Undergraduate research can be a rewarding experience for both students and mentors. However, when students are from underrepresented and underserved groups, non-inclusive research mentoring may increase stereotype threat and a deflated sense of belonging. To promote inclusive research mentoring, a learning community for STEM faculty was designed based on difficult discussions, assignments, and written reflections. The majority of faculty who participated in the learning community gained increased awareness and appreciation for inclusion efforts within their research groups. This learning community has the potential to be a scaffold for initiatives dedicated to institutional change.