Tower Society: More Information

Robert Mountz ’68, ‘71g, ‘80cas, Henrietta Mountz ’68, ‘71g

Robert and Henrietta (Thomas) Mountz met on a blind date while attending New Paltz. Finding their life’s partners is just one of the many fond memories they have of New Paltz. Among them, for Henrietta, were Professor Gerald Sorin’s inspiring courses in American history and for Robert, the unforgettably exciting 1965 championship soccer season. Robert shares, “Those four formative years helped us to grow from high school students into professional educators and community leaders.”

They continue their involvement with the college—returning to campus several times each year for soccer games, alumni receptions, and other events. The Mountzes established a charitable gift annuity to support scholarships for students in New Paltz’s School of Education. Henrietta, a first-generation college graduate, said, “I know how difficult it is to fund an education, especially in a family that doesn’t have that tradition. It makes us feel really good that we’re helping other students.” Robert and Henrietta are most excited about the opportunities offered to students and the commitment of the College to provide students from all economic backgrounds an excellent education.


Dr. Giancarlo A. Traverso

Emeritus professor of Italian and French, Dr. Traverso taught for thirty years at SUNY New Paltz. Since his retirement in 1998, he continues to be engaged in the New Paltz community. He said, “When first retired I felt a separation from New Paltz but never an exclusion. In the sixteen years since, I can say New Paltz has shown the persuasive charms of a benevolent siren able if the call is heeded to transform you into an art connoisseur at the Dorsky Museum, or an attentive listener at a Distinguished Lecture Series, or a lover of a play or concert in McKenna and Studley Theaters, perhaps even into a donor.”

Giancarlo has many fond memories of New Paltz most occurring in the classroom. When asked for the fondest, he writes: "It is really an accumulation of teaching moments. Those occasions when a thought I expressed with conviction triggered a reaction on the students’ part, for or against, of similar conviction, leading to a dialog and subsequent reflection in students and myself.”