Tamara Goetz, executive director of the Utah STEM Action Center, identifies one of the bottlenecks contributing to STEM shortage as originating at the beginning of the education pipeline. Quite simply, many students don’t consider STEM as an option. Goetz says it’s important to identify “the gaps in foundational skills that prevent students from being comfortable” with STEM-related fields. It’s the all-too-common “I’m no good at math” syndrome in which students perceive technical disciplines as esoteric and unfathomable. STEM disciplines, many seem to think, require a set of specific mental configurations or intrinsic abilities. Much like computers come out of the factory with specific software installations and hardware specs, you either have the right stuff (so the erroneous tale goes) or you don’t.