BIAS ASSESSMENT TEAM MANUAL
Last Updated June 6, 2025
INJUSTICE ANYWHEREISA THREATTOJUSTICE EVERYWHERE.
-Martin Luther King, Jr.
EDGEWOOD COLLEGE COMMITMENT TO
DIVERSITY AND INCLUSION
Learning: Anchored in our Dominican heritage
1. Sponsored by the Sinsinawa Dominicans, Edgewood College is a community of learners that affirms both its Catholic heritage and its respect for other religious traditions and spiritual perspectives.
2 Dominicans are called to preach the Gospel as a way to nurture relations among people of every rank and class, based upon recognition of their basic needs, human dignity, and infinite value
3 A Sinsinawa Dominican education celebrates a diverse and collaborative community Students are taught to share their talents and insights, to collaborate with others, to recognize diversity and differences in our world with respect
4. In that tradition, we welcome people who reflect the rich diversity of the world's cultures, perspectives, and experiences
Beliefs: What does this really mean to us
1. Injustices and inequities of power and privilege are a reality in our world, and their existence serves to perpetuate both overt and subtle discrimination, intolerance, hate, microaggressions, and attitudes of indifference.
2 Each of us has the ability and responsibility--in our pursuit of justice--to address inequities in all aspects of our institutional life that interfere with the fulfilling of our mission, vision, and values.
3 Diversity is an essential element of meaningful teaching and learning Its presence deepens and makes more authentic our search for truth through multiple perspectives.
4 Our commitment to diversity and inclusion draws us into the world and invites the world to our College. It acknowledges our mutual dependency and shared responsibility for each other and the common good
Actions: What we are called to do
1. We seek to create inclusive living, learning, and working environments that reflect the demographics of the communities we serve and that foster open, compassionate, and thoughtful dialogue and engagement with one another
2. We expect all members of our College to assume responsibility for understanding and engaging with the diverse individuals and communities that comprise our learning community, with particular attention to groups that have historically been marginalized in society and institutions of higher education
3. We will acknowledge and confront inequalities and injustices, including those that negatively impact teaching and learning and those that exist at the institutional level -structures, policies, and practices.
4 We will ensure that ongoing opportunities for learning and professional development around issues of diversity and inclusion exist for our students, faculty, and staff.
Anchored in the Sinsinawa Dominican Vision for Anti Racism
We have embraced the vision of becoming Anti-racist and Multicultural by intentionally dismantling our racist structures, practices, and procedures We want to collaborate and work together as a collective with others who challenge racism in the world. Together, we will transform our world into a holy and just society for all
DEFINITIONS
Bias Incidents are non-criminal acts directed at individuals or groups based on actual or perceived identities, such as race, color, gender, gender identity, sexual orientation, national origin, religion, disability, age, citizenship status, documentation status, veteran status, or another identity status protected federally or by college policy. These incidents, whether verbal, written, visual, or physical, can contribute to an unsafe or unwelcoming environment, affecting individuals' ability to thrive, their sense of safety, and their overall well-being. Bias incidents may take the form of intimidation, jokes, epithets, slurs, graffiti, disparaging remarks, or other harmful attitudes and treatment.
Responses to bias incidents may include educational opportunities for the individuals and groups involved, as well as for members of the campus community as a whole when reporting patterns suggest broader issues that move beyond the immediate incident This process therefore seeks to enhance understanding, provide a forum for expression of multiple viewpoints, mediate conflict, and pursue restoration In some cases, reports of bias incidents will be referred to a disciplinary body if the behavior violates a college policy.
Hate Crimes include any criminal offense that manifests evidence of prejudice or bias based on one’s identity (such as, but not limited to, race, gender, gender identity/expression, sexual orientation, religion). Edgewood College will report hate crimes, as defined by the FBI Uniform Crime Reporting, to the police, and cooperate with them in investigating any act constituting a hate crime. Those who commit hate crimes may also be subject to discipline by the College. Hate Crimes must also be reported to meet Clery Act requirements.
