Texas gulf coast region title ix committee: a coordinated community higher education response model for student safety and success

This dissertation demonstrates the research activities used to support a regional Title IX
committee. The guide is a living document that brings together a variety of higher education
compliance employees, law enforcement, and domestic violence service providers for the
purpose of alignment compliance with Texas Senate Bill 212 and Texas House Bill 1735. The
members collaborate with the objective of protecting the rights of students, employees, and the
campus community. All Texas higher education employees must identify and report students and
colleagues as victims of intimate partner violence, domestic violence, dating violence, and
stalking to the Title IX compliance officer. This reporting activity is mandatory and employees
who refuse to comply are terminated. Texas Higher education institutions must also provide
prevention and intervention professional development programs for institutional communities.
The presentation training guide outlines the resources, services, and safety protocols
aligned by one collaborative committee in the Houston, Texas, area. Because these institutions
potentially share students and employees, the committee guarantees best practices and continuity
during a time of stress, fear, and uncertainty. It also shows a unified coalition of regional
compliance officials, counselors, and other institutional employees as they work to eradicate
domestic violence and other forms of gender-based violence and harassment that may impact
higher education students and employees.
The intent of this presentation training guide is to highlight the value of a coordinated
community response higher education model that addresses United States and Texas state
legislative mandates that impact college and university victims of intimate partner violence, dating violence, stalking, their benefits, and challenges. These violent incidents are increasing in
record numbers, and negatively impact retention and graduation rates because they interrupt or
halt the academic flow to student completion. In other words, these occurrences are distractions
and roadblocks and must be removed from the students’ path to success.