The timing of the initiative is hardly accidental. The U.S. bioeconomy is expanding at a pace that few sectors can match, propelled by converging advances in biotechnology, engineering biology, artificial intelligence and data-intensive research. Analysts project the sector could contribute as much as $4 trillion annually to the global economy and sustain more than one million U.S. jobs by 2030. Yet the talent pipeline feeding that growth remains clogged by a stubborn problem: many STEM graduates arrive in the workplace with solid theoretical grounding but little practical experience applying that knowledge to real-world problems. Employers increasingly report that new hires lack not only technical competencies such as data management and quality control, but also the professional skills—communication, teamwork, critical thinking—that modern bioscience careers require.

Undergraduates sit at the center of this challenge because they constitute the primary pipeline into entry-level bioscience positions. Traditional laboratory coursework, however, often fails to replicate the messy, collaborative and constraint-laden conditions of industrial research and development. Students may master standard protocols without ever confronting the questions that dominate actual biotech careers: whether a discovery is feasible at scale, who would benefit from it, how its value should be communicated to stakeholders, and what resources and regulatory constraints shape its path from bench to market. The FAU project aims to make precisely those experiences a central feature of the undergraduate curriculum rather than an afterthought.

The initiative is supported through NSF’s Improving Undergraduate STEM Education program, specifically its Engaged Student Learning track, which funds the development, exploration and implementation of promising approaches for improving how STEM is taught and learned. Leading the effort is principal investigator Bethany A. Stanhope, Ph.D., executive director of academic operations at FAU’s John D. MacArthur Campus in Jupiter, alongside co-principal investigator Kelsie M. Bernot, Ph.D., an assistant professor of biology at FAU’s Harriet L. Wilkes Honors College. The two researchers will coordinate a multi-college team that spans the university’s entrepreneurial, engineering and scientific units.

“This grant gives us an opportunity to rethink how we prepare students for the life sciences workforce by bringing the realities of research, industry and innovation directly into the undergraduate experience,” Stanhope said in announcing the award. “Students need more than scientific knowledge; they need opportunities to solve authentic problems, work in teams, communicate their ideas and understand how research translates into real-world applications. This project will help us identify and strengthen those experiences so students graduate with the confidence, skills and practical experience to succeed in the rapidly evolving life sciences workforce.”

At the heart of the project lies a “Research to Reality” framework that weaves together four mutually reinforcing strands. First, students will participate in industry-informed research experiences, in which laboratory projects are designed to reflect the priorities, standards and workflows of commercial bioscience. Second, entrepreneurship and innovation education will challenge students to consider what happens when a scientific idea must leave the laboratory—grappling with feasibility, market relevance, intellectual property and implementation strategy. Third, internships and structured industry experiences will place students directly inside regional life sciences organizations. Fourth, AI-enabled research modules will introduce students to the computational tools and data-driven methods that increasingly define modern biological research, from machine-assisted analysis to automated experimental design.

The research team will systematically evaluate how these combined experiences affect students’ technical and professional skills, their capacity for scientific problem-solving, their career confidence and their understanding of pathways into the life sciences workforce. Beyond the immediate benefits to FAU students, the project is structured to generate transferable knowledge: by documenting which practices most effectively strengthen career readiness, and by developing scalable resources, the team intends to produce approaches that institutions across the country can adapt to their own contexts. In this sense, the grant functions as both a direct intervention and a national experiment in workforce-aligned STEM pedagogy.

Bernot emphasized that the entrepreneurship component is not simply about teaching students to launch startups, but about transforming how they perceive the purpose of their scientific training. “An important part of this project is helping students understand that scientific discovery is only one part of the journey,” she said. “We want students to experience what happens when an idea has to move from the laboratory toward a real-world application. That means asking whether an idea is feasible, understanding who it could benefit, communicating its value, considering resources and constraints, and thinking creatively about implementation. By integrating entrepreneurship and innovation into STEM learning, we can give students a different way to see their scientific training and the many ways they can use it in their careers.”

