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 email@example.com (please include “Guidance Document” in the subject line).
Here’s a quick reference list of the guidance documents featured below:
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 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.
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>
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>
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:
- Guidelines for Enhancing Diversity at UC in the Context of Proposition 209
- Guidelines for Addressing Race and Gender Equity in Academic Programs in Compliance with Proposition 209