U.S. Department of Justice
Civil Rights Division
Educational Opportunities Section

SAS:TBC:CMP:RS
169-49-69

U.S. Mail: 950 Pennsylvania Avenue, NW
f'arrick f-/e111y Building, Sui te 4300
Washington, D.C. 20530
Overnighr: 601 D Srreer, NW, Suite 4300
Washington, D.C. 20004
Phone:
(202) 514-4092
(202) 514-8337
Fax:

April 22, 2016
President Robert G. Frank
Office of the President
I University of New Mexico
Albuquerque, NM 87131

Re: Title IX and Title IV Investigation of University of New Mexico
Dear President Frank:
The Department of Justice (the "Department" or "the United States") has completed its
investigation regarding the University of New Mexico' s ("the University" or "UNM") handling
of reports by students of sexual harassment, including sexual assault, at its Albuquerque campus.
The United States conducted its investigation under Title IV of the Civil Rights Act of 1964
("Title IV"), 42 U.S.C. § 2000c-6, which prohibits discrimination based on sex, among other
bases, by public colleges and universities, and Title IX of the Education Amendments of 1972
("Title IX"), as amended, 20 U.S.C. §§ 1681- 1688, and its implementing regulations, 28 C.F.R.
pt. 54, which prohibit sex discrimination by recipients of federal financial assistance. UNM is a
recipient of financial assistance from the Department's Office of Justice Program' s National
Institute of Justice and Bureau of Justice Statistics.
The Department initiated its investigation in December 2014, after receiving complaints from
multiple students alleging that UNM did not respond adequately to their reports of sexual assault.
The complaints raised a range of issues, including confusion regarding where and how to report,
lengthy delays in UNM' s investigative and resolution processes, insensitive and sometimes retraumatizing investigative techniques by UNMPD and other UNM employees, fai lure to provide
effective interim safety measures, supports and services, and a perception that the campus culture
affords preferential treatment to certain students, particularly athletes or those affiliated with
fraternities, while approaching reports of sexual assault with skepticism or indifference.
As part of the investigation, the Department reviewed the University's policies and grievance
procedures; training for staff, students and faculty, including training of those responsible for
coordinating Title IX enforcement; responses to reports by students of sexual harassment, sexual
assault, and retaliation; coordination of Title IX enforcement; and notice of nondiscrimination.
During site visits to campus, we conducted dozens of interviews of campus administrators and

 police officers, current and former students and their families, faculty members, and community
partners who provide services and supports to UNM students who have been sexually assaulted.
UNM cooperated from the outset and throughout the process.
Our investigation found that although UNM has strengthened its response to sexual harassment
and sexual assault of students over the past year, it remains out of compliance with Title IX and
Title IV in key respects. Based on our review, UNM must do more to address and respond to
sexual harassment that creates a hostile environment, including sexual assault, by effectively
stopping harassment, preventing its recurrence, eliminating the hostile environment, and
remedying its harms. This letter constitutes notice of the Department"s findings, and of the
minimum steps that the University must take to bring policies, practices, and procedures into
compliance with federal law, and to remedy past violations.
The United States appreciates the University's cooperation, its proactive efforts to date, and its
stated commitment to addressing sexual harassment, including sexual assault, to ensure a safe
campus and access to educational opportunities for all students. We also extend our thanks to
each member of the UNM and greater Albuquerque community who met with us in the course of
the investigation - especially the many current and former students who came forward to share
their perspectives and personal experiences with sexual assault and campus response at UNM.

BACKGROUND
The University of New Mexico is a large public research university located in Albuquerque, with
branch campuses in Gallup, Los Alamos, Taos and Valencia County. In the fall of 2015, 27,353
students were enrolled in undergraduate, graduate and professional degree programs at the main
campus in Albuquerque, which also retains approximately 16,000 employees. Among these
employees are the 40 sworn peace officers of the University of New Mexico Police Department
(UNMPD). UNMPD officers hold the authority to enforce all applicable laws, ordinances, and
campus traffic regulations, and to make arrests for criminal behavior that occurs on the UNM
campus. The Chief ofUNMPD reports directly to the University' s Executive Vice-President for
Administration Office.
On December 5, 2014, the Department notified UNM by phone and by letter that it was initiating
an investigation and compliance review under Title IV and Title IX based on multiple
complaints, and requested that UNM produce documents and other information for review.
From the start of our investigation, the University President pledged his cooperation and that of
his staff. The University responded promptly to all of the United States' requests for information
and provided access to all University employees with whom the United States requested to meet.
In the course of the investigation, the United States reviewed thousands of pages of documents
and conducted site visits to the University and the Albuquerque community in January, April and
May of2015. We reviewed the University's policies prohibiting sexual harassment, including
sexual assault; the Student Conduct Code ("SCC"), the Discrimination Claims Procedure
("DCP"), and the Student Grievance Procedure ("SGP"); UNMPD policies, procedures and
practices for responding to, and investigating incidents of, sexual assault; and training and

2

 education materials on Title IX, sexual harassment, and sexual assault that UNM provided to
members of the campus community.
We also reviewed copies of all complaints filed with the University and UNMPD alleging sexual
harassment or sexual assault for six full academic years, from the 2009-2010 school year through
the end of the 2014-15 school year. 1 The complaints included, but wen:: not limited to,
allegations involving student-on-student sexual harassment and sexual assault, and employee-onstudent sexual harassment and sexual assault. In addition, the United States analyzed how the
University and/or UNMPD responded to each of these complaints and how UNM policies,
training, and grievance procedures. affected how they were processed and resolved. In total, we,
together with expert consultants in sexual assault response and campus law enforcement,
reviewed UNM' s administrative response to 173 complaints of sexual harassment, including
sexual assault, domestic violence and stalking, and 55 campus police investigation reports. The
United States also conducted more than 50 interviews with current and former students and their
parents, current and former faculty and staff, community members, and University officials, and
held six focus group meetings and multiple open office-hours sessions in Albuquerque to hear
directly from students, staff and faculty.
At the outset of our investigation, the University had in place a labyrinth of 17 outdated policies
and procedures related to sexual assault and sexual harassment, many in conflict with each other
and with federal regulations and guidance on Title IX.2 Faculty and staff did not understand
when or how to report sexual harassment that they observed, learned about, or themselves
experienced. The University provided virtually no training on sexual assault or sexual violence
to students. Students told us they had no idea where or how to report or where to get help.
Those who were able to report encountered a confusing process, rife with roadblocks and delays.
Further, UNM officials responsible for addressing and remedying complaints of sexual
harassment, including sexual assault, had received minimal and inconsistent training and
demonstrated a lack of understanding of trauma-informed interviewing and investigative
techniques.
Similarly, most UNMPD officers bad not received adequate law enforcement training in how to
respond to sexual assault incidents., including how to appropriately conduct victim and witness
interviews and effectively gather evidence following a sexual assault. The various individuals
and organizations handling different aspects of sexual assault response at the University did not
communicate with each other, leading to fractured and incomplete service provision and failure
to make appropriate referrals. Without appropriate supports in place, numerous students saw
1

This letter of findings focuses on the policies, procedures and practices in place at the beginning of the 2009-10
school year through the 2014-2015 school year. We did not review complaints or investigations filed, processed, or
completed after July 1, 2015. With respect to trainings, policies, and procedures, we requested and reviewed
updates as of November 2015, as reflected throughout this letter.
2
Title lX prohibits sex-based discrimination in all schools, colleges, and universities that receive federal financial
assistance, while Title IV prohibits sex-based discrimination only in public schools, colleges and universities. As
Title IX is the more expansive statute, the phrase "Title IX" has evolved as short hand for discussing a school's
obligation to respond to, eliminate, prevent the recurrence of, and remedy the harn1 of sex-based discrimination in
educational programs. All references to a school's Title TX obligations should be read to include its parallel Title TV
obligations.

3

 promising academic careers derailed - experiencing lasting and serious emotional and mental
health consequences; suspending their academic coursework; dropping out of extracurricular
activities; losing scholarships; and/or leaving the University altogether. And troublingly, in
interview after interview, UNM students expressed reluctance to report sexual assault to UNM
because they feared retaliation or because they lacked confidence in the University's response.
From the start of our investigation, the University openly acknowledged gaps in its response to
sexual assault and sexual harassment and, to its credit, engaged in an ongoing and major effort to
begin addressing those gaps. UNM expanded the mandate and raised the profile of the
University's Presidential Task Force on Sexual Assault, which President Frank had first asked
his staff to create in Spring 2014. As chair of the Presidential Task Force, UNM' s Dean of
Students ("DoS") reconvened UNM's Sexual Assault Response Team ("SART"), which had first
formed in 2013 but by the following year was no longer meeting regularly. In 2015, SART was
renamed the Sexual Misconduct and Assault Response Team ("SMART"), and its focus
broadened to also include sexual misconduct. SMART includes representatives from campus
and community-based stakeholders and organizations, including medical, counseling, law
enforcement, and the student conduct office.
In September 2014, UNM commissioned consultants from Pilgrim & Associates to review and

evaluate the climate regarding sexual violence in UNM's student housing and athletics programs.
Pilgrim provided the University with a report on December 4, 2014, making recommendations
for changes to UNM's policies, climate, training, and security. UNM publicly released the report
in January 2015. In May 2015, UNM adopted a new sexual violence policy, streamlining its
existing assortment of inconsistent policies into a clearer document that better complies with
federal requirements. UNM also expanded training for undergraduate students, with an initial
focus on student athletes and members of campus fraternities and sororities. In June 2015, the
University launched a website called LoboRESPECT to publicize and provide information about
its sexual harassment policies and procedures, and in September 2015 UNM opened the
LoboRESPECT campus advocacy center to consolidate services and resources under one roof.
The Department commends UNM for these significant and proactive efforts. And we note that
these initial measures may already be lifting student confidence in UNM 's response: During the
2014-15 school year, the University received l 09 administrative complaints of sexual
harassment, sexual assault, domestic violence and stalking, in which at least one UNM student
was party to the complaint. 3 By contrast, UNM had received a total of 57 complaints for the
same acts in the previous five years combined. Increased reporting is a positive signal that
UNM' s efforts are improving students' awareness of, and confidence :in, the University's
procedures to address sexual harassment and sexual assault. Nonetheless, we found that UNM
must take additional steps to ensure prompt and equitable resolutions of reports of sexual
harassment and assault, protect and support students who have reported sexual
harassment/assault, and improve campus climate and culture.

3

For purposes of this letter, the school year starts on July 1st. Of the 109 complain ts, 36 were classified as sexua l
assault, 41 as sexual harassment, 15 as domestic violence, 14 as stalking, and one each of sexual exploitation,
hazing, and battery.

4

 LEGAL STANDARDS
The United States conducted this investigation and review of the University under its Title IX
and Title IV authority. Title IX and its implementing regulations, 28 C.F.R. Part 54, prohibit
discrimination on the basis of sex in education programs and activities operated by recipients of
federal financial assistance. Title IV prohibits discrimination against students in public schools
and colleges and universities based on sex, race, color, religion, and national origin. The
University is a public school that receives federal financial assistance and therefore is subject to
the requirements of both Title IX and Title IV. In the context of court actions for injunctive
relief and administrative enforcement actions, the United States interprets Title IX and Title IV
as applying the same standard to allegations of sex-based harassment. Thus, in the context of
this investigation and compliance review of the University, the United States applied the same
legal standards under Title IX and Title IV to conduct its legal analysis and reach its findings.4
Under Title IX and Title IV, colleges and universities that receive federal financial assistance are
respornsible for providing students with a nondiscriminatory educational environment. Sexual
harassment is unwelcome conduct of a sexual nature and can include unwelcome sexual
advances, requests for sexual favors, and other verbal, nonverbal, or physical conduct of a sexual
nature, such as sexual assault or acts of sexual violence. Sexual harassment that is sufficiently
serious to interfere with or limit a student' s ability to participate in or benefit from the school' s
program, i.e. creates a hostile environment, is a form of sex discrimination prohibited by Title IX
and Title IV.
To determine whether a hostile environment exists, the United States considers whether there
was harassing conduct based on sex that was sufficiently serious-that is, severe, persistent or
pervasive-to deny or limit a student's ability to participate in or benefit from the school's
program. The United States examines all the relevant circumstances from an objective and
subjective perspective, including: the type of harassment (e.g., whether it was verbal or
physical); the frequency and severity of the conduct; the age, sex, and relationship of the
individuals involved (e.g., teacher-student or student-student); the setting and context in which
the harassment occurred; whether other incidents have occurred at the college or university; and
other relevant factors. The more severe the conduct, the less need there is to show a repetitive
series of incidents to prove a hostile environment, particularly if the harassment is physical.
Indeed, a single instance of rape is sufficiently severe to create a hostile environment.
When a school knows or reasonably should know of possible sexual harassment, it must take
immediate and appropriate steps to investigate or otherwise determine what occurred. If an
investigation reveals that sexual harassment created a hostile environment, the school must then
4

For consistency in fed e ra l administrative compliance reviews, the Department follows the legal standards
established by the Department of Education's Office of Civil Rights in the Revised Sexua l Harassment Guidance:
Harassment of Students by School Employees, Other Students, or Third Parties, available at:
http://www.ed.gov/about/offices/list/ocr/docs/shguide.html (Jan. 19, 2001 ); and its subsequent interpretive
docume nts: the Dear Colleague Letter on Sexual Violence, available at:
htto://www2.ed.gov/about/offices/ list/ocr/ letters/colleague-201l04..html (Apr. 4, 20 J l ), and " Questions and
Answers on Title IX and Sexual Violence" (Apr. 29, 2014), available at:
http://www2.ed.gov/about/offices/ li st/ocr/docs/qa-201404-title-ix. pdf.

