Patterns that emerged from reviewing 20 syllabi for courses on educational foundations, history, and philosophy are discussed, and five sample syllabi are presented. These courses are offered as part of graduate level studies in the field of higher education administration. The review revealed the following profile: the history of higher education enjoys an impressive scholarly base and tradition of first-rate research; graduate courses in the history of higher education are vulnerable in that they are overly dependent on a few works that now may be out of print, or out of date, or both; there is a disturbing lag in the diffusion of knowledge from fresh scholarship to course readings; the history of higher education as a distinct topic has gradually yet persistently eroded; and dilution and erosion of the history of higher education as a syllabus topic promotes the risk of superficiality in the interpretation of historical episodes and issues. The syllabi review suggests that there have been few required course readings that are sequels or counters to the basic corpus of classic works first published in the early 1960s. Five syllabi from the following schools are included as interesting models of course design: University of Virginia, University of Washington, and the College of William and Mary. A list of members of the course syllabi network is included. (SW)