For years university administrators and faculty have navigated the complex and difficult terrain responding to demands for equity and inclusion from marginalized students. Most recently, the disproportionate impact of COVID-19 responses on communities of color has caused some students to allege the nation's universities did not adequately consider the needs of those most vulnerable on campuses when making decisions or operating plans. Additionally, the reality of systemic racism simultaneously showed itself in the killings of several Black and African American citizens and in protests around the nation. Questions about whose identities are privileged in certain spaces, and whose are oppressed, are essential to ask as universities adapt to changing student populations and needs. As universities grapple with these questions, institutional leaders are increasingly being asked to consider ways their decisions impact marginalized students. How might speakers hired for orientation invite or inhibit students' sense of belonging? What messages do the names of campus buildings send to those who enter? This article details the process University of Wisconsin-Madison took to proactively and courageously seek answers to questions about equity and inclusion. The authors do so to highlight the potential for conducting such an assessment on other campuses and to encourage readers to think about the applicability of the process to their own institutions.