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This work describes an effort to nudge engineering faculty toward adopting known best practices for inclusive teaching through a program called Engineering is Not Neutral: Transforming Instruction via Collaboration and Engagement Faculty (ENNTICE). This monthly faculty learning community (FLC) followed the three-year structure of the Colorado Equity Toolkit: Year 1 (reported in 2022) focused on self-inquiry including reflection; Year 2 (reported in 2023) focused on course design including training new engineering faculty; Year 3 (reported in the current paper) focused on building community. The emphasis on building community allows us to address our research question: To what degree does faculty participation in an FLC impact engineering college culture? Building community is measured through broadening participation by faculty in known best practices for inclusive teaching, including three elements of interest. First, we share within our engineering college the progress each department has made toward inclusive teaching participation, using thermometer-styled graphics like those used to illustrate progress toward a fundraising goal. Second, after reviewing certain sections of our engineering college’s plan for diversity, equity, and inclusion (DEI), we submitted brainstormed ideas for implementation to our dean’s office. And third, after reviewing reports from student focus groups conducted in 2020/21, we evaluated progress and made recommendations for next steps; in this context the clarity and urgency of the student feedback is both motivational and difficult to ignore. The common theme in each of three elements is seeking to bridge the valley of neglect that so often divides scholarly work about DEI from concrete changes that benefit students, employers, and the broader community.