Inside/Out: Pedagogical Approaches to Connecting Community-Based Research with the Scholarship of Teaching and Learning examines the pedagogical possibilities of using service learning as a guiding principle in course scaffolding. I will be discussing instructional objectives, community partnerships, engagement, reflection (Hatcher and Bringle, 1991) and assessment tools. By presenting case studies currently in use at a variety of colleges and universities, the paper hopes to be able to showcase some best practices in engaged pedagogy (Strand, Marulto, Cutforth, Stoecker and Donahue, 2003) – a balance of cognition (head), reflection (heart) and action (hands). Various examples of discipline-based service learning, problem-based service learning, service internships and community-based action research projects will be discussed. These materials also focus on the possibility of forming learning communities across disciplines, the identification of various types of community partners, and the creation of course clusters within departments. Through this type of teaching and learning individual faculty members and their institutions can promote a sense of compassion and empathy within the educational experience.