The syllabus is often the first interaction students have with a course, setting the tone for what lies ahead. Having participated in the Kaneb Center Course Design Academy (KCCDA), I gained invaluable insights into creating syllabi that are not just informational but serve as dynamic “living constitutions” within the classroom. Using what I learned, I crafted a syllabus for my Introductory Ukrainian class that is more inclusive, welcoming, and adaptable to various learning needs. I realized that rather than creating a syllabus consisting of standard academic policies and rules written in a punitive language that students never read, it is much more beneficial to create a human-centered syllabus.
Acknowledging that students come from diverse educational backgrounds and personal circumstances, I added flexibility to contractual elements of the syllabus, including adaptable deadlines and varied assessment methods that cater to different learning styles and life situations. Such flexibility helps in accommodating students’ varying needs, thus supporting their mental health and academic success.
Communication is the crux of any vibrant academic community. To foster an environment where students feel supported and heard, my syllabus goes beyond listing contact information. It encourages students to utilize office hours and fosters a dialogue-centric classroom. This open communication setup helps students express their needs and concerns, making the syllabus a living document enriched with student input.
Leveraging the lessons from KCCDA about the discursive approach of a living constitution, the syllabus also incorporates a syllabus review session at the start of the term where students can suggest topics and resources. This participatory method democratizes the learning process and aligns the course content with the interests and needs of the students, making them co-creators of their educational journey.
In addition, I aimed to craft a syllabus that is accessible to all students, incorporating multiple modalities for content delivery, which include visual, auditory, and written resources. Efforts have been made to ensure the syllabus is visually clear and navigable, with appropriate use of headings, subheadings, and lists. The syllabus also explicitly invites students from all linguistic backgrounds. It provides resources tailored to different levels of prior exposure to Ukrainian or other Slavic languages, ensuring that each student, from novice to more experienced learners, feels equally welcomed and valued.
By treating the syllabus as a living constitution within my Introductory Ukrainian class, I am not only addressing the logistical aspects of course management but also embracing and enacting the broader educational values of inclusion, dynamic engagement, and community support. This approach, promoted by my experiences at the KCCDA, has enriched my teaching and significantly enhances how students experience their learning journey.
Tetyana Shlikhar is an assistant teaching professor and director of undergraduate studies in Russian in Notre Dame’s Department of German and Russian Languages and Literatures. She was a participant in the 2023–24 Kaneb Center Course Design Academy.