Curriculum development is often an individual process, but our team chose to make it collaborative by creating a forest health curriculum development community. The team held a two-week summer workshop to gain forest health expertise and develop forest health teaching materials for existing and new courses. Each participant wrote 12 guided journal entries throughout the workshop. The resulting 60 journal entries will provide guidance for other faculty members who may want to develop their own curriculum development communities. Two of the community members had substantial disciplinary expertise in forest health, but the other three individuals had no or limited experience. By the end of the workshop, all five members learned more about forest health and developed new forest health content and lab exercises. The workshop also included sessions on innovative teaching practices. The community members found the session on AI use in the classroom to be the most valuable topic and it triggered an unscheduled addition of an AI exploration period led by one of the community members. At the end of the workshop, community members practiced teaching their new lectures or laboratory exercises with the team. Watching their peers deliver the newly developed forest health curriculum was valuable because participants were inspired by the diversity of teaching styles demonstrated by the members of the community. Community members developed a pre- and post-survey on forest health to administer to their students, and next summer they will gather for another two-week workshop where they will analyze survey results, refine the newly developed curriculum content, and develop additional forest health content for other classes. The curriculum development community successfully strengthened relationships among colleagues and inspired participants to try new teaching strategies in their classrooms.