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

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“Seton Hall has the responsibility to mold diversified individuals.” — Margaret F. Hoppe now he finds that while student gov- ernment leaders are trying to get a stu- dent representative on the Board of Trustees, they are “unable to spark the student body to support them.” He said that it has become more difficult for the student leaders to try to ac- complish certain goals because in some cases the students are just not in- terested. As the student body has changed since 1970, Kostka has found that his role as Dean of Students has also changed. According to Kostka, it has become increasingly difficult to define his position since the Student Affairs Division at Seton Hall is not a large one, thus forcing a “person in a posi- tion like mine into many different roles.” One of Kostka’s roles is in the super- vision of professionals in the Student Center, Student Activities, Recreation Intramurals, Residence Halls and the Debate program. His aim is for the pro- fessional people “to analyze, in their specific area, what the students’ needs are and how these needs are being met.” Therefore, the members of his staff have to be aware of new ideas, as well as to “trouble-shoot” when prob- lems occur. Kostka’s other major role is to become involved directly with the students and with student organizations. Since he began working at Seton Hall, he has found that his work with such organi- zations as the Student Government As- sociation has become an exceedingly massive task. “Student Government handles $160,000 plus some very im- portant issues,” explained Kostka. In addition, students working with the GALLEON, SETONIAN, and STU- DENT PROGRAMMING BOARD, among others, often ask him “to give an opinion or approval of a contract.” In his involvement with individual students, Kostka meets with parents and businesses wanting references for students. He also is responsible for the area of university discipline for prob- lems which occur outside of the resi- dence halls. Regarding his position as an ad- ministrator, Kostka works hardest to avoid becoming too rigid and inflexi- ble in his thinking. He encourages his professional staff to be open to change, especially if the students or other staff members voice the opinion that present policies should be revised. He does not believe that administrators should worry that “people will think we don’t know what we’re doing be- cause we change a policy or decision. It is more important to change some- thing if it is bad,” he concludes. Margaret Felter, Hoppe, Acting Vice-President for Student Affairs, originated her career at Seton Hall in 1972 as Assistant Dean of Women. In that position, her prime function was the management and overall coordina- tion of the Women’s Residence Hall. Reflecting back to those days when she served as Assistant Dean, Hoppe is most proud of her ability to foster a Academics 29

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Clockwise from above: David G. Kostka, Dean of Students; George T. Bonett, Assistant Dean of Students; Paula M. Rivard, Assistant Dean of Students; Gerald Ramos, Assistant Dean of Students; William M. Milianes, Director of the Student Center. 28 Academics

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spirit of community within the dormi- tory. In particular, she emphasized in- dividual wing activities and competi- tions along with total dormitory partic- ipation. Many of the activities which Hoppe started are still important to residence hall life today. More important than the social aspects of dormitory living, Hoppe commented that as Assistant Dean, one of the more enjoyable fringe benefits was “to get to know the stu- dents as individuals.” Even to this day, she feels this relationship with stu- dents is one of the more important re- sponsibilities of any college adminis- trator. Being the first worman to serve in the capacity of Vice-President of Stu- dent Affairs, Hoppe has found the posi- tion both challenging and rewarding. Her job is two-fold. On the one hand, she is a direct spokesperson to the President of the University on issues concerning student life. Additionally, her position calls for her to be a catalyst in shaping policy regarding all student affairs on campus. Being a woman has had both posi- tive and negative aspects while in her current position. Speaking of her rela- tionship with other administrators, Hoppe said, “Some had a hard time accepting me as their equal, yet others went out of their way to assist me in any way they could.” One interesting factor was that, at times, Hoppe found herself excluded accidentally. She attributed this to the fact that women are not socialized to work in teams as men are. In dealing with men this year, she had never realized that as much as she did in her role as an administrator in the educa- tional framework. How does Margaret Hoppe view ed- ucation? It is her belief that the educa- tional process should be a complete learning experience involving academ- ics as well as guidance in such areas as communication, acceptance of differ- ent viewpoints and finance and man- agement. In other words, Seton Hall has the responsibility to mold “diver- sified individuals,” said Hoppe. Since Seton Hall is primarily a commuter college and most students are forced — out of necessity — to have a limited relationship with the university, it is difficult to acquire more than an academic education. Concerning this factor, Hoppe recom- mends that “faculty must achieve a closer working relationship with stu- dents and assist them to gain the con- fidence they need to survive outside the classroom. Additional experiences, other than classroom activities need to be emphasized. Being accepted at Seton Hall: Admissions How does Seton Hall replenish its student body each fall after the gradua- tion of the senior class the previous spring? Where do 1200 new freshmen come from each year? Legend has it that during the sum- mer the Director of Admissions roams the countryside in search of the finest high school seniors and then spirits them away, much in the manner of the 30 Academics