Dear UMBC Campus Community,
As of today, Procurement has introduced the new Unauthorized Procurement Justification form. The purpose of this form is to identify and document any unauthorized or “after-the-fact” purchases to ensure full compliance with university procurement policies and applicable regulations.
Unauthorized purchases occur when an individual enters into a transaction without proper delegated authority or outside established procurement procedures. This includes committing university funds or receiving goods or services without following the required purchasing processes. A common example is when a software or cloud service is purchased on a P-card prior to receiving proper approval, or when an order is placed before a Purchase Order (PO) is officially issued in the PAW Procurement System.
Please review the following important policy reminders regarding these transactions:
The fillable form is available for immediate use when documenting non-compliant transactions. Thank you for your cooperation and commitment to upholding UMBC’s fiscal and procurement standards.
Sincerely,
Department of Procurement and Strategic Sourcing
University of Maryland, Baltimore County
]]>Traffic around the arena will be very heavy beginning at 7:30am and throughout the day to accommodate three high school graduations. Faculty, staff, and students are strongly encouraged to avoid entering campus from I-195, as parking on the east side of campus will be difficult to access. Please plan to park in any available legal permit space across campus. Parking Services will be enforcing parking regulations for safety concerns only. We appreciate your patience and cooperation as we work to manage increased traffic and event activity.
]]>In this fast-paced, hands-on hackathon, you’ll learn how to use cutting-edge generative AI tools to design, build, and pitch a real product—no technical background needed. Working in small teams, you’ll go from prompt to prototype, tackling real-world challenges while gaining practical skills in AI, innovation, and rapid problem-solving. Whether you’re curious about AI, exploring a future career, or ready to build something impactful, this is your chance to create, not just consume, the future of technology.
Free to community college students and students at USG; $20.00 for all others. Must be 18 or older. Online 4-6 pm June 25, and in person 8:30-6:30 on the Shady Grove campus.
Get more information and register by June 11 here.
]]>By Claudia Gerry Social Work & Gender, Women’s and Sexuality Studies Major, Student Staff Member
Forward
This literature review was my final paper for Dr. Maria Celleri’s Methodologies in Gender, Women’s, and Sexuality Studies (GWST 300) course. I feel that this topic heavily applies to the work the Women’s, Gender, and Equity Center does. As a student staff member, I see how Title IX fails survivors, I see how it hurts survivors, and I see how it makes survivors’ lives just that much harder. I plan to continue this research and present it at URCAD 2027 in order to advocate for change not only on our UMBC campus but across the United States. So… here is a sneak peek!
Introduction
Sexual misconduct is a major problem everywhere, but specifically on college campuses. Sexual assault is defined as any form of unconsensual and unwanted sexual contact, which can include physical contact or sexual coercion (Holland & Cipriano, 2021). Sexual harassment within education is defined as behaviors sexual in nature that are “sufficiently severe, persistent, or pervasive to limit a student’s ability to participate in or benefit from the education program, or to create a hostile or abusive educational environment” (Holland & Howard Valdivia, 2026). Women and LGBTQ+ undergraduate students face the greatest risk of enduring sexual misconduct (Holland & Cipriano, 2021). Those who experience sexual assault often endure many mental health challenges and harms to their education (Holland & Cipriano, 2021), especially if they do not utilize support resources. The campus climate can foster barriers for survivors using these resources. Many survivors feel a minimization of sexual assault, fear of negative treatment, and have social-emotional concerns (Holland & Cipriano, 2021). Awareness of sexual violence is rooted in the second-wave feminist movement. But, this awareness mostly focused on the voices of white, well-educated women. There is a persistent struggle to understand the intersectionality of sexual assault (Jessup-Anger et al., 2018), even though this issue can affect every identity. This Literature review addresses how the implementation of Title IX policies affects survivors of sexual violence within higher education systems in the United States. To begin to understand this, we must know what Title IX is and how it has been implemented through time.
What is Title IX?
Title IX was passed in 1973 as part of the education amendments and is a civil rights law (Kaufman & Nelson, 2025). The main focus of this law is to prohibit sex-based discrimination in educational settings funded by the federal government (Kaufman & Nelson, 2025). Originally, the focus was set on inequality in admissions and educational opportunities, but the scope has widened since then (Kaufman & Nelson, 2025). Title IX has been used to increase access to women’s sports and require educational institutions to address sexual harassment and violence (Kaufman & Nelson, 2025). At the surface level, this law seems to help survivors of sexual assault, but in reality, it often harms the survivor more than it helps.
Every institution’s Title IX policies vary due to different levels of staffing, budget, and number of support and advocacy services. One uniform requirement across all institutions is the requirement of at least one Title IX coordinator, no matter the institution’s size (Kaufman & Nelson, 2025). The Title IX coordinator is located within the Title IX office, which at most universities is housed under the institution’s Equity and Civil Rights department.
