Community-engaged learning (CEL) pedagogies, including service learning and fair-trade learning, are based on reciprocal partnerships with organizations in the community devoted to the common good, and engage students in activities and projects that help the partner organization achieve its goals. Research suggests that CEL courses can enhance student motivation and self-efficacy to engage with environmental problems, encourage them to become more self-aware of their privilege and positionality, and prompt them to be more engaged citizens‚ all while enhancing their learning and retention of course content. Because they help students see the direct benefits STEM disciplines can offer to their communities, CEL pedagogies may have additional benefits for first-generation students, students of color, and women in STEM. In this workshop, we will describe the research on the benefits of CEL pedagogies, especially in STEM and geoscience fields and for underrepresented student populations. We will share examples from our own practice and research, drawing upon numerous published resources and using them to guide participants through thinking about how CEL might meet their instructional goals and fit within their departmental or institutional contexts, how they might implement it in their existing courses, and how they might assess its impact.