A distinctive feature of the project is its commitment to equity and access. The team will expand research, internship and workforce opportunities through early-engagement programming and transfer-focused initiatives, with deliberate attention to first-generation students, who often face the steepest barriers to informal networks, unpaid research opportunities and career mentorship. Because transfer students frequently arrive at four-year institutions with limited time to build the relationships and experiences that employers value, early and structured engagement can meaningfully alter their career trajectories. FAU’s partnerships with industry and organizations such as BioFlorida—the state’s life sciences trade association—will anchor these efforts, connecting academic training directly to documented workforce needs.

The project team extends well beyond the two principal investigators, reflecting the interdisciplinary character of the challenge. Kevin Cox, Ph.D., senior instructor and director of the Florida Atlantic Entrepreneurship Institute within FAU’s College of Business, will lead the innovation and entrepreneurship components. Raquel Assis, Ph.D., associate dean and associate professor in the Department of Electrical Engineering and Computer Science and the Department of Biomedical Engineering within the College of Engineering and Computer Science, contributes expertise in computational methods and biomedical technology. Rodrigo Pena, Ph.D., an assistant professor of biological sciences in the Charles E. Schmidt College of Science, rounds out the team with deep biological sciences expertise.

For FAU, the award reinforces a broader institutional strategy. The university, which serves more than 32,000 students in South Florida and ranks among the top 100 public universities according to U.S. News & World Report, holds Carnegie Foundation designations for R1 research, opportunity and community engagement—one of only 13 institutions nationwide to achieve all three. Its strategic plan, “2031FAU: Where Tomorrow Begins,” explicitly prioritizes career-ready education and experiential learning, making the NSF project a natural extension of institutional identity. The university has also positioned itself at the forefront of emerging technologies as Florida’s first “quantum university,” while maintaining signature strengths in neuroscience and healthy aging, environmental and coastal innovation, and national defense and autonomous systems.

The broader significance of the project lies in what it may reveal about the future of undergraduate science education itself. As artificial intelligence reshapes laboratory workflows and the bioeconomy blurs the boundaries between academic research, entrepreneurship and industrial production, the traditional lecture-and-lab model faces mounting pressure to evolve. If the “Research to Reality” framework demonstrates measurable gains in career readiness—particularly among first-generation and transfer students—it could offer a replicable blueprint for universities nationwide seeking to align STEM education with the demands of a trillion-dollar economic transformation. Over the next three years, FAU’s researchers will be watching closely not only what their students learn, but how those lessons might reshape the undergraduate experience far beyond Jupiter, Florida.

The comprehensive study by Sonnert, Reid, and Sunbury, among others, explores the nuanced interactions between structured educational environments and extracurricular scientific engagement. Formal science learning—the curriculum delivered in classrooms—traditionally emphasizes theoretical foundations and methodological rigor, providing students with standardized knowledge and skills. Conversely, informal science learning, which occurs in museums, clubs, science fairs, or through media and personal exploration, offers experiential, often more personalized and motivational encounters with science. This research distinguishes itself by delving into how these two learning modes not only coexist but synergistically influence students’ evolving perceptions of themselves as science learners and potential future scientists.

One of the pivotal findings of this study is the demonstrated amplification effect when formal and informal science experiences are integrated. Students who participate extensively in both spheres are more likely to develop a strong STEM identity, which is a multidimensional construct encompassing competence, interest, recognition, and a sense of belonging within the STEM community. The multidisciplinary approach of the research team utilized mixed-methods analysis, combining quantitative surveys of student engagement with qualitative interviews, thereby capturing a rich, contextual understanding of how learning environments foster or hinder STEM identity formation.

