This article describes a faculty response to two challenges of online education: diversity engagement and professional socialization. Reviewing the literature, we develop a rubric to help assess the potential of new assignments for meeting these challenges. Using that rubric, we assess several assignments and projects that students evaluated positively, to better articulate the efficacy of the assignment in meeting our diversity education goals and future barriers to access. We conclude by discussing the strengths and weaknesses of our model for assessing diversity awareness and professional socialization in the LIS curriculum.