Given increasing enrollments within STEM curricula, it is sought to overcome challenges of conventional lecture-only delivery in high-enrollment courses. Mixed-mode delivery, which is also known as Blended Delivery, utilizes a combination of online and traditional face-to-face methods. Herein, a novel eight-step phased instructional flow with several targeted adaptations is used to accommodate the mixed-mode delivery of STEM curricula. It is formalized as the STEM Blended Delivery Protocol (STEM-BDP) with a special emphasis on the scaffolding of analytical procedures along with hands-on problem solving in both online and face-to-face components of the delivery. Methods used, learning outcomes, instructor perceptions, and students' perceptions of courses using STEM-BDP over multiple semesters at a large state university are described. Two high enrollment course case studies utilizing STEM-BDP are examined herein, including an Electrical and Computer Engineering required core undergraduate course and a Mechanical and Aerospace Engineering undergraduate course. The details of the STEM-BDP delivery strategies, learning activities, and student perceptions surveys are presented. Results indicated very positive feedback whereby 90% of students agreed that video content offers valuable convenience compared to live lecture and 76% of students, agreed that opportunities for questions and interaction with the instructor have increased versus traditional lecture. Finally, the paper will discuss the evidence of transportability of STEM-BDP from ECE courses to large-enrollment Mechanical Engineering courses, associated challenges, tools, and suggestions for successful transport to other courses and institutions. [ABSTRACT FROM AUTHOR]