An education within STEM associated fields such as Chemistry and Physics provides a critical advantage to students competing within a 21 st century job market. According to the U.S. Bureau of Labor Statistics, STEM occupations have grown 79 percent over the past three decades and are projected to grow an additional 11 percent from 2020 to 2030 . Perhaps more important than the technical skills a STEM education provides are the critical thinking and innovation skills. Companies often cite these careerreadiness skills as the most desirable asset in an employee, with a special emphasis on the need for employees who can work on a diverse variety of tasks. This need for graduates with an interdisciplinary skill set should be considered in contrast to most university curricula, which tend to segregate the sciences into distinct silos with labels such as Physics, Chemistry, and Biology, but fail to show the students how these disciplines inter-relate. Another shortcoming of our modern higher education system is that research-based universities tend to train their graduate students with too much of a focus on developing the next generation of academics. This approach is getting increasingly difficult to defend as the number of PhD students who are interested in ultimately landing a faculty position decrease each year . A Nature survey of graduate students in STEM fields around the globe found that only 56% picked academia as their first choice of a career . This number, which has been trending downward, is still highly inflated compared to the number of those students who will actually obtain a faculty position, with an even smaller fraction achieving a tenure track appointment . So long as we continue to frame graduate school, primarily, as a path to the academy, it will get increasingly difficult to convince students to enroll in Chemistry and Physics graduate programs. And this challenge is only compounded by the prospect of an additional 3-5 year postdoc upon graduation with a PhD. while some universities have a culture of promoting start-up companies (e.g., Stanford or MIT), most Chemistry and Physics students will attain a PhD without any training in entrepreneurship or innovation.