This article presents results from a Scholarships in STEM (S-STEM) grant from the National Science Foundation that supported students from three majors and funded the development of cocurricular activities designed to increase the workforce development of first-generation and underrepresented students. Scholar cohorts were interdisciplinary, with students majoring in biology, chemistry, and environmental science. We present details from four categories of activities: library resources and information literacy, career services, professional development, and community engagement. We discuss how the process of designing the activities created collaborations between STEM faculty and student support staff and between faculty and regional employers and nonprofit organizations. Results from formative assessments are presented from the group of scholars as a whole, as we did not detect significant differences as a function of gender, first-generation status, race or ethnicity, or academic major. Overall, the community engagement events were rated more poorly than other activities because they were viewed as contributing less to gains of knowledge or skills. Finally, we found that how the scholars viewed the activities depended more on how we discussed the activities with them than on the scholars' academic or demographic features.