5

 take prompt and effective steps reasonably calculated to end the sexual harassment, eliminate the
hostile envirorunent. prevent its recurrence, and, as appropriate, remedy its effects. A school
should not wait to take steps to protect its students until students have already been deprived of
educational opportunities. The school has responsibility to respond to allegations of sexual
harassment of which they are or should have been aware, regardless of whether a student has
complained, asked the school to take action, or identified the harassment as a form of
discrimination.
The United States evaluates the appropriateness of a university's responsive action by assessing
whether it was prompt and effective. What constitutes an appropriate response to harassment
will differ depending upon the circumstances. In all cases, however, the college or university
must conduct a prompt, thorough, and impartial inquiry designed to reliably determine what
occurred. A school must protect the complainant and ensure his or her safe~ as necessary,
including taking interim steps before the final outcome of any investigation. The school should
take these steps promptly once it has notice of a sexual harassment allegation and should provide
the complainant with periodic updates on the status of tlhe investigation. The school should also
ensure that the complainant is aware of any available resources, such as victim advocacy,
housing assistance, academic support, counseling, disability services, health and mental health
services, and legal assistance. If a school delays responding to allegations of sexual harassment
or responds inappropriately, the school's own inaction may subject the student to a hostile
environment. If it does, the school will also be required! to remedy the effects of the sexual
violence that could reasonably have been prevented had the school responded promptly and
appropriately.
Sexual harassment of a student by a faculty member or other school employee also violates Title
IX and Title IV. A school should take steps to protect its students from sexual abuse by its
employees by developing policies prohibiting inappropriate conduct by school personnel and
procedures for identifying and responding to such conduct. Whether a school had notice or not,
a school is nonetheless responsible for remedying any effects of the sexual harassment on the
student, as well as for ending the sexual harassment and! preventing its recurrence, when an
employee engaged in the sexual activity in the context of the employee's provision of aid,
benefits, or services to students (e.g., teaching, counseling, supervising, advising, or transporting
students).
In addition, if there is an incident involving potential criminal conduct, a school should notify a
complainant of the right to file a criminal complaint, and should not dissuade a complainant from
doing so. While schools may honor law enforcement's request to delay temporarily the factfinding portion of a Title IX investigation while the police are gathering evidence, schools
should not wait for the conclusion of a criminal investigation or criminal proceeding to begin
their own Title IX investigation. A law enforcement investigation, whose purpose is to
determine whether a person violated the state's penal code, differs from an administrative
5

For the purpose of this letter, complainant refers to the person allegedly subjected to the harassing conduct.
However, as already noted, a school must respond to complaints of a lleged sexual harassment whether it learns of
the harassment from the person subjected to the harassment, a third party, or an alternative source of information,
e.g. a news report.

6

 complaint investigation under Title IX, the purpose of which is to ensure a student' s access to
education is not limited or denied due to discrimination. A law enforcement investigation (and
any subsequent prosecution) is independent of and does not relieve a university of its Title IX
and Title IV obligation to ensure that a student's access to the education program is not limited
or denied. While universities are encouraged to enter into agreements coordinating campus and
community law enforcement investigations, a university should not wait for the conclusion of a
criminal investigation or criminal proceeding to begin its own Title IX investigation.
Title IX also requires universities to adopt and publish grievance procedures providing for
prompt and equitable resolution of student and employee complaints alleging any action that
would be prohibited by Title IX, including sexual harassment and sexual assault. 28 C.F.R. §
54.135(b). Title IX does not require a university to provide separate grievance procedures for
sexual harassment complaints than other disciplinary procedures; however, a university's
grievance procedures for handling discrimination complaints through their administrative
process must comply with the prompt and equitable requirements of Title IX. To ensure
individuals can involke these grievance procedures without fear of repr isal, Title IX also prohibits
the university and others, including students, from retaliating against any individual "for the
purpose of interfering with any right or privilege secured by [Title IX]," or because that
individual "has made a complaint, testified, assisted, or participated in any manner in an
investigation, proceeding, or hearing" under Title IX.6 Prohibited retaliatory acts include
intimidation, threats, coercion, or discrimination against any such individual. Universities
therefore should take steps to prevent any retaliation against a student who makes a complaint or
any student who provides information regarding the complaint. At a minimum, under Title IX
and Title IV, a university must ensure that complainants and their parents, if appropriate, know
how to report any incidents of retaliation or new incidents of harassment, and should follow up
to determine whether those incidents occurred.
A university may also need to take steps to address campus climate and the educational
environment for students, including: training; the dissemination of information about how to
report sexual harassment; adoption of new policies; and other steps designed to clearly
communicate that the university does not tolerate, and will be respons1ve to any reports of,
sexual harassment.
Further, a university must designate at least one employee to coordinate its efforts to comply
with and carry out its responsibilities under Title IX. 28 C.F.R. § 54.135(a). All students and
employees must be notified of the name (or title), office address, email address, and telephone
number of the designated Title IX Coordinator(s). The Title IX Coordinator(s) must have
adequate training on what constitutes sexual harassment, including sexual violence, and
understand how the grievance procedures operate.

28 C.f.R. § 42. l 07(e)~ see 28 C.F.R. § 54.605 (adopting enforcement procedures o f Title VI of the 1964 Civil
Rights Act at 28 C.F.R. §§ 42. l 06-42.1 11 and applying them to the Title TX regulations).

6

7

 Lastly, a university must notify all parties that, pursuant to Title IX, it does not discriminate on
the basis of sex in the education programs or activities that it operates. 28 C.F.R. § 54.140. The
notice must state: the requirement not to discriminate in the recipient's education programs and
activities extends to employees and students; inquiries concerning the application of Title IX
may he referred to the Title IX Coordinator or employee designated pursuant to 28 C.F .R. §
54.135(a); and the name, office address, email address, and telephone number of the designated
coordinator.
DISCUSSION OF FINDINGS
Based on the standards above, the United States reviewed the University's policies on sexual
harassment, including sexual assault, and trainings regarding those policies to determine whether
they provide adequate and clear notice to students and employees of conduct prohibited by law.
We also carefully reviewed the adequacy of the University's Title IX grievance procedures,
whether students have sufficient notice of these procedures and how to file complaints, and how
the University has used these procedures to respond to sexual assault and sexual harassment
complaints since the 2009-2010 school year.
Additionally, we evaluated the University's compliance with its duties to designate
coordinator(s) under Title IX, to train those responsible for Title IX coordination and
enforcement, and to provide a notice of nondiscrimination.
Below we explain in detail each area in which the University's compliance with Title IX and
Title IV fell short of its legal obligations.
I.

University Policies Prohibiting Sexual Harassment and Sexual Assault

At the time the Department initiated its investigation, UNM had in place 17 overlapping, and
often conflicting, policies related to sexual harassment and sexual assault. Most had not been
updated in over 15 years, and as such did not reflect more recent federal interpretive guidance
related to sexual harassment and sexual assault, such as the U.S. Department of Education's
2011 guidance on Title IX.7 Collectively, UNM's policies failed to provide members of the
UNM community with a clear understanding of the parameters of prohibited conduct, where to
report, options for confidential and non-confidential reporting, procedures for adjudication, and
where to seek help and support. For example, the University's Sexual Assault Policy (which was
in effect until May 2015) had not been updated since 1995, used inconsistent and confusing
terminology, contained multiple cross-references to other policies, and provided incomplete
information on reporting and adjudication procedures. A UNM student, particularly one seeking
help and guidance after experiencing a traumatic assault, would likely have found the
University's policies to be daunting and inscrutable.
UNM's adoption of the new Sexual Violence and Sexual Misconduct Policy ("SVSMP" or
"Policy 2740") in May 2015 has alleviated many, but not all, of these deficiencies. Although the
7

See 2011 Dear Colleag ue Letter on Sexual Violence, U.S. Department of Education, Office for Civil Rights,
(April 4 , 2011) available al http://www2.ed.gov/about/offices/list/ocr/letters/colleague-201104.html.

8

 University still has 17 policies that, at least in part, apply to incidents of sexual harassment,
including sexual assault, the SYSMP consolidates much of the information, making it easier for
users to find conduct requirements. and procedures without navigating multiple disparate policies.
UNM does not, however, explain how the policies interrelate, or which of the 17 policies, if any,
have been withdrawn or are no longer in effect. For example, in addition to the SYSMP, three
additional primary policies relate to Title IX: the Equal Opportunity, Non-Discrimination, and
Affirmative Action ("Policy 2720"); Sexual Harassment ("SHP" or "Policy 2730"); and
Whisdeblower Protection and Reporting Suspected Misconduct and Retaliation ("Policy 2200").8
Not only do the four policies contain various inconsistencies, but faculty, staff and students
receive no guidance as to which policy governs when there are areas of conflict.
The policies, for example, still fail to define sexual harassment in a consistent manner, and
conflate the definition of harassment with the definition of a hostile environment. Policy 2720
defines sex-based harassment as "unwelcome verbal or physical behavior, which is directed at
persons because of their ... sex ... when these behaviors are sufficiently severe or pervasive to
have tlhe effect of unreasonably interfering with their educational experience, working
conditions, or student housing by creating an intimidating, hostile, or offensive environment."
Policy 2730 and Policy 2740 define sexual harassment differently: "sexual harassment, a form
of sex discrimination, is defined as unwelcome conduct of a sexual nature. There are two typical
types of sexual harassment: quid pro quo and hostile environment." Policy 2730 then goes on to
note that sexual misconduct may be "offensive, but not sufficiently severe, pervasive or
persistent as to constitute a hostile environment." These definitions differ in multiple and
significant respects: under Policy 2730, persistent sexual misconduct would constitute a hostile
environment, whereas under Policy 2720, it would not. Policy 2720 suggests that an offensive
environment is different from a hostile environment and can independently rise to the level of
harassment, while Policy 2740 suggests that an offensive environment is just a lesser form of a
hostile environment that does not independently constitute harassment. As a result, these
policies fail to provide students, faculty, and staff with clear and consistent notice of prohibited
conduct.

In addition, each of these policies mistakenly indicates that unwelcome conduct of a sexual
nature does not constitute sexual harassment until it causes a hostile environment or unless it is
quid pro quo. Unwelcome conduct of a sexual nature, however, constitutes sexual harassment
regardless of whether it causes a hostile environment or is quid pro quo. Indeed, federal
guidance defines sexual harassment as "unwelcome conduct of a sexual nature. It includes
unwelcome sexual advances, requests for sexual favors, and other verbal, nonverbal, or physical
conduct of a sexual nature, such as sexual assault or acts of sexual violence."9
Hostile environment is not part of the definition of sexual harassment, nor is it required for
"unwanted conduct of a sexual nature" to be deemed sexual harassment. Instead, hostile
8

Policy 2215: Consensual Relationships and Conflicts ofInterest, which requires any UNM staff, faculty, or
student engaged in a relationship with a subordinate to report said relationship to their supervisors, is also relevant to
Title IX matters.
9
See 2011 Dear Colleague Letter on Sexual Violence, U.S. Department of Education, Office for Civil Rights,
(April 4 , 20 11) available at http://www2.ed.gov/about/offices/list/ocr/letters/colleague-201104.html.

