Historically, societies have relied on universities and colleges to provide a space for young citizens to experiment with and explore the innovative approaches needed to address contemporary problems. Yet today, many universities serve as diploma mills that succeed in getting students onto the job market, but fail to give those students tools for real innovation. This article discusses the importance of college-level science classrooms practicing interdisciplinarity (combining of two or more academic disciplines into one activity). College-level science classrooms can practice interdisciplinarity by merging coursework at three levels: (1) between the trades and traditional learning; (2) among traditional divisions of knowledge (e.g., science and humanities); and (3) within traditional divisions of knowledge (e.g., within the sciences). Science courses could explicitly teach content and also explore real-world problems in lab sections. College science administrators and teachers can leverage role models by creating a culture of mentoring; by addressing heart, compassion, beauty, and critical thinking in the college classroom; thereby reclaiming their roles as leaders of progress and innovation, and thereby turning away from the diploma mill paradigm.