The technical underpinnings of the study leveraged structural equation modeling to parse out the direct and indirect effects of various learning experiences on career interest trajectories. Students exposed to rigorous formal curricula and complemented by informal settings showed not only heightened interest in STEM careers but also a remarkable resilience in overcoming common barriers such as stereotype threat and self-doubt. The data suggest that informal science environments provide critical emotional and social supports that reinforce classroom learning, thereby strengthening students’ self-efficacy in scientific endeavors.

Furthermore, the investigation rigorously interrogated the role of contextual factors including gender, socioeconomic status, and school resources. The results indicate that informal science experiences can serve as equalizers, mitigating disparities in access to quality formal education, particularly in under-resourced schools. By fostering creative problem-solving and collaborative learning in informal contexts, students from diverse backgrounds can develop a more empowered STEM self-concept, which in turn influences their career aspirations and academic persistence.

The study also highlights the importance of timing and developmental readiness in science identity formation. High school, a critical period marked by identity exploration and cognitive maturation, emerges as an optimal stage for interventions that bridge formal and informal learning. This aligns with neurodevelopmental research indicating adolescence as a prime window for cultivating executive function and critical thinking skills, both essential for thriving in STEM disciplines.

Intriguingly, the researchers noted significant variations in how students interpreted their experiences depending on factors such as teacher support and peer influence. Educators who actively encourage curiosity and real-world application within formal settings enhance the motivational impact of informal experiences. Simultaneously, peer groups engaged in science activities contribute to a shared social identity that normalizes STEM participation and reduces feelings of marginalization.

The implications of this study for policy and practice are monumental. Educational institutions and policymakers are urged to foster partnerships between schools and informal science organizations, promoting seamless integration of these domains. Investments in afterschool programs, STEM clubs, and community science initiatives could yield substantial returns in diversifying the STEM pipeline by attracting and retaining underrepresented groups.

Additionally, curriculum designers are called to rethink traditional science instruction paradigms by incorporating elements that reflect the dynamism and interdisciplinary nature of contemporary science. Emphasizing inquiry-based learning, real-world problem-solving, and cross-disciplinary connections will resonate well with students’ informal learning experiences, creating a more cohesive and engaging science education ecosystem.

Emerging from this research is also the recognition of identity as fluid and socially constructed rather than fixed. Interventions aimed at reinforcing STEM identity should therefore focus on continuous support throughout adolescence, embracing a holistic view that integrates cognitive, emotional, and social dimensions. Mentorship programs and role models featured within both formal and informal environments can play a crucial role in this ongoing identity development.

Future research directions highlighted by Sonnert and colleagues include longitudinal investigations to track STEM identity evolution from early adolescence through postsecondary education and career entry. Such studies will elucidate the long-term impacts of varied learning experiences and further refine strategies to nurture diverse STEM talent pipelines.

Moreover, the digital age presents new frontiers for informal science learning through virtual laboratories, online communities, and interactive media. Understanding how these platforms can complement classroom learning and contribute to STEM identity represents an exciting domain for future exploration.

This research encapsulates a vital paradigm shift, emphasizing that fostering STEM identity is not solely the responsibility of the classroom but a collaborative endeavor leveraging the full spectrum of learning opportunities available to students. By embracing both formal and informal science learning, educators and communities can better prepare the next generation of innovators and problem-solvers.

Ultimately, Sonnert et al.’s work reminds us that science education transcends content delivery—it is about shaping identities, nurturing curiosity, and building inclusive pathways for young people to see themselves as capable contributors to the scientific enterprise. As STEM fields continue to evolve and expand, this holistic understanding will be instrumental in ensuring broad-based student engagement, equity, and excellence.

Subject of Research: How formal and informal science learning experiences during high school influence students’ career interest and the development of STEM identity.

Article Title: How do formal and informal science learning experiences during high school shape students’ career interest and STEM identity?

Article References: Sonnert, G., Reid, T., Sunbury, S. et al. How do formal and informal science learning experiences during high school shape students’ career interest and STEM identity?. IJ STEM Ed 12, 55 (2025). https://doi.org/10.1186/s40594-025-00568-w

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