Thus, this narrows achievement gaps for underrepresented students (Theobald et al., 2020) and significantly reduces failure rates (Freeman et al., 2014).

Quick-Start Active Learning Strategies

• Peer Instruction: Have students explain concepts to each other to identify misconceptions. This popular technique, often used in a "think-pair-share" model, involves posing a challenging conceptual question to the class.
  
  • Example: A professor teaches organic chemistry to 200 students. Instead of lecturing about molecular structures, she displays a challenging molecule and says, "Take 30 seconds to predict how this will react. Then turn to your neighbor and convince them you're right." The room transforms from silent note-taking to animated discussion. Within minutes, she knows exactly which concepts clicked and which need more attention, without grading a single quiz.
• Problem-Based Learning (PBL): Frame a lesson around solving an authentic, real-world problem. Instead of presenting information and then testing for comprehension, PBL flips the script.
  
  • Example: In an environmental science class, you might start a unit with a single challenge: "A local community is experiencing a decline in its honeybee population. As consulting scientists, your team must identify the potential causes and propose a viable action plan." Students are then motivated to seek out the necessary knowledge on their own to solve the problem.
• Quick Writes: Ask students to spend one minute summarizing a key takeaway or identifying the "muddiest point" of a lecture. This low-stakes, anonymous activity provides a powerful, real-time snapshot of student understanding.
  
  • Example: By collecting these brief responses on index cards or through a simple online poll at the end of class, you can immediately gauge which concepts landed and which ones need to be revisited in the next session, allowing you to adapt your teaching on the fly.

Connection: Active learning gets students engaged, but engagement without belonging is fragile. A student might participate in your peer instruction exercise, but if they don't feel they belong in STEM, they'll still walk away. That's why our next practice focuses on creating an environment where every student feels they have a place in science.

2. Foster an Inclusive Environment Where Every Student Belongs

A student’s belief that they can succeed in STEM (self-efficacy) is one of the strongest predictors of their motivation and persistence. That belief is nurtured in a classroom where they feel they belong.

Insight: Creating opportunities for mastery, providing constructive feedback, and highlighting diverse role models are all proven ways to boost student self-efficacy (Butz et al., 2023). An inclusive environment is foundational to this work. This includes creating accessible learning pathways for students with diverse needs and learning styles.

3 Ways to Build Belonging:

1. Normalize Struggle: Frame challenges and mistakes as a normal, essential part of the scientific process. This reframes learning as a journey of discovery rather than a simple measure of performance, creating a safe space for students to take risks, try again without penalty, and reduce anxiety.
   
   • Example in Practice: You could start a class by discussing a famous scientific "failure" that led to a breakthrough, like Alexander Fleming's accidental discovery of penicillin from a contaminated petri dish.
2. Use Culturally Relevant Examples: Connect course concepts to diverse contexts and innovators. Highlighting diverse role models is a proven way to boost student self-efficacy; when students see their own backgrounds and interests reflected in the curriculum, it reinforces the message that STEM is for everyone.
   
   • Example in Practice: When teaching genetics, supplement the work of Gregor Mendel with a lesson on Dr. Mae C. Jemison, an engineer and physician who was the first African American woman in space. When discussing environmental science, use case studies from different continents to show how ecological principles apply globally. This approach makes the content more relatable and showcases a wider range of faces and places in STEM.
3. Establish Shared Norms: Co-create classroom expectations with your students to build a sense of shared ownership and respect. This simple act gives students agency and transforms the classroom from a lecture hall into a collaborative community where everyone is invested in the learning process.
   
   • Example in Practice: On the first day of class, ask students, "What do you need from me and your peers to learn effectively?" and "What will you contribute to help others learn?" Document these ideas together on a whiteboard to create a classroom charter or "community agreement" that can be referred to throughout the semester.

3. Leverage Immersive Technology to Spark Curiosity and Connection

For today's tech-savvy students, technology extends far beyond just a tool; it becomes the environment they inhabit. When used thoughtfully, it can be a powerful catalyst for engagement. But the key word here is "thoughtfully." Technology for technology's sake won't move the needle. It needs to serve learning, not distract from it.

