Through these activities, we will foster impactful approaches for engaging faculty, department leaders, and undergraduate students in equity-minded discussions of their STEM courses. Further, our approach to SELCs will provide a consistent, but adaptable, platform for future cross-institution comparisons of implementation and impact. Participation in this project will be open to all 10 SEISMIC institutions. While the institutions involved through SEISMIC are all top-tier public R1 institutions, such institutions have tended to strongly hold on to academic traditions that contribute to perpetuating inequities in introductory STEM courses. These institutions also introduce thousands of students to STEM disciplines each year. By showing the engagement of this group of institutions in improving introductory STEM outcomes, and their paths towards successful changes, we believe we will have a firm footing to engage other similar, as well as different institutions in engaging in a similar process and together fostering substantial improvements from community colleges to private elite institutions. Our approach will include careful considerations on approaches to equity measurements, using these measurements in different institutional contexts, building institutional systems to engage in regular sharing of equity analyses, and prompting productive dialogue among faculty, department leaders, and undergraduate students about student success.