9

 environment is the threshold for determining the school's obligation under Title IX: when a
school knew or should have known about sexual harassment that is sufficiently severe, persistent
or pervasive as to create a hostile environment, the school has an obligation to end the
harassment, prevent its reoccurrence, and remedy its harm. 10 The school, therefore, carries the
responsibility to investigate complaints of sexual harassment to determine whether a hostile
environment exists that requires further action. In conflating the definitions of sexual harassment
and hostile environment, UNM shifts this responsibility to UNM staff, faculty, and students, by
suggesting that a complainant must determine whether, and then specifically allege, a hostile
environment exists for a report to constitute sexual harassment.
Compounding the confusion created by inconsistencies among the policies is the absence of any
explanation regarding how the policies relate to one another and when each applies. For
example, Policy 2200, which governs how employees should report suspected misconduct,
including sexual harassment, provides no definition for sexual harassment and does not reference
or link to any UNM policy that does define sexual harassment. Employees referencing this
policy may fail to report allegations of sexual harassment as required, because they have no clear
examples or explanation of prohibited behavior.

II.

Campus Awareness of Sexual Harassment Policies

UNM posts all relev,ant policies on its website, and publishes some in the Student Handbook
distributed at Orientation. However, based on our interviews and focus groups, we found that
with those efforts UNM had not effectively publicized its policies on sexual harassment to
students, faculty, staff, and the wider UNM community. First, most students had never heard of
the Office of Equal Opportunity ("OEO"), the office tasked with processing sexual harassment
complaints. Second, when asked where they would report a sexual assault, most students said
they did not know w here to report or that they would call Agora, a student-run, confidential
telephone hotline that offers support and referral services. Contacting Agora, however, does not
constitute a report to the University or initiate UNM' s investigation procedures, as Agora
volunteers are not responsible employees of the University with a duty to provide information
about the reports it receives. 11 Third, students did not understand when a report of a sexual
assault would be confidential and when it would not. Fourth, unless they had actually reported a
sexual assault, students generally did not know that there are two reporting options: criminal and
university administrative. While most students were only aware of the criminal option, those
who were aware of the UNM reporting option didn't understand how the two processes differed.
Students were also generally unfamiliar with UNM resources available to those who have been
sexually assaulted, apart from Agora and the Student Health and Counseling Center ("SHAC'').

In June 2015, UNM took a step toward addressing these gaps by launching a website called
LoboRESPECT to publicize and provide information about its sexual harassment policies and
procedures. We commend UNM for consolidating information in a central and easily accessible
Id.
Agora is a highly visible service that provides students with an option for seeking confidential support.
Confidential support options are important as many complainants need someone to speak to before they determine
whether they wish to officially report their assaults.
IO

11

10

 location, and for continuing to review and strengthen the website for both content and clarity.
The Reporting Options page, which provides important information regarding on campus and off
campus reporting options for victims or bystanders, could be further enhanced to clarify the
implications of using each of those options. For example, the Reporting Options page does not
include a link to the DCP, which governs the OEO investigation and adjudication process, so
students considering reporting to OEO have no readily clear explanation about what each step in
the reporting process.
UNM policies compound the confusion as to where students should report sexual harassment,
including sexual assault. For example, the first section of the new SVSMP, "Reporting Sexual
Violence," encourages students to report sexual violence or misconduct, but states that "all UNM
staff and faculty ... who receive information about a person who has experienced sexual violence
or misconduct must report the information to OEO within 24 hours." This section never states or
encourages students themselves to report directly to OEO. A student looking to report sexual
harassment may mistakenly interpret this section of the SVSMP to mean that they should tell a
staff or faculty member first and cannot contact OEO directly.
UNM has acknowledged the need to expand training provided to undergraduate students to
address gaps in students' knowledge and understanding of its sexual harassment policies and
reporting procedures, and as part of its general prevention efforts. Prior to 2015-16, UNM's only
training on sexual harassment, including sexual assault, for the general undergraduate body took
place during first year orientation. In recent years, this training consisted of upper class students
performing a skit that included a scenario of potential sexual assault and situations involving
drugs, alcohol, and other behaviors common among college students. When asked, most
students did not recall receiving any information about sexual harassment or sexual assault
during freshman orientation. Those students that did remember receiving information on sexual
assault described the skit as imparting the message that "girls shouldn 't drink." Many students
described their perception, based on these skits, that UNM' s focus was not on condemning
sexual assault, but on blaming women for putting themselves in dangerous situations by
choosing to drink alcohol. Such messaging can lead to self-blaming by students who may have
been sexually assaulted, as well as reluctance to report out of fear of discipline for underage
drinking.
In August 2014, UNM began to provide targeted sexual harassment prevention training to
specific student groups, including athletes, fraternity and sorority members, and resident
advisors. 12 These trainings were largely developed and presented by the Women's Resource
Center ("WRC") on campus. In addition, UNM mandates that all employees complete a single,
online module about sexual harassment in the work place at the beginning of each year. We,
along with our experts in sexual assault prevention and training, reviewed the WRC trainings,
other sexual harassment trainings developed by outside consultants or guest speakers and
12

While all fust-year students are required to attend orientation over the summer prior to the start of the school
year, transfer students and tJ10se who enroll in the spring are not, so a significant number ofUNM students have
never received any training on sexual harassment or sexual assault.. Unless students are part of other specific groups
they would not receive any training from UNM on sexual harassment, including sexual assault, in the four or more
additional years they atte nd UNM aft er freshman orientation.

11

 provided to a few student groups, and information about Campus Clarity, which UNM has
retained to provide future online trainings to the campus community. Our review included
interviews of trainers and students, as well as focus group data. Based on this review, we found
that much of UNM's trainings on sexual harassment, including sexual assault, were lacking in
content and depth, and did not reflect current research or align with best practices in the field.
Consequently, even after receiving training, students we spoke with lacked basic understandings
about consent, reporting, and Title IX process and procedure.
First, UNM has not provided adequate resources to support the development and dissemination
of sexual harassment prevention training. In 2014-15, the majority of the sexual harassment
prevention training was administered through the WRC by a graduate student who works parttime. This graduate student trained all orientation leaders, handled mandatory training for
resident assistants, and oversaw the del ivery by administrators (or delivered) sexual assault
prevention programs in groups of 10 to 400 for athletics, housing, fraternities and sororities, and
international students (a total of 19,000 students). The graduate student is now employed by the
Advocacy Center to provide the same services. The need for sexual harassment prevention
training at a school the size of UNM is too great for a part-time position.
Second, we found UNM's sexual harassment prevention programs from 2014 to be dated in both
content and delivery methodology, in ways that limited their effectiveness. The programs, for
example, do not provide practical experiences to develop skills required for prevention. They
also impart information on sexual harassment through "myths and facts," rather than through
more current methodologies, which emphasize interaction with participants and use of current
case examples to generate discussion and disseminate facts about sexual harassment. 13 UNM's
bystander intervention program materials are similarly lacking in content, specific instruction,
and practice on bystander intervention strategies. Bystander intervention prevention requires a
comprehensive program that teaches knowledge and skills and provides the target audience with
opportunities to practice. 14
Further, UNM does not consistently use evidence-based curricula, evaluation, or pilots for any of
its sexual harassment prevention training. UNM told us that while they intend to pilot a new
online sexual harassment prevention training, there is no current plan to evaluate the new online
modules, or any of its other sexual harassment or misconduct training. Evaluation is key to
determining the effectiveness of any training, and for providing guidance to the constituencies
who are participating in the trainings (e.g., athletics, housing). Program evaluations provide
important information on effectiveness and should be used to both enhance the content of the
program and the training of the faci litators.

13

For more information, see the systematic review of primary prevention strategies for reducing campus sexual
assault conducted by the Centers for Disease Control and Prevention, (April 2014), available at
https://www.notalone.gov/assets/preventing-sexual-violence-on-college-campuses-lessons-from-research-andpractice.pdf.
14
For more information, see the description of effective programs and promising practices focused on bystander
prevention efforts prepared by the Centers for Disease Control and Prevention, (April 2014), available at
https://www.notalone.gov/assets/bystander-summary.pdf.

12

 Finally, the sexual harassment prevention training and programming tlhat we reviewed lacked
sufficient information about to whom students should report and how UNM handles sexual
harassment cases. As a result, students do not understand where to report or what will happen
when il:hey report. In particular, students said they did not know there were different ways to
report a sexual assault (i.e., law enforcement and university) and they did not understand the
implications around who they choose to report the incident (e.g., a university official with or
without confidentiality). A number of students discussed filing reports with UNMPD and not
being informed of their reporting options on campus. Others reported confusion as to whether a
report made to UNMPD constituted a report to the University. Some assumed that any
information provided to UNMPD would be shared with the University. Other students expressed
frustrations to learn that information in UNMPD' s possession would be shared with OEO. Last,
numerous students reported confusion about the University' s jurisdiction over sexual harassment
or assault that occurs off-campus. 15 This is important because the vast majority of UNM
students live off campus.
In August 2015, UNM introduced a new small group participatory training for incoming first
year students. This sexual harassment prevention training, called the Grey Area, addresses issues
such as incapacitation and consent. Although we have reviewed the material.s and found them to
be much more aligned with best practices in the field, we have not fully assessed their
implementation or effectiveness. UNM also contracted with education provider Campus Clarity
to offer online trainings on sexual harassment for students, faculty, and staff. However, UNM
had not provided these online trainings to students as of November 18, 2015.

III.

Campus Administrative Investigations

The University 's grievance procedlures, both as written and as implemented, violate Title IX and
Title IV. The grievance procedures do not ensure prompt and equitable resolution of students'
complaints of sexual harassment, including sexual assault, and have impeded the University's
ability to take remedial action against the discrimination. See 28 C.F.R. §§ 54.135(b), 54, 1 lO(a).
In evaluating whether a university's Title IX grievance procedures are prompt and equitable, the
United States considers the following:
•
•
•
•
•

notice to students and employees of the procedures, including where complaints may be
filed;
application of the procedures to complaints alleging harassment of students;
adequate, rehab le, and impartial investigations of complaints, including the opportunity
for the complainant and respondent to present witnesses and other evidence;
designated and prompt timeframes for the resolution of the complaint process;
written notice to the parties of the outcome of the complaint; and

15

See 2011 Dear Colleague Letter on Sexual Violence, U.S. Department of Education, Office for Civil Rights,
(April 4 , 2011) available at http://www2.ed.gov/about/offices/list/ocr/letters/colleague-201104.html. ("Under Title
IX, a school must process all complaints of sexual harassment, regardless of where it occurred, to detennine if the
conduct happened in the context of an educational program or activity or had continuing effects on campus or in an
off-campus educa tion program or activity.")

13

 •

evidence of prompt and effective steps taken to prevent recurrence of any harassment and
to correct its discriminatory effects on the complainant and others, if appropriate.

UNM has two grievance procedures that apply to sexual harassment, including sexual assault:
the Discrimination Claims Procedure ("DCP") and the Student Grievance Procedure ("SGP"). 16
Prior to May 21, 20]4, when a student was accused of sexual harassment, the SGP governed how
the DoS bandied adjudications and sanctioning. The SGP currently applies to student conduct
matters that do not involve allegations of sexual harassment. The DCP governs the adjudication
process of the OEO which, prior to May 21, 2014, held intermittent jurisdiction over allegations
of sexual harassment. 17 Since May 21 , 2014, UNM has applied the procedures laid out in the
DCP to all Title IX adjudication processes, e.g. investigation of and findings regarding sexual
harassment allegations, whether they occur between students or in a work setting. 18 After OEO
makes a finding that an undergraduate student has engaged in sexual harassment that violates
UNM policy, the Student Conduct Office in the DoS imposes discipline under the SGP. 19
UNM's policies provide for a spectrum of possible sanctions, from an educational conference to
expulsion.
The DCP, which defines procedural requirements for all Title IX investigations and
adjudications at UNM, does not constitute an adequate grievance procedure for Title IX
complaints because it has not afforded a prompt and effective means for responding to sexual
harassment, including sexual assault.
These conclusions were reinforced by our interviews with numerous students, parents, and
faculty members who had contact with OEO as complainants, respondents and witnesses.
Uniformly, these individuals complained of confusion, frustration and stress caused by the length
of investigations and lack of communication by the institutional body conducting the
investigation; the failure to provide accurate information about the OEO process, the appeals
process, and academic accommodations and supports; and delays in investigations and
discipline. Indeed, some complainants reported that OEO's process was more upsetting and
traumatizing than the initial sexual harassment that was the subject of their complaint. As a
result, almost all complainants with whom the United States spoke said that they wished they had
16

While the SVSMP, published on May 15, 2015, provides information on UNM's gTievance procedures, the
SVSMP is an Administrative Policy, not a grievance procedure, and it specifically states that the DCP governs the
processing of allegations of sexual harassment, including sexual violence.
17
For example, prior to May 21 , 2014, work-related allegations of sexual harassment, including incidents involving
residents and interns at the Medical School, were to be "resolved in the workplace or with the aid of a second-level
supervisor." If complaints could not be resolved internally, they were referred to OEO. There is no evidence that the
incidents handled internally followed any set procedures or guideli111es, creating a risk of unreliable and potentially
partial determinations.
18
UNM failed to provide adequate notice to students of policy changes. For example, although the Sexual
Harassment Policy was updated on May 21 , 2014, the New Student Orientation Handbook for the 2014-2015 school
year still contained the pre-amended Sexual Harassment Policy.
19
According to interviews with the DoS and OEO offices, matters involving faculty, staff, and students in the
professional schools, upon a finding of probable cause that sexual harassment has occurred, disciplinary matters are
turned over to the Human Resources Department or the department/division in which the respondent is employed.
Generally, we found that University officials do not follow up with these departments to ensure they take immediate
action to eliminate the harassment, prevent its recurrence, and address its effects.