The applications of Title IX have changed numerous times through new legislation, Office of Civil Rights (OCR) guidance, and presidential letters called Dear Colleague Letters (DCL). In 1980, Alexander v. Yale argued that sexual harassment in educational institutions constitutes sex-based discrimination under Title IX (Holland & Howard Valdivia, 2026) and is still the precedent today. The main acts passed that affect Title IX are: 1990 Clery Act, 1992 Campus Sexual Assault Victim’s Bill of Rights, 1994 Violence Against Women Act, and 2013 Campus SaVE Act. These acts mainly attempt to address funding for survivor services, requirements for prevention training, and public disclosure of crime rates.
What really affects Title IX implementation the most are DCLs. In 2011, the Obama-era DCL was released. The Obama DCL called attention to the issue of sexual violence on college campuses, reminded Higher Education Institutions (HEIs) of Title IX guidelines, and added additional recommendations. This letter classified sexual violence under the umbrella of sex discrimination under Title IX, lowered investigatory standards of proof, and made it legal to withhold funds from HEIs for not complying (Kaufman & Nelson, 2025). In 2017, the Donald Trump era DCL was released and focused heavily on concerns for the (rights of the) accused (Holland & Howard Valdivia, 2026). The Trump DCL withdrew the Obama DCL and announced new regulations. The main changes were changes in definitions of sexual violence, limited the scope of what HEIs are required to address, added more requirements for formal adjudication, and emphasized the rights of respondents over the well-being of survivors (Webermann et al., 2023). In 2024, the Title IX regulations were changed once again by Joe Biden’s administration. These regulations expanded the scope of conduct covered under the policy and for the most part were similar to 2020 but gave HEIs more discretion (Holland & Howard Valdivia, 2026). Today, we are under the 2025 DCL. This DCL edits the 2024 regulations to include that HEIs “must continue to comply with the 2020 Title IX regulations and operate under the presumption of (inaccurate) binary, biological sex” (Holland & Howard Valdivia, 2026). Overall, Title IX policies have been said to be a political football being passed around and changed with every administration. This makes Title IX regulations hard to understand for the average person. So, not everyone understands their rights and what is expected of their institutions.
Title IX in Action
A theoretical framework to understand the importance of survivors’ interactions with the Title IX Office is the theory of institutional betrayal. Both Webermann et al. (2023) and Holland and Cipriano (2021) use this framework to understand the effects of Title IX on survivors. Institutional betrayal shows the unique ways institutions can harm marginalized groups and “conceptualizes wrongdoings perpetrated by an institution when people are dependent upon the institution and can expect that it will protect its members from harm and will respond appropriately if harm is endured” (Holland & Cipriano, 2021). Students expect their institutions to take steps to restore their access to education, but when the institution fails to do so, there can be negative consequences that can include erosion of trust and belonging at the institution (Holland & Cipriano, 2021). Failures of the institution can be: failure to prevent abuse, normalizing of abusive contexts, difficult reporting procedures, inadequate responses to reports, cover-ups, misinformation, and punishing survivors (Webermann et al., 2023). Survivors who experience institutional betrayal report increased levels of psychological harm (Holland & Cipriano, 2021).Title IX overall affects survivors negatively.
First, Title IX cases are supposed to take up to 60 days to be resolved, but the average length of cases in Webermann’s study is 175.36 days (Webermann et al., 2023). Many institutions elect to have the minimum number of coordinators- one. Staffing levels in the Title IX office affect how long cases may take (Kaufman & Nelson, 2025), so many institutions’ Title IX offices are not staffed enough for every case to be resolved within the 60-day timeframe. Many survivors see major variability in the transparency of their case. Some survivors receive multiple updates and reassurances about their case, while others get little to none (Holland & Cipriano, 2021). According to Holland and Cipriano (2021), “Recent research has found that the majority of sexual assault reports to Title IX Offices do not result in formal investigations and, of those that are investigated, there is rarely a finding of ‘responsibility’”. Many survivors believe that the length of their case affected the outcomes. For example, witnesses may forget parts of their story over time or the respondent might leave the institution before disciplinary action is taken (Webermann et al., 2023).
Second, many survivors report negative treatment from the Title IX office. This negative treatment can include victim-blaming, name-calling, stalling of cases, and being told the institution can do nothing about the case. Holland and Cortina (2017a) found that of the three main support systems they examined (Title IX office, sexual assault center, and housing staff), the Title IX office was not utilized by survivors because of “negative emotions, consequences, contextual characteristics, minimization of behaviors, and alternative coping strategies”. According to Holland and Cipriano (2021), negative reactions to sexual assault disclosures can cause significant psychological harm for survivors.
