Volume 1, Number 2, March/April 2000

Recently Found in the Periodicals

Tannen, D. (3/31/2000). Agonism in the Academy: Surviving Higher Learning's Argument Culture. Chronicle of Higher Education.

In this article, Tannen describes various ways in which the battle metaphor is reinforced and rewarded in academe, and she argues that potential scholars who are not comfortable with that kind of interaction tend to drop out. Tannen suggests we look for other images to frame the process of intellectual discourse in higher education. A few examples she mentions include the kneading of bread dough, community barn-building events, and consciously playing a "believing game."

Gadline, H. (2000). The Ombudsman: What's in a Name? Negotiation Journal 16(1): 37-48.

The role of the ombudsman is perhaps the least well understood in the field of alternative dispute resolution (ADR). This essay introduces readers tb the differing conceptions of the role; the sometimes fractious divide that has existed in the past between "classical" and " organizational" ombudsmen; and a collection of essays by four well-known practitioners that shed light on what it is ombudsmen do; the kinds of disputes they deal with and how they operate; how they view their role (and how others view it); and both the possibilities and limitations of the ombuds function.

Steiber, C. (2000). Varieties: Has the Ombudsman Concept Become Diluted? Negotiation Journal 16(1): 49-57

This article attempts an overview of the ombudsman concept as it developed in the United States, borrowing from earlier classical formulations of the role at the same time that divergent organizational models emerged. As the use of ombudsmen has steadily expanded, they can be found at all levels of government as well as in settings of private industry and academe. Some of the operational and conceptual differences among various types of ombudsmen are explored along with their commonalities.

Bauer, F. (2000). The Practice of One Ombudsman. Negotiation Journal 16(1): 57-79.

Abstract: This essay delineates the influences and constraints upon the author's practice as an ombuds in two different Canadian universities over more than twenty years. My hope is that an account of my practice as it evolved day by day will help to shed light on the divergences in practice among particular groups of ombuds practitioners, notably government or legislative ombudsmen; corporate ombudsmen; and academic ombudspersons in both Canada and the United States.

Shelton, R.L. (2000). The Institutional Ombudsman: A University Case Study. Negotiation Journal 16(1): 81-98.

Abstract: The experience of a university ombudsman is utilized to examine traditional elements within the organizational ombudsman role. History and context of role and person in it are discussed in relation to organization experience, independence, impartiality and neutrality investigative power responsibility for recommendations, and confidentiality. Implications of these elements in practice are described, and then explored through three case examples.

Wagner, M.L. (2000). The Organizational Ombudsman as Change Agent. Negotiation Journal 16(1): 99-114.

Though the organizational ombudsman's role may sometimes be regarded as only a facilitator of individual problem solving, in fact the ombudsperson is ideally situated within the organization to make recommendations for systemic change, based on patterns of complaint brought to the office. Indeed, the ombuds is obligated to take steps to prevent future recurrence of a problem, as well as to resolve the problem at hand. Furthermore because of the ombuds' broad understanding of the organizational culture, the needs of its leaders and other stakeholders, the ombuds office - in addition to being a vital component of the organization's conflict management system - may also participate in designing, evaluating and improving the entire dispute resolution system for the organization.

Roschelle, A.R., Turpin, J, & Elias R. (2000). Who Learns from Service Learning? American Behavioral Scientist 43(5): 839-847.

Abstract: This article examines service learning in the Peace and Justice Studies Program at the University of San Francisco. The authors show that students who complete their two courses-Poverty, Homelessness, and the Urban Underclass as well as Field Experience- make significant contributions to the community service organizations they serve. Not only do their students learn, but the organizations benefit from the knowledge the students bring. Furthermore, through service learning, many of the students develop a long-term commitment to social justice and continue to work for social change years after leaving the university.

Grasse-Aberle, M. (2000). The Washington Study-Service Year of Eastern Mennonite University - Reflections on 23 Years of Service Learning. American Behavioral Scientist 43(5): 848-857.

Abstract: The author describes the results of an evaluation of a service-learning program of Eastern Mennonite University. The Washington Study-Service year an off-campus program, began in 1976 in Washington, D.C. The author describes briefly the current goals and structure of the program and then describes the evaluation data and results. A variety of methods were used as evaluating tools, including essays of current students, interviews with alumni, and alumni surveys. The short and long-term influence of the program appears in increased understanding of racial/cross-cultural issues, in increased values in the areas of working with marginalized persons and working to change social institutions, in self-understanding and in the development of interpersonal skills, such as conflict resolution and communication.

Wallace, J. (2000). A Popular Education Model for College in Community. American Behavioral Scientist 43(5): 756-766

Abstract: Many students in American universities suffer from an educational alienation that may be analyzed in terms of five connections that are missing in the education they receive. An abstract model of what college education might be, inspired by ideas from popular and democratic education, gives a picture of what an education would be like if these connections were restored. The linkage between the University of Minnesota and the Jane Addams School for Democracy, a community-based center for learning and action in the West Side neighborhood of St. Paul, gives a concrete example of how it is possible to work toward the ideal model from within a traditional university and to create with university students and community partners a fabric of experiences that rebinds education as connected, whole and humane.