There is an increasing demand for universities to respond to the needs and demands of a broad range of societal actors. Accordingly, the Vrije Universiteit Amsterdam (VU Amsterdam) aims to implement community service-learning (CSL) throughout its undergraduate and master's programs. Taking a broad conceptualization of CSL as an approach to public engagement that seeks an integration between classroom-based learning activities and community-based activities, we interviewed lecturers (n=23) who are at the forefront of adopting CSL at VU Amsterdam about their experiences. Through the analysis of those experiences, we report in our findings valuable lessons on how a university may make the transition from individual and isolated public engagement initiatives towards an institutional approach. To further institutionalize public engagement pedagogies, there is a need to create a shared vision on CSL, to widely implement adequate reward and recognition structures for lecturers, and to implement different forms of institutional support for coordination and management of partnerships with community partners. A centralized office can assist with capacity building and knowledge sharing about how to design and assess CSL activities that promote students' competences (including soft skills) and benefits to the community, while considering students' readiness levels and incorporating adequate ethical standards.