IntroductionThe two prominent and related needs for solutions to climate change and more STEM and engineering majors, brought about the Science, Technology & Energy: Expanding Potential (STEEP) project, which was funded by an NSF STEP grant from 2008 to 2014. Research showing the need for greater numbers as well as improved retention and success of students in these fields is plentiful, especially for women and students from underrepresented groups in the STEM professions. The goals of STEEP were to increase the number of students obtaining degrees or transferring in STEM fields. To attain those goals, a multi-pronged approach was taken and programs developed specifically for each approach. A. To interest new students in STEM majors; the Summer Energy Academy, B. To prepare existing STEM majors to be successful in their foundational math coursework; the Precalculus Readiness and Excellence Program (PREP), and C. To retain STEM majors and bolster their efforts to transfer and complete four year degrees; In-house Internships and comprehensive longitudinal support Our recruitment was focused on underrepresented minority (URM), first-generation and female students for all of our programs. Recruitment outreach at local high schools meant our population contained both incoming new high school graduates and current students. All participants in the Energy Academy, PREP and In-house Internships received stipends, allowing them to forgo outside employment and so participate fully in the programs. This paper will include details of the implementation of these three approaches as well as some of the curriculum developed, the outcomes and the institutionalization strategies that were eventually employed. We will also discuss this project's contribution to a greater STEM presence and culture on campus which has resulted in our Latino/Hispanic students approaching full representation in STEM and engineering majors on our campus. Those seeking to increase the number of STEM and engineering majors, including URM students, and help ensure their graduations will find replicable activities and pedagogies discussed that may also hold promise at their institutions. STEEP Outcomes OverviewData collected over the six year period of the STEEP project reveals several large-scale changes at the college:  Although the overall college population was in decline during period from 2008-2014, there was almost a doubling in the number of students pursuing STEM majors during that time, (Figure 2)  During this time period, the number of all Latino STEM majors made the most dramatic increase of 233%, more than doubling; (Figure 3)  There was also an increased proportion of STEM associate degrees earned by URM students--up from 11.5% before the grant to 33.9% after,  The number of students completing credits towards a transfer STEM degree increased by more than 50%, going from roughly 7% of the Cabrillo population before the grant to 17% after,  URM STEM majors in the pipeline have increased from 19% to 34% of all STEM majors over the course ...