Insight: Digital tools can make abstract concepts concrete through visualization, offer scalable opportunities for practice, and provide flexible, low-stakes environments for students to experiment and build confidence. Even with great tools, though, the educator's role is key.

Key Considerations:

• Purpose-Driven Integration: Technology should serve specific learning objectives, not just add digital elements for their own sake.
• Visualization Power: Digital tools excel at making abstract concepts concrete and helping students see real-world applications.
• Safe Practice Space: Technology can provide low-stakes environments where students can experiment, make mistakes, and build confidence without judgment.
• Virtual Labs: Interactive virtual simulations help make STEM make sense. Would you prefer to dedicate your time to covering new content and not endless recaps? This kind of tech can help your students succeed, give you back your class time, and improve engagement.

Example: At the University of Westminster, a senior lecturer noticed a profound shift after implementing Labster for virtual labs. Students who struggled with textbook concepts suddenly started "getting" things. The ability to visualize complex biological processes in 3D helped them bridge the gap between abstract text and real-world application.

Dr. Lewis Mattin, also from the University of Westminster, observed something particularly significant when using Labster. As someone who is dyslexic himself, he recognized when his students faced similar barriers: "I saw some of the students who clearly... were slower at reading a book, discover they could turn on Labster and keep up with the rest of the class because it would speak to them. And I saw that as a huge change in barrier for someone with that type of learning disability."

Working Together for STEM Success

Boosting STEM engagement is a journey, not a destination. As educators, you bring invaluable expertise in designing courses, mentoring students, and fostering a love for science. You understand your students' needs better than anyone and have developed approaches that work in your unique context.

The strategies and tools we've discussed are options—ways that some educators have found helpful in supporting their existing teaching goals. Whether it's active learning techniques, inclusive practices, or technology integration, these are resources you might choose to adapt based on what makes sense for your classroom and your students.

Every educator's approach is different, and that's exactly as it should be. You know what resonates with your students and what aligns with your teaching philosophy. Our hope is to offer additional tools that might complement the work you're already doing.

Planning Forward: 6 Questions to Ask When Evaluating Learning Tools

As you consider ways to try these techniques, you'll inevitably evaluate new tools and technologies. But not all solutions are created equal. Here is a simple checklist, adapted from feedback on what makes immersive learning effective, to help guide your evaluation. Think of these as your quality control filters, the difference between investing in something that transforms learning and something that just looks impressive in a demo.

1. Does it align with your curriculum? Can the tool be easily customized or selected to match your specific learning objectives and the unique needs of your students?
2. Is it intuitive and accessible? Does the technology fade into the background, allowing students to focus on learning the concepts, not on fighting with the interface?
3. Does it encourage active thinking? Does the tool prompt students to use their own critical thinking and decision-making skills, rather than simply following a script?
4. Does it make abstract concepts concrete? Does the tool use visualization and realistic scenarios to help students grasp complex ideas and see their real-world applications?
5. Does it create a safe space to fail? Does the environment provide immediate, constructive feedback and allow learners to take risks, make mistakes, and try again without penalty or judgment?
6. Does it support reflection? Does the experience provide data or prompts that help you, the educator, facilitate a meaningful debrief where the real learning can be consolidated?

Ready to Take the Next Step?

If you're interested in seeing how these engagement strategies might work in your classroom, there are many technology options available to support your teaching goals. Virtual labs, like those offered by Labster, represent one approach that some educators have found helpful for implementing the practices we've discussed—providing safe spaces for active learning while supporting inclusive environments where all students can succeed.

Explore a free Labster simulation and discover how you can give students hands-on science—anytime, anywhere.
www.labster.com/product-tour

Labster: Where STEM Starts to Click

When students struggle, they disengage. When they’re disengaged, they fail. Labster helps. 

Students using Labster improve by an average of a full letter grade or more.

✅ 90% of students agree that Labster improves their grades

✅ 87% of students say Labster makes them feel more motivated to learn

✅ 90% of students say Labster raises their self-confidence

Labster’s virtual labs are interactive multimedia assignments for STEM courses that give students engaging activities where they practice their skills. If they have a gap in their understanding, Labster meets students where they are with visualizations that help them make sense of science and math. Whenever they make a mistake, Labster offers instant feedback with helpful hints and encouragement to keep trying. 

Educators report higher pass rates, stronger retention, and a thriving student body.

