Incorporating civic engagement into academically rigorous classroom practice requires the retooling of course delivery. In this article, the authors describe an 8-week seminar that acts as a structured, incentivized opportunity for course redesign for Salisbury University (Maryland) faculty who wish to incorporate rigorous and effective civic engagement across the liberal arts curriculum. Lessons learned include the effect of providing space for discussion and pedagogical imagining, the importance of disciplinary literacy and social responsibility, perspectives for dealing with differing faculty expecations of student engagement, strategies for moving beyond roadblocks, and challenges posed by concepts of citizenship and “civic” within the seminar.