How does one develop and deliver the integrated core of a cross-disciplinary arts and sciences undergraduate degree when the degree program has no departmental or college home and no full-time faculty, but plenty of enthusiastic students who are looking for a unique educational experience? This article outlines how a formalized curriculum assessment process performed a crucial infrastructural role in the development and delivery of a program that falls not only between disciplinary cultures but between the traditional cultures of university administration of faculty assignment, faculty evaluation, and curriculum evolution.