14

 never gone through the process and would not refer another student who had experienced sexual
assault to O EO.
In the discussion be low. we address overall support for and training for OEO, notice of the DCP,
and how the DCP functions in practice when students re port sexual harassment. including sex ual
assault. to UNM.

A. UNM's Office of Equal Opportunity (OEO)
Although
M has expanded the role of OEO in addressing campus sexual harassment
complaints in recent years. it has not adequately expanded the training and resources to that
office to support O EO in carrying out its mandate effectively. OEO employs a Director. a Title
IX Coordinator/manager, and three investi gators assigned to Title IX matters, with each
investigator handling between ten and twelve open matters. Turnover within OEO is
exceedingly high. ince May 2014. O EO has had three different Directors. three investigators
have resigned, and three new investigators have been hired. Such high turnover results in long
delays during which ca es are reassigned. O ne complainant" s case \\.as transferred three times as
a result of OEO staff turnover. In addition. despite a nine-fold increase in the number of reports
received, OEO has not increased its total staffing, but instead has eliminated administrative and
data manager positions.
Throughout the time period we reviewed, O EO investigators received only intermitt ent and
inconsistent training on how to conduct sexual harassment investigat ions and adjudications,
resulting in inadequate. unreliable and potentially biased investigations and resolutions. 2 For
example. UNM docs not provide OEO investigators with sufficient tra ining on mak ing reliable
findings of respon ibility or non-responsibi lity. While OEO investigator training includes
information on the Equal Employment Opportunity Comm ission·s (.. EEOC') five-factors to
determine credibility ( Inherent Plausibi lity. Past Record. M otive to Falsify. Corroboration. and
Demeanor), investigators do not receive effective tra ining on how to collect and analyze
evidence, including w itness statements, using these five factors, resulting in inconsistent and
21
unreliable determinations of credibility.

°

10

U M does not have a \Hitten policy or procedure on training requirement for imestigators '' ith the OEO. ''ho
since lay 2014 are tasked with investigating all Title IX complaints. OEO orally stated that it trains its new
investigators by giving them information on Title IX, having them review old case files, complete an online training,
and shadowing an experienced instructor for 3-6 months. However, two OEO investigator stated that they received
cases within three to six weeks of starting in the position and ome had not yet completed the online trainings.
21
While Title IX does not require a specific type of training for individuals that handle sexual harassment, one OEO
investigator independently chose to attend trauma-informed forensic interview training in their personal time to
better understand hO\\. trauma affects the brain and how to not re-traumatize a \\ itness. This training is considered
best practice in the field of exual harassment and sexual assault investigations. Another chose to sit in on
LoboRESPECT task force meetings to develop a deeper understanding of U M· s policies and grievance
procedures. These emplo)ees should be commended for their initiative to obtain a greater under!>tanding of their
work.

15

 B. Notice of Grievance Procedures
UNM's policies fail to consistently provide clear information on where to report complaints of
sexual harassment, including sexual assault, and how those complaints will be handled.
Specifically, UNM does not readily bring the DCP, which directs members of the campus
community to bring sexual harassment complaints to OEO, to students' attention in an obvious
or accessible manner. For example, the DCP is not readily accessible in this year's " Pathfinder,"
the student handbook that contains the name and/or text of most University policies and which
UNM provides to all incoming students. By contrast, almost all other UNM policies that, at least
in part address sexual harassment, are individually indentified and linked in Pathfinder. Students
reported not being aware of the DCP until provided a copy by OEO after a complaint is made to
the office.
The LoboRESPECT website similarly does not provide clear notice ofUNM's grievance
procedures. The Policies and Sanctions page of the LoboRESPECT website refers to the SGP,
but fails to explain that students should refer to the DCP for information on the filing,
investigation and adj udication of complaints. Further, while LoboRESPECT contains hyperlinks
to the DCP, SHP, and SVSMP, it provides no information as to how the policies interrelate.
Finally, many of the hyperlinks on the LoboRESPECT website did not work at the time of
launch, potentially thwarting visitors to the site, especially students in crisis. While UNM is
slowly fixing these issues as it become aware of them, more attention should be spent on making
the website user-friendly at the time of initial publication.
We also note that while the SVSMP meets many of the requirements of Title IX, the SVSMP is
classified as an Administrative Policy and specifically states that the D CP governs the processing
of allegations of sexual harassment, including sexual violence. Consequently, UNM must also
include all relevant information in the DCP itself as the procedural document that governs Title
IX complaints. For example, while the SVSMP includes a section listing the rights of
complainants and resf;ondents during the OEO grievance process, that same section is not
included in the DCP. 2 In fact, the DCP does not contain any assurance of a prompt, equitable
and impartial process.
C. Processing of Complaints

A school's Title IX investigation must be adequate, reliable, impartial, and prompt and include
the opportunity for both parties to present witnesses and other evidence. Between May 2014 and
June 20, 201 5, OEO received 115 complaints of sexual barassment and sexual assault; 35 of
which resulted in investigations.23 In seven matters, the complainant requested an Educational
Conference with the respondent instead of a formal investigation. As of June 20, 2015, OEO had
22

UNM issued a revised SGP on January 13, 2016, which we have not fully evaluated. We also understand there
are plans to revise the DCP. UNM should be cognizant of the need to explain how the policies inter-relate and affect
each other.
23
In an internal report, OEO reported receiving 138 Title IX complaints in calendar year 2015, of which 81 were
accepted for investigation. This reflects a substantial increase from calendar year 2014, during whicl1 OEO reported
to receive a total of 46 Title IX complaints, of which they investigated 32.

16

 made finding in 13 matters; seven of which resulted in determinations that sexual harassment
that violated the SCC had occurred. Based on a review of the 35 investigations, we found that
OEO' s investigatory process does not meet the requirements of Title IX. The DCP's written
procedures effectively prevent investigators from conducting a thorough investigation, collecting
corroborating evidence or making effective determinations regarding credibility. Consequently,
OEO cannot make accurate determinations as to whether sexual harassment creating a hostile
environment has occurred and/or address the sexual harassment, as is required by Title IX. See
28 C.F.R. § 54.1 lO(a). The DCP also lacks written procedures to ensure that UNM adequately
investigates and responds to additional allegations of harassment that arise during an
investigation.
Last, UNM fails to ensure impartial resolution of Title IX complaints, in contravention of Title
IX. As a result, the DCP process often fails to eliminate, and sometimes exacerbates, the
discrimination experienced by students.

1. Ineffective Initial Evidence-Gathering
The DCP does not require OEO to ask a respondent (1) any question about the incident(s) at
issue, or (2) to explain his or her own version of events. Instead, during their initial meeting, the
DCP requires OEO only to advise the respondent about the investigative process and provide
him or her with a written copy of the complainant's specific allegations. The respondent then
has seven working days to provide a written response to the allegations.
This default procedure - that respondents are asked only provide a written response to a
complainant' s statement- effectively prevents OEO from pursuing and collecting important
additional evidence during the initial stages of an investigation. Because most incidents of
sexual harassment, including sexual assault, occur in private with no witnesses, initial interviews
of both complainants and respondents are important to determining what occurred. Witness
accounts of events often diverge as to location, statements made, and/or actions taken. If one
witness is not solicit,e d to provide an independent account before being provided with a written
copy of the other witness' statement, important physical evidence or potential additional witness
testimony pertaining to the incident, or surrounding events, may be overlooked.
For example, in one case we reviewed, the respondent's written response to each paragraph of
the complainant's statement contained assertions such as "I agree generally with the content of
this paragraph." Occasionally, the respondent provided a "correction, clarification and
elaboration." Not requiring investigators to request the respondent provide an independent
account of the events prevents the OEO from getting a full picture of what occurred, may deprive
the respondent of the opportunity to tell his or her version of events, if desired, and curtails
OEO' s ability to assess a respondent's account of the events, credibility and demeanor. Further,
the wording of the DCP does not clearly inform the respondent that he or she can choose to offer
an independent account of the events as part of the investigation.
Indeed, in-person interviews allow both complainants and respondents to provide their own
accounts of what occurred and give investigators the opportunity to gather information, identify
evidence that corroborates the different accounts, and assess each person's credibility and
17

 reliability. Yet after OEO' s initial in-person interview of a complainant and meeting with the
respondent to explain the process and provide the complainant's written statement, OEO
communicates to all parties almost exclusively in writing, rarely conducting follow-up
interviews. Not only does that practice limit the information OEO receives, if inconsistent
written information is provided, OEO has no means of ascertaining the reason for, or resolving,
the inconsistency. For example, in one case OEO noted that the respondent provided
inconsistent information in his written response to the complainant's statement, but determined
that the existence of inconsistent statements alone was not evidence of lack of credibility; a
follow-up interview would have given OEO an important opportunity to more fully and
effectively assess the information provided by respondent and his credibility
2. Inconsistent Application of Credibility Assessment
OEO written policy requires a finding of"probable cause" based on a preponderance of the
evidence that the alleged harassment occurred. However, OEO adheres to an unwritten policy
that a finding of probable cause requires corroboration of the alleged incident by an eyewitness,
tangible evidence, or admission by the respondent of the offending belhavior, including a lack of
consent. OEO rarely attempts to identify witnesses or obtain physical evidence on its own, and
does not alert complainants to the need for, and value of, witness testimony. As a result, in cases
where complainants did not suggest any potential witnesses, OEO appears not to credit the
complainant's allegation. Even in matters where complainants do offer relevant witness
testimony, OEO typically does not credit the information unless it is direct eyewitness
information.
For example, a complainant expressed reservations about going through the OEO process
because she did not have physical evidence to corroborate her allegation of sexual assault. The
OEO investigator assured the complainant that corroborating physical evidence was only one
factor considered in making a finding, and that OEO would consider factors such as the
complainant immediately reporting the assault to a friend and a text message the complainant
sent to the respondent within hours of the assault confronting him about his alleged actions.
However, upon receipt of the OEO' s findings, the complainant learned that OEO did not give
weight to those factors, despite having corroborated them, and concluded that "because there
were no witnesses or evidence to show one version was more likely to have occurred than the
other, there is insufficient evidence to demonstrate that the sexual intercourse was
nonconsensual."
In another case, OEO' s letter of findings noted that a witness who spoke with the complainant
the morning after an alleged assault described bow the complainant was "shaking" as she relayed
how the respondent initiating sex while she "told him 'no' over and over again." The witness
also described the complainant as «so different" since the incident, "pushing people away" and
"panicky." A separate internal OEO report described this respondent' s use of his position as an
academic advisor to contact "multiple female undergraduates who were not his advisees" and
escalate the professional interactions to personal ones - including two incidents of sexual
intercourse - as potentially "predatory" behavior that could lead to further allegations. Yet OEO
did not consider this evidence in assessing either the complainant's or the respondent's
credibility or in considering whether to make a finding of responsibility, instead making a
determination that "because there were no witnesses or evidence to show one party's version is
18

