Patterns that emerged from reviewing syllabi for courses on educational policy are discussed, and two sample syllabi are presented. These courses are offered as part of graduate level studies in the field of higher education administration. Review of seven syllabi and three brief course descriptions indicated that the subject of educational policy is treated differently among colleges. It appeared that educational policy courses in higher education included introductory courses utilizing the term "policy" to denote fundamental issues and purposes, as well as complex social, economic, and political relationships. In addition, mid-level courses focused on federal and state relations and the process for formulating policy at these levels. Finally, more specialized courses applied concepts of politics and methods of policy analysis to the study of higher education at federal, state, and institutional levels. It is recommended that distinctions be made between the more generic, "issues-based" use of the term policy and the more specific practices of policy formation and policy analysis. Required readings for the five courses with detailed syllabi were diverse, and nothing approaching a "text" in this area was found. Twelve supplementary readings are identified, and a sample syllabus is presented. A list of members of the course syllabi network is included. (SW)