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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. 

The Urban STEM Collaboratory is a five-year project sponsored by the National Science Foundation (NSF) that addresses challenges to student success in STEM disciplines through a multi-institutional collaboration via the University of Memphis (UofM), University of Colorado Denver (CU Denver), and Indiana University--Purdue University Indianapolis (IUPUI). Study groups, tutoring, peer and faculty mentoring, and career exploration programs are being used across the three campuses to increase the participants’ commitment to a STEM field. Innovative features from Course Networking (CN) software are being deployed to provide scholars with evidence of their learning journey while expanding a meaningful academic cloud-based social network. This paper extends a previous introductory ASEE conference paper titled: “Launching the Urban STEM Collaboratory,” (Goodman et al., 2020), which outlined the initial efforts of the tri-campus collaboration. The purpose of the present paper is to summarize the impact of the project, including data analysis of effectiveness, for Year 1: 2019-2020 and Year 2: 2020-2021. Although still in progress, with the longitudinal efficacy of several of the project’s components undetermined, the project’s organizational structure, activities, and findings to date should be of value to others conducting or proposing projects with similar goals. 

The Urban STEM Collaboratory is a five-year project sponsored by the National Science Foundation (NSF) that addresses challenges to student success in STEM disciplines through a multi-institutional collaboration via the University of Memphis (UofM), University of Colorado Denver (CU Denver), and Indiana University--Purdue University Indianapolis (IUPUI). Study groups, tutoring, peer and faculty mentoring, and career exploration programs are being used across the three campuses to increase the participants’ commitment to a STEM field. Innovative features from Course Networking (CN) software are being deployed to provide scholars with evidence of their learning journey while expanding a meaningful academic cloud-based social network. This paper extends a previous introductory ASEE conference paper titled: “Launching the Urban STEM Collaboratory,” (Goodman et al., 2020), which outlined the initial efforts of the tri-campus collaboration. The purpose of the present paper is to summarize the impact of the project, including data analysis of effectiveness, for Year 1: 2019-2020 and Year 2: 2020-2021. Although still in progress, with the longitudinal efficacy of several of the project’s components undetermined, the project’s organizational structure, activities, and findings to date should be of value to others conducting or proposing projects with similar goals.