 more likely to have occurred than the other, it is determined that there is insufficient evidence to
demonstrate that the sexual intercourse was non-consensual."
Additionally, OEO investigators either fail to implement the five-factor credibility assessment,
implement it inequitably as between the complainant or the respondent, or apply it inconsistently
from case to case. In one case, the complainant reported inappropriate sexual contact by the
respondent, and witnesses to whom complainant immediately reported the alleged assault
corroborated complainant's story. OEO found both the complainant and the witnesses credible
with no motive to lie. However, OEO did not engage in a similar credibility assessment of the
respondent, except to note that there were inconsistencies in his written response to the
complainant's statement and that his supervisor reported receiving a prior complaint against him.
As a result, OEO determined that there was not enough information to make a finding of
probable cause that a sexual assault had occurred, despite noting that " OEO has serious concerns
regarding the investigation" and that " because Complainant had no clear reason to report
something that did not occur, it can be reasonably determined that something happened in
Respondent's office which made her uncomfortable."
In a second case involving an alleged sexual assault, OEO failed to adequately weiglh all the
known evidence in reaching its determination that there was "insufficient evidence to
demonstrate" non-consensual sexual contact. OEO considered the respondent's proffer of an
alibi witness as credible "evidence that it is likely he was not with the complainant at the time."
However, OEO did not acknowled!ge other evidence in its possession including that: ( 1)
respondent originally stated that he was not with and "never touched" the complainant - a
statement contradicted by a number of eyewitnesses and physical evidence; (2) respondent then
changed his statement and admitted being with the complainant but stated the sexual activity was
consensual; (3) the alibi witness admitted that she was only with respondent for one hour and
that was not the hour during which the alleged assault would likely have occurred. In addition,
OEO did not give weight to evidence of the complainant's credibility, despite the availability of
substantial information to consider and assess, including the complainant's demeanor
immediately after the alleged assault, physical evidence and witness corroboration.
Similarly, in another case involving a respondent alleged to have engaged in a pattern of sexual
harassment, OEO determined no civil rights violation had occurred because, while a number of
incidents were corroborated, some of them were not. OEO made this finding despite the fact that
at least four other students reported witnessing or being affected by the same or similar offending
behavior by the respondent, and the respondent had been dismissed from his prior school for
sexual harassment.

3. Inconsistent Collection and Consideration of Corroborating Evidence
Throughout a school' s Title IX investigation, the parties must have equal opportunity to present
relevant witnesses and other evidence. Where parallel investigations of an incident are being
conducted, a school should coordinate with the other ongoing school or criminal investigations,
particularly where tbe investigations include or may include forensic evidence. However, OEO
rarely attempts, and investigators are inadequately trained, to identify witnesses or obtain
physical evidence of its own accord. For example, in one case, a respondent's supervisor shared
19

 with OEO that there had been a previous sexual harassment complaint made against the
respondent. Without verifying or learning the facts of that complaint, OEO issued a finding of
no probable cause in the matter before it. In doing so, OEO ignored the possibility that the prior
complaint may have revealed additional witnesses or provided evidence of pattern behavior.
In addition, multiple witnesses stated that they informed OEO about the existence of text
messages, social media messages, and recorded images that were relevant to investigations, but
OEO did not follow through in requesting or viewing this evidence. One complainant reported
being so frustrated by OEO' s non-responsiveness that she contacted OEO asking how she could
provide the information to them. In another case, the complainant, respondent and a number of
witnesses informed UNM that videos of the incident had been shared with respondent's social
circle through social media. At least one witness identified the videos as having come from the
respondent's phone. Despite this knowledge, OEO did not attempt to conduct a wider
investigation among respondent's classmates, friends and acquaintances to ascertain the contents
or whether the distribution of said videos implicated a violation of the Student Code of Conduct.
OEO investigators are not effectively trained on how to identify and weigh evidence that
corroborates allegations of sexual assault, including medical records. For example, in one case
the complainant alleged that the respondent strangled her during a sexual assault; the respondent
denied ever placing his hands on or around her neck. The medical records, which were made the
same day as the assault, indicated that redness and bruising was observed on the complainant's
neck. Despite having copies of the medical records, the OEO investigator misstated the medical
record, writing, "Complainant herself reported strangulation, but the report did not demonstrate
that evidence of such was found." Ultimately, the OEO investigator found that, due to a lack of
"tangible evidence," there was insufficient evidence to make a finding of probable cause.
Finally, OEO and UNMPD do not have a written agreement regarding the sharing of information
or evidence collected during parallel investigations. (See infra at Section IV.) While the United
States' investigation revealed that OEO investigators and UNMPD officers occasionally call
each other to discuss a case with parallel investigations, OEO rarely requests to view the
evidence for their own investigatory purposes. Indeed, OEO reported that the prior Chief of
UNMPD was reluctant to provide OEO with access to evidence. As a result, OEO occasionally
makes a determination in a case knowing that potentially material evidence exists but without
viewing or gathering that evidence.

4. Inconsistent Investigations and Poor Recordkeeping regarding
Additional Complaints of Harassment
UNM fails to investigate or keep adequate records of all known allegations of sexual assault,
which prevents the school from determining whether a violation of Title IX has occurred. This
failure is partly attributable to the DCP' s silence on how OEO should handle additional
complaints of harassment against a single respondent by additional complainants that arise
during the course of an investigation. As a result, OEO investigations of multiple allegations of
sexual harassment against a single respondent result in inconsistent processes and conclusions.

20

 For example, OEO became aware of six separate allegations of sexual harassment, including
assault and retaliation, against a single respondent. OEO only fully investigated one complaint,
despite the fact that UNMPD found probable cause to refer two additional complainants' case to
the Bernalillo County (Albuquerque) District Attorney's Office. OEO also failed to adequately
record the additional five allegations. Internal records include an entry regarding only one of the
additional complainants - with the name of the respondent blank.
By contrast, in another case, OEO became aware of four additional complaints of sexual
harassment against the same respondent. All five complaints were recorded in OEO' s internal
records, including one report where the complainant asked OEO not to initiate an investigation.
One of the complainants had reported to the DoS the prior year and the investigation resulted in a
finding of no probable cause. Once OEO received the new complaint against the same
respondent, the report from the prior investigation and its findings were submitted to OEO. As
the allegations of all five of the complaints against the respondent were virtually identical, OEO
properly took account of the prior complaints in relation to each other.
Once a school knows about an alleged incident of unwanted sexual conduct, Title IX requires it
to initiate an investigation to determine whether the harassment was Slllfficiently serious as to
cause limitations or denial of educational benefits. This is true whether UNM becomes aware of
harassment through a formal complaint or during an investigation. The lack of established
guidelines and procedures regarding how to proceed upon receipt of additional complaints
against a single respondent has impeded UNM's compliance with this requirement. UNM must
keep full and accurate records of complaints to identify repeat offenders and examine patterns of
sexual harassment. For every sexual harassment complaint, OEO should record the respondent's
and complainant' s names; and the time, location, and description of events, even when the
complainant requests that an investigation not be conducted or a finding of no probable cause is
made.
5. Inconsistent Consideration of Power Dynamics

Schools must consider the identity of and relationship between the harasser and subject when
evaluating whether a hostile environment exists, especially in allegations of sexual harassment of
a student by a school employee. OEO investigators do not consistently consider or assign value
to power dynamics in relationships, an important consideration on a University campus where a
number of complaints may involve faculty-on-student or staff-on-student harassment. In some
cases, OEO ignored or completely dismissed the power differential. For example, in one case
OEO noted that the respondent employee "is responsible for knowing UNM policy prohibiting
sexual harassment," but in the letter of findings did not engage in analysis of the role of an
employee' s "authority" or "power" over students, or how knowledge of the UNM policy was
evidence that the employee knew or should have known when conduct was unwelcome or nonconsensual. After finding a lack of probable cause of sexual harassment, OEO internally
recommended that respondent's staff and management receive training related to sexual
harassment and Title IX in order to ensure that they are aware of and understand the importance
of the policies and related procedures.

21

 In another case where the respondent was a both a university employee and graduate student, in
the letter of findings OEO ignored the respondent's role as an employee with authority over
complainant and the fact that other students described the respondent as using his professional
position to initiate contact and develop sexual relationships. OEO formally concluded that the
facts of the case were insufficient to make a determination, but again internally noted that the
resporndent's "behavior could be viewed as 'predatory' and could lead to further allegations that
[he] used his position as an advisor to engage female undergraduate students in sexual activity."
OEO recommended that the respondent's supervisor and UNM Human Resources " follow up"
and "take action as appropriate under University policy." There is no evidence of a follow-up
response by either Human Resources or the respondent's supervisor.

6. Lack of Procedures to Ensure Impartiality
Title IX investigations and adjudications must be impartial and equitable. The United States
learned that in at least two instances, high-level administrative offices pressured the OEO to get
the investigation " done" - in one case, because it was in the media and in another, because the
respondent in a case was "well positioned, politically, in the state." In another case, a UNM
Dean requested an internal audit delay because a high profile guest was visiting the respondent
(who was an employee), stating that, should the guest become aware of the investigation it would
cause embarrassment to the University. Such intervention by university administrators is
entirely improper. Further, the United States learned that students at UNM were aware of the
pressure placed on OEO in one of the cases described above, undermining the confidence of
students in the University's response to complainants that come forward to report sexual
harassment, including sexual assault.
Additionally, we note that, until the current school year, OEO reported directly to the Office of
24
University Counsel ("OUC"), which had final review authority over Title IX investigations.
This management structure created a conflict between OEO ' s stated goal of eliminating and
redressing harassment and OUC' s role in limiting the University's liability. For example, when
a medical licensing board contacted UNM for information regarding a former UNM student who
had been the subject of a sexual misconduct investigation, OUC noted that the respondent's
lawyer had threatened legal action and therefore recommended that UNM limit its liability by not
informing the medical board that the misconduct allegation involved harassment of a sexual
nature.

7. Inadequate Procedures to Convey Information to Prevent Recurrence
Imposing sanctions against the respondent, without additional remedies, is often insufficient to
eliminate the hostile environment and prevent recurrence as required by Title IX. To ensure that
additional or continuing harassment does not occur, schools should develop specific materials
that include the schools' policies, rules, and resources that explain protocol for steps that staff,
faculty, and administrators should take when they learn of an allegation of sexual harassment.
24

UNM informed the United States that OEO now reports directly to the Office of the President, a change we have
not had the opportunity to assess.

22

 The United States found that after UNM received an allegation of sexu al harassment, effective
follow-through procedures were largely absent, both during OEO' s investigative period and after
it issued findings. In addition, UNM does not have established protocols to ensure that
information regarding investigations and findings are effectively conveyed to other departments
and divisions on campus. For example, a respondent was suspended during the pendency of a
sexual assault investigation, but applied for graduate school at UNM and was granted admission
prior to the time OEO completed the investigation. The graduate school admissions office did
not know about the respondent's sexual assault-related investigation or suspension, or the
ultimate finding that a sexual assault had occurred, until an advocate for the complainant called
and notified that office. In another matter, the department that employed the respondent
attempted to remove him from his teaching position with access to students during the pendency
of the investigation, but was unable to do so because the administrative head of the department
was not aware ofUNM's procedure to remove an employee. OEO ultimately found probable
cause that the respondent in that matter sexually assaulted a student. In a third matter, OEO
learned of additional complainants against a single respondent. Two of the complainants
reported being harassed and threatened by other students in the respondent' s department. OEO
never conveyed this information to the administrators of the department so they could respond
effectively, and UNM provided no immediate training on its prohibitions against sexual
harassment and retaliation as a means to stop the behaviior.

D. Inadequate Timeframes for Resolution of Complaints
School grievance procedures must provide for prompt and equitable resolution of sexual
harassment complaints; and an unduly long appeals process may impact whether a school' s
response was prompt and equitable as required by Title IX. UNM's investigations of sexual
harassment complaints often take far too many months, and occasionally years, to complete. Of
the 13 investigations conducted by OEO for which findings had been issued as of June 30, 2015,
the entire process, from receipt of complaint to issuing of the Final letter of Determination, took
an average of 137 days. 25 Ten investigations took over I 00 days; the longest took 266 days.

