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We present as a case study the evolution of a series of participant‐centered workshops designed to meet a need in the life sciences education community—the incorporation of best practices in the assessment of student learning. Initially, the ICABL (Inclusive Community for the Assessment of Biochemistry and Molecular Biology/BMB Learning) project arose from a grass‐roots effort to develop material for a national exam in biochemistry and molecular biology. ICABL has since evolved into a community of practice in which participants themselves—through extensive peer review and reflection—become integral stakeholders in the workshops. To examine this evolution, this case study begins with a pilot workshop supported by seed funding and thoughtful programmatic assessment, the results of which informed evidence‐based changes that, in turn, led to an improved experience for the community. Using participant response data, the case study also reveals critical features for successful workshops, including participant‐centered activities and the value of frequent peer review of participants' products. Furthermore, we outline a train‐the‐trainer model for creating a self‐renewing community by bringing new perspectives and voices into an existing core leadership team. This case study, then, offers a blueprint for building a thriving, evolving community of practice that not only serves the needs of individual scientist‐educators as they seek to enhance student learning, but also provides a pathway for elevating members to positions of leadership.

Most chemistry educators agree that deep understanding of the nature of noncovalent interactions is essential for learning in chemistry. Yet decades of research have shown that students have persistent incorrect ideas about these interactions. We have worked in collaboration with a community of chemistry, biology, and biochemistry educators to develop a construct map to guide development of instructional and assessment resources related to the physical basis of noncovalent interactions in a biochemical context. This map was devised using data about student learning and expert perspectives on noncovalent interactions, resulting in a framework that provides a detailed roadmap for teaching and learning related to this essential concept. Here we describe the development of the construct map and our use of it to reform our biochemistry teaching practice. Because biochemistry relies on application of concepts learned in prerequisite courses, this construct map could be useful for wide range of courses including general chemistry, introductory biology, organic chemistry, and biochemistry.