This page offers sample guidance that an academic department could provide to faculty candidates asked to submit an EDI Statement. More information about EDI Statements can be found in our corresponding FAQ document.


Equity, diversity, and inclusion are key components of The University of California’s commitment to excellence. Thus, teaching, research, professional, and public service contributions that promote equity, diversity, and inclusion are encouraged and given due recognition in the evaluation of each candidate’s qualifications. To aid the hiring or promotions committee’s review, please provide an Equity, Diversity, and Inclusions (EDI) Statement that describes your past, present, and planned contributions to equity, diversity, and/or inclusion.

To gain a better sense of how UCLA thinks about “equity,” “diversity,” and “inclusion,” please read UCLA’s faculty hiring guide: Searching for Excellence (at 4-6).

Although far from exhaustive, relevant contributions noted by the UC Office of the President include:

Note: The sample contributions outlined below are offered simply as examples.  The range of teaching, research, professional activity, and university and public service initiatives in which a faculty candidate might engage is broad and wide.  Additional examples are available in Searching for Excellence at Appendix A.

Example EDI Statements are available for review (adapted from content provided by UC San Diego).

Teaching

  • Contributions to pedagogies addressing different learning styles, for example:
    • Designing courses or curricula that meet the needs of educationally disadvantaged students;
    • Developing effective teaching strategies for the educational advancement of students from under-represented groups.
  • Experience teaching students who are under-represented, for example:
    • Teaching at a minority-serving institution;
    • Record of success advising women and minority graduate students;
    • Experience teaching students with disabilities.

 

Research

  • Research contributions to understanding the barriers facing women and minorities in academic disciplines, for example:
    • Studying patterns of participation and advancement of women and minorities in fields where they are underrepresented;
    • Studying socio-cultural issues confronting underrepresented students in college preparation curricula;
    • Evaluating programs, curricula, and teaching strategies designed to enhance participation of under-represented students in higher education.

 

Professional Activity

  • Engagement in activity designed to remove barriers and to increase participation by groups historically under-represented in higher education:
    • Participation in academic preparation, outreach, or tutoring;
    • Participation in recruitment and retention activities;
    • Service as an advisor to programs such as Women in Science and Engineering.

 

University and Public Service

  • Participation in service that applies up-to-date knowledge to problems, issues, and concerns of groups historically underrepresented in higher education:
    • Engagement in seminars, conferences, or institutes that address the concerns of women and under-represented minorities;
    • Presentations or performances for under-represented communities;
    • Honors, awards, and other forms of special recognition such as commendations from local or national groups or societies representing under-served communities;
    • The application of theory to real-world economic, social, and community development problems.