In addition, while investigations are pending, important information necessary for making a
reliable final determfoation, such as physical evidence or witness statements, is often lost or
overlooked. One reason for UNM ' s inappropriately long timeframes for investigations is that the
DCP, as written, delays the evidence-collecting phase of an investigation until both a
complainant and a respondent have reviewed and replied to a preliminary Investigative Issues
Letter ("IIL"), which occurs one to two months after OEO receives an initial complaint.
First, the DCP states that OEO will not initiate an investigation until a minimum of 19 to 24 days
after receiving a complaint, and OEO often extends that time upon a respondent's request. Such
delay impedes OEO' s ability to conduct a thorough investigation, as material evidence, such as
security videos, social media content, or text messages identified in the complainants' and
respondents' statements, may be recorded over and deleted in the intervening time. For example,
25

Federal guidance recommends that a school 's investigation and adjudication process take approximately 60 days.
See "Questions and Answers on Title IX and Sexual Violence" (Apr. 29, 2014), available at:
http://www2.ed.gov/about/o ffices/li st/ocr/docs/qa-20 I 404-title-ix. pdf.

23

 in one case, by the time OEO initiated the investigation, potentially critical video evidence from
UNM security cameras had long since been recorded over, even though the complainant's
statement informed OEO of its existence. OEO could have easily obtained this type of evidence
while granting the respondent a request for an extension of time and ensuring the respondent had
the opportunity to provide evidence and testimony in support of their case.
Second, the DCP allows for either party to request extensions of time throughout the
investigatory process, but does not establish how OEO should respond to a request for an
extension of time. Further, there is no guidance as to what OEO should do when a party fails to
meet a required deadline, causing further delays and creating the risk of unreliable
determinations. In one case, the respondent requested an extension of time for a meeting with
OEO and in providing a response to the IIL. Internal emails from OEO reflected confusion about
how to respond and whether the investigation could proceed. Ultimately, when the investigation
was initiated three months after Complainant reported to UNM and two months after OEO
received the Complainant's verified IIL, OEO reached out to an important eyewitness only to
discover the witness had left the country and would not retum. 26
Even after the initial intake, UNM does not have a written protocol establishing internal
timelines for promptly conducting, reviewing, issuing and communicating investigative progress
and findings, and conducting appeals. Nor does OEO have a set protocol for communicating
with complainants and respondents regarding the progress of or delays in investigations, which
results in stress and uncertainty to both parties. First, the DCP states that the investigation will
not commence until after the complainant and respondent have reviewed the IIL, which does not
occur until between one and two months after the receipt of the complaint. The OEO
investigation takes between two weeks and four months, after which OEO issues a Preliminary
Letter of Determination ("PLOD") , and, approximately one month later, a Final Letter of
Determination ("FLOD").
The United States' investigation revealed that, despite assurances that they would be informed of
the progress of their matters, on multiple occasions both complainants and respondents inquired
about the status of their cases due to a prolonged lack of communication from OEO. In one case,
after receiving a final IIL to a complainant, three weeks passed without further communication
from OEO. The lack of communication prompted the complainant to send an e-mail noting, "It's
been a while since I've heard from you so I wanted to check in to see what' s happening." The
following month, the respondent also had to email OEO for an update. In another case, the
complainant grew frustrated with the lengthy investigation and withdrew from the process,
explaining that "this is taking too long and the emotional toll on me is too great." On occasion,
OEO has authored internal memoranda documenting delays and the reasons for the delays, such
as a respondent's health issues or scheduling conflicts with a respondent's attorney. However,
more often OEO provides no explanation of or reason for the delays.

26

OEO initia lly delayed reaching out to respondents for one month at the request of law enforcement who was
conducting a simultaneous investiga tion. Such a delay is reasonable and allowed under Title IX Universities and
law enforcement are encouraged to have MOUs in place to govern accommodating investigatory delay requests and
informa tion sharing processes.

24

 The lack of internal deadlines and communication protocols causes confusion and frustration for
the greater University community. For example, in one case involving a UNM employee, OEO
informed the employee' s supervisor that it had completed the investigation approximately two
months after opening it, and that a report would follow. The supervisor contacted OEO five
times over seven months seeking the report and expressing concerns regarding "timely follow
through," as OEO had asked the Department not to make personnel decisions while the report
was pending. At one point OEO informed the supervisor that the report was being reviewed by
OUC, but that office informed the supervisor that "no one in the OUC is reviewing anything for
OEO at this time." The report was released eight months after the investigation opened.
In another case, the chair of the academic department brought allegations of misconduct,
including sexual harassment, by a faculty member to UNM's Internal Audit Office. The Internal
Audit Office turned the sexual harassment portion of the complaint over to OEO two weeks later
without appearing to have informed the department chair who brought the complaint. One week
after that, the chair emailed Internal Audit about the timeframe of the investigation, expressing
concern about a delay in the ability of the department to address the faculty member.
Last, the DCP lacks timelines for the appellate process, which can lead to months of delay in
submitting a determination to the DoS for disciplinary measures and leaves both complainants
and respondents waiting without any communication regarding the final outcome of their case.
For example, in one case, OEO released the FLOD 209 days after the complainant reported an
assault. The appeals process took an additional 127 days, resulting in increased stress and
anxiety for all parties.
The delays in UNM's adjudication and sanction process reinforce the perception that UNM does
not take complaints of sexual harassment seriously. Of the seven investigations that resulted in a
finding that sexual harassment had occurred, four had completed the appeals process by June 30,
2015. Three resulted in suspension, expulsion or denial of renewed employment. However, due
to the length of the investigative and appeals process - an average 128 days for the three disciplinary measures were so delayed that they had no effect. For example, the United States'
investigation revealed that in one case, prior to any sanction announcement, the respondent
employee completed his employment contract with the university and moved out of state. Thus,
UNM's sanction on the respondent was of limited or no consequence.
E. Procedures to Prevent Further Harassment and Remedy its Effects

When a school knows or should have known of sexual harassment that causes a hostile
environment and limits or denies educational opportunities, Title IX requires that the school
remedy the harm and prevent its recurrence. UNM' s SGP gives the DoS the authority to both
ensure student safety by issuing interim suspensions and no-contact orders for complaints of
student-on-student harassment, and providing interim measures to complainants by assisting
students with academic and remedial accommodations. However, UNM 's grievance procedures
do not adequately ensure that the University complies with either requirement, and the
procedures are not sufficiently transparent to explain the process, resulting in some students
experiencing further harassment and denial of educational opportunities.

25

 1. Inadequate Procedures for Issuing and Enfor cing Safety Measures

UNM has no policy setting forth the factors the DoS should consider during the OEO
investigatory process to determine whether a respondent is a safety threat and therefore should be
suspended or have limited access to the campus during the investigation. This absence of policy
results in inconsistent and confusing application of immediate measures to protect student safety.
For example, in one matter involving an alleged sexual assault, the DoS contacted OEO after an
alleged sexual assault asking whether "an interim suspension" was necessary. OEO responded
that it was not because "there is so much attention on [the respondent] right now." The DoS took
no steps to determine whether the respondent posed an ongoing threat to the campus, even after
additional complainants came forward to lodge complaints of sexual harassment against the same
respondent. Unfortunately, after OEO and DoS were aware of the multiple allegations against
him, tlhe respondent remained on campus and allegedly continued to sexually harass students.
While UNM orally informed the United States that a respondent cannot ask for reconsideration
of an immediate safety measure, the SGP states any student who has been banned from campus
on an emergency basis may request an informal meeting requesting that the ban be reassessed.
The SGP does not set out the factors it considers in lifting the ban; require the complainant to be
notified of the informal hearing or be provided the opportunity to share information regarding
why the respondent may remain a potential risk; or require the complainant be informed of any
changes to the emergency ban.
The result can be confusion and frustration for the complainant as well as the respondent. In one
example, a respondent was suspended from campus for the pendency of the investigation, but
requested an informal hearing on the suspension. One month later, the DOS lifted the interim
suspension, but failed to inform the complainant or explain the reason. When the complainant
became aware of the respondent's return to campus through third parties, she felt "powerless and
destroyed." In another matter, UNM suspended the respondent from campus during the
pendency of the investigation, but told him that he could continue with his course work at home.
However, no arrangement was made for him to take his tests off campus, and respondent did not
know who to reach out to for assistance. As a result, he dropped all his classes and lost a
semester of course work.

2. Inadequate Procedures to Enforce No-contact Orders
UNM lacks the proper procedures to adequately enforce no-contact orders. On several
occasions, UNM did not provide notice of the no-contact orders to necessary enforcement
parties. For example, in a matter of alleged student-on-student harassment, the DoS issued a nocontact order, but failed to inform UNMPD of the order. When the complainant approached
UNMPD to complain that the respondent was violating the no-contact order, she was informed
that UNMPD was not aware of the order and could do nothing in response to her complaint. In
another matter, the complainant requested a no-contact order from OEO, who informed her that
they would send her request to the DoS, which issues such orders. When a no-contact order was
not issued, the Complainant went to the DoS and was informed that OEO never forwarded the
request. Indeed, UNM employees in the DoS and OEO offices noted jn internal communications

26

 that "there were (potentially) multiple gaps in process and communication," and a need to
"revisit the conversation regarding the protocol of Title IX cases."
UNM also lacks effective procedures to ensure that its no-contact orders are issued in a way that
prevents harassment instead of encouraging it. For example, in a matter involving an alleged
sexual assault where the complainant and respondent did not know each other' s names, the DoS
Office automatically issued a no-contact order without informing the complainant that doing so
would reveal her name to the respondent and that she had the choice not to have a no-contact
order. As a result, the respondent and his friends found the complainant and allegedly harassed
and threatened her for reporting the assault. In another case involving a non-student's alleged
stalking of a student on campus, the DoS did not issue a no-contact order because the
complainant had requested that her name not be revealed. However, DOS failed to inform
UNMPD of the stalking complaint or the request for anonymity, resulting in UNMPD revealing
the complainant' s name to the respondent after it responded to a call of harassment.

3. Inadequate Procedures to Ensure Academic Accommodations
UNM's DoS Office lacks adequate authority or procedures to institute appropriate academic
accommodations for complainants, resulting in insensitiive and inappropriate communications
between the DoS and complainants. In one matter, the DoS staff stated they would email the
complainant's professors to inform them that she should receive accommodations following an
incident, but the DoS failed to do so. When the complainant approached her professors to
request the accommodations, they did not know what she was talking about, making the situation
awkward and uncomfortable for all involved. In another matter, DoS told a complainant that she
could take medical leave for the remainder of the current semester and the entire following
semester, as a result of documented medical conditions resulting from a sexual assault. A month
after completing the required paperwork, the complainant was informed she had been given a
"leave of absence" and not a medical leave, which meant that she could only take part of the
current semester off and had to return to campus for the following semester.

In a third matter, a complainant reported being sexually assaulted by another student with whom
she had no prior relationship. The DoS staff member who was assisting her to obtain interim
safety accommodations repeatedly referred to the respondent as her "ex-lover." The complainant
reported feeling humiliated and demeaned by this language.

IV.

Campus Law Enforcement Investigations

Law enforcement agencies should recognize that explicit and implicit biases, including
stereotypes about gender roles and sexual assault, can affect law enforcement officers'
perceptions of sexual assault incidents and prevent them from effectively handling allegations of
these crimes. Eliminating gender bias in policing practices can have a real and immediate effect
on the safety of individuals and communities as a whole, and foster victim confidence, which
makes complainants more likely to report future incidents. In order to reduce potential gender
bias, law enforcement agencies should have (1) clear, unequivocal poEcies about the proper
handling of sexual assault crimes; (2) training for officers about these policies and about
effective responses to sexual assault crimes more generally; and (3) supervision protocols and
27

 systems of accountability to ensure that officers responding to sexual assault crimes act in
27
accordance with these policies and trainings. In additiion, where a law enforcement agency is
employed by and housed at a college or university, sexual violence complaints are often filed
with the school's law enforcement unit. Therefore, all school law enforcement unit employees
should receive training on the school's Title IX grievance procedures in addition to training on
the law enforcement response to and investigation of sexual assault.
UNMPD has the authority to investigate complaints of sexual harassment and assault within their
jurisdiction. OEO often received and sometimes relied on UNMPD investigations in making
determinations in Title IX enforcement matters. On August 9, 2013, UNMPD issued policies
and procedures for s·exual assault investigations that encompass many of the principles for proper
handling of sexual assault crimes.28 However, UNMPD officers who handle sexual assault have
received inconsistent and intermittent training on responding to sexual harassment, including
sexual assault, resulting in incomplete investigations and leaving complainants and respondents
feeling confused and alienated with respect to the UNM investigatory process. In addition,
UNMPD does not have the means or training necessary to independently collect and manage
evidence, which delays and impedes their ability to independently investigate these crimes.
Prior to the 2014-15 school year, UNMPD did not require training on sexual assault
29
investigations for members of its SMART. Commanding officers noted that most members of
the then-SMART team were former Albuquerque Police Department ("APD") officers with
experience investigating sexual assaults. However, prior experience is not analogous to nor a
substitute for training in effective investigatory techniques in sexual assault cases. Such training
assists officers to obtain evidence in an unbiased manner and helps officers recognize where
assumptions and stereotypes influence their judgments as to the credibility of a complainant.
Notably, several individuals who reported sexual harassment to UNMPD told us felt they were
treated in an insensitive and humiliating manner. Complainants described being asked why they
27

