Navigating a university as large and complex as UCLA can be daunting. It’s therefore no surprise that we often receive inquiries about how to approach various topics – ranging from classroom management and inclusive pedagogy to freedom of speech and Proposition 209. Often, you’ll be able to find responsive information on “Know”, our clearinghouse for helpful facts and resources. But sometimes all you want is a set of clear and concrete best practices. If that’s what you’re after, we suggest you start here, a page dedicated to EDI guidance documents.

Whenever we produce a new guidance document, we’ll add it here. In the meantime, we’re always interested in your feedback. And if you’d like guidance on a topic that’s not yet listed, let us know with an e-mail to (please include “Guidance Document” in the subject line).

Here’s a quick reference list of the guidance documents featured below:

Classroom Management

As instructors, we confront various challenges. On the one hand, we may encounter uninvited visitors in our classrooms. And with ubiquitous video and recording technologies, we now face the prospect of overt and covert surveillance by such visitors or even our own students. Here’s the upshot: It’s your classroom. Ask uninvited guests to leave. You decide if recording is permitted. Remain viewpoint neutral. And safety first. <full text>

Free Speech on Campus

Free speech is critical to every democracy’s health and longevity. The same goes for higher education, where freedom of expression and freedom of inquiry form bedrock principles central to our mission to pursue knowledge and understanding. But translating theoretical principles into real-world practice is messy. This document offers a point of departure for this journey. For additional resources regarding free speech on college campuses, please visit our “Freedom of Speech” webpage. <full text>

Communication Best Practices

Research shows that groups with higher social diversity (i.e., diversity of race, ethnicity, gender, sexual orientation) share more information, are more creative, and perform better than those with lower social diversity. However, diverse groups may exhibit less cohesion and may encounter greater conflict and communication challenges. How, then, do we maximize the value of diversity and ensure that all group members have an opportunity to meaningfully contribute to the conversation? It all starts with communication. Here are some of the strategies we use in the Office of Equity, Diversity and Inclusion. <full text>

Communicating Mindset

Beliefs about the nature of intelligence influence students’ experience and performance in the classroom. Professors communicate their theories of intelligence in many implicit and explicit ways; decades of research has focused on understanding the impact of believing and communicating that intelligence is fixed or malleable. This document is a short primer on how professors can signal to their students that effort and persistence – not group-based stereotypes about intelligence – are the important determinants of success in their class. <full text>

EDI Statement FAQs

This guidance document answers several FAQs regarding the “EDI Statement,” which describes a faculty candidate’s past, present, and future (planned) contributions to equity, diversity, and inclusion. The statement can be submitted as part of the candidate’s application for hire or promotion along with, for example, the CV, research statement, and teaching statement.

Guidance on Teaching During the Election

The last several months have challenged all of us as educators. Several national and global crises – such as the pandemic, the California wildfires, and the continued and senseless murders of Black Americans – have deeply affected many of our students and us. The increasingly contentious and fast-approaching presidential election has ignited a wide range of emotions, with the potential to disrupt students’ learning yet again. We also know that the election’s outcome may be unclear for some time after voting ends, causing further uncertainty and anxiety. We are committed to anticipating your needs and supporting you, particularly at this time. We know you may face challenges when sensitive issues arise during class, but we hope the list of Frequently Asked Questions below offers helpful guidance to instructors. <full text>

Proposition 209 Primer

Proposition 209 prohibits the University from “discriminat[ing] against” or “grant[ing] preferential treatment to” any individual or group on the basis of race, sex, color, ethnicity, or national origin. Even if the language appears straightforward, questions often arise about what Proposition 209 means in practice. To offer some concrete guidance, this Proposition 209 Primer highlights six key takeaways. For a more comprehensive review of Proposition 209, take a look at the following two University of California documents:


Updated Practices for University Unit-Sponsored Events That Trigger Protest (version 2.1)

Universities across the country are struggling to protect both freedom-of-speech and the lawful freedom-to-protest, while addressing the basic safety needs of the entire community. UCLA is no exception. To strike the right balance, consistent with both law and academic values, the Administration has been developing new policies and practices. <full text>