Funnel Students Into STEM Careers

Careers in STEM offer some of the best-paying jobs on the market.

Unfortunately, most people place themselves out of the running for great jobs in science and technology by quitting STEM before they acquire the skills or degrees they need to qualify for one. Find out how virtual labs are helping to change that by enhancing students’ academic success, building their self confidence, and increasing their interest in STEM careers.

Why Most Students Don’t Pursue Careers in STEM

More than half of Americans don’t choose a degree in STEM because they think the subject matter is too difficult (1; 2). This decision likely limits their earning potential, since median salaries for STEM jobs are 1.6 times higher than salaries for jobs outside of STEM (3).

High school and college students say the top reason they want to go to college is to get a good job (4), but 47% won’t even consider a major in STEM because they believe it’s too hard (5) — despite the fact that 40% are interested in a STEM career at some point in their lives (1).

How can we build on the natural interest of these students to help them succeed and stay in STEM?

Difficult material is a barrier

52% of adults in the U.S. say they did not pursue a STEM degree because the subjects are too difficult to learn (1).

Students are curious about STEM

40% of surveyed adults say they were interested in pursuing a STEM career at some point in their lives, but only 13% of workers in the U.S. are employed in STEM jobs (1).

STEM is rewarding long term

STEM workers earn 1.6 times more than workers in non-STEM occupations, on average (3).

Strategies for Supporting STEM Career Pathways

Changing a student’s decision about staying in STEM from a “maybe” to a “yes” largely depends on helping them improve two things: their academic performance and their belief in their own abilities. Trying and succeeding in a challenging subject helps learners build self-efficacy — their belief in themselves.

Take the Product Tour to discover how Labster can help your STEM program drive long-term student career success.

How Virtual Labs...

Mitigate Attrition and Support STEM Careers

Self-efficacy predicts STEM performance. A large body of research shows that personal academic expectations predict subsequent performance, course enrollment, and occupational aspirations (6). In short, students who believe they are capable are more likely to persist at schoolwork — even when their studies are challenging to them — than students who don’t believe they can perform the work (7). ‍

STEM performance drives career goals. Not only are students with higher self-efficacy able to perform at a higher level, but they have stronger STEM career aspirations. Building students’ self-efficacy helps ensure they stay on track from their introductory courses to graduating with a qualifying degree to their first job in a STEM career (9).

< 2.3 GPA Risks Drop Out

Students who earn less than a 2.3 GPA in introductory STEM courses are likely to drop out of college (8).

< 2.6 GPA Risks Transfer

Students who earn less than a 2.6 GPA in introductory STEM courses are likely to switch to a non-STEM major (8).

Students responded that Labster is much nicer than reading material or viewing videos because it’s more responsive, it’s more social, you don’t feel so alone. It’s almost like there was someone you could talk to."

Pirkko Heikinheimo Biochemistry Lecturer, Åbo Akademi University

When we used Labster, suddenly students were 'getting' things."

Steve Davis
Sr Course Leader & Personal Tutor, University of Westminster

Labster simulations have a positive impact on student engagement and course completion, based on the verbal feedback I received from my students and on their lab grades."

Dr. Luning He
Instructor, West Coast University

Labster was entertaining and educating! It’s a fun way to learn after two hours of lecture."

Molecular Biology Student
Taylor's College

I have had bad experiences in all my labs in my college career, but the virtual labs built my self-esteem and confidence."

Chemistry Student
RHG Krefeld

When we used Labster, suddenly students were 'getting' things."

Steve Davis
Sr Course Leader & Personal Tutor, University of Westminster

Labster simulations have a positive impact on student engagement and course completion, based on the verbal feedback I received from my students and on their lab grades."

Dr. Luning He
Instructor, West Coast University

Students responded that Labster is much nicer than reading material or viewing videos because it’s more responsive and social. It’s almost like there is someone you can talk to."

Pirkko Heikinheimo Biochemistry Lecturer, Åbo Akademi University

How Virtual Labs...

Help Students Persist on a STEM Career Pathway

Labster's virtual labs accelerate positive student learning experiences, which is especially beneficial for low-performing students. Through problem-based scenarios, students develop the necessary skills and knowledge needed to feed their belief in their ability to succeed in STEM.

Virtual labs offer a scientist's perspective through real-life, career-based scenarios, motivating students to grasp complex concepts actively. This hands-on approach builds confidence and motivation, driving deeper learning (9).

Positively reinforcing students’ perceptions of their abilities to learn STEM skills strengthens their resolve to persist in STEM courses. After using Labster as a pre-lab, students report increased intent to continue studying STEM and increased interest in pursuing a STEM career (11).

5.4x Student Retention

Students are 5.4 times more likely to say they plan to continue taking STEM courses after learning with Labster as a pre-lab assignment (11).

4x Career Motivation

Students are 4 times more likely to say they plan a career in STEM after learning with Labster as a pre-lab assignment (11).

Foster STEM Career Pathways

Discover how Labster can help your program funnel students into STEM careers.

Take the Product Tour

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References

(1) Kennedy, B., Hefferon, M., & Funk, C. (2018). Half of Americans think young people don’t pursue STEM because it is too hard.
‍www.pewresearch.org/short-reads/2018/01/17/half-of-americans-think-young-people-dont-pursue-stem-because-it-is-too-hard

(2) Lander, E. & Gates, J. (2010). Report to the President Prepare and Inspire: K-12 Education in Science, Technology, Engineering, and Math (STEM) for America's future.
‍scholarship.rice.edu/bitstream/handle/1911/112993/pcast0004.pdf?sequence=1&isAllowed=y

(3) Kennedy, B., Fry, R., & Funk, C. (2021). 6 facts about America’s STEM workforce and those training for it.
‍www.pewresearch.org/short-reads/2021/04/14/6-facts-about-americas-stem-workforce-and-those-training-for-it‍

(4) Barnes & Noble. (2015). Getting to Know Gen Z: Exploring Middle and High Schoolers’ Expectations for Higher Education.
‍www.bncollege.com/wp-content/uploads/2018/09/Gen-Z-Report.pdf

(5) Dimock, M., Doherty, C., & Keeter, S. (2013). Public’s Knowledge of Science and Technology.
‍www.pewresearch.org/politics/2013/04/22/publics-knowledge-of-science-and-technology‍

(6) Bandura, A. (1997). Self-Efficacy: The Exercise of Control. New York: Worth Publishers.

(7) Pintrich, P. R., & De Groot, E. V. (1990). Motivational and self-regulated learning components of classroom academic performance. Journal of educational psychology, 82(1), 33.

(8) Chen, X. (2013). STEM Attrition: College Students' Paths into and out of STEM Fields. Statistical Analysis Report. NCES 2014-001. National Center for Education Statistics.

(9) Beier, M. E., Miller, L. M., & Wang, S. (2012). Science games and the development of scientific possible selves. Cultural Studies of Science Education, 7(4), 963–978.
‍https://doi.org/10.1007/s11422-012-9408-0

‍(10) Makransky, G., Bonde, M. T., Wulff, J. S., Wandall, J., Hood, M., Creed, P. A., ... & Nørremølle, A. (2016). Simulation based virtual learning environment in medical genetics counseling: an example of bridging the gap between theory and practice in medical education. BMC Medical Education, 16(1), 1-9. Retrieved from
‍link.springer.com/article/10.1186/s12909-016-0620-6

(11) Schechter, R., Chase, P., Shivaram, A. (2023). Virtual Labs Boost STEM Success: Insights from Contemporary Science Courses in Higher Education.