I am strongly committed to making the geosciences accessible and welcoming to all. Outside of the field and lab, I actively work to make the geosciences, one of the least diverse fields in STEM (see this 2018 Nature Geosciences commentary), more inclusive, especially for those who face significant obstacles due to socioeconomic status, race, ethnicity, or disabilities. For example, over the last year I have worked with Dr. Lauren Adamo (Director of the Rutgers Geology Museum) to develop drone-based virtual field trips for undergraduate classes. While virtual field trips have proven handy during the COVID-19 pandemic, these experiences were designed to allow students who may be limited by disabilities to fully participate in field research and to see all of the opportunities they have for a career as a geologist. Likewise, many Rutgers students come from socioeconomically disadvantaged backgrounds and juggle multiple jobs along with being a full-time student, meaning they have little time outside of the classroom to participate in such activities, despite these being a critical component of training in the geosciences. Offering virtual field trips is one way to directly foster diversity in STEM and helps to ensure success for students coming from all walks of life. Finally, I believe working towards diversity in the geosciences starts well before college. I have worked closely with the Rutgers Geology Museum on outreach and education initiatives aimed at fostering a greater public understanding of science, especially for K-12 students throughout New Jersey, which is proudly one of the most diverse states in the USA. Check out the video below from a recent "Ask a Geologist" virtual talk on plate tectonics.