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Recent events have highlighted the importance of diversity, equity, and inclusion (DEI) within engineering education. Improvement of DEI within these settings faces a variety of obstacles, most notably a dearth of models for effective assessment of DEI initiatives. In this evidencebased practice paper, we detail the process by which a DEI climate survey was adapted and executed within a School of Engineering at a large public Texas university. After establishing specific design criteria and principles, research-practice partnerships were sought out with social scientists to address gaps in understanding of DEI evaluation. After review of numerous existing surveys, the 14-item CELL-MET Engineering Research Center's culture of inclusion scale was identified as the most robust scale that met our parameters. Adaptations were made to accommodate our application, and specific strategies were employed in survey deployment that resulted in an 18% response rate in the spring of 2021, when all courses were being taught online. Research-practice partnerships were extended into the analysis and synthesis stages to best translate findings into policy recommendations and to identify improvements for future administrations of this survey. [ABSTRACT FROM AUTHOR]