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Owl’s well that ends well: A conservation tale at the UFS

04 July 2025 | Story Martinette Brits | Photo Ruan Higgs, Van Tonder Photography, and Tanya Scherman

Barn Owl — A quiet presence with a powerful impact – the barn owls nesting in the UFS Sasol Library have become unexpected ambassadors for conservation, inspiring hands-on research, community care, and a deeper connection between people and nature.

High above the shelves and silent study spaces of the Sasol Library at the University of the Free State (UFS), a quiet conservation success story is unfolding. A pair of barn owls have been nesting in the library’s roof space – raising chicks, hunting on campus grounds, and becoming an unexpected symbol of ecological balance and cross-departmental collaboration.

More than just a charming tale of urban wildlife, their presence is also prompting reflection on the evolving purpose of academic spaces.

Prof Vasu Reddy, Deputy Vice-Chancellor: Research and Internationalisation, whose portfolio includes libraries, sees the owls as part of something much deeper. “If we consider Shakespeare’s play, All’s Well That Ends Well, then the presence of the owls in the Sasol Library confirms another meaning of that play.”

“Love,” Prof Reddy says, “is not always considered noble, but is something persistent, and our library is not just a building, but a living ecosystem where precious documents, people, and even animals can interact, shape, and nurture our lives.”

The owls had been observed roosting at the library since 2016, but their fate took a turn in 2023 when a distressed owl was spotted outside the building. Tanya Scherman from the Centre for Teaching and Learning was the first to respond. “It appeared that the owl had been poisoned, most likely secondary poisoning from a contaminated rodent,” she explains. That moment became the catalyst for a grassroots conservation initiative – one that brought together concerned staff, students, and wildlife researchers.

“I phoned around trying to find more knowledgeable people who could help,” says Scherman. “I consulted with a local vet, the Owl Rescue Centre in Pretoria, and Prof Francois Deacon from our Faculty of Natural and Agricultural Sciences. I wanted to know how we could keep the owls safe on campus.”

Prof Deacon, who lectures in the Department of Animal Sciences, immediately saw the potential. “As someone passionate about urban wildlife conservation, I saw a great opportunity – not just to support the owls, but to involve students in hands-on learning,” he says. “These projects offer rare chances to study natural animal behaviour in real time, outside the confines of a lab.”

Together with his postgraduate students, Ruan Higgs and Kaitlyn Taylor, the team assessed the owls’ behaviour and advised on the design of a suitable nesting structure. They also installed a motion-triggered, infrared field camera to monitor the owls’ activity safely and without disruption.

But first, the nesting box had to be built. That part of the project became unexpectedly personal. “I worked with my dad to build it,” says Scherman. “He’s an avid animal lover too, and we spent a weekend sawing, sanding, and assembling the box using a blueprint we found online.” With the help of Prof Deacon’s team, the completed structure was carried up into the roof space and secured on a ledge that the owls already favoured. “It was such a special moment to share with my family,” she adds.

A window into wildlife on campus

Scherman and Prof Deacon’s efforts have already yielded encouraging results. In 2023, a breeding pair successfully raised two owlets. “This year we found six eggs,” Scherman shares. “Of those, we are currently able to see three owlets.”

For Prof Deacon and his students, the camera has opened a window into the birds’ world. “It captures feeding events, chick development, and parental behaviour,” he explains. “This kind of passive monitoring is invaluable – it provides long-term data without human interference.” The footage has already formed the basis of student research into owl diet, chick growth, and even nesting material preferences – insights that could guide future conservation projects both at the UFS and beyond.

“These owls are teaching tools,” he says. “They bring textbooks to life for students studying ecology, animal behaviour, and sustainable land use.” He adds that the project also demonstrates how scientific knowledge can directly benefit local ecosystems. “It shows that biodiversity and human development can coexist with the right approach. Even a university library can become a habitat.”

Barn owls also play a practical ecological role on campus. “A single owl pair can eat hundreds of rodents in a breeding season, reducing the need for poisons and pesticides,” says Prof Deacon. And it’s not just rodents. “We found remains of small birds and insects in their regurgitated pellets,” Scherman notes, “which shows just how active and adaptive they are in an urban environment.”

Still, their survival is not guaranteed. Urban owls face risks ranging from road traffic to poisoning. “If you ever find an injured owl or have concerns, don’t try to help it yourself,” Scherman advises. “Rather contact Prof Deacon or me. We’re here to assist.”

“Awareness builds respect,” Prof Deacon adds. “When people know that these owls are quietly raising a family above their heads, it shifts how they interact with the space. We ask people to avoid making loud noises or using flash photography near the nesting site. Simple behaviours, such as keeping windows closed at night near the roost, go a long way towards protecting them.”

A library as a living ecosystem

As the project gained momentum, so did its symbolic weight across campus. Prof Reddy reflects on how a seemingly disruptive moment became something much more valuable:

“It is clear that what may be seen as a disruptive incident with an owl swooping into our library space is also a pedagogical and deeply conservation touchdown.”