For additional guidance, see Identifying and Preventing Gender Bias in Law Enforcement Response to Sexual
Assault and Domestic Violence U.S. Department of Justice (December 20 15); available at:
http://www.justice.gov/opa/file/799366/download.
28
As part of its practice, UNMPD referred a number of sexual assault cases to the Bernalillo County District
Attorney's Office, but individuals in UNMPD command expressed frustration as they believed that tlhe District
Attorney rarely prosecuted sexual assault cases unless the assaults were committed by strangers and the cases were
presented "in a neat little package tied up in a bow." This frustration was echoed by members of the conununity
who had interacted with the District Attorney' s Office on sexual assault matters. While not the focus of this
investigation, the Unitedl States has concerns that this perceived unwillingness to prosecute sexual assault crimes
involving victims known to the offenders may discourage some victims from reporting their assaults.
29
In 20 14-15, all five members of the team attended conferences on Investigating Strangulation/Sexual Assault or
Sexual Assault Nurse Examiners ("SANE"), or both. However, it is unclear if this was a one-time occurrence or a
mandated annual training. One of the detectives on the SMART team took it upon himself to attend the SANE
conference in two previous years, and in 2015 attended three additional trainings: the New Mexico Sexual Assault
Coalition' s training on Effective Investigative strategies, including trauma-infonned and forensic interview training;
the Rape Crisis Center of Central New Mexico' s sexual assault training; and the Crime Victims Reparations
training. This detective was able to articulate a best practice, trauma-infonned approach to investigati ng sexual
assault cases, and illustrate how he and another SMART officer used the approach in a recent investigation. These
officers should be commended for their proactive approach to pursuing best practice training in the fiield, which also
reflected in their work. Complainants who interacted with this detective described him as caring and supportive.

28

 didn't do more to fight off their attackers or being lectured on why young women should not
drink in public; approaches that suggest either explicit or implicit gender bias on the part of the
investigating officer.
Along with our experts in investigations of sexual assault by law enforcement, we reviewed
UNMPD investigation reports for complaints of sexual assault and harassment. Many reports
reflected relatively short and dismissive complainant interviews which focused the investigation
on the complainant, not the accused, and claims of consent by the acclllsed were taken on facelevel and rarely challenged. Reports rarely reflected observations of demeanor or deduced or
documented psycho-physiological evidence, all of which illustrates a deficiency in training and
understanding of the complexities of sexual assault cases. The majority of the reports reflected a
lack of understanding of the impact of trauma on complainants, or how such impact explains the
challenges officers face in interviewing victims, such as memory gaps, inconsistent accounts, or
delayed reporting, that can lead to inappropriate questioning. As a result, a review ofUNMPD
reports revealed that some officers were skeptical of victims' reports, and often UNMPD officers
failed to conduct a follow-up investigation on information reported in the victim's initial report.
In addition, UNMPD officers, including some in command, exhibited a lack of understanding
regarding the issues surrounding sexual, domestic and cl!ating violence through their lack of
familiarity with the parameters established by the FBI and International Association of Chiefs of
Police on what constitutes an " unsubstantiated" case" versus an "unfounded" case.3 For
example, one officer described a domestic violence victim as a "liar" when she recanted her story
after returning home, not recognizing that she may have done so under threat, duress, or fear for
her safety. A criminal complaint should not be unfounded as a result of the initial complainant
interview or perceived complainant reaction to the sexual assault, as complainants of sexual
assault may recant or decline prosecution for various reasons (e.g. fear of retaliation by the
offender, concern about not being believed, hesitancy regarding the criminal justice system, and
loss of privacy). A complainant's reluctance to participate is neither indicative of a false report
nor reason to forego a strong, evidence-based investigation. Only after a full investigation shows
that an offense was not committed or attempted may cases be coded as unfounded, as either
baseless, if the case did not meet the elements of a crime or was improperly coded as a sexual
assault; or false, if the evidence obtained through an investigation shows that a crime was
definitively not committed or attempted.

°

Lastly, UNMPD officers noted that they are not trained and do not have the tools to process a
crime scene for evidence. Currently, UNMPD must notify the Albuquerque Police Department

30

The FBI defines "unfounded" as "a complaint that is determined through investigation to be false or baseless. In
other words, no crime occurred .... the refusal of the victim to cooperate with prosecution or the failure to make an
arrest does not unfound a legitimate offense. Also, the findings of a coroner, court, jury, or prosecutor do not
unfound offenses or attempts that law enforcement investigations establish to be legitimate." See U. S. Department
of Justice's Federal Bureau of Investigation' s Criminal Justice Information Services Division's Unifonn Crime
Reporting Program Sununary Reporting System User Manual (June 20, 20 13), available at:
httos://www.fui.gov/about-us/cjis/ucr/nibrs/summary-reporting-system-srs-user-manual. For additional infonnation
on classifying cases as unfounded, see the International Association of Chiefs of Police's Guidelines on Sexual
Assault Incident Reports, available at http://www.theiacp.org/portals/O/pdfs/SexualAssaultGuidelines.pdf.

29

 to have a crime scene processed, which can result in significant delay when that team is not
immediately available.

V.

CampusClima~

As described above, based on our analysis of sexual harassment complaints made to the
University in the past six school years, focus group discussions, and interviews, the United States
determined that incidents of sexual harassment, including sexual assault, created a hostile
environment for affected students, as they were sufficiently serious that they interfered with or
limited students' ability to participate in or benefit from the school's program. Affected students
dropped classes; expressed fear of going to certain areas of campus; experienced negative mental
health consequences, including post-traumatic stress disorder and suicidal ideation; lost
scholarships; and in some cases withdrew from the University. Further, as explained above, gaps
in procedures and training have prevented UNM from taking prompt and effective steps
reasonably calculated to end the sexual harassment, eliminate the hostile environment, prevent its
recurrence, and, as appropriate, remedy its effects.
More generally, many UNM students described significant concerns about campus climate,
expressing unwillingness to report sexual harassment, including sexual assault, to UNM because
they were afraid of retaliation, lack of a response by the University, or a negative response by the
University. Students, faculty, staff, and community members expressed the view that the
University approaches allegations of sexual assault with indifference or skepticism, and in some
cases even levels blame upon the student experiencing the alleged assault. Indeed, in our
interviews, University officials made several statements placing blame with students who are
assaulted, reflecting a significant lack of understanding about the dynamics of sexual assault.
One U niversity official described ''women putting themselves at risk [of sexual assault]." The
same official specifically described a student who reported an assault as a "young woman who
was very lonely, tended to be clingy, and would put herself in situations that led to her being
victimized ... she didn't have much insight into her behaviors." Community members told us
they heard UNM administrators express similar sentiments at events in the community.
Some members of the campus community described a perception that UNM will not discipline
alleged perpetrators, especially athletes, even after receiving multiple complaints about the same
alleged perpetrator. One UNMPD officer stated that the administration did not respond when
campus police presented evidence of a pattern of sexual harassment and retaliation by certain
student athletes. A number of students reported being harassed by a group of student athletes
after making a sexual harassment complaint to the University against one of their teammates, and
that UNM did little to address their safety concerns. This view was also reflected in interviews
conducted by Pilgrim & Associates at the request of the University. For example, one student
who decided not to press charges against her ex-boyfriend told Pilgrim that "she was scared of
retaliation because football is very petty with stuff like that. She thinks they would definitely 'do
stuff like they did with the girl that reported the rape [by members of the football team] ' .... She
has seen retaliation occur against the alleged victim of the football rape accusations . ... She saw
on Tnstagram the footba ll players posting pictures of the three guys saying something like 'that
girl is going to get what's coming to her.'"

30

 Students, faculty, staff, and community members also expressed a belief that UNM' s approach to
sexual assault is driven primarily by concerns about image-building and protecting high-profile
students, rather than fostering a safe and healthy climate. In describing this perception, many
pointed to the University's efforts to build its athletics program and to promote athletics in
conjunction with a "party" culture; for example, the University has a partnership with "United
We Rage" to host tailgates where students consume substantial amounts of alcohol prior to
athletic events on campus. Students also expressed frustration about insufficient communication
from the administration following high-profile alleged incidents of sexual assault, and attributed
that lack of communication to concerns about image.
Prior to the launch of this investigation, UNM very rarely made public statements denouncing or
expressing concern about student safety in response to sexual assault allegations against UNM
students. During one high-profile case involving student athletes, UNM did not release a single
media report or message from the administration affirming that it took allegations of sexual
assault seriously or that it condemned the type of behavior alleged. The University' s lack of
public communication in response to these serious and widely-reported allegations of assault left
students with the perception that UNM was indifferent to these allegations. One student told
Pilgrim & Associates that UNM' s response "was a slap on the wrist. The coaching staff and the
athletic department acted like nothing happened ... The week after the news broke out, the
football player was on campus and was rolling around like nothing happened. The football
player was on Twitter saying things like "I'm free, they' ll never hold me down."
UNM was similarly silent after a high-profile case involving an alleged sexual assault at a
fraternity. Ultimately, UNM suspended the fraternity for serving alcohol to minors, without
referencing the allegations of sexual assault. Students, including members of fraternities and
sororities, told us that UNM's response led them to believe that the sclhool either condoned or
was dismissive of the alleged sexual assault. In a different case, a UNM fraternity expelled a
member after conducting its own extensive investigation into allegations of sexual assault.
Fraternity members reported frustration at seeing the expelled member openly walking around
campus, stating that the fraternity "did the right thing" despite fears of "being publicly labeled
the rape frat." These students told us they perceived UNM as unwilling to hold the student
accountable because it would tarnfah the school' s reputation.
By contrast, UNM has swiftly issued public statements responding to allegations against persons
not affiliated with the school. For example, after a series of gropings on campus by a non-UNM
student in 2013, the UNM President released a message stating that "recent attacks on two
female students on campus are deeply disturbing to me. As the president of this university and
as one who also lives on campus with my family, I am committed to doing everything in my
power to ensure that safety continues to be a top priority. I understand that the frequency of
these incidents over the past two weeks may be a source of anxiety and also may raise questions
about what we are doing to try to prevent such events from happening. Your safety is of the
utmost importance to the University."
Lastly, students and staff reported that the University does not adequately engage student groups
to ensure that it is meeting the needs of its diverse campus community. Religion, race and
ethnicity, sexual orientation, disability and gender identity - among other characteristics - can
31

 affect how students address and respond to sexual harassment, including their willingness to
make an official report. UNM's efforts to prevent, address and respond to sexual assault should
take account of and include students from diverse backgrounds. For example, LGBTQ students
report that the University's messaging around sexual harassment, including sexual assault, uses a
heterosexist frame; UNM does not have a counselor trained or competent to help LGBTQ
individuals at the faculty/staff counseling center; and LGBTQ students have been left out of
some University efforts to improve responses to sexual harassment. 31 Further, OEO has received
very few complaints of sexual harassment from members of the LGBTQ community, even
though LGBTQ Resource Center staff told us that some of the 3,000 visits they receive annually
do involve complaints of sexual harassment, including sexual assault.32 LGBTQ staff are not
required to report sexual assault to OEO and keep reports confidential unless a student requests
otherwise. The relatively few reports received directly by OEO suggests that members of the
LGBTQ community may be unaware of or uncomfortable reporting to OEO - an inference that
was supported by our interviews with students.33
When UNM created the SMART and the Presidential Task Force, only the Women's Resource
Center ("WRC") was engaged in the original development of SMART, while the WRC and
LGBTQ Resource Center were both invited to participate on the Presidential Task Force.
Members of numerous other campus community groups - including African American Student
Services, Indian American Student Services and El Centro de la Raza - said they were not able
to engage with SMART or the Presidential Task Force to ensure that the sexual harassment
policies, procedures and practices reflect the specific needs of these communities.
VI.