Investigations of hate crimes require due process according to the college’s policies, including adherence to AAUP guidelines related to academic freedom Sanctions will depend on the severity of the action, the impact on the targeted individual/group, intentionality of the action, and on the overall context in which the action occurred For students, the most likely sanction for violation of this policy will be suspension or expulsion, as determined by the disciplinary process. Sanctions for employees may range from reprimands or training to immediate termination of employment, depending on the severity of the incident and taking into account any previous employment concerns
Discrimination occurs when a member of the College community is subjected to disparate treatment in employment or in the provision of educational benefits, services, or programs, based on gender, gender identity, gender expression, sex, sexual orientation, race, ethnicity, religion, color, creed, national origin or ancestry, citizenship status, age, ability, veteran status, or any other characteristic protected under applicable law
Harassment includes unwanted, unsolicited, and offensive conduct whether physical or verbal, that tends to injure, degrade, disgrace, or show hostility toward a person because of one’s gender identity, sex, sexual orientation, race, religion, color, creed, national origin or ancestry, age, disability, or any other characteristic protected under applicable law The conduct does not have to be threatening and may include deliberate and persistent conduct that is severe or pervasive or objectively offensive that a reasonable person would find intimidating, hostile or offensive.
Examples include, but are not limited to:
● Abusive, degrading, intimidating, or offensive remarks, jokes, or gestures
● Slurs, negative stereotyping, or threatening, intimidating, or hostile acts
● Posting of graphic material on walls, bulletin boards, in electronic communication or elsewhere on the College’s premises that shows hostility, aversion, or is derogatory to an individual group.
● Differential treatment of an individual with regard to terms and conditions of employment or educational benefits or services because of that individual’s gender, sex, sexual orientation, race, religion, color, creed, national origin or ancestry, age, disability, or any other characteristic protected under applicable law.
Incidents of sexual harassment or sexual misconduct will be reported to the Title IX Coordinator.
WHY HAVE A BIAS ASSESSMENT TEAM?
At Edgewood College, we are committed to providing an inclusive environment for all members of the Edgewood Community that is free from discrimination, harassment, and hate. Our commitment to equity and antiracism calls us to confront inequalities and injustices, and having a mechanism to report incidents of bias is a cornerstone of any organization that is truly committed to equity and antiracist work. Documenting incidents and patterns of behavior ensures that when patterns do exist, they are documented, disrupted and appropriately addressed
We take incidents of hate and bias very seriously and all staff/faculty that serve as part of the Bias Assessment Team are trained specifically to respond to incidents of bias All campus community members are encouraged to report these incidents to the Office of Diversity & Inclusion to ensure we maintain an inclusive environment and to track incidents that happen across campus
WHO IS THE BIAS ASSESSMENT TEAM?
There are six members that make up the Bias Assessment Team (BAT) Members of this team deal regularly with student and employee conduct issues, operate from a social justice framework, and have agreed to the utmost importance of confidentiality when reviewing and responding to incidents of bias. The 2025-26 team consists of:
1) Vice President for Diversity, Equity & Inclusion (Jacki Black)
2) Chief Human Resources Officer (Arhelia Dalla Costa Behm)
3) Vice President for Student Development (Matthew Sullivan)
4) Assistant Vice President for Diversity, Equity & Inclusion (Richard Sims)
5) Academic Equity Success Coordinator (Alex OKelue)
6) ) Director for Community Standards and Student Wellbeing (Catherine Kiesler)
The mission of BAT is to foster a safe, inclusive, and respectful campus environment by supporting individuals and groups impacted by hate, bias, and identity-based harm Through compassionate outreach, education, and restorative practices, BAT strives to promote healing and understanding while addressing systemic issues that threaten equity and inclusion
WHAT IS THE BIAS ASSESSMENT TEAM STRUCTURE?
The Bias Assessment Team is made up of a core team (2-3 members) and a general team (6 members, including the Core Team).
For the 2025-26 academic year, the core team includes:
● Alex OKelue (convener)
● Richard Sims, Assistant Vice President for Diversity, Equity and Inclusion
● Catherine Kiesler, Director of Community Standards and Well-being
All BAT members receive all reports and attend regularly scheduled BAT meetings, however, the Core Team serves as first responders to engage in triage and ensure timely responses
BIAS ASSESSMENT TEAM (BAT) ROLES &
RESPONSIBILITIES
CORE TEAM (2-3 members): :
1. Convener/Leader
○ Schedule and lead core team and general team meetings
i Core Team should meet twice a month; the General Team should meet once a month
ii Example: Core Team meets on the first and third Monday of each month from 1:00-1:30; and the General Team meets on the first Monday from 1:30-2:30, immediately following the Core Team meeting.
