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Minoritized and underrepresented students have historically experienced prejudice and discrimination within and outside of their classrooms, negatively impacting their educational outcomes. Research has illustrated that student academic and social success can be improved through instructors creating inclusive classroom environments that facilitate a sense of belonging. The impact of creating more inclusive environments is well-studied, however actionable guidance on how to do this, especially in more technical disciplines such as engineering, is lacking. This study aims to address this gap by developing an inclusive engineering classroom practices menu along with accompanying tools for faculty seeking to improve their classrooms. The first year of this study, as detailed at ASEE’s Annual Conference in June 2022, saw the development of the inclusive engineering classroom practices menu as well as the pilot of the inclusive learning communities for faculty across three partner institutions. The student and faculty assessment plans were also curated and involved both a student and faculty survey as well as the opportunity for students and faculty to engage in short-format interviews. This presentation will focus on the survey and interview data that has been collected in the second year of the project and the website that has been developed to further engage faculty and other institutions and partners interested in the study. This second year of this study will also see the creation of a decision matrix to aid faculty and instructors to further promote and support the implementation of inclusive practices in engineering classrooms. The continued refinement of the menu and creation of both the website and decision matrix are the next steps in the development of an inclusive classrooms toolkit that can be used across all engineering classrooms and curriculums.