For Prof Reddy “it inspires us to bring science and the love of books to become a teachable opportunity. If libraries are stereotypically perceived to be the quiet corner of academia, then our barn owl event tells us that our library is also a space where silence meets storytelling. The barn owls sparked a conversation about nature, knowledge, and care. It tells us that our library has become an ecosystem of compassion, where not simply books and knowledge matter, but where every creature’s story has a rightful place. This event has mobilised so many different parts of both the university and external communities. We are greatly inspired”.

Changing perceptions, protecting heritage

The project also touched on a deeper cultural significance. Owls are often misunderstood, linked to myths or fear in some communities. “It’s understandable,” Scherman says, “with their eerie calls, white faces, and ghost-like flight. But they are also messengers, protectors, and symbols of wisdom in many traditions.”

She believes education is key to changing these perceptions: “Let us embrace the opportunity to coexist respectfully with nature and wildlife. The presence of owls among us is a living testament to the rich biodiversity that thrives even in urban spaces.”

For Scherman, the project was far more than a conservation effort. It was a passion project rooted in her own family history. “My grandparents also had a special connection to owls, so this felt very close to home,” she says. “Observing their habits and individuality made me feel like their caretaker. When we saw the baby owlets, I naturally felt like I was being promoted to an owl-granny!”

Prof Deacon reflects on how the project has enriched campus relationships. “What’s been most rewarding was how many people came together around this – from librarians to students to scientists. We built friendships, not just a nest box.” He adds that librarian Hesma van Tonder even joined one of their giraffe capture excursions. “That kind of connection – between research and real-life adventure – is what makes conservation come alive.”

Looking ahead, he hopes that this project will inspire more cross-campus initiatives. “We’re exploring green corridors, rooftop biodiversity zones, and opportunities to conserve other species such as bats and pollinators,” he says. “It’s only the beginning. Hopefully, other departments such as Zoology and Botany can also come on board in the future.”

A space for stories – and for nature

As the owls continue to thrive above the Sasol Library’s quiet corners, their presence invites the university to see its own spaces differently – as places where knowledge, nature, and compassion can coexist.

Prof Reddy reflects on this shared journey:

“The owls invited themselves because they were disoriented and distressed. As a caring university, we demonstrate through our tangible actions that their arrival further ignites our curiosity as a university with a heart. In this way, our library shows how we connect to the world by sheltering not just precious books and knowledge, but that we are an important ecosystem of empathy. Our aspirations for research excellence and impact gains new ground as a vehicle for innovation, equity, and community. My heartfelt appreciation goes out to all our colleagues who are working tirelessly on their thoughtful and dedicated interventions.”

And in closing, he offers a final reflection on what this small but meaningful story reveals about the university’s future:

“If our university matters and is to remain meaningful, our accidental visitors have given new impetus to the fact that our library space holds our stories, and they are making places for new ones as part of our responsible societal futures.”

News Archive

Questions about racial integration in residences answered

2007-07-31

Answers to frequently asked questions about the racial integration of student residences at the UFS

1. Why does the UFS want to change the current situation in the student residences?

There are many reasons why a new approach to placement in the student residences is necessary. However, the main reason is of an educational nature. As a university, the UFS should create an environment in its residences where students can learn to appreciate and respect the rich diversity that is on offer at the university. A university accommodates students from many different backgrounds in terms of race, language, religion, economic status, culture and other aspects. If a student can learn to appreciate the value in this rich diversity at university, he or she will also be able to appreciate the value of this diversity in the workplace and broader society.

The current situation of predominantly white and predominantly black residences has not been able to cultivate such an appreciation for diversity and respect for one another as human beings, and will not equip students with the knowledge and skills required to manage diversity.

Besides this, there are many other areas of life in the residences that need attention. For one, we need to urgently establish a human rights culture in the residences so that the rights of all students can be respected. We need to address the abuse of alcohol, provide disabled students with their rightful place, and last but not least, really entrench a culture of learning in student residences.

Let us make the residences places we can be proud of – places of learning, of diversity, of respect; places of growth and development. This is the ideal we should all strive to achieve.

2. Why does the management want to force us to integrate?

It is a false argument to debate the issue in terms of “force”. Any decision by a University, or any other organisation, regarding matters of policy, rules and regulations implies a restriction on the choice of an individual and an obligation to comply. What we should focus on is whether this decision of the Council is in the best interests of our students.

The management of the university believes that it has a responsibility to give students the best education possible, not only in terms of what you learn in the lecture rooms, but especially in the residences as well. The residences can be very powerful places of learning about matters of great importance, both academic and non-academic.

The parallel-medium language policy separates students into largely white/Afrikaans and black/English classes. Efforts are being made to bridge this divide in the classroom, but we can also try to eliminate it in the residences.

The university is committed to building a new culture for the entire institution that is based on values and principles – such as an academic culture, non-racialism, respect for human rights and diversity – among staff and students.

