This study explored the ways that STEM faculty learn about, design, and implement inclusive STEM teaching practices to improve student belonging. An interpretive phenomenological approach was employed to understand the personal experiences and thought processes of faculty as they worked to further develop their understanding of issues of equity and inclusion and transform their teaching conceptions and practices. STEM disciplines suffer from poor participation rates for women and students from historically marginalized racial and ethnic backgrounds and could address long-standing problems of persistence, in part, by attending to issues of student belonging. Faculty represent a linchpin for fostering student academic belonging in STEM through the instructional decisions they make. Faculty development structures and approaches that led to shifts toward inclusive teaching conceptions and practices are discussed. Successfully scaling inclusive teaching practices across STEM departments and colleges will require investments in comprehensive, multi-faceted approaches to faculty development. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com.bibliotheek.ehb.be/en-US/products/dissertations/individuals.shtml.]