Wednesday, 11 December 2019 - 9:00am to Friday, 13 December 2019 - 1:00pm


11-13 December 2019
Orlando, Florida United States

New Title IX federal regulations appear to be on the way. The Four Corners of Title IX 2.5 day training seminar training, presented by Professor Peter F. Lake and Julian Williams, will be indispensable and informative for your Title IX compliance efforts, preparing you and your institution by providing you with innovative and up-to-date education, regardless of what form these regulations take. Registration to this seminar includes 2.5 days of in-person training as well as 16 hours of online training. Completing both the online and in-person training along with completing the assessment results in being awarded a Certificate in Title IX Training.

Specific topics to be covered will include:

  • Coordinating responsibility under Title IX and the Clery Act

  • Coordinating Title IX responsibility with other Equal Opportunity compliance mandates such as Title VII and Disability Law

  • Managing threat assessment and Title IX responsibilities

  • Reporting issues

  • Conflict of interest issues

  • Common “traps” in Title IX coordination

  • Training and due diligence issues—faculty, staff and students

  • Common FERPA issues

  • Constructing and choosing grievance systems/interfacing those systems with existing policies

  • Core features of policies based on promising practices

  • Interfaces with law enforcement/ MOUs

  • Resources for impacted individuals, including respondents

  • “Burden of proof” and Due Process issues

  • Managing no-contact orders

  • Leading policy revision processes and identifying promising practices

  • Managing public and internal narratives

  • Staffing and supervisory issues

  • Utilizing academic resources in culture and climate work

  • Understanding “Montana Process”

  • Basics of Investigations and Report Writing/ Notifications of Outcomes

  • Advocacy issues—including “potted plants”

  • Working with “grey-space” in exiting guidance and regulations

  • Current federal administration update/ trends in state law regulation

  • Integrating primary prevention effectively into Title IX efforts

  • Lessons learned from key court cases

Learning Outcomes

  • Develop a stronger sense of points of dynamic tension in Title IX work

  • Improve skills in Title IX administration and coordination of campus efforts

  • Understand nuances of “grievance process’ approaches and promising ‘grievance process’ practices

  • Become a stronger trainer, and trainer of trainers, in Title IX work

  • Interface compliance and educational approaches to Title IX administration

  • Establish foundations for being more proactive and preventative in Title IX work

  • Develop the knowledge and skills necessary for advanced study of Title IX and potentially mastery of the subject.


Casual or business casual attire is appropriate. We encourage each participant to bring a jacket or sweater, as meeting rooms may be chilly.

Required Materials

Your required readings include the pre-readings from TIX 101:

  • US Dept. of Education Office for Civil Rights Dear Colleague Letter (April 4, 2011)

  • US Dept. of Education Office for Civil Rights /Dept. of Justice Letter and Resolution Agreement with Univ. of Montana

  • US Dept. of Education Office for Civil Rights Letter and Resolution Agreement with SUNY

  • US Dept. of Education Office for Civil Rights Dear Colleague Letter (Retaliation) (April 24, 2013)

  • US Dept. of Education Office for Civil Rights Questions and Answers on Title IX and Sexual Violence (April 2014)

  • US Dept. of Education Office for Civil Rights Dear Colleague Letter on Title IX Coordinators (April 24, 2015)

  • US Dept. of Education Office for Civil Rights Letter to Title IX Coordinators (April 24, 2015)


Peter F. Lake, The Four Corners of Regulatory Compliance—A Primer for American Colleges and Universities (2017)  (Primer) (included in your registration fee)

Note: please have these reading available for use during the module.

Pre-Program Reading/Assignments

Course Texts: Prior to the start of the Certificate Program, please review the Primer.

Online Resources:  Several case studies will be made available to you prior to the module. We will be working with these case studies during the module.

Preparation and Class Attendance

Attendance, and quality of attendance, are essential for successful completion of the module. This module will provide unique learning opportunities that cannot be replicated simply from notes or after-class time spent with professors. The module will not be recorded. Should you have an emergency that forces you to miss class, please contact the lead instructor as soon as possible. Quality of attendance is also a key for success. Temporary absences from class may be necessary from time to time for participants to handle pressing matters. Cell phones and similar devices should be in the silent or vibrate modes during class time.

Participants should endeavor to complete all required reading before class. Specific readings are referenced during segments of the module; these items have been provided to you via hard copy (books) or as web links/PDF documents to registered participants via Google Drive.  It is important for you to complete the pre-program assignments listed above prior to the beginning of TIX 201.  Assignments listed in the right-hand column below are the readings associated with that day’s session and should be reviewed before you the module and then briefly reviewed again the evening before the material will be discussed. 

Access the topics list and selected required reading by visiting this page. >>

Final Assessment

The final assessment will be open book and open note. However, once the final assessment is distributed, participants may not collaborate with any other participant or third party, or contact any instructor.  The final assessment will be graded on a scale of High Competency, Competency, Competency Emerging, and Not Competent.  To successfully complete the Title IX 201 module, a participant must achieve a High Competency or Competency grade on the final assessment. 

Should a participant receive an evaluation of Competency Emerging or Not Competent, the participant will be asked to resubmit the assessment upon feedback from the Lead Instructor.  The participant must then receive a High Competency or Competency grade upon resubmission.  There will be only one opportunity for resubmission.

Extensions on the final assessment may be given if extreme circumstances arise.  Extensions are at the sole discretion of the Lead Instructor.