✅ Ready-made assignments + Auto-grading = Educator time back

Labster frees up instructors to teach new content instead of rehashing the basics.

Discover Labster → Labster.com

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References

Barkley, A. (2023, August 31). Student Disengagement in Higher Education. The EvoLLLution. https://evolllution.com/attracting-students/retention/student-disengagement-in-higher-education 

Butz, A. R., Byars-Winston, A., Leverett, P., Branchaw, J., & Pfund, C. (2023, June 7). Promoting STEM Trainee Research Self-Efficacy: A Mentor Training Intervention. National Library of Medicine. https://pmc.ncbi.nlm.nih.gov/articles/PMC10327546/

Freeman, S., Eddy, S. L., McDonough, M., Smith, M. K., Okoroafor, N., Jordt, H., & Wenderoth, M. P. (2014). Active Learning Increases Student Performance in Science, Engineering, and Mathematics. Proceedings of the National Academy of Sciences, 111(23), 8410–8415. https://doi.org/10.1073/pnas.1319030111

Madsen, B. T. (2025, April 18). The Role of Teachers and Labster Virtual Labs. YouTube. https://www.youtube.com/watch?v=g7N1fK0ZNDk

Navarro, C., Arias-Calderón, M., Henríquez, C. A., & Riquelme, P. (2024). Assessment of student and teacher perceptions on the use of virtual simulation in cell biology laboratory education. Education Sciences, 14(3), 243. https://doi.org/10.3390/educsci14030243.

National Survey of Student Engagement (NSSE). (2022). NSSE 2021 Results. Lindenwood University. https://www.lindenwood.edu/provost/
academic-quality/assessment/nsse/

Njenga, J. (2023). STEM Student Engagement at Historically Black Colleges and Universities (HBCUs) and Predominantly White Institutions (PWIs): an Analysis of Differences Using National Survey of Student Engagement(NSSE) Data (Order No. 30485395). (2926319421). https://www.proquest.com/dissertations-theses/stem-student-engagement-at-historically-black/docview/2926319421/se-2

Park, J. J., Kim, Y. K., Salazar, C., & Hayes, S. (2019). Student–Faculty Interaction and Discrimination from Faculty in STEM: The Link with Retention. Research in Higher Education, 61(3), 330–356. https://doi.org/10.1007/s11162-019-09564-w

Pierce, R., Kirkwood-Watts, D. & Bryce, R. (2025). Reducing the gap in online student completion rates with a virtual lab: A case study. In R. Jake Cohen (Ed.), Proceedings of Society for Information Technology & Teacher Education International Conference (pp. 1391-1395). Orlando, FL, USA: Association for the Advancement of Computing in Education (AACE). Retrieved from: https://www.learntechlib.org/primary/p/225683.

Labster, Inc. (2022, October 13). Virtual Labs During (and After) Covid at RMIT Australia. Labster. https://www.labster.com/case-studies/virtual-labs-during-and-after-covid 

Theobald, E. J., Hill, M. J., Tran, E., Agrawal, S., Arroyo, E. N., Behling, S., Chambwe, N., Cintrón, D. L., Cooper, J. D., Dunster, G., Grummer, J. A., Hennessey, K., Hsiao, J., Iranon, N., Jones, L., Jordt, H., Keller, M., Lacey, M. E., Littlefield, C. E., … Freeman, S. (2020). Active Learning Narrows Achievement Gaps for Underrepresented Students in Undergraduate Science, Technology, Engineering, and Math. Proceedings of the National Academy of Sciences, 117(12), 6476–6483. https://doi.org/10.1073/pnas.1916903117

Labster, Inc. (2024, August 8). Labster and OpenStax Play a Role in Enrollment Growth at Toccoa Falls College. Labster. https://www.labster.com/case-studies/toccoa-falls-college 

Labster, Inc. (2023, August 14). The Immunology Department of the University of Szeged Had No Dedicated Lab Space for Medical Students, So They Implemented Labster. Labster. https://www.labster.com/case-studies/university-of-szeged

Labster, Inc. (2023, May 22). University of Westminster Students Grasp Concepts Faster with Labster Multimodal Learning. Labster. https://www.labster.com/case-studies/university-of-westminster 

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