Most non-academicians can’t appreciate the red tape entailed in introducing a new course in higher education. At York College of The City University of New York, where I am a full-time faculty member, a new course proposal must be approved by the Department Curriculum Committee, the College-wide Curriculum Committee, the Faculty Senators, the College Senate, and the University’s Board of Trustees before the course may be introduced into the classroom. The proposal is reviewed and evaluated at each level for both format and content, and must include, at a minimum, a syllabus, course outline, and bibliography. I can remember sitting through some of these meetings where there would be what seemed like endless discussions about whether or not there should be a comma here or a semi-colon there. This is what professors do – some of the time. Most of the time, we concern ourselves with developing good pedagogical practices to ensure that specific learning objectives are met. For those who are not part of the world of academe, you may have already surmised that professors have their own vocabulary. For most people, the word “pedagogical” sounds like something for which you could be arrested, and “syllabus,” a disease for which you should be taking penicillin.