This article presents three cases of community-engaged, or "public," scholarship across diverse disciplines (social science, natural science, and health science) in which the rigid boundaries of what has been conceived as traditional service-learning have been blurred. The innovations represented within these cases explicitly address discipline-specific knowledge and civic skills acquisition. Moreover, they do so in ways that encourage the integration of scholarship, service, teaching, and learning. We argue that civic learning can be authentically realized through the synthesis of disciplinary content and civic sensibilities; integration of teaching, learning, research, and service; and by organizing our efforts around community problems (rather than organizing around specific pedagogical or research methods).