The author was an engineer for 20 years in both development and applications followed by 15 years as adult educator primarily at a Midwestern urban university with under-represented students. Beginning fall 2008 and for the next 7 years, he developed interventions for "underprepared" STEMM (STEM and pre-Medical) students. This freshmen group entered with ACT math scores ranging from 14 to 21. By: "S"haping cooperative peer learning, "T"eaching problem solving, and "B"uilding self-regulated learning; these under-prepared, often under-represented students overcame fundamental future achievement obstacles (i.e., calculus and core (major) coursework sequences). Projected improvement per regression discontinuity for a student at point of discontinuity (21.5 ACT math score) participating or denied treatment is + 30% (+ 0.6 GPA) in follow-up Calculus sequence and + 20% (+ 0.4 GPA) in majority of core coursework. S TB "program" improvements for a 50% rate of participation: Completion: + 15%; Achievement (average): + 23%; Retention: + 21%; Enrollment: + 15%; and (Identity) Diversity: + 4.4%.