Classrooms should be liberatory spaces where people are nurtured and content comes to life. But students and faculty frequently note the charged nature of the classroom, especially when course content focuses on aspects of identity such as race and ethnicity or dynamics related to power and inequality. This article describes a Faculty Dialogues Institute offered by the Program on Intergroup Relations (IGR) and the Center for Research on Learning and Teaching (CRLT) at the University of Michigan that like many faculty teaching workshops, aimed to help faculty create effective classrooms that are fully inclusive of today's students; but it took a unique approach by focusing specifically on intergroup dialogue strategies. In intergroup dialogue, individuals from at least two social identity groups engage in deep listening, ask questions with the goal of understanding multiple perspectives, draw on both course content and others' identity-based experiences to deepen learning, and reflect collectively on what has been learned in order to create more inclusive spaces and strengthen understanding of course material. At the three-day institute, diverse dialogue groups were intentionally created to encourage active participation and balance power dynamics. With purposeful attention to the balance of identities, the institute was able to foster small-group interactions where no one was tokenized and where all faculty felt supported and able to contribute their authentic selves.