Title IX Coordinator

While UNM has taken a number of steps to bring itself into compliance regarding its Title IX
coordinator, further action is needed to notify all students and employees of the name or title and
contact information of the coordinator and providing the Title IX Coordinator with adequate
training. Further, as UNM has designated its Coordinator to coordinate the implementation and
administration of procedures for resolving Title IX complaints, including educating the school
community on responsible employees' obligations to report a complaint alleging sexual
harassment, the coordinator must do more to clarify reporting responsjbilities and ensure that
responsible employees have a clear understanding of what constitutes sexual harassment,
including sexual assault, and each employee's duties and obligations under the various policies.
31

Starting fall of2015, UNM invited the LGBTQ Center to participate on UNM' s Sexual Misconduct and Assault
Response Team, and rec-0gnized the LGBTQ Center as a confidential reporting center in the new Sexual Violence
and Sexual Misconduct Policy. However, the LGBTQ Center does not serve on the Title IX or LoboRESPECT
Committee, so their voices will not be considered in development and assessment of Title IX policies and
procedures.
32
Members of the LGBTQ community experience high rates of sexual, domestic and interpersonal violence. See
Ctrs. for Disease Control and Prevention, Nat' I Ctr for Injury Prevention and Control, National Intimate Partner and
Sexual Violence Survey: 2010 Findings on Victimization by Sexual Orientation 2 (2013), available at:
hnp://www.cdc.gov/violenceprevention/pdf/ nisvs sofindings.pdf (noting that 44 percent of lesbian women, 61
percent of bisexual women, 26 percent of gay men and 37 percent of bisexual men have experienced rape, physical
violence, and/or stalking by an intimate partner.)
33
While not the focus of our investigation, multiple UNM personnel reported discrimination against LGBTQ
faculty and staff members as well as harassment on the basis of sexual orientation.

32

 UNM must also devise a system to effectively communicate information on its Title IX
enforcement among the many components on the campllls.

1.

UNM Does Not Adequately Identify Its Title IX Coordinator

Through the duration of our investigation, the University designated the Director of OEO as the
Title IX Coordinator.34 However, contrary to federal law and guidance, some ofUNM's various
policies and procedures pertaining to sexual harassment, including UNM's adjudication policies,
do not accurately identify the Title IX Coordinator. Some policies correctly identify the current
Title IX Coordinator by name; others state that the Director of OEO is the Title IX Coordinator,
which is not currently true. Further, the policies are inconsistent in describing the role and duties
of the Coordinator, and some fail to provide the contact information required by regulations.35
As a result, almost no students or faculty are even aware that UNM had a Title IX Coordinator
because the information is not readily or clearly available. For example, the SHP does not
mention the Title IX Coordinator in the introduction, instead only referencing the position as an
aside in section 3.1: Reporting Responsibilities: "the University relies on its employees to notify
the University's Title IX Coordinator of all disclosures of sex discrimination, sexual harassment,
36
and sexual violence against students." The words "Title IX Coordinator" are not hyperlinked
to the webpage containing the current Coordinator' s contact information. Persons seeking the
Title IX Coordinator's information in the SHP cannot easily ascertain the identity, office
affiliation or contact information of the Coordinator. By contrast, the SVSMP identifies the Title
IX Coordinator by name and office affiliation and includes a hyperlink to a page of the OEO
website that provides the Title IX Coordinator's name, contact information, and her duties and
responsibilities. This Title IX Coordinator webpage on the OEO website meets all the
requirements of Title IX. However, the information is only easily accessible from the S VSMP
or for people who already know that the Title IX Coordinator information would be included on
the OEO website. Moreover, relying on hyperlinks prevents anyone who may be accessing the
policies in hard copy form from getting information about the Title IX coordinator.

2.

UNM Does Not Adequately Train Its Title IX Coordinator Regarding Title
IX Compliance Obligations

UNM does not require nor set forth a process for the Title IX Coordinator to engage in regular
and timely review of federal law and guidance regarding Title IX. The Title IX Coordinator has
not keep abreast of federal updates regarding Title IX compliance. Notably, the University's
Sexual Assault Policy, which was in effect until May 2015, was not compliant with the US
34

In August of2015, UNM removed the Title IX Coordinator duties from the Director ofOEO and assigned them
to Heather Cowan, a compliance manager in the OEO who oversees Title IX investigations conducted by tl1e OEO
office. It is unclear whether this is a one-time event or formal change, and whether Title IX Coordinator will be an
independent position. As the change was made after June 30, 20 15, the United States does not have the information
to assess whether any duties Ms. Cowan may still retain regarding the Title IX investigation process has or could
create a potential conflict of interest.
35
28 C .F.R. § 54.1 35(a). As of September 15, 2015, the Office of Equal Opportunity Discrimination Claims
Procedure still identifies the Director of OEO as the Title IX Coordinator. UNM will need to correct this
inaccuracy.
36
The Reporting Responsibility section was only added to the SHP on May 21, 2014. Prior to that date, the sexual
harassment policy was devoid of any mention of tl1e Title IX Coordinator.

33

 Department of Education's 201 1 guidance on Title IX. In fact, prior to April 19, 2015, UNM
was unaware that a process existed for colleges and universities to be officia lly informed of new
federal guidance. When the Department of Education released its 20 11 Dear Colleague Letter a
UNM employee outside OEO brought it to the Title IX Coordinator's attention. After learning
of the 2011 Dear Colleague Letter, the Title IX Coordinator established a Title IX Compliance
Committee, but did not call meetings for months at a time and did not undertake a compliance
review or update of the University 's sexual harassment policies. UNM did not update its sexual
harassment policy to reflect federal guidance until 2015.
3.

UNM Does Not Adequately Identify or Train Its Responsible Employees

UNM has designated its Title IX Coordinator to provide training on school policies related to
sexual harassment to make sure that UNM employees are aware of their rights and obligations
under Title IX. However, UNM' s policies provide conflicting information regarding who
constitutes a responsible employee with an obligation to inform the Title IX Coordinator or OEO
of a report of sexual harassment, including sexual assault. Moreover, UNM has not effectively
communicated the reporting requirements of those designated as responsible employees. The
new SVSMP states that all UNM faculty and staff, except those individuals employed by or
associated with SHAC, Counseling, Assistance & Referral Services, or the UNM Advocacy
Center, as "responsible employees" who are required to inform OEO of any report of sexual
harassment, sexual violence or sexual misconduct. By contrast, the SHP identifies not all staff,
but only faculty, administrators, and supervisors as "required to engage in appropriate measures
to prevent violations of this policy and promptly notify OEO."
While Title IX does not dictate which university employees have Title IX reporting obligations,
guidance from the U.S. Department of Education' s Office for Civil Rights (" OCR") defines
responsible employee as "any emp loyee: who has the authority to take action to redress sexual
violence; who has been given the duty ofreporting incidents ofsexual violence or any other
misconduct by students to the Title IX coordinator or other appropriate school designee; or
whom a student could reasonably believe has this authority or duty." 37 Once a university has
designated responsible employees, the failure of an identified responsible employee to make
such a report constitutes a violation of Title IX. The conflicting language of the SVSMP and
SHP regarding responsible employees is likely to confuse employees attempting to determine
whether they have reporting obligations. Individuals who consult the SHP may not understand
that, under the SVSMP, staff members who do not have supervisory duties still have reporting
obligations.
UNM does not provide sufficient notice of or training on sexual harassment policies and
procedures to its faculty and staff. While the University requires faculty and staff to participate
in annual on line training, faculty and staff report that the focus of this training is on the
importance of not sexually harassing others in the workplace. This type of training is also
necessary, but faculty and staff reported that they receive no training on how to identify sexual
harassment; what to do if a student reports a sexual assault; the designation and duties of
37

See Revised Sexual Harassment Guidance: Harassment of Students by School Employees, Other Students, or
Third Parties at 13, available at: http://www.ed.gov/about/offices/list/ocr/docs/shgu:ide.html (Jan. 19, 200 I).

34

 responsible employees to report; how the University will investigate or respond to the report; or
where the faculty or staff member can direct the student for help or support.
During the 2014-15 school year, OEO developed training regarding Title IX reporting
obligations, which includes information on where responsible employees must direct reports.
However, the United States' investigation revealed that a number ofUNM employees, including
those who have always been designated responsible employees, have never received training
about - and are thus unaware of - their reporting obligations. Faculty and staff reported that they
did not know whether they were responsible employees required to report incidents that were
reported to them; would not know what to do if a student reported a sexual assault to them; and
did not know who to call. A number of graduate students and staff members stated that they
brought complaints of sexual harassment to their department chairs or supervisors, respectively,
who appeared to have done nothing to report or remedy the situation, nor was the evidence that
the information was passed on to OEO. Further, faculty and staff who themselves experienced
alleged sexual harassment, including sexual assault, also report a great deal of confusion about
UNM's sexual harassment policies and procedures. As of November 18, 2015, the only
employees required to attend training on identifying and reporting sexual harassment, including
sexual assault, are the 219 individuals employed as residential advisors, academic advisors and
Athletics Department staff.
In addition, UNM provides no training for graduate students, who often serve dual roles as
employees and students. Most graduate students indicated that they did not know they had the
option of reporting to OEO, nor did they understand that in the context of their teaching role,
they might have an obligation to report sexual harassment to OEO.
The lack of information regarding who constitutes a responsible employee has resulted in UNM
not receiving information about sexual harassment, including sexual assault, on campus in a
systematic and comprehensive manner. For example, prior to May 2014, UNMPD, members of
whom are responsible employees, received a number of complaints of sexual assault of UNM
students, including one complaint against a student accused of two additional sexual assaults
against different complainants. Neither the DoS nor OEO appear to have received that report or
to have conducted an investigation. Further, in 2013, there were four complaints of drugfacilitated sexual assaults affiliated with UNM sororities and fraternities. Students remember
discussing all of the incidents with a UNM official who has reporting obligations, and a sorority
sent out an email discussing a possible serial assaulter. However, there is no evidence that this
information was passed on to OEO. As a result of these failures to report, UNM fai led to
adequately respond to known allegation of sexual harassment, prevent their recurrence, and
provide sufficient supports and remedies to the complainants to redress the harm.
Further, while the United States focused its investigation on sexual harassment involving
students, information we collected showed that UNM lacks understanding regarding the purpose
and scope of Title IX. For example, in a report issued in October 2015, UNM incorrectly noted
that claims of sex-based discrimination against employees are not covered by Title IX, as "Title

35

 IX protections cover only students."38 During the course of its investigation, the United States
heard from a number of current and former employees in academic and services departments
who identified hostile environments due to sex-based discrimination and an indifferent response
by the administration to complaints.

VII.

Conclusion

We acknowledge and appreciate the commitment of the University to prevent and address sexual
harassment, including sexual assault, and the steps UNM has taken to date in furtherance of that
commitment. To fully comply with Title IX, the University must take additional specific steps
to:
1.

Provide comprehensive and effective training to all students, faculty, and staff that gives
notice of the University's prohibition on sexual harassment, inc luding sexual assault;
information about reporting options, duties and obligations; details on where to go for help
or assistance; and information on grievance procedures and potential outcomes;

2.

Revise the University's policies, procedures, and investigative practices to provide a
grievance procedure that ensures prompt and equitable resolution of sexual harassment
and sexual assault allegations;

3.

Adequately investigate or respond to all allegations by students who have alleged sexual
harassment, including sexual assault, and/or allegations of retahation for reporting sexual
assault or sexual harassment;

4.

Take prompt and effective steps to eliminate a hostile environment, prevent its recurrence,
and address its effects; and

5.

Ensure that the individuals designated to coordinate its Title IX efforts receive adequate
training and coordinate these efforts effectively.

We hope to continue working with UNM in an amicable and cooperative fashion to resolve our
outstanding concerns. We hope that you will give this information careful consideration and that
it will assist in advancing productive discussions that have already been initiated with the
University.

38

UNM acknowledged to the United States that the report "incorrectly states that the protections of Title IX of the
Educational Amendments of 1972 only cover students. The Office of Equal Opportunity does not share this view."
However, the fact that individuals tasked with internally reviewing sexual harassment investigations are not aware
that Title IX covers employees is evidence ofUNM' s lack of understanding and failure to train responsible parties
as to the scope of the statute.

36

 Please contact us to inform the United States whether the University is interested in working
cooperatively to resolve this matter. We know that you will give this letter careful consideration
and review. and we look forward to speaking with you in the very near future. If you have any
questions regarding this letter, please contact Torey Cummings at (202) 305-4204 or Colleen
Phillips at (202) 307-6548.

Sincerely,

----Shaheena Simons, C hief
Educational Opportunities Section
Civil Rights Division
U.S . Depa11ment of Justice

37