The Iowa Board of Regents has approved a policy requiring faculty to present controversial topics from multiple perspectives, following reports that some universities were not fully adhering to state restrictions on diversity, equity, and inclusion (DEI) programs.
At a Glance
- Board of Regents approved policy 7–1 on August 12, 2025
- Policy requires presenting controversial topics from multiple scholarly perspectives
- Prohibits grading students based on agreement with a particular viewpoint
- Compliance audits to be conducted every two years
- Universities must create procedures to monitor adherence
Background to the Policy
The Iowa Board of Regents acted after several media outlets published undercover recordings showing faculty continuing certain diversity-related discussions despite legislative directives to scale back non-essential diversity programs. The new policy requires that faculty address controversial subjects from more than one scholarly perspective and that grading is not based on a student’s alignment with a specific opinion.
Watch now: Iowa Regents Approve Guidelines for Teaching Controversial Topics · YouTube
The Board will oversee compliance through audits every two years, with each university responsible for creating internal monitoring systems. Supporters say this approach is intended to encourage critical thinking and ensure balanced classroom instruction.
Policy Development
Early drafts of the proposal focused on DEI and Critical Race Theory, but the final version broadened the language to cover any controversial topic. Board President Sherry Bates said this was meant to address a wider range of instructional concerns while maintaining academic standards.
The Iowa Higher Education Coalition, representing five educator organizations, opposed the policy, citing possible impacts on academic freedom. Regent Nancy Dunkel voted against the measure, questioning how broadly it should apply across academic disciplines.
The final vote reflected majority support among the Regents for establishing clearer expectations about how controversial topics are addressed in classrooms.
Potential Implications
This policy is likely to influence how controversial subjects are handled in Iowa’s public universities, potentially serving as a reference point for other states considering similar measures. Supporters see it as a means of promoting balanced instruction and reducing potential bias in grading.
Critics, including some academic advocacy organizations, have expressed concern that the policy could discourage open discussion and limit instructors’ ability to design their own courses. The long-term effects on classroom dynamics, faculty autonomy, and student engagement remain to be seen as the policy takes effect.
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