Institutional Title IX processes fail to adequately address harms and needs which result from campus sexual misconduct, leaving many students dissatisfied. The purpose of this action research study was to investigate this problem within a specific university community and consider how to aim for improvement. Through surveys, interviews, and a focus group, Cycle 1 found varying levels of familiarity and awareness of Title IX: competent and compassionate institutional responses were highly valued; current procedures were not adequate; and indications for what students imagined they would find helpful. In response to Cycle 1 findings, Cycle 2 action steps included developing a restorative justice-informed option to supplement federally mandated minimum Title IX institutional responses. Informed by Cycle 1, the policy design was complainant-centered and aimed at meaningful accountability. Through presentations and focus groups, Cycle 2 found a fundamentally challenged campus climate and a range of opinions about a restorative justice-informed option, from theoretical affirmation but ambivalence at an applied level to lack of adequate stakeholder understanding to stakeholder disengagement. The variability in responses was attributed to a lack of institutional capacity in the midst of a challenging institutional context and opposition on philosophical grounds. Implications for the organization included an examination of written and unwritten institutional values and processes to ensure alignment, assessment of the overall climate and levels of resilience on campus, staffing and investment in order to develop a strategic plan to address the larger campus climate issues and to cultivate a culture of respect and intolerance for abuses of power, and finally, if indicated, an audit of current Title IX processes to determine possible enhancements a restorative justice framework could offer coupled with the adoption of a restorative justice-informed procedural option for potential Title IX violations. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://bibliotheek.ehb.be:2222/en-US/products/dissertations/individuals.shtml.]