In the context of student residences, the application of these values and principles still allows substantial room for the voluntary exercising of choice by individuals as well as by Residence Committees, notably with regard to the placement of students (they can still place 50 percent of first-year students), as well as the determination of the future character and traditions of a diverse residence.

Furthermore, students can still choose their residences (subject to availability of places), can choose a roommate, and so forth.

3. What about freedom of association?

The rights we enjoy in a democracy must be balanced against other rights, as well as the laws of the country. This means that the right to freedom of association must be balanced against laws that make it illegal to discriminate against other people on the basis of race, language or religion, for instance.

Freedom of association pertains to the right of individuals to form voluntary organisations such as clubs or private boarding houses, or their right to join or not join existing organisations. You exercise that right when you decide to become a student of the UFS, and again when you choose to live in one of its residences.

However, once you have decided to join an organisation voluntarily, you cannot subsequently demand that that organisation should provide a “club” or residence to your liking where, for instance, you only associate with your choice of co-members. You must accept the policies of that organisation.

In any case, how would that right of yours be balanced against the right of another individual who wishes to associate with a different set of co-members? (For instance – what about the freedom of a student to associate with students NOT from his own background, but indeed from another language, cultural, racial or economic background?)

The constitutional right to freedom of association can, in any case, not be used to exclude or discriminate on the basis of race or religion (Section 18 of the Bill of Rights).

Besides, the new policy guidelines will still make provision for freedom of association. This right can be exercised freely within a diverse residence with regard to friendships, joint academic work, socialising, sport, etc.

4. Will residences not lose their traditions?

The University appreciates that there are many valuable elements of tradition in residences. However, we must bear in mind that the traditions and character of student residences have evolved and changed over time, and they will continue to evolve and to change. In addition, we do not need to accept all aspects of residence life purely on the basis of tradition, including the unacceptably high level of alcohol abuse and unsavoury, humiliating and discriminatory orientation practices. The new approach to integrated residences provides the opportunity to retain the positive aspects of the current traditions and character, but also to develop new traditions and give residences a new character.

We can now establish a tradition and a character for each residence that are reconcilable with the values of the University as a place of scholarship and are aligned with the human rights approach of our country’s Constitution, the laws of our country and the strengths and diversity of the students in a particular residence.

5. Have students been involved in this process? Is there a role for them to play after the decision has been taken by the Council of the UFS?

In the first semester of 2007, during two rounds of consultations, the primes, SRC and student organisations were consulted about the proposed new placement policy to increase diversity in residences. Some residences also made written submissions on the matter (such as Madelief, Soetdoring, Wag-'n-bietjie, Vergeet-my-nie, Emily Hobhouse). Other residences requested and were granted more time, but did not make any submissions in the end (such as Reitz and Armentum).

Management also had several meetings with the above-mentioned structures to hear first-hand from students their concerns and solutions regarding possible challenges presented by integration in residences.

During these interactions, several excellent ideas and proposals were put forward by students. These views had a definite impact on the eventual proposal that was taken to the University Council, in particular regarding the minimum level of diversity (30%) in junior residences and the fact that residences still want to have a say in the placement of students, rather than the placement decision being left in the hands of Management alone (hence the 50% placement portion of residences). Management values the effort that was put into the process by the primes and residence committees, and thanks them for their contributions.

However, it should be stressed that consultation should not be understood as a process of negotiation, nor does it imply that consensus must be reached. What it means is that Management must take a considered decision after hearing the views of stakeholders.

Management would like students to continue to provide input and ideas regarding the implementation details of the policy guidelines. Task teams have been established and students will be informed about how they can interact with the task teams on an ongoing basis.

6. But integration in the residences was tried in the past (in the late 1990s), and then it failed. Why will it work now?

Yes, the University of the Free State did integrate its residences as far back as 1993, and for a few years it worked. The UFS did it at that time and is now doing so again, because it is the right thing to do. Yet it is important to understand why the previous attempt at racial integration in residences was not successful.

Firstly, both black and white students were much polarised because of the apartheid past. Secondly, there was insufficient management support for students in the residences, the student leaders generally as well as residence heads, in terms of dealing with diversity and related issues. Thirdly, the institutional culture of the UFS and the residences in particular was not addressed as part of broader transformation and integration in residences, whereas it is now being addressed.

In addition, the current decision to integrate residences has the benefit of being implemented after several more years of integration in schooling, sport, workplaces and other aspects of life.

This decision is also based on Management’s commitment to give all the possible support it can to this process.

This is a very important initiative that the UFS is undertaking. Management, in co-operation with students, must ensure that it succeeds. Integrated residences that produce high-quality graduates equipped to deal with the challenges of the workplace and our society is a worthwhile ideal we should all strive to achieve.

If you would like to make a proposal regarding the implementation and practical aspects of the new policy, please send it to the following email address: rector@ufs.ac.za

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