This proposal outlines the development, implementation, and pilot data outcomes of a structured scholarly activity curriculum at a THCGME 8x8x8 FM residency on the West Side of Chicago for busy, second and third-year FM residents, over half of whom are underrepresented in medicine (URiM), and their faculty! Adapting residency program values to scholarly curriculum objectives and outcomes (ie mission-aligned, resident-driven, health equity-emphasis, community-centered) can create sustainable approaches to fostering scholarly skill development and ownership in faculty and resident populations across a diverse range of experiences and interests in scholarship. In this oral presentation, participants will learn some of the stickiness, successes, skills, and sustainability found by our psychologist and physician faculty leaders from this structured approach to scholarly training and mentorship. Preliminary outcomes suggest a significant increase in resident and faculty confidence, productivity, and satisfaction with this pilot of values-centered and skills-focused scholarly curriculum. This approach to meeting ACGME scholarly activity requirements can foster interprofessional collaboration, address health disparities, promote sustainability, and prepare residents to navigate the complexities of primary care in underserved communities as integrated leaders and scholar-practitioners.