INTRODUCTION. Service learning is a pedagogy that can achieve civic competences for learners to participate effectively in culturally diverse democratic societies. METHODOLOGY. A qualitative analysis of research evidence is examined for why service learning provides the optimal pedagogy for achieving democratic competences and civic learning. Civic-mindedness provides a set of common civic learning objectives that can guide both curricular service learning courses and co-curricular civic programs at multiple levels (course, department, school, campus, multicampus). RESULTS. Past meta-analyses are consistent in establishing service learning as an effective means for enhancing civic learning outcomes. Research on Civic-Minded Graduate and Civic-Minded Professional demonstrates their usefulness to provide an integrative framework for civic learning outcomes that can guide the design, implementation, and assessment of both curricular service learning courses and co-curricular civic programs at multiple levels (course, department, school, campus, multicampus). DISCUSSION. Institutions of higher learning can accept the challenge to enhance civic learning through service learning, co-curricular programs focused on civic outcomes, and other effective, high-impact pedagogies to enhance long-term habits of community engagement that contribute to the public good. A key component of developing civic learning, in addition to high quality course design, is providing opportunities for dialogue and collaboration with diverse others.