Interviewed representatives of 11 higher education institutions known for innovative policies about how the metrics of the credit hour have helped or impeded their efforts to change. With one exception, these institutions converted their courses into time-equivalent blocks, and then assigning credit hours, when necessary, to these blocks. (SLD)

Studied the credit hour as a measure of faculty workload through interviews with administrators at several public and private colleges and universities. The credit hour metric did not appear to be stifling innovation, although at some public campuses those regulations made innovation more difficult. (SLD)

Looks back at the chapters of this special issue to conclude that the credit unit serves as a universal translator that allows disparate activities to be translated by complicated institutions into a common language. However, it also contributes to bad habits in the academy, especially in relation to goals and assessment of student learning. (SLD)

One individual's experience as dean, provost, and president at different universities suggests that a dean's success depends on choosing appropriate key goals for the school, then persisting until they are accomplished. Other important elements include a regular, formal review process, explicit agreements about returning to full-time teaching,…