Students who are first-generation, from historically underrepresented groups, or from lower income backgrounds tend to be underrepresented in the participation of high impact educational practices (Stableton and Soria, 2012). In particular and relevant to the current volume, they publish comparatively less as student co-authors (Grineski et al., 2018). As faculty, we should examine where the leaks are along the pipeline of student research, from recruitment to publication. In addition to leading department level programming, faculty can be powerful advocates for institution level action that synergizes individual and departmental practices (Morales et al., 2017). This article will suggest strategic planning steps as well as actions for implementation that create a positive and inclusive climate along the entire undergraduate research pipeline from entry into research experiences to publication.