Most humanities faculty members unilaterally determine the themes, authors, books, blogs, and other materials to appear in an undergraduate level syllabus. Conversely, within most humanities classrooms, the same faculty members apply a more student-centered approach, where students are viewed not as passive receptacles of instructional data but as active contributors.  The conveners of this project could think of no sound pedagogical reason for summarily rejecting student input at the course-building phase. Consequently, they constructed a cutting-edge website that provided students with the opportunity to suggest material for their pilot course, Humanities on Demand: Narratives Gone Viral. Approximately six months before this course opened for enrollment, undergraduate students – whether they planned on enrolling in the course or not – were invited to visit theHumanities on Demand website (see snapshot below) and suggest course content befitting the class subject (see course description/content submission guidelines).