BY THE TIME A REVIEW of all overseas programs had been completed in 1977 the College of Special Studies, which had been given their general oversight, had almost ceased to exist. With the transfer of BSOT to Arts and Sciences the jurisdiction of Special Studies was limited to the BS in Education and the Bachelor of Fine Arts program conducted jointly with the Museum School; the BS in Education for part-time students; and a program for non-matriculated students with bachelor's degrees. In 1976 the administrative responsibility for the Museum School, all overseas programs, and a handful of non-degree and/or part-time students was transferred to the Faculty of Arts and Sciences or directly to its dean. Kelley, a year before his retirement, was made Dean of Special Studies (with the designation of "College" removed), responsible to the Dean of the Faculty of Arts and Sciences.

In spite of all the changes, Special Studies continued to hang on as a separate entity. There appeared to be a continuing need for an administrative unit to oversee non-credit offerings such as special institutes which fell generally under the heading of Continuing Education. The idea of reviving the extension program, which had been the principal reason for establishing Special Studies in the first place, was still under consideration. By 1984 the college, only a shadow of its former self, was being coordinated by a director instead of a dean, who reported directly to the provost. Administratively, by the mid-1980s the College of Special Studies had been merged with the program in Continuing Education and the Summer School, with a single director. One reversion to past policy was the provision that regular

The College of Special Studies was assuredly in a state of transition as its role within the university was again being defined and redefined. Although it had served as a catch-all for a congeries of miscellaneous programs of varying degrees of quality over the years, its utility and value could not be denied. Many hundreds of students had passed through its doors on the way to acquiring a college degree or an undergraduate professional education. It was a home for those whose academic backgrounds and vocational objectives did not fit precisely into the pattern followed by the majority of students, young or old. It was one more manifestation of the diversity which characterized the institution.