2. Initial Report Handling
○ Facilitate initial outreach within 48 business hours of receiving a report.
i. An initial outreach email will be sent to the reporter acknowledging receipt of the report, even if no response is requested.
ii. The first Core Team member available will send the email and Bcc the other members for tracking.
iii Core Team members update the shared spreadsheet to document all actions taken
○ Oversee case assignment and coordination with other campus entities when necessary
i If the report includes Title IX violations, discrimination, harassment, or criminal activity, it must be referred to the appropriate office (e g , Title IX, HR, or law enforcement)
3. Outreach to the Reporter / Harmed Party
○ One member (or pair) of the Core Team will serve as the "first responder" for any direct communication, unless a specific team member is better suited based on expertise or identity
○ Connect impacted students and employees with support services (e g Counseling, Human Resources, campus partners, etc )
○ Enact support & healing plans for individuals who have experienced identity-based harm
4. Special Core Team Meetings
○ The Core Team may call special meetings as needed to address urgent or complex reports requiring additional coordination or decision making
5. Documentation & Communication
○ Maintain a shared, regularly updated spreadsheet tracking all incoming reports, actions taken, and outcomes
GENERAL TEAM (6 members, including the Core Team) )
1. Review of Reports
○ The General Team should receive all reports in real time; All members are responsible for reviewing reports as they come in, and should be prepared to discuss each report at team meetings.
2. BAT Meetings
○ Actively attend and participate in BAT regularly scheduled meetings, and be on call for any urgent needs to gather quickly.
3. Core Team Support
○ Advise the Core Team on possible action steps.
○ Regularly assess all incoming reports to identify campus-wide patterns or systemic concerns that may require large-scale interventions.
○ Assist the Core Team in maintaining a bias incident database
○ Serve as a liaison between the impacted party and the responsible party
4. Address Responsible Party
○ While the Core Team focuses on harmed parties, additional team members may need to engage with persons identified as responsible for harm
5. Campus Level Action
○ Advocate for campus notifications and the need for broader initiatives such as education, training, or policy changes
○ Create or champion educational opportunities for the campus community to recognize hate/bias and feel empowered to report acts of harm
○ Keep leadership informed of hate/bias activity with semesterly updates
○ Support the production of an annual report on patterns of bias incidents.
SPECIAL NOTES
● Confidentiality:
○ All team members must handle reports and interactions with the utmost confidentiality, ensuring the privacy and safety of all involved parties
● Restorative Focus:
○ The team’s focus remains on healing, support, and education Punitive actions are not within the team’s scope, though appropriate referrals to other campus bodies will be made when necessary
● Training and Awareness:
○ The team will play a key role in identifying campus needs for training on bias, hate, and identity-based harm, and in advocating for systemic changes that foster a more inclusive campus culture
○ Annually, the Vice President of Diversity, Equity & Inclusion will provide in-depth training on reviewing claims of bias to every member involved with this process.
○ Further, the Bias Assessment Team will offer ongoing training to all community members on the process for reporting, reviewing and responding to bias incidents, as community awareness is important to ensure a consistent process for review and response of bias incidents. This can be done in collaboration with other training around discrimination and harassment.
● Support Resources
○ Here is a list of Edgewood College support offices and resources that may be helpful during the bias claim process:
■ Personal Counseling: Predolin 215 | 608-663-4148
■ Office of Campus Ministry: Predolin 222 | 608-663-3451
■ Office of Student Involvement Predolin 241 | 608-663-6800
■ Office of Diversity, Equity & Inclusion DeRicci 209A | (608) 663-2298
■ Cigna’s Life Assistance Employee Program | 1-800-538-3543 | www.cignabehavioral.com/cgi
● Assessment & Sharing Statistics
○ The BAT protocol and procedure manual will be assessed on an ongoing basis for process improvement Moreover, the Executive Director of Diversity will convene a meeting (during the summer) for purposes of formally assessing the process and reflecting on any changes made during the academic year Reporting statistics can be found in two documents, the College’s CLERY Report (data related to Hate Crimes) and the College’s Annual Diversity Report (statistics related to community use of the Bias Reporting mechanism).
KEY QUESTIONS FOR REVIEWING BIAS INCIDENT REPORTS
Initial Triage
● Does this report involve a Title IX, EEO violation, conduct issue, or criminal act?
● Did the reporter leave their contact information and do they want to be contacted? If yes, who will do the outreach?