Third, many survivors experience barriers in receiving support. Kaufman and Nelson (2025) found that “Too often, survivors of sexual assault do not know where to turn and do not receive the support they need despite the seemingly ‘robust’ federal legislation that seeks to address campus sexual violence”. Many survivors deliberately avoid the Title IX office due to fears of poor treatment (Holland & Cipriano, 2021). Within Webermann et al.’s (2023) study, many participants felt unclear about the Title IX reporting process and their options.
Survivors are expected to retell the worst moments of their lives numerous times, reliving it every. single. time. According to Webermann et al. (2023), the survivors in their study had to tell their stories to 2.88 different offices/individuals, not including formal grievance procedures or court procedures. If a survivor wants to make a report and seek justice, they are put in more harm. To help themselves, they have to harm themselves. “It was not just the outcome of their case that caused harm but also the process itself”(Webermann et al., 2023).
Future Steps
Due to all these reasons listed above, survivors are discouraged from standing up for themselves. Working at the Women’s, Gender, and Equity Center (WGEC) has shown me how Title IX actually operates in real life. In my personal experience, the system has failed survivors. Many survivors seek support from the WGEC, as we are a confidential space, and they do not want to bother with reporting to the UMBC Title IX office. The reasons I have heard are: knowing how the office treats other survivors, knowing how many times they will have to relive what they have gone through, concerns over social circumstances, minimization of what happened to them, and many more. With the perpetual changing of guidelines, many survivors do not understand what their institution can do for them anymore, making them give up and move on. At many institutions, there are requirements for mandatory reporting, where staff and faculty are required to report sexual misconduct disclosures to the Title IX office. Many staff and faculty are in the same boat of confusion about what the guidelines are, leading individual reporters to either report too much or too little. In my experience, professors are not trained on what is to be reported and what happens to the student after a report is filed. This leaves students cautious about talking about their experiences in fear of being non-consensually reported.
Many changes need to be made in order to ensure the success of survivors. First, there needs to be an implementation of an oversight committee to ensure the Title IX office acts swiftly, equitably and with accountability (Holland & Cipriano, 2021). This committee could also oversee trauma-informed training for Title IX Office staff and mandated reporters. “Using formal supports that are trauma-informed and survivor-centered can promote psychological well-being for survivors” (Holland & Cipriano, 2021). Second, there needs to be an effort to address the root cause of sexual violence instead of focusing on the aftereffects. “Although most universities comply with Title IX, many side-step confronting the root causes of normalized sexual violence and avoid teaching the realities of campus sexual violence, leaving students confused, isolated, and unsure of how to address the trauma that they or their friends experience”(Kaufman & Nelson, 2025). Third, to address institutional betrayal, we must flip it to institutional support. This can include “supportive responses from individuals within institutions to survivors, such as believing them, apologizing for their experiences, connecting them with resources, and providing autonomy in what happens after reporting”(Webermann et al., 2023). Lastly, frontline workers within the survivor support services need more say in the implementation of Title IX. “Oftentimes, frontline workers, such as victim advocates, are absent from the policy table, yet this article underscores the importance of their positionality and experiences for addressing vulnerabilities in the campus sexual violence intervention system”(Wies, 2015).
Conclusion
Ultimately, under the system we have set in place, Title IX is failing survivors of sexual violence in HEIs in the United States. Survivors are expected to advocate for themselves when their words have been ignored in the past. The Title IX office worries too much about getting sued by the respondent to bring justice for the survivor. Survivors experience major mental health and educational challenges even though Title IX is supposed to ensure equal access to education. If a survivor reports their institution for violation of Title IX policy, the report can take years to process, so Title IX offices are not held accountable. This is why we need to change the policy ONE last time. Modifying Title IX every few years only causes more confusion. We need to support survivors. Survivors need to feel supported, seen, and heard by their institutions.
