This cross-disciplinary study examined syllabus quality (n = 280) and the connection of learning outcomes to the Dimensions of a Duquesne Education for two purposes: informing instructional development and writing an accreditation self-study. Three researchers coded the syllabi for learning outcomes, assessment, and the presence of these components: information literacy, leadership, service-learning, experiential learning, distance learning, academic integrity, and student support services. We found excellent examples as well as substantial gaps. Findings and models have been used in an accreditation self study, support for university-wide initiatives such as peer review and core curriculum, and faculty instructional development. (Contains 5 tables.)