Impact
● Who is at the center of the harm? (Is it the reporter or someone else?)
● Is there a secondary impact?
Identity
● Which identities are being activated?
● How do/might these identities influence/limit the perspectives and experiences of the parties involved?
● What identities do I hold that might affect the lens I’m looking through?
Power
● Which social identities hold more power in this situation? Why?
● What power dynamics are at play and is there concern for retaliation?
● How do roles, titles, and organizational positions further influence/complicate the power dynamics in this conflict?
Support
● Has the impacted party already named their needs?
● Do they want to be contacted?
● What are options for support, healing, accountability?
Big Picture
● Is this part of a larger pattern?
● Could/Did this incident have a ripple effect for a larger community to be impacted?
Communication/Transparency
● Do we need to notify leadership?
● Do we need to notify campus? (Is there a threat to campus?)
OUTREACH EMAIL TEMPLATES
FOR REPORTERS WHO REQUEST CONTACTED:
Subject: Acknowledgment of Your Report
Dear [Reporter’s Name],
Thank you for taking the time to report your experience regarding [briefly reference incident, e g , "the bias incident you encountered"] We understand how difficult it can be to share these kinds of experiences, and we want to acknowledge the impact this may have had on you
Our team is here to support you We will reach out within the next few days to schedule a time to meet with you and discuss the next steps Your voice and perspective are important in helping us better understand our campus climate and work towards making this a safer and more inclusive community for everyone.
Please know that your report is being reviewed with care, and we are committed to providing support, healing, and educational resources during this process. If there is anything you would like to share with us before our outreach, please feel free to reply to this email.
We appreciate you bringing this to our attention and look forward to connecting with you soon.
Warm regards, [Your Name] Bias Assessment Team
FOR REPORTERS WHO REQUEST CONTACTED; WITH MEETING SCHEDULE OPTIONS:
Subject: Acknowledgment of Your Report
Dear [Reporter’s Name],
Thank you for taking the time to report your experience regarding [briefly reference incident, e g , "the bias incident you encountered"]. We understand how difficult it can be to share these kinds of experiences, and we want to acknowledge the impact this may have had on you.
Our team is here to support you, and we’d like to schedule a time to connect with you. Please let us know your availability over the next few days, and whether you prefer to meet via phone, virtually, or in person. Below are a few time slots when someone from our team is available:
● [Date], [Time]
● [Date], [Time]
● [Date], [Time]
If none of these options work, please feel free to suggest alternative dates and times that are convenient for you
Your voice and perspective are essential in helping us better understand our campus climate and work toward making it a safer and more inclusive space for everyone. We’re committed to supporting you through this process, and we look forward to connecting with you soon.
Thank you again for your courage and trust in bringing this to our attention.
Warm regards, [Your Name]
Bias Assessment Team
FOR REPORTERS WHO DO NOT REQUIRE OUTREACH:
Subject: Acknowledgment of Your Report
Dear [Reporter’s Name],
Thank you for submitting your report regarding [briefly reference incident, e.g., "the bias incident you witnessed"]. We understand how difficult it can be to share experiences like this, and we want to acknowledge the potential impact it may have had on you or others involved.
While you indicated that no outreach is needed at this time, please know that we are still here for you. If you change your mind and would like to discuss your experience further or receive any support, you are always welcome to reach out to us. Your report has been received and is being reviewed with care.
We are grateful for your effort to bring this incident to our attention, as it helps us gain a deeper understanding of the challenges our campus community faces. Together, we can work toward a safer, more inclusive environment.
Thank you again for your time and contribution.
Best regards, [Your Name]
Bias Assessment Team
SAMPLE SCRIPT FOR INTAKE MEETING
OPENING THE CONVERSATION
1. Welcome and Introductions
● Greet the reporter warmly:
"Thank you for meeting with me today My name is [Your Name], and I’m here to listen, support you, and explore how we can move forward together after what’s happened."
2. Setting the Tone
● Reassure confidentiality and purpose:
"This conversation is a safe space. What you share with me will help us understand what happened and figure out the best ways to support you "
● Explain limits of confidentiality (e.g., mandatory reporting, if applicable).
“What you say in here stays in here unless: someone is hurting you, you want to hurt someone, you want to hurt yourself, or you give me permission to share with other university entities."
UNDERSTANDING THE INCIDENT
3. Listening to Their Story
● Use open-ended questions:
"Can you tell me what happened?"
