“Interdisciplinarity” is a hot word in contemporary college education. Since I began teaching undergraduate students at the University of Maryland in 2007, I have striven to ensure that my courses walk the walk. In the Minor in International Development and Conflict Management, housed in the Department of Government and Politics, I have taught two undergraduate courses in international development, peace, and conflict management dozens of times, honing my approach with successive iterations. The Introduction course draws heavily on political science texts but also relies on works in philosophy, sociology, and economics, as well as documents from international organizations such as the UN and the World Bank. The Capstone course in International Development is interdisciplinary at its core, relying on a project-based, client-based model of development problem solving that relies on real-world engagement with development practitioners, industry texts and guides, and concrete examples that cover fields ranging from agriculture to community health to education to small business development to disaster risk reduction. In my previous role at UMD, during my five years as the Associate Director of the College Park Scholars Public Leadership program, I taught 12 sections each of two small undergraduate courses—Public Leadership and Applied Leadership—as well as 10 sections of an experiential learning course called Guided Teaching in Public Leadership. All of these courses draw from “the disciplines” and on interdisciplinary scholarship (in fields such as leadership and management studies, development studies, and peace and conflict studies), while also relying heavily on current events, contemporary political commentary, and examples of real-world development programs and ethics questions.