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The geosciences have the lowest racial and ethnic diversity of all STEM fields at all levels of higher education, and atmospheric science is emblematic of this discrepancy. Despite a growing awareness of the problem, Black, Indigenous, people of color, persons with disabilities, women, and LGBTQIA+ persons continue to be largely absent in academic programs and in the geoscience workforce. There is a desire and need for new approaches, new entry points, and higher levels of engagement to foster a diverse community of researchers, scholars, and practitioners in atmospheric science. One challenge among many is that diversity, equity, and inclusion efforts are often siloed from many aspects of the scientific process, technical training, and scientific community. We have worked toward bridging this gap through the development of a new atmospheric science course designed to break down traditional barriers for entry into diversity, equity, and inclusion engagement by graduate students, so they emerge better prepared to address issues of participation, representation, and inclusion. This article provides an overview of our new course, focused on social responsibility in atmospheric science. This course was piloted during Fall 2021 with the primary objective to educate and empower graduate students to be “diversity champions” in our field. We describe 1) the rationale for a course of this nature within a graduate program, 2) course design and content, 3) service-learning projects, 4) impact of the course on students, and 5) scalability to other atmospheric science graduate programs.