We describe here concerted efforts to support and encourage persistence of members of marginalized groups in STEM education at our institution. These efforts include formation of a formal group jointly led by students and two science faculty members in which issues of inclusion, allyship, and instances of discrimination and micro-aggressions are discussed anonymously but openly in a safe space. Anecdotes revealed by students of color in particular were eye-opening for faculty members and have sparked change. For example, did you know that Think-Pair-Share pedagogy can lead to isolation in your classroom unless it is carefully choreographed? Attention to students’ experiences led to experimentation with pedagogy and inclusion of topics that support the experiences of marginalized groups in an undergraduate genetics course that will be outlined. Lastly, we describe a version of supplementary instruction for introductory biology, the goals of which are community formation and practice with a variety of study skills, with content drilling as a tertiary goal. Though these experiments are being implemented in a small liberal arts college, the lessons learned should be transferable to other educational settings.