This paper describes an innovative collaboration between instructors of non-STEM (science, technology, engineering, and mathematics) courses and scientists who teach STEM courses in the GATE (Green Action Through Education) learning community. The scientists in this project presented engaging science--in such diverse locations as a sewage treatment plant and a pristine stream--to students whose indicators did not predict their success in a traditional science classroom. The non-STEM instructors designed all of their speaking, writing, and career planning activities around the STEM content presented by the scientists. The collaborative efforts integrated the message in a way that is seldom achieved in universities with a discrete-learning setup. This paper presents evidence of a statistically significant change in the GATE students' attitudes toward STEM. (Contains 4 tables and 4 figures.)