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In the College of Engineering, Design and Computing at the University of Colorado Denver, a faculty learning community (FLC) is exploring how to apply known pedagogical practices intended to foster equity and inclusion. Faculty come from all five departments of the college. For this three-year NSF-funded project, Year 1 was dedicated to deepening reflection as individuals and building trust as a cohort. Now, in Year 2, the FLC is focused on translating pedagogical practices from literature and other resources into particular courses. This cohort has experienced some adjustments as some faculty leave the FLC and new faculty choose to join the FLC. Since this cohort continues to grow, this paper presents key features that have supported the FLC’s formation and then transition to Year 2, as well as the design and implementation of a new faculty orientation, called the Welcome Academy, specific to new engineering faculty and practices related to diversity, equity, and inclusion. Finally, drawing on the principal investigator (PI) team’s reflections as well as feedback from external evaluators, we provide our insights with the intention of sharing useful experiences to other colleges planning to form such FLCs.