To further teaching and learning, there has been a push to engage faculty to pursue research on teaching. With the recognition that science research often is done by teams, we sought to create a research-cluster approach to support faculty engaging in the Scholarship of Teaching and Learning (SoTL). This article describes a faculty-focused process for co-designing and implementing a SoTL Clusters approach to supporting faculty. Faculty shifting from disciplinary research to engaging in SoTL research identified several needs, including recognition for SoTL work, mentorship in SoTL work, reduced isolation of investigators, funding, and promotion. By engaging faculty in a needs-based design process to identify relevant components for the program, the resulting SoTL Clusters model had a strong uptake by STEM faculty. Evaluation findings 2 years after the launch at a comprehensive university indicated that the program addressed most needs, including peer networking, time for SoTL, skills development, and publishing requirements; additional considerations for communication and publishing were suggested. This process of applying needs-based design and the SoTL Clusters model offers a promising informed approach to co-creating SoTL supports that address needs and are responsive to the disciplinary and institutional context, particularly for STEM educators.