It is too often the case that programs disrupting the status quo have short lives and are then forgotten. As higher education faculty members who collaborated on curriculum development and teaching, we write so that our work is not forgotten, but rather chronicles what is possible. We consider our work in an academically rigorous, post-credential master's degree program that is framed by theoretical perspectives about the relationship between education and society, the political and ethical nature of teaching, and research on transforming higher education.