to advise and direct the study of their students. The courses were taught in a small format and often covered some academic content. The tutorials, as established by the college, were fairly unstructured, and not all faculty and students were willing or able to create the bond between students and faculty the tutorial intended. The tutorial resulted in diverse and ultimately uneven experiences for students and faculty alike. Scopes and Methods courses were, on the other hand, an introduction to the history of a discipline and its methodology. Many faculty members, though, felt uncomfortable and unprepared with the emphasis teaching their own work and methodology to their students. Restructuring Academic reorganization and general education revision The student environment the College had been planned for was changing significantly in the years follow its founding. Student demands for career-oriented programs increased, demands were made for a business school, state funding was cut, and demographic changes resulted in decreasing levels of college-aged students entering institutions of higher education. Financial difficulties, the formation of a business school, and dropping enrollment, the faculty and the Dean of Schools, Teo Halpern, lead a major reorganization of the College's composite schools. The School of American Studies merged with the School of Intercultural Studies to form the School of American and International Studies. One of the three schools that grew out of the School of Human Environment, Metropolitan and Community Studies, reorganized as the School of Social Science and Human Services. The remaining two derivative schools of Human Environment—Social Relations and Environmental Studies—dissolved, their faculties and programs largely transferred to the School of Social Science and Human Services and the School of Theoretical and Applied Science, respectively. A number of faculty also transferred into the new School of Administration and Business, created by mandate of the Board of Trustees in the wake of sustained controversy and resistance on the part of much of the non-business faculty. In addition, financial difficulties put the college in a position to reconsider the resource-intensive structure of general education and investigate effective new means to give students a liberal arts foundation. Many reports were produced by the faculty making recommendations for changes, some fairly extensive, but the debate was not yet over. Action would come in the late 1980s and throughout the 1990s under a new administration. Potter's resignation and Silverman's initiatives President Potter seemed unable to reconcile his earlier innovative ideas with