Volume 3, Number 3, May 2003
An Application of The
Transactional View: A Unique
Role
for Ombudsmen In
Campus Protest
Page 2 of 2
Observer Program Policies
Observers are required to use only paper and pen when making
observations. Recording devices and cameras are forbidden
due to safety reasons. Special identification tags have been
created by the campus police department for observers' use
during demonstrations. The coordinator of the observer program
works closely with the police department to ensure the safety
of the observers. Observers are allowed access to any place
that protesters and police are unless it is deemed unsafe
by the police. Observers are for the most part silent. They
do not engage in discussion with either police or protesters
except to properly identify themselves and to answer questions
about the observer program.
Access to Reports
To enhance the integrity of the observer program, requests
for reports are submitted, in writing, to the adminstrator
managing them. The person requesting the report(s) must demonstrate
a "need
to know" and
specify the time and location of the incident in question.
For example, if a grievance
has been filed against a police officer for excess force
and the incident occurred on Monday afternoon at 3:00, near-the
fountain outside x building, the request should specify that
all observer reports around this time and location be provided.
The definition of "need to know" is broad and can apply to
students, staff, faculty, police otficers, and community
members. Reports are kept in a confidential file.
Use of the Observer Program
While the observer program was initially created to serve
potentially volatile campus demonstrations (CIA recruiting
on campus, divestment in South Africa) the concept has creatively
been used in other ways. Observers were asked to walk lines
during a recent registration disaster where students were
waiting up to 10-12 hours to drop and add classes. Observers
recently watched a crowd of 3,000 which was listening to
Jesse Jackson and other political speakers. The program has
gained the respect of the University community and will continue
as a group of well trained staff who can quickly provide
a neutral perspective when needed on campus.
References:
Hastorf, A. and Cantril, H. (1954). They say a game: A
case study. Journal of Abnormal and Social Psychology, 49,
129-134.
Tibbetts, P. & Esser, A. (1973). Transactional
structures in man-environment relations. Man-Environment
Systems, 3(6),
441-468.
Editor's note: Susan Hobson-Panico has just completed her
Ph.D. in Education and Human Resource Studies. She served
as the Ombudsman
for the University of Colorado at Boulder at the time this
piece was written. She has 24 years experience as a college
ombudsman and administrator.
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