A syllabus or specification is a document that communicates information about a specific academic course or class and defines expectations and responsibilities. The quality of the syllabus is a fairly reliable indicator of the quality of teaching and learning that will take place in a school. Therefore, it behooves instructors to make the effort to construct a high-quality syllabus. The results of that effort can benefit the instructor as well as his or her students. A syllabus lets students know what the course is about, why the course is taught, where it is going, and what will be required for them to be successful in the course. The process of developing a syllabus can be a reflective exercise, leading the instructor to carefully consider his or her philosophy of teaching, why the course is important, how the course fits in the discipline, as well as what topics will be covered, when assignments will be due, and so on. The syllabus is, thus, both a professional document and a personal document. When a syllabus reflects the instructor’s feelings, attitudes, and beliefs about the subject matter, teaching, learning, and students—as well as setting out the “nuts and bolts” of the course—the syllabus can serve as a guide to the instructor as much as a guide to the class. A syllabus should serve accountability and documentation functions. It should document what was covered in a course, at what level, and for what kind of credit. Such a syllabus contains information useful for evaluation of instructors, courses, and programs, and can thus be useful in course equivalency transfer situations, accreditation procedures, and articulation.