IntroductionMcGovern and Brewer (2013) referred to three-legged stool of faculty activity: teaching, scholarship, and (p. 507). As a result of democratisation, South African universities have been tasked with providing through participating in key communities in their environments, providing tuition that facilitates students' community engagement, and fostering the principles of democratic citizenship (Council of Higher Education [CHE], 2006). Community engagement in South African higher education has thus evolved from being one of three elements alongside teaching and research, to being integrated into teaching and research activities (Lazarus, Erasmus, Hendricks, Nduna, & Slamat, 2008). This article aims to contribute to the South African literature in which there is limited evidence of the ways in which the three strands of activity are integrated and operationalised in the teaching of psychology.The integration of community engagement with teaching and research has been challenging in the South African context. Proponents of integration argue that this engagement should be a scholarly activity, that is, the scholarship of engagement (Boyer, 1990); others (for example, Butin, 2007) argue that the integration of community engagement activities into mainstream higher education practices serves to dilute the disruption these activities may bring to standard university business. Community engagement activities may disrupt the knowledges promoted in universities by drawing on local knowledge, cultural understandings, and practices, which may conflict with the (mostly) Western models students are taught. Community engagement has resource implications for higher education institutions, especially when a separate office is created with staffing and resource costs. Thus, when activities are integrated into curricula, there are reduced needs for separate funding and additional support because many of these are absorbed into existing teaching-related structures, and students may also help with picking up some of the associated costs such as travel.Many students are motivated to study because they would like to help others (Bromnick & Horowitz, 2013; Goedeke & Gibson, 2011). This is evidenced by the substantial numbers who do voluntary community-based work, prompted by their sensitivity to issues of social justice. This potentially links with preparation for employment because the third sector (e.g., non-profit-making organisations, charities, and social enterprises) provides a potential career destination for graduates of psychology. In most undergraduate and honours-level curricula, however, there are limited opportunities for students to experience psychology in action-and in the current context of resounding calls to decolonise the curriculum (Mbembe, 2015), the challenge for is to move from predominantly Westernised approaches to more transformational knowledge creation and engagement. In addition, given calls for universities to promote social responsibility, students need to understand the relevance of their studies to societal and global issues (Trapp & Akhurst, 2011). For these intersecting reasons, it is important to consider integrating community-based service learning (CBSL, more commonly termed service learning in the USA) into the curriculum to meet these needs and better prepare students for their roles as citizens.Drawing on constructivist approaches to understanding the links between thought and language (Deeley, 2015), service learning has its theoretical origins in Dewey's philosophy of education for democracy (as cited in Hatcher, 1997) and Boyer's (1990) scholarship of engagement. Service learning has become popular because it is a pedagogy that engages both students and faculty in their communities in ways that are intended to be educationally meaningful to all those involved (Bringle & Duffy, 1998). …