The percentage of Geoscience students, faculty, and professionals from historically under-represented minority (URM) groups has been largely unchanged for two decades and remains significantly below general population trends. Diversifying Geosciences, and developing an equitable culture in the discipline requires faculty members (irrespective of race/ethnicity) to engage actively in JEDI (Justice-Diversity-Equity-Inclusion) efforts. Previous studies that focused broadly on faculty experiences in academia indicate that restructuring of existing faculty evaluation frameworks to better value JEDI work may help more URM faculty, researchers and students feel valued, thus enhancing diversity at all academic levels. However, such efforts may not be significantly valued in many Geoscience departments. To better understand faculty perspectives and motivations related to JEDI work, including the effects of faculty evaluation systems on behaviors, we are interviewing a range of faculty members across the US. Preliminary interviews suggest <50% of faculty in the Geoscience departments are actively involved in JEDI work and those who are, are more likely to be women and/or early career professionals. To aid to this data collection process, we will also be conducting a nation-wide survey of Geoscience faculty to better understand the value of JEDI activities in current faculty assessment (evaluations/promotion/tenure/raise etc.) frameworks, and identify potential barriers in engaging more faculty in meaningful DEI work. Using data from the interviews and survey results, we aim to develop example evaluation and reward structures that explicitly value JEDI work that can be adopted/adapted by other Geoscience departments, and to produce webinars focused on helping faculty leaders explicitly value JEDI efforts within hiring and evaluation systems.