Though seldom discussed, the system of higher education has only recently opened its doors broadly to include diverse students. Indeed, the world of advanced learning often appears to be lurching from one embarrassing diversity-related incident to the next. Although institutions have made substantial strides to address the legacy of inequality in higher education, outcomes for students from historically marginalized groups continue to lag and fail to match the rhetoric of optimism and inclusion prevalent in higher education. Social work has a legacy of social justice and human rights engagement--and is one of the few disciplines with stated diversity expectations. There are signs the profession needs to make the case that social work remains relevant and can lead on social justice issues, including diversity, equity, and inclusion. Yet tools and best practices to effectively measure this work are sparse. More resource development is needed to close this gap between the rhetoric of diversity and the tangible outcomes for students. This capstone project proposes an auditing tool designed to assess the implicit or hidden curriculum, measure race and gender representation levels, and identify disparities on college and university campuses. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com.bibliotheek.ehb.be/en-US/products/dissertations/individuals.shtml.]