Civic Learning and Teaching contributes to an understanding of why civic engagement in higher education matters, both inside and outside the classroom, for teachers, students, and community members. From service-learning, study abroad, alternative spring break, to community-based research, most colleges and universities have created opportunities for students to have “civic experiences.” This monograph suggests that when campuses work to connect students’ civic experiences in intentional ways, their civic learning becomes more fluid and more likely to inspire civic thought and action.Additionally, Civic Learning and Teaching encourages readers to consider how the application of civic issues, environments, and ideas, both inside and outside the classroom, can be used to bridge boundaries—both the literal walls that define traditional learning spaces, and also the figurative boundaries that define differences between people. The authors broadly challenge readers to rethink traditional roles of “student,” “teacher,” “researcher” and “community member” by suggesting that when we engage in civic learning and teaching we actually assume multiple roles. Each chapter offers insight into the meaning and application of various approaches to civic learning and teaching; across the curriculum, through social media, within intergroup dialogue, for research, and toward shared campus and community outcomes. Civic Learning and Teaching is intended to encourage action, thought and collaboration on campuses and in concert with communities.