Seton Hall University - Galleon Yearbook (South Orange, NJ)

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Clockwise from left: Robert J. DeValue, Vice President for Business Affairs; Margaret F. Hoppe, Acting Vice President for Student Affairs; John A. Cole, Treasurer; Peter M. Mitchell, Vice President for Aca- demic Affairs. 24 Academics

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“Suggestions for improvement from alumni are vital, and their counsel and support are needed as well.” pressing problems. After a series of meetings, faculty negotiations were settled. The varsity football program, which had been eliminated a few weeks earlier, was reinstated after care- ful consideration. The rising tuition problem is another one that concerns Conley. “I’m not sure what can be done, but I’m going to try to do something, ” he said. “We’re reaching the point where we may be losing good students because the tuition bill is beyond their means. We have to develop new financial re- sources,” he commented and added that Seton Hall’s fund raising activity needs to be improved. In this area, Conley’s familiarity with financial affairs will be most helpful. He has established a reputa- tion as an expert in attracting federal and state grants, and donations from alumni and individual foundations. In — Dr. Robert T. Conley addition he has valuable experience in working with legislators and state agencies. Considering his plans for the fu- ture of Seton Hall, he anticipates no administrative changes at the present time. “For practical reasons, no drama- tic changes will take place for quite a while,” Conley noted. “I want to take a substantial amount of time to analyze the situation. I plan to talk to members of the University community in depth first,” he added. Conley also intends to open up t he administration and establish better communication on campus. “Students will know better why we do what we do,” he said. “Budget priorities, for example, should be explained to all involved. “You can expect me to meet with student groups on a regular basis in an open forum,” he revealed and added, “A lot of people feel they don’t get straight answers unless they come from the president.” In the same way, Conley hopes to have a more active Alumni Office and greater participation of graduates. “We will be interested in their reaction to their preparation at Seton Hall,” he explained. “We’d also like to know more about their successes.” Conley is committed to maintain and improve the quality of education at Seton Hall and personally feels that alumni participation is essential in reaching that goal. “Suggestions for improvement are vital and their counsel and support are needed as well. Perhaps we haven’t asked for their help in that way be- fore,” he suggested, “but as we con- tinue, the changes in higher education will be so significant that it will be important for us to seek their guid- ance.” The new president also hopes that recent graduates will not hesitate to re- turn and utilize the services of the University Placement Office and the Counseling Center. “We are interested in providing continuing assistance for our alumni,” he said. To keep in personal contact with ac- ademics, Conley hopes to teach at least on a limited scale. “I consider it im- portant for an administrator not to lose his sensitivity with the students in the classroom,” he remarked. He is regarded as an international authority in his field of polymer chem- istry and infra-red spectroscopy. The author of numerous scientific articles as well as five books, his sixth. “The Basis, of Organic Chemistry: A Short Treatment” is scheduled for publica- tion in 1979. He has given lectures and presentations at conferences through- out the country. In addition, he has long been a member of various profes- sional organizations and is active in community affairs. A man of immense energy and a good sense of humor, Conley is confi- dent that he will succeed. He seems to have a healthy perspective. He looks back on the past 24 years and reflects “it’s been fun.” • Academics 23

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WHAT’S IT ALL ABOUT? Five University administrators reflect upon their jobs and offer their opinions on Academics, Student Life and Admissions at Seton Hall Seton Hall University: What’s it all about? A wild night in the Pub? An exciting basketball game in the gym? Or a hard day hitting the books for a test? To Vice President for Academic Af- fairs Dr. Peter M. Mitchell, academics is what it’s all about. It is the primary reason why students attend school — the focal point of one’s college days. However, college and academics are more than just that to Dr. Mitchell. Seton Hall not only provides students with an education, but also gives them the atmosphere for learning how to make value judgements and ethical decisions. To Acting Vice President for Student Affairs Margaret F. Hoppe and Dean of Students David G. Kostka, college is certainly not just going to classes. Ac- ademics and extracurricular activities go hand in hand, providing students with the best possible experiences dur- ing their college years. To Director of Admissions Lee W. Cooke, proving that Seton Hall is the best University for prospective fresh- men is his job. He knows why students come to Seton Hall — and why they don’t. His view reflects their decision of whether or not to enroll at the South Orange campus. Along with Director of Financial Aid Alphonse Rylko, he realizes the importance of recruiting — especially in times when the number of students seems to be diminishing and students are considering their ex- pense budgets more carefully. These three facets of Seton Hall life — academics, student life, and admis- sions — are all reviewed in the follow- ing pages. Members of the GALLEON staff talked with five University ad- ministrators and interviewed them with regards to their present function on campus as well as their service to Seton Hall during the past few years. Their comments ranged from reflec- tions upon their changing roles to some interesting remarks about future students and the future of Seton Hall University. The serious side of Seton Hall: Academics When one looks back upon his col- lege days, certain memories will al- ways remain clear: ‘‘Rutgers defeated at the Garden . . . SPB presents Bruce Springsteen . . . $2.00 a pitcher.” It is this “life outside the classroom” which students tend to reflect upon the most. Yet, besides all the parties, the homecomings, the concerts, and the basketball games, there exists the seri- ous side of Seton Hall — academics. Higher education, like everything in this world from grocery bills to mod- ern automobiles, comes in contact with change. Influenced by many factors — ranging from the Vietnam War to the Civil Rights Movement — this change has caused students to experience their education in a different light. Certain key phrases come to mind: Pass fail option, life experience credits, CLEP testing. After this preliminary fog disappears, other statements then become apparent: liberalization of cur- riculum, grade inflation, and decaying college standards. Where does this leave the student? Although higher education has been accessible to a greater amount of peo- ple, students are learning that a good education and a good job are “best of friends” and that today’s employers are finding it increasingly distasteful to discover the words pass fail. A reaction must naturally follow. Thus, a return to the basics is upon us. Dr. Peter M. Mitchell, Vice President of Academic Affairs, sees the seriousness of today’s students and — in turn — poses the following question: “What are the minimal standards that are necessary for any young man or young woman to join the company of edu- cated people?” Mitchell looks to the Seton Hall stu- dent as he or she responds in three basic objectives. The first of these is the mastery of fundamental skills. One must be able to write clearly and force- fully, think critically and logically, and grasp basic mathematical and sci- entific methodologies. In reaction to the over-specialization of education, the second objective con- cerns the “core” requirements of the curriculum structure. Presently being restudied and reorganized, the “core” curriculum of Seton Hall attempts to balance the interests of students and provide a well-rounded education. Finally, the third objective for higher Academics 25