As one of the STEM disciplines with the lowest percentages of minoritized students and professionals, faculty and administrators in the geosciences have an opportunity to address racism within the context of their classrooms and campuses. In response, a group of community college geoscience faculty from disparate institutions across the U.S. came together to participate in the Unlearning Racism in Geoscience (URGE) program. This chapter describes how the group explored instructional, curricular, and institutional changes in practice and policies for a more inclusive geoscience community and gathered best practices into a resource document (https://bit.ly/2YCURGE).