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Page 10 text:
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Former President Paul Anderson During our first three years at Temple, we would receive letters from the University signed “Paul R. Anderson, President. And, we would wonder who he was. The letters told us he was President of the University but, we knew nothing about the enigma behind the title. The average Temple student wouldn't have known Paul R. Anderson's face well enough to say hello, or curse him in the unlikely event he would walk through campus. A name, invisible or, worse, uninterested. Dr. Marvin Wachman decided in the first year of his tenure as President that he would like to meet the student body of Temple. So, Wachman made a concerted effort to establish some sort of rapport. He walked around campus, introducing himself, asking the students questions about the University. It would be unfair to try and judge Dr. Wachman’s first year as President on these efforts alone but. his efforts to reevaluate the University's role in both the students’ lives and in society have indicated he is dedicated to his role as an educator. Temple President Marvin Wachman
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Page 11 text:
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Dr. Gerhardt Who? is the normal reaction of the average Temple student at the mention of his name. For, despite his title, Vice President for Academic Affairs, Spiegler is one of the less recognizable names in the University hierarchy. This could be because Spiegler is essentially a behind-the-scenes person, affecting so much of what happens to a student without directly affecting the all-important transcript. He is, most importantly, a man who believes in the potential of the University and the students in it. Dr. Gerhardt Spiegler Dr. Norma Furst Dr. Norma Furst, formerly coordinator of Student Affairs, was named this spring to the post of Dean of Students. She brought with her a reputation for understanding the problems and hassles that the college student encounters. “I see my role as that of a person here to aid the students. I act as a buffer between the administration and the students, working with the faculty, helping them to understand the students. I want to see the students fulfill themselves.”
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