A key goal of higher education is to graduate citizens who are actively engaged in the process of democracy. Yet, it is a challenge to build a curriculum with this in mind. Herein, we describe a multi-year process of creating and supporting a movement to centralize undergraduates' civic identity development across the curriculum. The result is a new model that names specific developmental stages for students. During this process, we worked on defining civic identity for our campus. In "A Framework for Understanding Student Engagement and Outcomes," Schnaubelt et al. ask whether it's important to have a definition of civic identity, and what that definition might be. Our answer is that while a clear definition is critical, the term "civic identity" does not need to be explicit in that definition. Rather, civic identity can be the lens that focuses discussion: What does civic identity mean in the context of our ethos? At our institution, it means "fostering a just, equitable, and sustainable world." This work gave rise to an update to the college's Mission Statement, revisions to General Education requirements, and a common writing prompt across First-Year Seminars. In turn, our model lent itself to assessment: How do we measure a student's capacity to engage across differences, and their development of democratic knowledge, habit, and skills? With foundational pieces built into First-Year Seminars, students engage with civic learning in their first semester, and the common writing prompt became a useful tool for assessment. In this article, we present data collected over four years of this work. This article provides a map as well as lessons learned to support other colleges' work to live into the call from A Crucible Moment (2012) to make civic learning an integral part of a college education.