"What was the impact on you?"
"How are you feeling about it now?"
● Validate their experience:
"I’m so sorry this happened to you It’s not okay, and you didn’t deserve it "
"Thank you for trusting me to share this."
● Avoid judgment or leading questions, and let them set the pace.
SUPPORT AND HEALING
4. Explore Immediate Needs
● Determine if there are any safety concerns If a student or employee does not feel safe, this can be highly disruptive to Edgewood’s mission. You might have to help people discern between feeling uncomfortable vs feeling unsafe
“Do you feel safe on campus / at work?”
"Has your right to feel safe been compromised?”
● Offer practical support:
"What do you need right now to feel safe or supported?"
"Is there anything I can do for you in this moment?"
● Mention available resources:
"We have counseling services, advisers, and community resources that might be helpful. Would you like me to connect you with someone?"
5. Acknowledge Emotional Impact
● Normalize their feelings:
"It’s okay to feel [angry/sad/scared/confused]. These feelings are completely valid."
"You don’t have to go through this alone"
EXPLORING ACCOUNTABILITY OPTIONS
6. Discussing What Accountability Means to Them
● Ask for their preferences:
"What does accountability look like for you? Do you have ideas about what would help you feel this has been addressed?"
“What would you like to see happen? I can’t promise you that we can make it happen, but this can help us both better understand what healing looks like for you what justice or accountability looks like for you.
● Present restorative options (if applicable):
"We have options to focus on understanding and repair, like restorative conversations or education for those involved. If you’d like, we can explore those together."
7. Clarifying Consequences vs. Healing
● Emphasize collaboration:
"Our goal is to ensure your well-being and prevent this from happening again We can work together to find the best path forward."
● Offer examples:
"This might include helping the person who caused harm understand the impact of their actions, or creating an agreement about how they’ll behave going forward. How does that sound? Would you want to be involved in that conversation?”
NEXT STEPS AND CLOSURE
8. Summarizing the Meeting
● Recap key points:
"Let’s ensure I understood you correctly. Here’s what I heard…. Does that sound right?"
9. Explaining Next Steps
● Outline what will happen:
"Here’s what will happen next. I’ll [specific action]. I’ll keep you updated (to the best of my ability) every step of the way"
● Confirm preferred communication:
"How would you like me/our team to keep in touch with you?” [email/phone/etc.]
10. Affirming Support
● Reassure ongoing availability:
"You are not alone in this. If you think of anything else or need more support, please don’t hesitate to reach out to our team "
"Thank you again for speaking with me. Your report helps us better understand our campus climate in ways that can help us improve it "
FOLLOW-UP
● Send a summary email or written note outlining the agreed steps and available resources.
● Check in periodically to ensure the reporter feels supported and updated.
BIAS ASSESSMENT TEAM AGENDA TEMPLATE
Core Needs of someone who has been harmed:
1) The need to feel safe; 2) The need to feel heard; 3) The need to know what happens next
Meeting Date: Sep 9, 2024 12:00 PM
In attendance:
Stated Community Agreements:
Community agreements are a common framework of how the team “aspires to work and be together”1 Agreements should always be visible and created collectively. For a sample process, click here
Humanizing Opening
● What does the team need right now?
● What needs to be breathed into the space? What needs acknowledging?
● How do we ensure our own care, joy, healing, and humanity are centered first?
Social Identity Sharing
Continual interrogation into who we are and how we see the world
1 Resource: “Developing Community Agreements” from the National Equity Project
Review of Bias Incident Reports
1 Record new incidents in reporting tracker
2. Review of new incident reports
3. Create support plans for harmed individuals
4 Updates from prior incidents & action items
5 Use the reporting protocol and key questions for guidance
Discussion
1 Elaborate on any incident reports that need more attention
2 Determine whether any reports fall outside the scope of your team
3 Identify perspectives or stories you need to collect.
4 Reflect on the processes, practices, and culture of the team
5 Critically examine the team’s social identities & positions
Action Steps
1 Assign action steps to team members (e g support plans)
2. Ensure steps are recorded and brought up at the next meeting
3 Brainstorm agenda items for the next team meeting
Intentional Close
A short, simple way to re-nourish, offer gratitude, inspire laughter, connect, or build a bridge to the next step in the team’s work together
INCIDENT REPORT TRACKER TEMPLATE
1