References
Brubaker, S. J., Keegan, B., Guadalupe-Diaz, X. L., & Beasley, B. (2017). Measuring and reporting campus sexual assault: Privilege and exclusion in what we know and what we do. Sociology Compass, 11(12), e12543. https://doi.org/10.1111/soc4.12543
Holland, K. J., & Cipriano, A. E. (2021). Does a report = support? A qualitative analysis of college sexual assault survivors’ Title IX Office knowledge, perceptions, and experiences. Analyses of Social Issues and Public Policy, 21(1), 1054–1081. https://doi.org/10.1111/asap.12271
Holland, K. J., & Cortina, L. M. (2017a). “It Happens to Girls All the Time”: Examining Sexual Assault Survivors’ Reasons for Not Using Campus Supports. American Journal of Community Psychology, 59(1-2), 50–64. https://doi.org/10.1002/ajcp.12126
Holland, K. J., & Cortina, L. M. (2017b). The evolving landscape of Title IX: Predicting mandatory reporters’ responses to sexual assault disclosures. Law and Human Behavior, 41(5), 429–439. https://doi.org/10.1037/lhb0000253
Holland, K. J., & Howard Valdivia, R. L. (2026). Title IX and Sexual Violence in Higher Education: A Mapping Review and Assessment of Policy Implementation and Effectiveness. The Journal of Sex Research, 1–19. https://doi.org/10.1080/00224499.2026.2623649
Jessup-Anger, J., Lopez, E., & Koss, M. P. (2018). History of Sexual Violence in Higher Education. New Directions for Student Services, 2018(161), 9–19. https://doi.org/10.1002/ss.20249
Kaufman, S. B.-S., & Nelson, L. (2025). Interpreting title IX: A feminist legal geography of sexual assault prevention on U.S. college campuses. Political Geography, 116(5), 103252. https://doi.org/10.1016/j.polgeo.2024.103252
Webermann, A. R., Holland, K. J., & Murphy, C. M. (2023). Student Experiences Reporting Sexual and Gender-Based Misconduct to the Title IX Office at a Public State University. Violence against Women, 30(6-7), 107780122211502. https://doi.org/10.1177/10778012221150274
Wies, J. R. (2015). Title IX and the State of Campus Sexual Violence in the United States: Power, Policy, and Local Bodies. Human Organization, 74(3), 276–286. https://doi.org/10.17730/0018-7259-74.3.276
]]>REX 2.0 Analytics Portal is now available.
We apologize for the inconvenience.
]]>REX 2.0 Analytics Portal is now available.
We apologize for the inconvenience.
]]>Accommodation Available Near UMBC (girls only)
📅 Available From: 1st June 2026 – July 3st 2026
📍 Location: Linden Avenue
🏠 Private Room
💲 Rent: $575/month
🛏️ Private room
🚿 Clean shared bathroom
🌱 Access to fully equipped kitchen with oven, microwave & refrigerator
🛋️ In-unit laundry included.
🚌 Commute:
* 1-minute walk to UMBC shuttle stop
* 10-minute walk to campus
✨ Ideal for students or working professionals
📩 Contact: 443-642-8517 for more details or to schedule a visit
Hi everyone,
I am a PhD student looking for a private bedroom near UMBC from 1st July. I am clean, responsible, quiet, and respectful of shared spaces. I would prefer a neat and peaceful place, ideally close to UMBC or near the UMBC shuttle/bus stop.
Please message me at 6673698784 if you have any availability or know of any leads. Thank you!
]]>We are excited to announce the next phase of My WorkView in PeopleSoft HR: the Alternate Work Arrangements (AWA) Portal!
As part of UMBC’s ongoing commitment to workplace flexibility, collaboration, and service excellence, eligible employees can now formally request, update, and route their telework or remote work schedules entirely online.
The new AWA Portal within My WorkView allows eligible individuals (including exempt staff, non-exempt non-bargaining staff, Contingent I and II staff, and graduate assistants) to:
Electronically submit hybrid telework, compressed schedule or fully remote work requests.
Specify your requested schedule and number of off-campus days including an as needed option.
Route requests directly to your supervisor and department leadership for seamless digital approval.
Securely upload required program documentation.
Monitor the status of your AWA request.
To utilize the portal and submit a formal request, you must first complete the required AWA Training Session. You will be required to upload your training completion certificate to finalize your submission in PeopleSoft.
Did you attend the training but haven’t received your certificate yet? Please hold off on submitting your portal request and reach out to awasupport@umbc.edu for assistance.
If you have not yet attended AWA Training you should complete the asynchronous training course on Blackboard. The course is accessible under the 'Organizations' tab and save your certificate of completion for uploading in PeopleSoft.
Log into PeopleSoft HR via myUMBC, or directly at: https://my.umbc.edu/go/peoplesoft-hr
Click on the My WorkView tile on your homepage.
Select Alternate Work Arrangements from the left-hand navigation menu to open the request form.
Note: If you do not see the updated menu options immediately, please clear your browser cache and cookies. Instructions can be found here:https://clear-my-cache.com/detect.html. For the best experience, we recommend completing this form on a desktop or laptop computer.
Need help navigating the new screens or figuring out where to upload your certificate? We’ve got you covered. Review our quick, Request and Approval Guide Campus Guide on the HRSTM AWA Webpage.
Who should I contact for support?
For questions regarding policy eligibility, scheduling options, or missing training certificates, please email awasupport@umbc.edu.
Visit the AWA webpage on HRSTM’s Website to access the slide deck from the live trainings andother pertinent resources.
Hi,
People at UMBC had the opportunity to share their stories and offer feedback on the Division of Institutional Equity’s draft framework for inclusive excellence at UMBC, which was hosted across campus last semester.
If you did not have a chance to participate, please take some time to review the draft framework and offer feedback by completing this form by next Friday, June 5.
Happy Summer!
Irina and Shuling
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